2012 AGU section and focus group awardees and named lecturers

NASA Astrophysics Data System (ADS)

Williams, Danica

2012-11-01

Each year, more than 20 awards are presented by AGU sections and focus groups to recipients at various stages in their careers. In addition, nearly 25 individuals are selected annually to present lectures under the Bowie Lecture Series and the Section and Focus Group Named Lecture Series. The Bowie Lecture Series was inaugurated in 1989 to commemorate the fiftieth presentation of the William Bowie Medal, which is AGU's highest honor and is named for AGU's first president. Named lectures are designated by sections and focus groups to honor and memorialize distinguished scientists in their respective fields of science.

Application of Hamilton's law of varying action

NASA Technical Reports Server (NTRS)

Bailey, C. D.

1975-01-01

The law of varying action enunciated by Hamilton in 1834-1835 permits the direct analytical solution of the problems of mechanics, both stationary and nonstationary, without consideration of force equilibrium and the theory of differential equations associated therewith. It has not been possible to obtain direct analytical solutions to nonstationary systems through the use of energy theory, which has been limited for 140 years to the principle of least action and to Hamilton's principle. It is shown here that Hamilton's law permits the direct analytical solution to nonstationary, initial value systems in the mechanics of solids without any knowledge or use of the theory of differential equations. Solutions are demonstrated for nonconservative, nonstationary particle motion, both linear and nonlinear.

Hamilton's rule and the causes of social evolution

PubMed Central

Bourke, Andrew F. G.

2014-01-01

Hamilton's rule is a central theorem of inclusive fitness (kin selection) theory and predicts that social behaviour evolves under specific combinations of relatedness, benefit and cost. This review provides evidence for Hamilton's rule by presenting novel syntheses of results from two kinds of study in diverse taxa, including cooperatively breeding birds and mammals and eusocial insects. These are, first, studies that empirically parametrize Hamilton's rule in natural populations and, second, comparative phylogenetic analyses of the genetic, life-history and ecological correlates of sociality. Studies parametrizing Hamilton's rule are not rare and demonstrate quantitatively that (i) altruism (net loss of direct fitness) occurs even when sociality is facultative, (ii) in most cases, altruism is under positive selection via indirect fitness benefits that exceed direct fitness costs and (iii) social behaviour commonly generates indirect benefits by enhancing the productivity or survivorship of kin. Comparative phylogenetic analyses show that cooperative breeding and eusociality are promoted by (i) high relatedness and monogamy and, potentially, by (ii) life-history factors facilitating family structure and high benefits of helping and (iii) ecological factors generating low costs of social behaviour. Overall, the focal studies strongly confirm the predictions of Hamilton's rule regarding conditions for social evolution and their causes. PMID:24686934

Hamilton's rule and the causes of social evolution.

PubMed

Bourke, Andrew F G

2014-05-19

Hamilton's rule is a central theorem of inclusive fitness (kin selection) theory and predicts that social behaviour evolves under specific combinations of relatedness, benefit and cost. This review provides evidence for Hamilton's rule by presenting novel syntheses of results from two kinds of study in diverse taxa, including cooperatively breeding birds and mammals and eusocial insects. These are, first, studies that empirically parametrize Hamilton's rule in natural populations and, second, comparative phylogenetic analyses of the genetic, life-history and ecological correlates of sociality. Studies parametrizing Hamilton's rule are not rare and demonstrate quantitatively that (i) altruism (net loss of direct fitness) occurs even when sociality is facultative, (ii) in most cases, altruism is under positive selection via indirect fitness benefits that exceed direct fitness costs and (iii) social behaviour commonly generates indirect benefits by enhancing the productivity or survivorship of kin. Comparative phylogenetic analyses show that cooperative breeding and eusociality are promoted by (i) high relatedness and monogamy and, potentially, by (ii) life-history factors facilitating family structure and high benefits of helping and (iii) ecological factors generating low costs of social behaviour. Overall, the focal studies strongly confirm the predictions of Hamilton's rule regarding conditions for social evolution and their causes.

78 FR 63852 - Airworthiness Directives; Hamilton Standard Division and Hamilton Sundstrand Corporation Propellers

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-25

... Blades and Hubs That Do Not Have an Updated ALS For Hamilton Standard Division propeller models 6/5500/F... approved update to the ALS, within one year after the effective date of this AD, perform an MI on the...

Hamilton-Jacobi theory in multisymplectic classical field theories

NASA Astrophysics Data System (ADS)

de León, Manuel; Prieto-Martínez, Pedro Daniel; Román-Roy, Narciso; Vilariño, Silvia

2017-09-01

The geometric framework for the Hamilton-Jacobi theory developed in the studies of Cariñena et al. [Int. J. Geom. Methods Mod. Phys. 3(7), 1417-1458 (2006)], Cariñena et al. [Int. J. Geom. Methods Mod. Phys. 13(2), 1650017 (2015)], and de León et al. [Variations, Geometry and Physics (Nova Science Publishers, New York, 2009)] is extended for multisymplectic first-order classical field theories. The Hamilton-Jacobi problem is stated for the Lagrangian and the Hamiltonian formalisms of these theories as a particular case of a more general problem, and the classical Hamilton-Jacobi equation for field theories is recovered from this geometrical setting. Particular and complete solutions to these problems are defined and characterized in several equivalent ways in both formalisms, and the equivalence between them is proved. The use of distributions in jet bundles that represent the solutions to the field equations is the fundamental tool in this formulation. Some examples are analyzed and, in particular, the Hamilton-Jacobi equation for non-autonomous mechanical systems is obtained as a special case of our results.

Hamilton Naki, transplant surgeon.

PubMed

Nzerue, Chike M

2006-03-01

A biographic sketch of Hamilton Naki is presented here. He was a great self-taught surgeon whose contributions to the world of transplantation were largely ignored due to the apartheid system of South Africa. He assisted Christian Barnard in the first human heart transplant in 1967.

Quantitative genetic versions of Hamilton's rule with empirical applications

PubMed Central

McGlothlin, Joel W.; Wolf, Jason B.; Brodie, Edmund D.; Moore, Allen J.

2014-01-01

Hamilton's theory of inclusive fitness revolutionized our understanding of the evolution of social interactions. Surprisingly, an incorporation of Hamilton's perspective into the quantitative genetic theory of phenotypic evolution has been slow, despite the popularity of quantitative genetics in evolutionary studies. Here, we discuss several versions of Hamilton's rule for social evolution from a quantitative genetic perspective, emphasizing its utility in empirical applications. Although evolutionary quantitative genetics offers methods to measure each of the critical parameters of Hamilton's rule, empirical work has lagged behind theory. In particular, we lack studies of selection on altruistic traits in the wild. Fitness costs and benefits of altruism can be estimated using a simple extension of phenotypic selection analysis that incorporates the traits of social interactants. We also discuss the importance of considering the genetic influence of the social environment, or indirect genetic effects (IGEs), in the context of Hamilton's rule. Research in social evolution has generated an extensive body of empirical work focusing—with good reason—almost solely on relatedness. We argue that quantifying the roles of social and non-social components of selection and IGEs, in addition to relatedness, is now timely and should provide unique additional insights into social evolution. PMID:24686930

78 FR 30795 - Airworthiness Directives; Hamilton Standard Division and Hamilton Sundstrand Corporation Propellers

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-23

... Airworthiness Limitations Sections (ALSs) of the applicable maintenance manuals to date. Each ALS establishes.... Relevant Service Information We reviewed the Hamilton Sundstrand ALS in Maintenance Manual P5185, Revision... P5189, Revision 8, dated March 26, 2013. The ALS in these maintenance manuals lists the MIs for the...

9. INTERIOR VIEW OF BREW HOUSE, STEAM ENGINE READS: HAMILTON ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

9. INTERIOR VIEW OF BREW HOUSE, STEAM ENGINE- READS: HAMILTON CORLISS ENGINES, THE HOOVEN, OWENS & RENTSCHLER CO., BUILDERS, HAMILTON, OHIO, U.S.A. - August Schell Brewing Company, Twentieth Street South, New Ulm, Brown County, MN

Hamilton Naki, transplant surgeon.

PubMed Central

Nzerue, Chike M.

2006-01-01

A biographic sketch of Hamilton Naki is presented here. He was a great self-taught surgeon whose contributions to the world of transplantation were largely ignored due to the apartheid system of South Africa. He assisted Christian Barnard in the first human heart transplant in 1967. Images p448-a PMID:16573312

2011 AMCA Memorial Lecture honoree: Dr. Harrison Gray Dyar Jr.

PubMed

Carpenter, Terry L; Klein, Terry A

2011-09-01

Dr. Harrison Gray Dyar Jr. (1866-1929) was an early-20th-century expert in taxonomy and biology of culicid Diptera. At an early age, Dyar became interested in the biology, life history, and taxonomy of Lepidoptera, which he continued throughout his entire career. Dyar pursued his passion for entomology, and during his formative years, professionals sent Lepidoptera specimens to him for identification. As his prominence was well known to Leland Howard, then the honorary curator of the US National Museum of Natural History, he was asked and accepted the position as honorary custodian of Lepidoptera in 1897, which later included periods of service with the US Department of Agriculture Bureau of Entomology and the US Army Officers' Reserve Corps. This position went without stipend and it was Dyar's personal wealth that allowed him to continue his love of entomology. However, the museum did provide limited staff and funds for illustrators, supplies, and travel. In the early 1900s, his interests expanded to include mosquitoes where he concentrated on their life histories and taxonomy. Throughout his career, Dyar often criticized colleagues, both personally and in publications, often with interludes of peace to coauthor articles and books. His legacy of original scientific work is of lasting significance to public health and entomology communities, in recognition of which he was selected as the 2011 AMCA memorial lecture honoree.

Zero-g tests of involving Hamilton standard personnel and others

NASA Technical Reports Server (NTRS)

1979-01-01

Zero-g tests of involving Hamilton standard personnel, Don Williams and Larry Magers. View includes Williams and Magers tumbling in zero-g as photographer takes picures. Williams is wearing a headset (30361); Williams floats among Hamilton standard technicians (30362).

Hamilton's Principle for Beginners

ERIC Educational Resources Information Center

Brun, J. L.

2007-01-01

I find that students have difficulty with Hamilton's principle, at least the first time they come into contact with it, and therefore it is worth designing some examples to help students grasp its complex meaning. This paper supplies the simplest example to consolidate the learning of the quoted principle: that of a free particle moving along a…

78 FR 49660 - Airworthiness Directives; Hamilton Standard Division and Hamilton Sundstrand Corporation Propellers

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-15

... done. (f) MI for Blades and Hubs That Have an Updated Airworthiness Limitations Section (ALS) For..., that have an approved update to the ALS, within 45 days after the effective date of this AD, perform an... and Hubs That Do Not Have an Updated ALS For Hamilton Standard Division propeller models 6/5500/F and...

The Magnus problem in Rodrigues-Hamilton parameters

NASA Astrophysics Data System (ADS)

Koshliakov, V. N.

1984-04-01

The formalism of Rodrigues-Hamilton parameters is applied to the Magnus problem related to the systematic drift of a gimbal-mounted astatic gyroscope due to the nutational vibration of the main axis of the rotor. It is shown that the use of the above formalism makes it possible to limit the analysis to a consideration of a linear system of differential equations written in perturbed values of Rodrigues-Hamilton parameters. A refined formula for the drift of the main axis of the gyroscope rotor is obtained, and an estimation is made of the effect of the truncation of higher-order terms.

Unified formalism for the generalized kth-order Hamilton-Jacobi problem

NASA Astrophysics Data System (ADS)

Colombo, Leonardo; de Léon, Manuel; Prieto-Martínez, Pedro Daniel; Román-Roy, Narciso

2014-08-01

The geometric formulation of the Hamilton-Jacobi theory enables us to generalize it to systems of higher-order ordinary differential equations. In this work we introduce the unified Lagrangian-Hamiltonian formalism for the geometric Hamilton-Jacobi theory on higher-order autonomous dynamical systems described by regular Lagrangian functions.

A generalization of Hamilton's rule--love others how much?

PubMed

Alger, Ingela; Weibull, Jörgen W

2012-04-21

According to Hamilton's (1964a, b) rule, a costly action will be undertaken if its fitness cost to the actor falls short of the discounted benefit to the recipient, where the discount factor is Wright's index of relatedness between the two. We propose a generalization of this rule, and show that if evolution operates at the level of behavior rules, rather than directly at the level of actions, evolution will select behavior rules that induce a degree of cooperation that may differ from that predicted by Hamilton's rule as applied to actions. In social dilemmas there will be less (more) cooperation than under Hamilton's rule if the actions are strategic substitutes (complements). Our approach is based on natural selection, defined in terms of personal (direct) fitness, and applies to a wide range of pairwise interactions. Copyright © 2011 Elsevier Ltd. All rights reserved.

Neil Armstrong Family Memorial Service

NASA Image and Video Library

2012-08-31

The Hamilton Co. (OH) Sheriff’s Office bagpipe corps concludes the memorial service celebrating the life of Neil Armstrong, Friday, Aug. 31, 2012, at the Camargo Club in Cincinnati. Armstrong, the first man to walk on the moon during the 1969 Apollo 11 mission, died Saturday, Aug. 25. He was 82. Photo Credit: (NASA/Bill Ingalls)

77 FR 52135 - Hamilton Bank, Baltimore, Maryland; Approval of Conversion Application

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-28

... DEPARTMENT OF THE TREASURY Office of the Comptroller of the Currency [OCC Charter Number 701904] Hamilton Bank, Baltimore, Maryland; Approval of Conversion Application Notice is hereby given that on August 13, 2012, the Office of the Comptroller of the Currency (OCC) approved the application of Hamilton...

A Hamilton-Jacobi theory for implicit differential systems

NASA Astrophysics Data System (ADS)

Esen, Oǧul; de León, Manuel; Sardón, Cristina

2018-02-01

In this paper, we propose a geometric Hamilton-Jacobi theory for systems of implicit differential equations. In particular, we are interested in implicit Hamiltonian systems, described in terms of Lagrangian submanifolds of TT*Q generated by Morse families. The implicit character implies the nonexistence of a Hamiltonian function describing the dynamics. This fact is here amended by a generating family of Morse functions which plays the role of a Hamiltonian. A Hamilton-Jacobi equation is obtained with the aid of this generating family of functions. To conclude, we apply our results to singular Lagrangians by employing the construction of special symplectic structures.

Robert Hooke's model of memory.

PubMed

Hintzman, Douglas L

2003-03-01

In 1682 the scientist and inventor Robert Hooke read a lecture to the Royal Society of London, in which he described a mechanistic model of human memory. Yet few psychologists today seem to have heard of Hooke's memory model. The lecture addressed questions of encoding, memory capacity, repetition, retrieval, and forgetting--some of these in a surprisingly modern way. Hooke's model shares several characteristics with the theory of Richard Semon, which came more than 200 years later, but it is more complete. Among the model's interesting properties are that (1) it allows for attention and other top-down influences on encoding; (2) it uses resonance to implement parallel, cue-dependent retrieval; (3) it explains memory for recency; (4) it offers a single-system account of repetition priming; and (5) the power law of forgetting can be derived from the model's assumptions in a straightforward way.

A lecture on lecturing.

PubMed

Calnan, J

1976-11-01

There are major differences between a lecture and a paper for publication. Often the printed word is spoken at meetings, a kind of compulsive public reading which has robbed the lecturer of the chance of oratory and the audience of a little enjoyment. The simple fact is that although doctors read aloud badly (actors do this far better) most can learn to speak spontaneolsly and with animation; but this requires time and effort, both of which are donated in a miserly way. The successful lecturer is generous and considerate of his audience--a rare being at medical meetings.

[Anna Hamilton (1864-1935), the excellence of nursing.

PubMed

Diebolt, Évelyne

2017-12-01

A Frenchwoman, Anna Hamilton (1864-1935), daughter of a Franco-English couple, reads with passion the works of Florence Nightingale and takes an interest in nursing. In order to practice it, she first passes the equivalent of a bachelor’s degree in self-education and registers at the Marseille medical school. She wants to prepare a medical thesis on the nursing staff in the hospitals in Europe and is conducting an investigation throughout Europe. She passed her thesis on June 15, 1900 entitled “Considerations on hospital nurses”. This work is immediately published. That same year, she took up a post at the “Maison de santé protestante” in Bordeaux (MSP), founded in 1863. Without managerial staff, she is forced to recruit them abroad. She publishes a professional journal : “La Garde-Malade hospitalière” (1906-1914). Then the war turned the MSP into a military hospital, but the institution continued to receive local paying patients. She was given permission to call the school of nurses : Florence Nightingale School. Anna Hamilton is working with American women to create a medical and social service in Aisne. A graduate, Antoinette Hervey, then opened a medical-social service in Rouen, which would employ up to 30 visiting nurses. In 1916, the MSP received a donation from the domain of Bagatelle. The board of directors wants to sell it, but Anna Hamilton manages to finance a hospital-school thanks to families bereaved by the war and a subscription announced in the “Journal of Nursing”. Other establishments created by former students of the MSP opened : the School-hospital Ambroise Paré in Lille, a nursing home for nurses in Chambon-sur-Lignon in 1927 (the Edith-Seltzer foundation) and a sanatorium in Briançon. After a busy life, Anna Hamilton died of cancer in 1935 and is buried in Bordeaux.

Alexander Hamilton: Soldier-Statesmen of the Constitution. A Bicentennial Series No. 16.

ERIC Educational Resources Information Center

Army Center of Military History, Washington, DC.

Alexander Hamilton was among the most intellectually gifted of the Founding Fathers and a brilliant political theorist, but he lacked practical political experience, and his major political contributions occurred only when his specific policies were adopted and carried forward by others with broader vision. This booklet on Hamilton is one in a…

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…

Robert Burk Gives Inaugural Wacholder Lecture on HPV and cervical cancer research

Cancer.gov

In April 2018, DCEG welcomed Robert Burk, M.D., as the inaugural Sholom Wacholder Distinguished Lecturer in Quantitative Health Sciences. The lectureship is named in memory of Dr. Sholom Wacholder, who worked at the intersection of quantitative reasoning and science.

Measuring Social Capital in Hamilton, Ontario

ERIC Educational Resources Information Center

Kitchen, Peter; Williams, Allison; Simone, Dylan

2012-01-01

Social capital has been studied by academics for more than 20 years and within the past decade there has been an explosion of growth in research linking social capital to health. This paper investigates social capital in Hamilton, Ontario by way of a telephone survey of 1,002 households in three neighbourhood groups representing high, mixed and…

Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture.

PubMed

Jing, Helen G; Szpunar, Karl K; Schacter, Daniel L

2016-09-01

Although learning through a computer interface has become increasingly common, little is known about how to best structure video-recorded lectures to optimize learning. In 2 experiments, we examine changes in focused attention and the ability for students to integrate knowledge learned during a 40-min video-recorded lecture. In Experiment 1, we demonstrate that interpolating a lecture with memory tests (tested group), compared to studying the lecture material for the same amount of time (restudy group), improves overall learning and boosts integration of related information learned both within individual lecture segments and across the entire lecture. Although mind wandering rates between the tested and restudy groups did not differ, mind wandering was more detrimental for final test performance in the restudy group than in the tested group. In Experiment 2, we replicate the findings of Experiment 1, and additionally show that interpolated tests influence the types of thoughts that participants report during the lecture. While the tested group reported more lecture-related thoughts, the restudy group reported more lecture-unrelated thoughts; furthermore, lecture-related thoughts were positively related to final test performance, whereas lecture-unrelated thoughts were negatively related to final test performance. Implications for the use of interpolated testing in video-recorded lectures are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Exploring medical student decisions regarding attending live lectures and using recorded lectures.

PubMed

Gupta, Anmol; Saks, Norma Susswein

2013-09-01

Student decisions about lecture attendance are based on anticipated effect on learning. Factors involved in decision-making, the use of recorded lectures and their effect on lecture attendance, all warrant investigation. This study was designed to identify factors in student decisions to attend live lectures, ways in which students use recorded lectures, and if their use affects live lecture attendance. A total of 213 first (M1) and second year (M2) medical students completed a survey about lecture attendance, and rated factors related to decisions to attend live lectures and to utilize recorded lectures. Responses were analyzed overall and by class year and gender. M1 attended a higher percentage of live lectures than M2, while both classes used the same percentage of recorded lectures. Females attended more live lectures, and used a smaller percentage of recorded lectures. The lecturer was a key in attendance decisions. Also considered were the subject and availability of other learning materials. Students use recorded lectures as replacement for live lectures and as supplement to them. Lectures, both live and recorded, are important for student learning. Decisions about lecture placement in the curriculum need to be based on course content and lecturer quality.

[Autobiographical memory of depressed patients].

PubMed

Yao, Shuqiao; Liu, Xianhua; Zhao, Weifeng; Yang, Wenhui; Tan, Furong

2010-07-01

To explore the autobiographical memory characteristics in depressed patients and their influence factors. Autobiographical memory, emotion and cognitive executive function of 60 depressed patients and 60 healthy controls were assessed with autobiographical memory test (AMT), Hamilton depression scale (HAMD), Beck depression inventory (BDI), Beck anxiety inventory (BAI), hospital anxiety and depression scale (HAD), arrow-task stroop test (ATST), Wisconsin card sorting test (WCST), Backward masking test (BMT) and continuous performance test (CPT). The specific memory of the depressed group was significantly less than that of the control group, and was negatively related with the negative emotion score, the time of anterograde and retrograde reading of ATST, and the time difference of ATST. The overgeneral memory increased and the latency to response of ATST was significantly longer than that of the control group. The two factors were positively related with the negative emotion score, the time of anterograde and retrograde reading of ATST, and the time difference of ATST. The autobiographical memory of the depressed patients is overgeneralized and retarded. These characteristics are related with negative emotion and impairment of cognitive executive function.

Yerkes, Hamilton and the experimental study of the ape mind: from evolutionary psychiatry to eugenic politics.

PubMed

Thomas, Marion

2006-06-01

Robert Yerkes is a pivotal figure in American psychology and primatology in the first half of the twentieth century. As is well known, Yerkes first studied ape intelligence in 1915, on a visit to the private California laboratory of the psychiatrist Gilbert Hamilton, a former student. Less widely appreciated is how far the work done at the Hamilton lab, in its aims and ambitions as well as its techniques, served as a template for much of Yerkes's research thereafter. This paper uses the Hamilton-Yerkes relationship to re-examine Yerkes's career and, more generally, that of American psychology in the early twentieth century. Three points especially are emphasized: first, the role of Freudian psychoanalysis as a spur to Hamilton's experimental studies of ape intelligence; second, the importance of Hamilton's laboratory, with its semi-wild population of monkeys and ape, as a model for Yerkes's efforts to create a laboratory of his own; and third, the influence on Yerkes of Hamilton's optimism about experimental psychological studies of nonhuman primates as a source of lessons beneficial to a troubled human world.

Application of Hamilton's Law of Varying Action

NASA Technical Reports Server (NTRS)

Bailey, C. D.

1973-01-01

The application of Hamilton's Law to the direct solution of nonstationary as well as stationary problems in mechanics of solids is discussed. Solutions are demonstrated for conservative and monconservative, stationary and/or nonstationary particle motion. Mathematical models are developed to establish the relationships of the parameters.

Spiers Memorial Lecture. Molecular mechanics and molecular electronics.

PubMed

Beckman, Robert; Beverly, Kris; Boukai, Akram; Bunimovich, Yuri; Choi, Jang Wook; DeIonno, Erica; Green, Johnny; Johnston-Halperin, Ezekiel; Luo, Yi; Sheriff, Bonnie; Stoddart, Fraser; Heath, James R

2006-01-01

We describe our research into building integrated molecular electronics circuitry for a diverse set of functions, and with a focus on the fundamental scientific issues that surround this project. In particular, we discuss experiments aimed at understanding the function of bistable rotaxane molecular electronic switches by correlating the switching kinetics and ground state thermodynamic properties of those switches in various environments, ranging from the solution phase to a Langmuir monolayer of the switching molecules sandwiched between two electrodes. We discuss various devices, low bit-density memory circuits, and ultra-high density memory circuits that utilize the electrochemical switching characteristics of these molecules in conjunction with novel patterning methods. We also discuss interconnect schemes that are capable of bridging the micrometre to submicrometre length scales of conventional patterning approaches to the near-molecular length scales of the ultra-dense memory circuits. Finally, we discuss some of the challenges associated with fabricated ultra-dense molecular electronic integrated circuits.

Lie-Hamilton systems on the plane: Properties, classification and applications

NASA Astrophysics Data System (ADS)

Ballesteros, A.; Blasco, A.; Herranz, F. J.; de Lucas, J.; Sardón, C.

2015-04-01

We study Lie-Hamilton systems on the plane, i.e. systems of first-order differential equations describing the integral curves of a t-dependent vector field taking values in a finite-dimensional real Lie algebra of planar Hamiltonian vector fields with respect to a Poisson structure. We start with the local classification of finite-dimensional real Lie algebras of vector fields on the plane obtained in González-López, Kamran, and Olver (1992) [23] and we interpret their results as a local classification of Lie systems. By determining which of these real Lie algebras consist of Hamiltonian vector fields relative to a Poisson structure, we provide the complete local classification of Lie-Hamilton systems on the plane. We present and study through our results new Lie-Hamilton systems of interest which are used to investigate relevant non-autonomous differential equations, e.g. we get explicit local diffeomorphisms between such systems. We also analyse biomathematical models, the Milne-Pinney equations, second-order Kummer-Schwarz equations, complex Riccati equations and Buchdahl equations.

Notetaking, Verbal Aptitude, & Listening Span: Factors Involved in Learning from Lectures.

ERIC Educational Resources Information Center

Walbaum, Sharlene D.

Three variables (verbal aptitude, listening ability, and notetaking) that may mediate how much college students learn from a lecture were studied. Verbal aptitude was operationalized as a Verbal Scholastic Aptitude Test (VSAT) score. Listening ability was measured as the score on an auditory short-term memory task, using the serial running memory…

Hamilton County: A Rural School District Profile.

ERIC Educational Resources Information Center

Harned, Catherine

Using state education agency, census, industry employment and occupational information data, this paper provides a detailed picture of a rural school district in Southern Illinois. Mining and agriculture are the major industries in Hamilton County. The major mining employer closed in February 1988, and the drought of 1988 is likely to adversely…

Spiers Memorial Lecture. Quantum chemistry: the first seventy years.

PubMed

McWeeny, Roy

2007-01-01

Present-day theoretical chemistry is rooted in Quantum Mechanics. The aim of the opening lecture is to trace the evolution of Quantum Chemistry from the Heitler-London paper of 1927 up to the end of the last century, emphasizing concepts rather than calculations. The importance of symmetry concepts became evident in the early years: one thinks of the necessary anti-symmetry of the wave function under electron permutations, the Pauli principle, the aufbau scheme, and the classification of spectroscopic states. But for chemists perhaps the key concept is embodied in the Hellmann-Feynman theorem, which provides a pictorial interpretation of chemical bonding in terms of classical electrostatic forces exerted on the nuclei by the electron distribution. Much of the lecture is concerned with various electron distribution functions--the electron density, the current density, the spin density, and other 'property densities'--and with their use in interpreting both molecular structure and molecular properties. Other topics touched upon include Response theory and propagators; Chemical groups in molecules and the group function approach; Atoms in molecules and Bader's theory; Electron correlation and the 'pair function'. Finally, some long-standing controversies, in particular the EPR paradox, are re-examined in the context of molecular dissociation. By admitting the concept of symmetry breaking, along with the use of the von Neumann-Dirac statistical ensemble, orthodox quantum mechanics can lead to a convincing picture of the dissociation mechanism.

Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering.

PubMed

Farley, James; Risko, Evan F; Kingstone, Alan

2013-01-01

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participant's memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individual's attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention.

Live lecture versus video-recorded lecture: are students voting with their feet?

PubMed

Cardall, Scott; Krupat, Edward; Ulrich, Michael

2008-12-01

In light of educators' concerns that lecture attendance in medical school has declined, the authors sought to assess students' perceptions, evaluations, and motivations concerning live lectures compared with accelerated, video-recorded lectures viewed online. The authors performed a cross-sectional survey study of all first- and second-year students at Harvard Medical School. Respondents answered questions regarding their lecture attendance; use of class and personal time; use of accelerated, video-recorded lectures; and reasons for viewing video-recorded and live lectures. Other questions asked students to compare how well live and video-recorded lectures satisfied learning goals. Of the 353 students who received questionnaires, 204 (58%) returned responses. Collectively, students indicated watching 57.2% of lectures live, 29.4% recorded, and 3.8% using both methods. All students have watched recorded lectures, and most (88.5%) have used video-accelerating technologies. When using accelerated, video-recorded lecture as opposed to attending lecture, students felt they were more likely to increase their speed of knowledge acquisition (79.3% of students), look up additional information (67.7%), stay focused (64.8%), and learn more (63.7%). Live attendance remains the predominant method for viewing lectures. However, students find accelerated, video-recorded lectures equally or more valuable. Although educators may be uncomfortable with the fundamental change in the learning process represented by video-recorded lecture use, students' responses indicate that their decisions to attend lectures or view recorded lectures are motivated primarily by a desire to satisfy their professional goals. A challenge remains for educators to incorporate technologies students find useful while creating an interactive learning culture.

Verbal and visual memory in patients with early Parkinson's disease: effect of levodopa.

PubMed

Singh, Sumit; Behari, Madhuri

2006-03-01

The effect of initiation of levodopa therapy on the memory functions in patients with Parkinson's disease remains poorly understood. To evaluate the effect of initiation of levodopa therapy on memory, in patients with early Parkinson's disease. Prospective case control study. Seventeen patients with early Parkinson's disease were evaluated for verbal memory using Rey's auditory verbal learning test, and visual memory using the Benton's visual retention test and Form sequence learning test. UPDRS scores, Hoehn and Yahr's Staging and Schwab and England scores of Activities of daily living. Hamilton's depression rating scale and MMSE were also evaluated. Six controls were also evaluated according to similar study protocol. Levodopa was then prescribed to the cases. Same tests were repeated on all the subjects after 12 weeks. The mean age of the patients was 59.8 (+ 12.9 yrs); mean disease duration of 3.26 (+ 2.06 yrs). The mean UPDRS scores of patients were 36.52 (+ 15.84). Controls were of a similar age and sex distribution. A statistically significant improvement in the scores on the UPDRS, Hamilton's depression scale, Schwab and England scale, and a statistically significant deterioration in the scores of visual memory was observed in patients with PD after starting levodopa, as compared to their baseline scores. There was no correlation between degree of deterioration and the dose of levodopa. Initiation of levodopa therapy in patients with early and stable Parkinson's disease is associated with deterioration in visual memory functions, with relative preservation of the verbal memory.

The Lecture

ERIC Educational Resources Information Center

Chaudhury, S. Raj

2011-01-01

Academic lectures for the purpose of instruction maintain an important presence in most colleges and universities worldwide. This chapter examines the current state of the lecture and how learning sciences research can inform the most effective use of this method. The author presents evidence that the lecture can be an effective element of…

Efficient solution for finding Hamilton cycles in undirected graphs.

PubMed

Alhalabi, Wadee; Kitanneh, Omar; Alharbi, Amira; Balfakih, Zain; Sarirete, Akila

2016-01-01

The Hamilton cycle problem is closely related to a series of famous problems and puzzles (traveling salesman problem, Icosian game) and, due to the fact that it is NP-complete, it was extensively studied with different algorithms to solve it. The most efficient algorithm is not known. In this paper, a necessary condition for an arbitrary un-directed graph to have Hamilton cycle is proposed. Based on this condition, a mathematical solution for this problem is developed and several proofs and an algorithmic approach are introduced. The algorithm is successfully implemented on many Hamiltonian and non-Hamiltonian graphs. This provides a new effective approach to solve a problem that is fundamental in graph theory and can influence the manner in which the existing applications are used and improved.

'From Man to Bacteria': W.D. Hamilton, the theory of inclusive fitness, and the post-war social order.

PubMed

Swenson, Sarah A

2015-02-01

W.D. Hamilton's theory of inclusive fitness aimed to define the evolved limits of altruism with mathematical precision. Although it was meant to apply universally, it has been almost irretrievably entwined with the particular case of social insects that featured in his famous 1964 papers. The assumption that social insects were central to Hamilton's early work contradicts material in his rich personal archive. In fact, careful study of Hamilton's notes, letters, diaries, and early essays indicates the extent to which he had humans in mind when he decided altruism was a topic worthy of biological inquiry. For this reason, this article reconsiders the role of extra-scientific factors in Hamilton's early theorizing. In doing so, it offers an alternative perspective as to why Hamilton saw self-sacrifice to be an important subject. Although the traditional narrative prioritizes his distaste for benefit-of-the-species explanations as a motivating factor behind his foundational work, I argue that greater attention ought to be given to Hamilton's hope that science could be used to address social ills. By reconsidering the meaning Hamilton intended inclusive fitness to have, we see that while he was no political ideologue, the socio-political relevance of his theory was nevertheless integral to its development. Copyright © 2015 Elsevier Ltd. All rights reserved.

Language and memory for object location.

PubMed

Gudde, Harmen B; Coventry, Kenny R; Engelhardt, Paul E

2016-08-01

In three experiments, we investigated the influence of two types of language on memory for object location: demonstratives (this, that) and possessives (my, your). Participants first read instructions containing demonstratives/possessives to place objects at different locations, and then had to recall those object locations (following object removal). Experiments 1 and 2 tested contrasting predictions of two possible accounts of language on object location memory: the Expectation Model (Coventry, Griffiths, & Hamilton, 2014) and the congruence account (Bonfiglioli, Finocchiaro, Gesierich, Rositani, & Vescovi, 2009). In Experiment 3, the role of attention allocation as a possible mechanism was investigated. Results across all three experiments show striking effects of language on object location memory, with the pattern of data supporting the Expectation Model. In this model, the expected location cued by language and the actual location are concatenated leading to (mis)memory for object location, consistent with models of predictive coding (Bar, 2009; Friston, 2003). Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

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…

Many Faces, Many Voices: Multicultural Literary Experiences for Youth. The Virginia Hamilton Conference (Kent, Ohio).

ERIC Educational Resources Information Center

Manna, Anthony L., Ed.; Brodie, Carolyn S., Ed.

This volume contains keynote and workshop presentations from several Virginia Hamilton Conferences on multicultural literature for children and young people. The papers and speeches are as follows: (1) "A Toiler, A Teller" (Virginia Hamilton); (2) "The Next America" (Arnold Adoff); (3) "The Magic of Imagining: Transaction…

Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering

PubMed Central

Farley, James; Risko, Evan F.; Kingstone, Alan

2013-01-01

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participant's memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individual's attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention. PMID:24065933

The North American light rail experience : insights for Hamilton.

DOT National Transportation Integrated Search

2012-04-01

This report provides a high level overview of the North American Light Rail Experience with the goal of : providing insights for Hamilton, Ontario. Light rail transit (LRT) is a term that emerged at the : Transportation Research Boards first confe...

Spiers memorial lecture. Organic electronics: an organic materials perspective.

PubMed

Wudl, Fred

2014-01-01

This Introductory Lecture is intended to provide a background to Faraday Discussion 174: "Organic Photonics and Electronics" and will consist of a chronological, subjective review of organic electronics. Starting with "ancient history" (1888) and history (1950-present), the article will take us to the present. The principal developments involved the processes of charge carrier generation and charge transport in molecular solids, starting with insulators (photoconductors) and moving to metals, to semiconductors and ending with the most popular semiconductor devices, such as organic light-emitting diodes (OLEDs), organic field effect transistors (OFETs) and organic photovoltaics (OPVs). The presentation will be from an organic chemistry/materials point of view.

Characteristics of good mathematics lecturers based on students and lecturers perspectives

NASA Astrophysics Data System (ADS)

Hapsari, Trusti; Putri, Dian Permana; Raharjo, Jajo Firman

2017-05-01

This study aims to determine the characteristics of good mathematics lecturers based on students' and lecturers' perspectivesand compare the characteristics of good lecturers/ teachers which are in accordance with the findings of some previous studies and the theories. This study is survey study. The Data were collected through questionnaires and interview. The population consists of some mathematics students from the first level through the third level and some mathematics education lecturers of a private university in West Java. Qualitative analysis was undertaken to examine the results of questionnaires and interviews. The finding shows that the characteristic of good mathematics lecturers is inspiring. They can inspire other mathematics lecturers and educators in general. Based on the students and lecturers' perspective, some characteristics of good mathematics lecturers are mastering the materials well, being on time, being objective, understanding the students, presenting the materials with clearly, and being disciplined. Some other characteristic mentioned are: teaching eagerly, being unhurried, being friendly, giving exemplary and preparing the lesson well. These characteristics are not much different from the characteristics described by some previous researchers and some theories of experts, i.e. mastering the subject matters well, pedagogic, and work wholeheartedly.

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.

75 FR 24938 - City of Hamilton, Ohio American Municipal Power, Inc.; Notice of Application for Transfer of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-06

...) and American Municipal Power, Inc. (AMP) filed an application for a partial transfer of license of the... to Hamilton and AMP. Applicants' Contacts: City of Hamilton--Mr. Mark Brandenburger, City Manager...

The Computer-based Lecture

PubMed Central

Wofford, Marcia M; Spickard, Anderson W; Wofford, James L

2001-01-01

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. PMID:11520384

Optional Student Use of Online Lecture Resources: Resource Preferences, Performance and Lecture Attendance

ERIC Educational Resources Information Center

Grabe, M.; Christopherson, K.

2008-01-01

One of the most common uses of a course management system in the on-campus environment is to offer lecture resources to students. Few researchers have investigated how students use such resources. This study considers student use of lecture resources that offer a representation of the lecture presented (i.e. lecture outline, lecture summary, audio…

Durand Neighbourhood Heritage Inventory: Toward a Digital Citywide Survey Approach to Heritage Planning in Hamilton

NASA Astrophysics Data System (ADS)

Angel, V.; Garvey, A.; Sydor, M.

2017-08-01

In the face of changing economies and patterns of development, the definition of heritage is diversifying, and the role of inventories in local heritage planning is coming to the fore. The Durand neighbourhood is a layered and complex area located in inner-city Hamilton, Ontario, Canada, and the second subject area in a set of pilot inventory studies to develop a new city-wide inventory strategy for the City of Hamilton,. This paper presents an innovative digital workflow developed to undertake the Durand Built Heritage Inventory project. An online database was developed to be at the centre of all processes, including digital documentation, record management, analysis and variable outputs. Digital tools were employed for survey work in the field and analytical work in the office, resulting in a GIS-based dataset that can be integrated into Hamilton's larger municipal planning system. Together with digital mapping and digitized historical resources, the Durand database has been leveraged to produce both digital and static outputs to shape recommendations for the protection of Hamilton's heritage resources.

Electroconvulsive therapy regulates emotional memory bias of depressed patients.

PubMed

Bai, Tongjian; Xie, Wen; Wei, Qiang; Chen, Yang; Mu, Jingjing; Tian, Yanghua; Wang, Kai

2017-11-01

Emotional memory bias is considered to be an important base of the etiology of depression and can be reversed by antidepressants via enhancing the memory for positive stimuli. Another antidepressant treatment, electroconvulsive therapy (ECT), has rapid antidepressant effect and frequently causes short-term memory impairment. However, it is unclear about the short-term effect of ECT on memory bias. In this study, the incidental memory task with emotional pictures were applied to evaluate the emotional memory of twenty depressed patients at pre- and post-ECT (three days after ECT) compared to twenty healthy controls. The depressive symptoms were evaluated using the Hamilton rating scale of depression (HRSD). Before ECT, patients showed decreased recognition memory for positive pictures compared to controls and remembered negative pictures more easily than positive pictures in the recognition task. In patients, the main effect of session (pre-ECT and post-ECT) was significant for both recognition and recall memory with reduced memory performance. The interaction between valence (positive, neutral and negative) and session was significant for recognition memory, indicating that negative memory was impaired more severely than positive memory. Our study indicates that ECT relieves depressive symptoms and regulates emotional memory through more severe impairment on memory for negative stimuli. Copyright © 2017. Published by Elsevier B.V.

Numerical Solution of Hamilton-Jacobi Equations in High Dimension

DTIC Science & Technology

2012-11-23

high dimension FA9550-10-1-0029 Maurizio Falcone Dipartimento di Matematica SAPIENZA-Universita di Roma P. Aldo Moro, 2 00185 ROMA AH930...solution of Hamilton-Jacobi equations in high dimension AFOSR contract n. FA9550-10-1-0029 Maurizio Falcone Dipartimento di Matematica SAPIENZA

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.…

A Study on Perception of Lecturer-Student Interaction in English Medium Science Lectures

ERIC Educational Resources Information Center

Navaz, Abdul Majeed Mohamed

2013-01-01

This paper, which is a part of a thesis, investigates the perception and practice of lecturers and students with regard to lecturer-student interaction in English medium science lectures of a university in Sri Lanka where English is a second language. This paper argues that dialogic lecturer-student interaction, which enables students to take a…

[Correlations between Beck's suicidal ideation scale, suicidal risk assessment scale RSD and Hamilton's depression rating scale].

PubMed

Ducher, J-L; Dalery, J

2008-04-01

Most of the people who will attempt suicide, talk about it beforehand. Therefore, recognition of suicidal risk is not absolutely impossible. Beck's suicidal ideation scale and Ducher's suicidal risk assessment scale (RSD) are common tools to help practicians in this way. These scales and the Hamilton's depression scale were included in an international multicentric, phase IV, double-blind study, according to two parallel groups who had been administered a fixed dose of fluvoxamin or fluoxetin for six weeks. This allowed examination of the correlations between these scales and the relations, which could possibly exist between suicidal risk, depression and anxiety. (a) Relationships between the Beck's suicidal ideation scale, the suicidal risk assessment scale RSD and Hamilton's depression before treatment. Before treatment, the analysis was conducted with 108 male and female depressive outpatients, aged 18 or over. Results revealed a significant positive correlation (with a Pearson's correlation coefficient r equal to 0.69 and risk p<0.0001) between Beck's suicidal ideation scale and the suicidal risk assessment scale RSD. These scales correlate less consistently with Hamilton's depression (Beck/Hamilton's depression: r=0.34; p=0.0004-RSD/Hamilton's depression: r=0.35; p=0.0002). We observed that the clinical anxiety scale by Snaith is also strongly correlated to these two suicidal risk assessment scales (Beck/CAS: r=0.48; p<0.0001-RSD/CAS: r=0.35; p=0.0005). Besides, the item "suicide" of Hamilton's depression scale accounts for more than a third of the variability of Beck's suicidal ideation scale and the suicidal risk assessment scale RSD. According to these results, the suicidal risk evaluated by these two scales seems to be significantly correlated with anxiety as much as with depression. On the other hand, the Clinical Global Impression is fairly significantly correlated with Beck's suicidal ideation scale (r=0.22; p=0.02), unlike the suicidal risk assessment

Mass and Spin Measurement Techniques (for the Large Hadron Collider):. Lectures Given at TASI 2011, Boulder, Colorado

NASA Astrophysics Data System (ADS)

Lester, Christopher G.

2013-12-01

For TASI 2011, I was asked to give a series of lectures on "Mass and Spin Measurement Techniques" with relevance to the Large Hadron Collider. This document provides a written record of those lectures - or more precisely of what I said while giving the lectures - warts and all. It is provided as my contribution to the proceedings primarily for the benefit of those who heard the lectures first hand and may wish to refer back to them. What it is not is a scientific paper or a teaching resource. Though lecture slides may be prepared in advance, what is actually said in a lecture is usually extemporaneous, may be partial, can be influenced by audience reaction, and may not even make sense without a visual record of the concomitant gesticulations of the lecturer. More worryingly, some of the statements made may be down-right false, if the lecturer's tongue is in a twist. Accordingly, these proceedings are provided without warranty of any kind - not least in respect of accuracy or impartiality. The lectures were intended to engage the audience and get them thinking about a number of topics that they had not seen before. They were not expected to be the sort of sombre or well-balanced overview of the field that one might hope to achive in a review. These proceedings are provided to jog the memory of those who saw the lectures first hand, and for little other purpose. Footnotes, where they appear, indicate text/thoughts I have added during the editing process that were not voiced during the lectures themselves. Copies of the lecture slides are inserted at approximately the locations they would have become visible in the lectures.

Discontinuous solutions of Hamilton-Jacobi equations on networks

NASA Astrophysics Data System (ADS)

Graber, P. J.; Hermosilla, C.; Zidani, H.

2017-12-01

This paper studies optimal control problems on networks without controllability assumptions at the junctions. The Value Function associated with the control problem is characterized as the solution to a system of Hamilton-Jacobi equations with appropriate junction conditions. The novel feature of the result lies in that the controllability conditions are not needed and the characterization remains valid even when the Value Function is not continuous.

Legends Lecture Series

NASA Image and Video Library

2010-11-09

John C. Stennis Space Center Director Patrick Scheuermann (second from right) stands with Legends Lecture Series presenters George Hopson (l to r), Jerry Hlass and J.R. Thompson. The three former leaders reflected on their experiences in the first of several planned lecture series sessions on Nov. 9, 2010. The lecture series is part of yearlong celebration of the 50th anniversary of Stennis.

[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.

Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?

PubMed

Rae, Mark G; O'Malley, Dervla

2017-03-01

There is increasing concern amongst educators that the provision of recorded lectures may reduce student attendance of live lectures. We therefore sought to determine if the provision of prerecorded lecture video podcasts (VODcasts) to first-year Graduate Entry to Medicine (GEM) students, affected attendance at 21 Physiology lectures within three separate pre-clinical modules. Data on lecture attendance, utilization of VODcasts, and whether VODcasts should replace live lectures were drawn from three surveys conducted in academic years 2014-2015 and 2015-2016 on all first-year GEM students in two first-year pre-clinical modules where prerecorded Physiology VODcasts were available for viewing or downloading prior to scheduled live lectures. A total of 191/214 (89%) students responded to the three surveys, with 84.3% of students attending all 21 lectures in the study. Only 4% of students missed more than one lecture in each of the three lecture series, with 79% indicating that VODcasts should not replace lectures. Therefore, we conclude that the attendance of pre-clinical GEM students at live lectures is not significantly impacted upon by the provision of lecture VODcasts, with most students viewing them as useful revision tools rather than as a replacement for live lectures.

77 FR 27272 - Environmental Impact Statement: Hamilton and Clermont Counties, OH

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-09

.... In the interim, new information came to light regarding the archaeological resources present in... highway and light rail improvements in the SR 32 corridor between US 50 and IR 275 in Hamilton and...

Goals and design of public physics lectures: perspectives of high-school students, physics teachers and lecturers

NASA Astrophysics Data System (ADS)

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

2009-09-01

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 public lecturers and (ii) audiences composed of high-school students (169) and high-school physics teachers (80) who attended these lectures. We identify and discuss the main goals as expressed by the lecturers and the audiences, and the correspondence between these goals. We also discuss how the lecturers' goals impact on the design of their lectures and examine how the lecture affects audiences with different attitudes towards (and interests in) physics. Our findings suggest that the goals of the participating lecturers and the expectations of their audiences were highly congruent. Both believe that a good public scientific lecture must successfully communicate state-of-the-art scientific knowledge to the public, while inspiring interest in and appreciation of science. Our findings also suggest that exemplary public scientific lectures incorporate content, structure and explanatory means that explicitly adhere to the lecturers' goals. We identify and list several design principles.

Hamilton's rule, inclusive fitness maximization, and the goal of individual behaviour in symmetric two-player games.

PubMed

Okasha, S; Martens, J

2016-03-01

Hamilton's original work on inclusive fitness theory assumed additivity of costs and benefits. Recently, it has been argued that an exact version of Hamilton's rule for the spread of a pro-social allele (rb > c) holds under nonadditive pay-offs, so long as the cost and benefit terms are defined as partial regression coefficients rather than pay-off parameters. This article examines whether one of the key components of Hamilton's original theory can be preserved when the rule is generalized to the nonadditive case in this way, namely that evolved organisms will behave as if trying to maximize their inclusive fitness in social encounters. © 2015 European Society For Evolutionary Biology. Journal of Evolutionary Biology © 2015 European Society For Evolutionary Biology.

Moving the Education Needle: A Conversation with Scott Hamilton

ERIC Educational Resources Information Center

Jacobs, Joanne

2014-01-01

Scott Hamilton is the Forrest Gump of education reform, although with a lot more IQ points and fewer chocolates. He worked for Bill Bennett in the U.S. Department of Education and for Benno Schmidt at the Edison Project. He authorized charter schools in Massachusetts, co-founded the KIPP network, quadrupled the size of Teach For America (TFA), and…

Overgeneral memory predicts stability of short-term outcome of electroconvulsive therapy for depression.

PubMed

Raes, Filip; Sienaert, Pascal; Demyttenaere, Koen; Peuskens, Joseph; Williams, J Mark G; Hermans, Dirk

2008-03-01

To investigate the predictive value of overgeneral memory (OGM) for outcome of electroconvulsive therapy (ECT) for depression. The Autobiographical Memory Test was used to measure OGM in 25 patients with depression before ECT. The Hamilton Rating Scale for Depression (HRSD) was administered weekly to 1 week posttreatment. Overgeneral memory did not predict HRSD scores from the last ECT treatment, but did predict HRSD change scores from the last treatment to 1-week follow-up: patients high in OGM experienced a relatively greater increase in HRSD scores after the last treatment. Results further extend the status of OGM as a predictor of an unfavorable course of depression to a previously unstudied ECT population.

Issues in Lecturing in a Second Language: Lecturer's Behaviour and Students' Perceptions

ERIC Educational Resources Information Center

Miller, Lindsay

2007-01-01

This article explores how Hong Kong Chinese engineering students with low English language proficiency manage to cope with their lectures given in English. An ethnographic case study approach was used with multiple sources of data triangulated to provide a picture of the lecture event from both the students' and the lecturer's perspectives. One of…

Why do students miss lectures? A study of lecture attendance amongst students of health science.

PubMed

Bati, A Hilal; Mandiracioglu, Aliye; Orgun, Fatma; Govsa, Figen

2013-06-01

In the domain of health sciences, attendance by students at lectures is more critical. Lecture attendance is an issue which has been widely neglected. This study aims to determine those factors which affect the lecture attendance. The research data was collected by means of a questionnaire during the second semester of the academic year 2010-2011 from second-year students of the Faculties of Medicine, Pharmacy, Dentistry and Nursing. Together with demographic data, the questionnaire includes a Likert-type scale aiming to determine the factors influencing attendance at lectures. 663 participated in this study on a voluntary basis from Medical, Dentistry, Pharmacy and Nursing Faculties. Raising attainment levels, being able to take their own lecture notes, learning which aspects of the lecture content were being emphasized, and the opportunity to ask questions were amongst the chief reasons for attending lectures. It appears that the factors preventing students from attending lectures are mainly individual. Amongst the most frequently cited causes of non-attendance, sleeplessness, ill health and the inefficiency of lectures in overcrowded halls are emphasized. In the totals and sub-dimensions of the Lecture Attendance Scale, Medical Faculty students have average scores higher than those of students at other faculties. The vital nature of professional expertise and its applications, health sciences students' attendance at lectures carries greater importance. It is important to strengthen the mentoring system with regard to individual and external factors, which have been implicated as having a substantial influence on lecture attendance by students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Instructional analysis of lecture video recordings and its application for quality improvement of medical lectures.

PubMed

Baek, Sunyong; Im, Sun Ju; Lee, Sun Hee; Kam, Beesung; Yune, So Joung; Lee, Sang Soo; Lee, Jung A; Lee, Yuna; Lee, Sang Yeoup

2011-12-01

The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school. The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency. Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students. Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development. Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.

Central Schemes for Multi-Dimensional Hamilton-Jacobi Equations

NASA Technical Reports Server (NTRS)

Bryson, Steve; Levy, Doron; Biegel, Bryan (Technical Monitor)

2002-01-01

We present new, efficient central schemes for multi-dimensional Hamilton-Jacobi equations. These non-oscillatory, non-staggered schemes are first- and second-order accurate and are designed to scale well with an increasing dimension. Efficiency is obtained by carefully choosing the location of the evolution points and by using a one-dimensional projection step. First-and second-order accuracy is verified for a variety of multi-dimensional, convex and non-convex problems.

On the Hamilton approach of the dissipative systems

NASA Astrophysics Data System (ADS)

Zimin, B. A.; Zorin, I. S.; Sventitskaya, V. E.

2018-05-01

In this paper we consider the problem of constructing equations describing the states of dissipative dynamical systems (media with absorption or damping). The approaches of Lagrange and Hamilton are discussed. A non-symplectic extension of the Poisson brackets is formulated. The application of the Hamiltonian formalism here makes it possible to obtain explicit equations for the dynamics of a nonlinear elastic system with damping and a one-dimensional continuous medium with internal friction.

Hamiltonization of Solids of Revolution Through Reduction

NASA Astrophysics Data System (ADS)

Balseiro, Paula

2017-12-01

In this paper, we study the relation between conserved quantities of nonholonomic systems and the hamiltonization problem employing the geometric methods of Balseiro (Arch Ration Mech Anal 214:453-501, 2014) and Balseiro and Garcia-Naranjo (Arch Ration Mech Anal 205(1):267-310, 2012). We illustrate the theory with classical examples describing the dynamics of solids of revolution rolling without sliding on a plane. In these cases, using the existence of two conserved quantities we obtain, by means of gauge transformations and symmetry reduction, genuine Poisson brackets describing the reduced dynamics.

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…

Lax-Friedrichs sweeping scheme for static Hamilton-Jacobi equations

NASA Astrophysics Data System (ADS)

Kao, Chiu Yen; Osher, Stanley; Qian, Jianliang

2004-05-01

We propose a simple, fast sweeping method based on the Lax-Friedrichs monotone numerical Hamiltonian to approximate viscosity solutions of arbitrary static Hamilton-Jacobi equations in any number of spatial dimensions. By using the Lax-Friedrichs numerical Hamiltonian, we can easily obtain the solution at a specific grid point in terms of its neighbors, so that a Gauss-Seidel type nonlinear iterative method can be utilized. Furthermore, by incorporating a group-wise causality principle into the Gauss-Seidel iteration by following a finite group of characteristics, we have an easy-to-implement, sweeping-type, and fast convergent numerical method. However, unlike other methods based on the Godunov numerical Hamiltonian, some computational boundary conditions are needed in the implementation. We give a simple recipe which enforces a version of discrete min-max principle. Some convergence analysis is done for the one-dimensional eikonal equation. Extensive 2-D and 3-D numerical examples illustrate the efficiency and accuracy of the new approach. To our knowledge, this is the first fast numerical method based on discretizing the Hamilton-Jacobi equation directly without assuming convexity and/or homogeneity of the Hamiltonian.

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…

Forum: The Lecture and Student Learning. The Lecture's Absent Audience

ERIC Educational Resources Information Center

Sciullo, Nick J.

2017-01-01

According to the "Oxford English Dictionary" ("OED"), the noun "lecture" dates from the 14th century and means the "action of reading, perusal. Also, that which is read or perused." This definition, while accurate and resonates today in many college classrooms, ignores a key feature of any lecture. The…

Hamilton-Jacobi formalism for Podolsky's electromagnetic theory on the null-plane

NASA Astrophysics Data System (ADS)

Bertin, M. C.; Pimentel, B. M.; Valcárcel, C. E.; Zambrano, G. E. R.

2017-08-01

We develop the Hamilton-Jacobi formalism for Podolsky's electromagnetic theory on the null-plane. The main goal is to build the complete set of Hamiltonian generators of the system as well as to study the canonical and gauge transformations of the theory.

Comparison of lecture and team-based learning in medical ethics education.

PubMed

Ozgonul, Levent; Alimoglu, Mustafa Kemal

2017-01-01

Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions? This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Our

Derivation of the Schrodinger Equation from the Hamilton-Jacobi Equation in Feynman's Path Integral Formulation of Quantum Mechanics

ERIC Educational Resources Information Center

Field, J. H.

2011-01-01

It is shown how the time-dependent Schrodinger equation may be simply derived from the dynamical postulate of Feynman's path integral formulation of quantum mechanics and the Hamilton-Jacobi equation of classical mechanics. Schrodinger's own published derivations of quantum wave equations, the first of which was also based on the Hamilton-Jacobi…

General relativity in two dimensions: A Hamilton-Jacobi analysis

NASA Astrophysics Data System (ADS)

Bertin, M. C.; Pimentel, B. M.; Pompeia, P. J.

2010-11-01

We analyzed the constraint structure of the Einstein-Hilbert first-order action in two dimensions using the Hamilton-Jacobi approach. We were able to find a set of involutive, as well as a set of non-involutive constraints. Using generalized brackets we showed how to assure integrability of the theory, to eliminate the set of non-involutive constraints and how to build the field equations.

Symptoms of anxiety in depression: assessment of item performance of the Hamilton Anxiety Rating Scale in patients with depression.

PubMed

Vaccarino, Anthony L; Evans, Kenneth R; Sills, Terrence L; Kalali, Amir H

2008-01-01

Although diagnostically dissociable, anxiety is strongly co-morbid with depression. To examine further the clinical symptoms of anxiety in major depressive disorder (MDD), a non-parametric item response analysis on "blinded" data from four pharmaceutical company clinical trials was performed on the Hamilton Anxiety Rating Scale (HAMA) across levels of depressive severity. The severity of depressive symptoms was assessed using the 17-item Hamilton Depression Rating Scale (HAMD). HAMA and HAMD measures were supplied for each patient on each of two post-screen visits (n=1,668 observations). Option characteristic curves were generated for all 14 HAMA items to determine the probability of scoring a particular option on the HAMA in relation to the total HAMD score. Additional analyses were conducted using Pearson's product-moment correlations. Results showed that anxiety-related symptomatology generally increased as a function of overall depressive severity, though there were clear differences between individual anxiety symptoms in their relationship with depressive severity. In particular, anxious mood, tension, insomnia, difficulties in concentration and memory, and depressed mood were found to discriminate over the full range of HAMD scores, increasing continuously with increases in depressive severity. By contrast, many somatic-related symptoms, including muscular, sensory, cardiovascular, respiratory, gastro-intestinal, and genito-urinary were manifested primarily at higher levels of depression and did not discriminate well at lower HAMD scores. These results demonstrate anxiety as a core feature of depression, and the relationship between anxiety-related symptoms and depression should be considered in the assessment of depression and evaluation of treatment strategies and outcome.

VIEW SOUTH FROM HAMILTON AVENUE BUILDING 25 LEFT; BUILDING 32 ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

VIEW SOUTH FROM HAMILTON AVENUE BUILDING 25 LEFT; BUILDING 32 MACHINE SHOP (1890) LEFT CENTER BUILDING 31 RIGGER'S SHOP (1890) CENTER BUILDING 28 BLACKSMITH SHOP (1885) RIGHT CENTER; BUILDING 27 PATTERN SHOP (1853) RIGHT - John A. Roebling's Sons Company & American Steel & Wire Company, South Broad, Clark, Elmer, Mott & Hudson Streets, Trenton, Mercer County, NJ

Light Rail Transit in Hamilton: Health, Environmental and Economic Impact Analysis

ERIC Educational Resources Information Center

Topalovic, P.; Carter, J.; Topalovic, M.; Krantzberg, G.

2012-01-01

Hamilton's historical roots as an electric, industrial and transportation-oriented city provide it with a high potential for rapid transit, especially when combined with its growing population, developing economy, redeveloping downtown core and its plans for sustainable growth. This paper explores the health, environmental, social and economic…

Chaos M-ary modulation and demodulation method based on Hamilton oscillator and its application in communication.

PubMed

Fu, Yongqing; Li, Xingyuan; Li, Yanan; Yang, Wei; Song, Hailiang

2013-03-01

Chaotic communication has aroused general interests in recent years, but its communication effect is not ideal with the restriction of chaos synchronization. In this paper a new chaos M-ary digital modulation and demodulation method is proposed. By using region controllable characteristics of spatiotemporal chaos Hamilton map in phase plane and chaos unique characteristic, which is sensitive to initial value, zone mapping method is proposed. It establishes the map relationship between M-ary digital information and the region of Hamilton map phase plane, thus the M-ary information chaos modulation is realized. In addition, zone partition demodulation method is proposed based on the structure characteristic of Hamilton modulated information, which separates M-ary information from phase trajectory of chaotic Hamilton map, and the theory analysis of zone partition demodulator's boundary range is given. Finally, the communication system based on the two methods is constructed on the personal computer. The simulation shows that in high speed transmission communications and with no chaos synchronization circumstance, the proposed chaotic M-ary modulation and demodulation method has outperformed some conventional M-ary modulation methods, such as quadrature phase shift keying and M-ary pulse amplitude modulation in bit error rate. Besides, it has performance improvement in bandwidth efficiency, transmission efficiency and anti-noise performance, and the system complexity is low and chaos signal is easy to generate.

Perceptions of Quality Life in Hamilton's Neighbourhood Hubs: A Qualitative Analysis

ERIC Educational Resources Information Center

Eby, Jeanette; Kitchen, Peter; Williams, Allison

2012-01-01

This paper examines perceptions of quality of life in Hamilton, Ontario, Canada from the perspective of residents and key community stakeholders. A series of eight focus groups were conducted. Six sessions were held with residents of neighbourhood "hubs", areas characterized by high levels of poverty. The following themes were…

Air Quality in Hamilton: Who Is Concerned? Perceptions from Three Neighbourhoods

ERIC Educational Resources Information Center

Simone, Dylan; Eyles, John; Newbold, K. Bruce; Kitchen, Peter; Williams, Allison

2012-01-01

This study investigates the factors influencing perceptions of air quality in the industrial city of Hamilton, Canada. The research employs data collected via a telephone survey of 1,002 adult residents in three neighbourhoods. Perceptions in the neighbourhoods were examined by individual socio-demographic factors (age, gender, marital and…

Legends Lecture Series III

NASA Image and Video Library

2011-07-27

Marina Benigno (far right) at Stennis Space Center, welcomes former administrative assistants and secretaries to the third Legends Lecture Series session. Lecture participants spoke about their work experiences with Stennis directors and deputy directors. Panel participants included Janet Austill (l to r), Mary Lou Matthews, Helen Paul, Wanda Howard, Ann Westendorf and Mary Gene Dick. The Legends Lecture Series is part of a yearlong celebration of the 50th anniversary of Stennis Space Center.

Forum: The Lecture and Student Learning. Lecture and Active Learning as a Dialectical Tension

ERIC Educational Resources Information Center

Mallin, Irwin

2017-01-01

Lecture remains a valuable tool in the student learning toolbox--one that at its best helps students unpack what they read for class, place course material in context, and see how a subject matter expert solves problems. It may be useful to think of lecture and active learning as a dialectical tension satisfied by the interactive lecture. Just as…

Hamilton-Jacobi formalism to warm inflationary scenario

NASA Astrophysics Data System (ADS)

Sayar, K.; Mohammadi, A.; Akhtari, L.; Saaidi, Kh.

2017-01-01

The Hamilton-Jacobi formalism as a powerful method is being utilized to reconsider the warm inflationary scenario, where the scalar field as the main component driving inflation interacts with other fields. Separating the context into strong and weak dissipative regimes, the goal is followed for two popular functions of Γ . Applying slow-rolling approximation, the required perturbation parameters are extracted and, by comparing to the latest Planck data, the free parameters are restricted. The possibility of producing an acceptable inflation is studied where the result shows that for all cases the model could successfully suggest the amplitude of scalar perturbation, scalar spectral index, its running, and the tensor-to-scalar ratio.

Lecture attendance improves success in medical physiology.

PubMed

Demir, Enver Ahmet; Tutuk, Okan; Dogan, Hatice; Egeli, Duygu; Tumer, Cemil

2017-12-01

The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students' answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the attended lecture. Furthermore, we examined students who had never taken the course before (first-time takers) and students who had failed and repeated the course (repeat takers) separately, since repeat takers may have attended a lecture previously. We found that first-time takers attended more lectures and gained higher total scores than repeat takers. Lecture-matched correct answers were significantly higher for attended lectures than for skipped lectures in all interim exams. Moreover, the correlation analyses revealed that the number of correct answers increases by lecture attendance in both first-time and repeat takers. These results indicate that in-class lectures still should be considered as an essential part of the medical physiology education, even in the internet era. Copyright © 2017 the American Physiological Society.

Preconstruction Biogeochemical Analysis of Mercury in Wetlands Bordering the Hamilton Army Airfield (HAAF) Wetlands Restoration Site. Part 3

DTIC Science & Technology

2009-12-01

ER D C/ EL T R- 09 -2 1 Preconstruction Biogeochemical Analysis of Mercury in Wetlands Bordering the Hamilton Army Airfield (HAAF) Wetlands...Preconstruction Biogeochemical Analysis of Mercury in Wetlands Bordering the Hamilton Army Airfield (HAAF) Wetlands Restoration Site Part 3 Elly P. H... mercury methylation and demethylation, and biogeochemical parameters related to the mercury cycle as measured by both conventional and emerging methods

Hamilton and Hardy for the 21st Century

PubMed Central

Ogden, Trevor

2016-01-01

Hamilton and Hardy’s Industrial Toxicology is now 80 years old, and the new sixth edition links us with a pioneer era. This is an impressive book, but the usefulness of the hardback version as a reference book is unfortunately limited by its poor index. There is now an ebook version, and for the practitioner on the move this has the great advantages of searchability and portability. However, Wiley ebooks can apparently only be downloaded when first purchased, so their lifetime is limited to that of the device. The Kindle edition should avoid this shortcoming.

Educational Effect of Online Lecture using Streaming Technology

NASA Astrophysics Data System (ADS)

Akiyama, Hidenori; Teramoto, Akemi; Kozono, Kazutake

A conventional lecture on Laser Engineering had been done in a lecture room till 1999. A content using on-demand streaming method was made for an online lecture of Laser Engineering in 2000. The figures and equations used on the conventional lecture and the voice recorded for the online lecture were converted to the real media. Then an online lecture has been provided to students by using a Helix Universal Server. The trial of the online lecture was done only for the students who wanted to take the online lecture course in 2000. The online lectures have been recognized as the credits for graduation by the change of a law since 2001. About 100 students have registered the online lecture of Laser Engineering every year since 2001. Here, three years' questionnaire surveys of the online lecture are summarized, and results of examinations on the conventional lecture for two years and on the online lecture for three years are compared. It is recognized for the lecture of Laser Engineering that the educational effect of the online lecture is comparable to or better than that of the conventional lecture.

Fronts propagating with curvature dependent speed: Algorithms based on Hamilton-Jacobi formulations

NASA Technical Reports Server (NTRS)

Osher, Stanley; Sethian, James A.

1987-01-01

New numerical algorithms are devised (PSC algorithms) for following fronts propagating with curvature-dependent speed. The speed may be an arbitrary function of curvature, and the front can also be passively advected by an underlying flow. These algorithms approximate the equations of motion, which resemble Hamilton-Jacobi equations with parabolic right-hand-sides, by using techniques from the hyperbolic conservation laws. Non-oscillatory schemes of various orders of accuracy are used to solve the equations, providing methods that accurately capture the formation of sharp gradients and cusps in the moving fronts. The algorithms handle topological merging and breaking naturally, work in any number of space dimensions, and do not require that the moving surface be written as a function. The methods can be used also for more general Hamilton-Jacobi-type problems. The algorithms are demonstrated by computing the solution to a variety of surface motion problems.

Octavia Butler and Virginia Hamilton: Black Women Writers and Science Fiction.

ERIC Educational Resources Information Center

Hampton, Gregory Jerome; Brooks, Wanda M.

2003-01-01

Notes that African American literature has always had science fiction elements in its focus on narratives of the alienated and marginalized "other." Contends that Octavia Butler and Virginia Hamilton are two African American writers of science fiction who examine the connections between the stories of a culture and the genre of science…

A Survey of Environmental Education in Hamilton County Schools (K-12).

ERIC Educational Resources Information Center

Garver, Janice B.

Environmental education (EE) courses and programs offered in grades K-12 in Hamilton County (Ohio) public, private, and parochial schools were surveyed by means of a questionnaire mailed to 67 district level administrators, principals, and teachers. Questionnaires were returned from 5 private, 4 parochial, and 27 public schools, representing a 57…

High-Order Semi-Discrete Central-Upwind Schemes for Multi-Dimensional Hamilton-Jacobi Equations

NASA Technical Reports Server (NTRS)

Bryson, Steve; Levy, Doron; Biegel, Bryan (Technical Monitor)

2002-01-01

We present the first fifth order, semi-discrete central upwind method for approximating solutions of multi-dimensional Hamilton-Jacobi equations. Unlike most of the commonly used high order upwind schemes, our scheme is formulated as a Godunov-type scheme. The scheme is based on the fluxes of Kurganov-Tadmor and Kurganov-Tadmor-Petrova, and is derived for an arbitrary number of space dimensions. A theorem establishing the monotonicity of these fluxes is provided. The spacial discretization is based on a weighted essentially non-oscillatory reconstruction of the derivative. The accuracy and stability properties of our scheme are demonstrated in a variety of examples. A comparison between our method and other fifth-order schemes for Hamilton-Jacobi equations shows that our method exhibits smaller errors without any increase in the complexity of the computations.

Do Pictures "Tell" a Thousand Words in Lectures? How Lecturers Vocalise Photographs in Their Presentations

ERIC Educational Resources Information Center

Hallewell, Madeline J.; Lackovic, Natasa

2017-01-01

This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers' speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in…

Lecture Attendance and Web Based Lecture Technologies: A Comparison of Student Perceptions and Usage Patterns

ERIC Educational Resources Information Center

von Konsky, Brian R.; Ivins, Jim; Gribble, Susan J.

2009-01-01

This paper investigates the impact of web based lecture recordings on learning and attendance at lectures. Student opinions regarding the perceived value of the recordings were evaluated in the context of usage patterns and final marks, and compared with attendance data and student perceptions regarding the usefulness of lectures. The availability…

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…

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)…

An Observational Study of the Lecture Delivery Style Characteristics of High and Low Rated Lectures.

ERIC Educational Resources Information Center

Albanese, Mark A.; And Others

This study identifies distinguishing differences in lecture delivery styles of lecturers rated by students in a large multi-instructor course: the Introduction to Clinical Medicine Course (ICM). The 20 lowest- and highest-rated lecturers of the 1982 and 1983 ICM courses served as the target group. Non-student raters observing the 1984 lectures…

Lectures in medical educaton: what students think?

PubMed

Mustafa, Tajammal; Farooq, Zerwa; Asad, Zunaira; Amjad, Rabbia; Badar, Iffat; Chaudhry, Abdul Majeed; Khan, Mohammad Amer Zaman; Rafique, Farida

2014-01-01

The volume of medical knowledge has increased exponentially and so has the need to improve the efficiency of current teaching practices.With increasing emphasis on interactive and problem based learning, the place of lectures in modern medical education has become a questionable issue. Objectives were to assess the perspective of undergraduate medical students regarding the role and effectiveness of lectures as a mode of instruction as well as the ways and means that can be employed to enhance the effectiveness of lectures. A cross sectional study was carried out among 2nd to final year medical students from five medical colleges including both private and public sector institutions. A total of 347 students participated by completing a structured questionnaire. Data was analyzed using SPSS-17. Sixty seven percent students considered lectures as a useful mode of instruction (47% males and 77% females), whereas 83% of the students reported that clinical sessions were superior to lectures because of small number of students in clinical sessions, active student participation, enhanced clinical orientation, and interaction with patients. About 64% responded that lectures should be replaced by clinical sessions. Majority of the students (92%) reported not being able to concentrate during a lecture beyond 30 minutes, whereas 70% skipped lectures as they were boring. A significantly greater proportion of male respondents, students from clinical years, and those who skipped lectures, considered lectures to be boring, a poor utilization of time and resources, and could not concentrate for the full duration of a lecture compared to females, students from preclinical years, and those who do not skip lectures, respectively. Lecturing techniques need to be improvised. The traditional passive mode of instruction has to be replaced with active learning and inquiry based approach to adequately utilize the time and resources spent on lectures.

Performance on the Hamilton search task, and the influence of lateralization, in captive orange-winged Amazon parrots (Amazona amazonica).

PubMed

Cussen, Victoria A; Mench, Joy A

2014-07-01

Psittacines are generally considered to possess cognitive abilities comparable to those of primates. Most psittacine research has evaluated performance on standardized complex cognition tasks, but studies of basic cognitive processes are limited. We tested orange-winged Amazon parrots (Amazona amazonica) on a spatial foraging assessment, the Hamilton search task. This task is a standardized test used in human and non-human primate studies. It has multiple phases, which require trial and error learning, learning set breaking, and spatial memory. We investigated search strategies used to complete the task, cognitive flexibility, and long-term memory for the task. We also assessed the effects of individual strength of motor lateralization (foot preference) and sex on task performance. Almost all (92%) of the parrots acquired the task. All had significant foot preferences, with 69% preferring their left foot, and showed side preferences contralateral to their preferred limb during location selection. The parrots were able to alter their search strategies when reward contingencies changed, demonstrating cognitive flexibility. They were also able to remember the task over a 6-month period. Lateralization had a significant influence on learning set acquisition but no effect on cognitive flexibility. There were no sex differences. To our knowledge, this is the first cognitive study using this particular species and one of the few studies of cognitive abilities in any Neotropical parrot species.

Identification of potential fish carcinogens in sediment from Hamilton Harbour, Ontario, Canada

DOE Office of Scientific and Technical Information (OSTI.GOV)

Balch, G.C.; Metcalfe, C.D.; Huestis, S.Y.

1995-01-01

A carcinogenicity- and mutagenicity-directed fractionation approach was used to identify the carcinogenic compounds in contaminated sediments that are putatively responsible for the high prevalence of tumors in bottom-dwelling fish from Hamilton Harbour, Ontario. Mutagenic activity was detected with Ames tester strains (TA98, TA100) in relatively nonpolar fractions of sediment extract containing PAHs and nitrogen-containing aromatic compounds (NCACs). These fractions were also carcinogenic in an in vivo carcinogenicity bioassay with rainbow trout (Oncorhynchus mykiss). When a more polar extract fraction was tested for mutagenicity and carcinogenicity, weak mutagenic activity was detected with an O-acetyltransferase-enriched Ames tester strain (YG1024), and weak carcinogenicmore » activity was detected in the rainbow trout assay. These data indicate that PAHs in contaminated Hamilton Harbour sediments are potent fish carcinogens, but it is also evident that other organic compounds in the sediment, such as NCACs and nitroarenes, may contribute to carcinogenicity.« less

Compressed Semi-Discrete Central-Upwind Schemes for Hamilton-Jacobi Equations

NASA Technical Reports Server (NTRS)

Bryson, Steve; Kurganov, Alexander; Levy, Doron; Petrova, Guergana

2003-01-01

We introduce a new family of Godunov-type semi-discrete central schemes for multidimensional Hamilton-Jacobi equations. These schemes are a less dissipative generalization of the central-upwind schemes that have been recently proposed in series of works. We provide the details of the new family of methods in one, two, and three space dimensions, and then verify their expected low-dissipative property in a variety of examples.

Problem-based learning within endocrine physiology lectures.

PubMed

Walters, M R

2001-12-01

Methods were needed to improve the interest of medical students in the 10-lecture Endocrine Physiology block at the end of the second semester of study. Other incentives for improvement included the possibility of attracting students into endocrine research electives and the pressure to improve teaching approaches that results from the high tuition they pay. The principal approach adopted was that of whole class problem-based learning sessions (PBLS) in which the lecture period begins with a brief overview of one to three simplified cases, followed by the usual didactic lecture. At the end of the lecture, each PBL case is read in detail, with several questions posed to the students. Their answers are then used to reinforce concepts from the lecture material. This method can also provide some continuity between lectures, either by using a case in several lectures to illustrate different points, or by posing a question at the beginning of class that illustrates a point from the prior lecture. The outcome of this approach has been very successful: student evaluations of the lecture block and their attendance have significantly improved.

Lectures on combustion theory

DOE Office of Scientific and Technical Information (OSTI.GOV)

Burstein, S.Z.; Lax, P.D.; Sod, G.A.

1978-09-01

Eleven lectures are presented on mathematical aspects of combustion: fluid dynamics, deflagrations and detonations, chemical kinetics, gas flows, combustion instability, flame spread above solids, spark ignition engines, burning rate of coal particles and hydrocarbon oxidation. Separate abstracts were prepared for three of the lectures. (DLC)

Impact of various lecture delivery methods in pharmacology

PubMed Central

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the impact of three common lecture delivery methods viz. the lectures using chalkboard, the lectures using PowerPoint presentations and the lectures utilizing transparencies with an overhead projector. By filling in a questionnaire, the second year MBBS students were asked to assess the impact of three pharmacology lectures given by three different methods of lecture delivery. Also after each lecture an objective test was given to compare the impact of the lecture delivered by different methods. The results of the study show that as per the subjective assessment of the lectures, students preferred PowerPoint teaching the most. As far as the students' performance is concerned the impact of traditional Chalkboard and PowerPoint teaching was much more than the lectures using transparency and overhead projector (OHP). PMID:29255392

Legends Lecture Series III

NASA Image and Video Library

2011-07-27

Marina Benigno (far right) at Stennis Space Center, welcomes former administrative assistants and secretaries to the third Legends Lecture Series session. Lecture participants spoke about their work experiences with Stennis directors and deputy directors. Panel participants included Janet Austill (l to r), Mary Lou Matthews, Helen Paul, Wanda Howard, Ann Westendorf and Mary Gene Dick. Austill, Howard and Westendorf all worked with center directors during their Stennis careers. Dick, Matthews and Paul served with deputy directors at Stennis. The Legends Lecture Series is part of a yearlong celebration of the 50th anniversary of Stennis Space Center.

Autonoetic consciousness: Reconsidering the role of episodic memory in future-oriented self-projection.

PubMed

Klein, Stanley B

2016-01-01

Following the seminal work of Ingvar (1985. "Memory for the future": An essay on the temporal organization of conscious awareness. Human Neurobiology, 4, 127-136), Suddendorf (1994. The discovery of the fourth dimension: Mental time travel and human evolution. Master's thesis. University of Waikato, Hamilton, New Zealand), and Tulving (1985. Memory and consciousness. Canadian Psychology/PsychologieCanadienne, 26, 1-12), exploration of the ability to anticipate and prepare for future contingencies that cannot be known with certainty has grown into a thriving research enterprise. A fundamental tenet of this line of inquiry is that future-oriented mental time travel, in most of its presentations, is underwritten by a property or an extension of episodic recollection. However, a careful conceptual analysis of exactly how episodic memory functions in this capacity has yet to be undertaken. In this paper I conduct such an analysis. Based on conceptual, phenomenological, and empirical considerations, I conclude that the autonoetic component of episodic memory, not episodic memory per se, is the causally determinative factor enabling an individual to project him or herself into a personal future.

Derivation of Hamilton's equations of motion for mechanical systems with constraints on the basis of Pontriagin's maximum principle

NASA Astrophysics Data System (ADS)

Kovalev, A. M.

The problem of the motion of a mechanical system with constraints conforming to Hamilton's principle is stated as an optimum control problem, with equations of motion obtained on the basis of Pontriagin's principle. A Hamiltonian function in Rodrigues-Hamilton parameters for a gyrostat in a potential force field is obtained as an example. Equations describing the motion of a skate on a sloping surface and the motion of a disk on a horizontal plane are examined.

Monuments and Memorials: Geoscience and the Historic Record

NASA Astrophysics Data System (ADS)

Williams, E.; Smith, B. L.

2009-05-01

Many communities have a cemetery, war memorial, public sculpture or old historic buildings that are an important part of the historic record of that community. Such monuments celebrate achievements, commemorate people who died serving their country, or a prominent former member of the local community. Monuments and memorials can trace the histiry of settlement within a community. After a number of years researching cemeteries and memorials, primarily in western Canada my research partner, a historian, and I, a geoscience educator,have documented many monuments and memorials that are succumbing to basic weathering processes. Original design choices can be dictated by cost, material availability, access to transportation and emotions. Climate, type of material, construction methods, technology used and long-term maintenance can all have significant impacts on the sustainability of that material record. Over the last five years we have given many lectures and workshops on the nature of cemeteries to family historians, historical societies and classroom educators. These workshops and lectures focus on developing a better ommunity understanding of the fragility of the record. Field trips by students of all ages can contextualize both geology and history. Seeing local monumanets can facilitate the development of a sense of time and place as well as an appreciation of the environmental impacts and the longevity of the record. For the earth science student documentation of the installation enable comparisons of weathering rates of different materials, the effects of local climate or impacts of pollution. Being able to go to a local memorial or cemetery to compare diffrent structures brings a powerful local context to the learning. However we both have concerns that modern techniques that enable the creation of more elaborate memorials are actually setting the stage for more rapid deterioration. I will illustrate a cross section of our reseacrh and the impact it has had on

Values Education and the Board of Education for the City of Hamilton.

ERIC Educational Resources Information Center

Kocmarek, Ivan; Barrs, Steve

1988-01-01

Describes a values education program developed in the city of Hamilton, Ontario. Advocates removing values education from the realm of the hidden curriculum as found in the traditional school model of knowledge of facts, mastery of technical skills, and awareness of attitudes. Emphasizes the importance of continual interaction between school and…

76 FR 25534 - Airworthiness Directives; Hamilton Sundstrand Propellers Model 247F Propellers

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-05

... 5 p.m., Monday through Friday, except Federal holidays. The AD docket contains this AD, the... through FR2279 inclusive, FR 2398, FR2449 to FR2958 inclusive, FR20010710 to FR20010722 inclusive, and FR20010723RT to FR20020127RT inclusive, installed. Propeller blades reworked to Hamilton Sundstrand Service...

Who Tells "Our" Story: Intersectional Temporalities in "Hamilton: An American Musical"

ERIC Educational Resources Information Center

Silva, Andie; Inayatulla, Shereen

2017-01-01

This article examines the ways in which "Hamilton: An American Musical" can be read less as a historical account and more as a prediction of a future immigrant, who is called upon to (re)define US nationhood. Keeping with the tempo of the musical as well as the broader issues of time, space and identity it attempts to address, this…

Online Lecture Recordings and Lecture Attendance: Investigating Student Preferences in a Large First Year Psychology Course

ERIC Educational Resources Information Center

Yeung, Alexandra; Raju, Sadhana; Sharma, Manjula D.

2016-01-01

While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated…

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…

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…

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.

Flipped classroom or an active lecture?

PubMed

Pickering, James D; Roberts, David J H

2018-01-01

Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidence-base, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Complex quantum Hamilton-Jacobi equation with Bohmian trajectories: Application to the photodissociation dynamics of NOCl

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chou, Chia-Chun, E-mail: ccchou@mx.nthu.edu.tw

2014-03-14

The complex quantum Hamilton-Jacobi equation-Bohmian trajectories (CQHJE-BT) method is introduced as a synthetic trajectory method for integrating the complex quantum Hamilton-Jacobi equation for the complex action function by propagating an ensemble of real-valued correlated Bohmian trajectories. Substituting the wave function expressed in exponential form in terms of the complex action into the time-dependent Schrödinger equation yields the complex quantum Hamilton-Jacobi equation. We transform this equation into the arbitrary Lagrangian-Eulerian version with the grid velocity matching the flow velocity of the probability fluid. The resulting equation describing the rate of change in the complex action transported along Bohmian trajectories is simultaneouslymore » integrated with the guidance equation for Bohmian trajectories, and the time-dependent wave function is readily synthesized. The spatial derivatives of the complex action required for the integration scheme are obtained by solving one moving least squares matrix equation. In addition, the method is applied to the photodissociation of NOCl. The photodissociation dynamics of NOCl can be accurately described by propagating a small ensemble of trajectories. This study demonstrates that the CQHJE-BT method combines the considerable advantages of both the real and the complex quantum trajectory methods previously developed for wave packet dynamics.« less

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…

The Hamilton Rating Scale for Depression: The making of a “gold standard” and the unmaking of a chronic illness, 1960–1980

PubMed Central

Worboys, Michael

2013-01-01

Objectives: To show why and how the Hamilton Rating Scale for Depression became the ‘Gold Standard’ for assessing therapies from the mid-1960s and how it was used to frame depression as a short-term and curable illness rather than a chronic one. Methods: My approach is that of the social construction of knowledge, identifying the interests, institutional contexts and practices that produce knowledge claims and then mapping the social processes of their circulation, validation and acceptance. Results: The circulation and validation of Hamilton Rating Scale for Depression was relatively slow and it became a ‘Gold Standard’ ‘from below’, from an emerging consensus amongst psychiatrists undertaking clinical trials for depression, which from the 1960s were principally with psychopharmaceuticals for short-term illness. Hamilton Rating Scale for Depression, drug trials and the construction of depression as non-chronic were mutually constituted. Discussion: Hamilton Rating Scale for Depression framed depression and its sufferers in new ways, leading psychiatrists to understand illness as a treatable episode, rather than a life course condition. As such, Hamilton Rating Scale for Depression served the interests of psychiatrists and psychiatry in its new era of drug therapy outside the mental hospital. However, Hamilton Rating Scale for Depression was a strange kind of ‘standard’, being quite non-standard in the widely varying ways it was used and the meanings given to its findings. PMID:23172888

Different Patterns of University Students' Integration of Lecture Podcasts, Learning Materials, and Lecture Attendance in a Psychology Course

ERIC Educational Resources Information Center

Luttenberger, Silke; Macher, Daniel; Maidl, Verena; Rominger, Christian; Aydin, Nilüfer; Paechter, Manuela

2018-01-01

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice…

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…

Viscous warm inflation: Hamilton-Jacobi formalism

NASA Astrophysics Data System (ADS)

Akhtari, L.; Mohammadi, A.; Sayar, K.; Saaidi, Kh.

2017-04-01

Using Hamilton-Jacobi formalism, the scenario of warm inflation with viscous pressure is considered. The formalism gives a way of computing the slow-rolling parameter without extra approximation, and it is well-known as a powerful method in cold inflation. The model is studied in detail for three different cases of the dissipation and bulk viscous pressure coefficients. In the first case where both coefficients are taken as constant, it is shown that the case could not portray warm inflationary scenario compatible with observational data even it is possible to restrict the model parameters. For other cases, the results shows that the model could properly predicts the perturbation parameters in which they stay in perfect agreement with Planck data. As a further argument, r -ns and αs -ns are drown that show the acquired result could stand in acceptable area expressing a compatibility with observational data.

Hamilton and the square root of minus one

NASA Astrophysics Data System (ADS)

Weinberger, Peter

2014-04-01

Quaternions, objects consisting of a scalar and a vector, sound like a mysterious concept from the past. In the nineteenth century, the theory of quaternions was praised as one of the most brilliant achievements in mathematical physics. The originator of this theory, Hamilton, surely one of the greatest scientists in that area, spent about 18 years in discussing all kinds of algebraic and geometric properties of quaternions. His research was communicated to the Philosophical Magazine in three series of papers comprising a total of 29 contributions. In this commentary, these three series of papers are revisited concentrating primarily on the algebraic properties of quaternions.

High-Order Central WENO Schemes for 1D Hamilton-Jacobi Equations

NASA Technical Reports Server (NTRS)

Bryson, Steve; Levy, Doron; Biegel, Bryan A. (Technical Monitor)

2002-01-01

In this paper we derive fully-discrete Central WENO (CWENO) schemes for approximating solutions of one dimensional Hamilton-Jacobi (HJ) equations, which combine our previous works. We introduce third and fifth-order accurate schemes, which are the first central schemes for the HJ equations of order higher than two. The core ingredient is the derivation of our schemes is a high-order CWENO reconstructions in space.

The nonconvex multi-dimensional Riemann problem for Hamilton-Jacobi equations

NASA Technical Reports Server (NTRS)

Osher, Stanley

1989-01-01

Simple inequalities for the Riemann problem for a Hamilton-Jacobi equation in N space dimension when neither the initial data nor the Hamiltonian need be convex (or concave) are presented. The initial data is globally continuous, affine in each orthant, with a possible jump in normal derivative across each coordinate plane, x sub i = 0. The inequalities become equalities wherever a maxmin equals a minmax and thus an exact closed form solution to this problem is then obtained.

Electronic voting to encourage interactive lectures: a randomised trial

PubMed Central

2007-01-01

Background Electronic Voting Systems have been used for education in a variety of disciplines. Outcomes from these studies have been mixed. Because results from these studies have been mixed, we examined whether an EVS system could enhance a lecture's effect on educational outcomes. Methods A cohort of 127 Year 5 medical students at the University of Adelaide was stratified by gender, residency status and academic record then randomised into 2 groups of 64 and 63 students. Each group received consecutive 40-minute lectures on two clinical topics. One group received the EVS for both topics. The other group received traditional teaching only. Evaluation was undertaken with two, 15-question multiple-choice questionnaires (MCQ) assessing knowledge and problem solving and undertaken as a written paper immediately before and after the lectures and repeated online 8–12 weeks later. Standardised institutional student questionnaires were completed for each lecture and independent observers assessed student behaviour during the lectures. Lecturer's opinions were assessed by a questionnaire developed for this study. Results Two-thirds of students randomised to EVS and 59% of students randomised to traditional lectures attended. One-half of the students in the EVS group and 41% in the traditional group completed all questionnaires. There was no difference in MCQ scores between EVS and traditional lectures (p = 0.785). The cervical cancer lectures showed higher student ranking in favour of EVS in all parameters. The breast cancer lectures showed higher ranking in favour of traditional lectures in 5 of 7 parameters (p < 0.001). The observed higher-order lecturer-students interactions were increased in the EVS lecture for one lecturer and reduced for the other. Both lecturers felt that the EVS lectures were difficult to prepare, that they were able to keep to time in the traditional lectures, that the educational value of both lecture styles was similar, and that they were

Structure and metamorphism of the Franciscan Complex, Mt. Hamilton area, Northern California

USGS Publications Warehouse

Blake, M.C.; Wentworth, C.M.

1999-01-01

Truncation of metamorphic isograds and fold axes within coherent terranes of Franciscan metagraywacke by intervening zones of melange indicate that the melange is tectonic and formed after the subduction-related metamorphism and folding. These relations are expressed in two terranes of blueschist-facies rocks of the Franciscan Complex in the Mt. Hamilton area, northern California-the Jurassic Yolla Bolly terrane and the structurally underlying Cretaceous Burnt Hills terrane. Local preservation in both terranes of basal radiolarian chert and oceanic basalt beneath continent-derived metagraywacke and argillite demonstrates thrust repetition within the coherent terranes, although these relations are scarce near Mt. Hamilton. The metagraywackes range from albite-pumpellyite blueschists to those containing well-crystallized jadeitic pyroxene, and a jadeite-in isograd can be defined in parts of the area. Primary bedding defines locally coherent structural orientations and folds within the metagraywacke units. These units are crosscut by thin zones of tectonic melange containing blocks of high-grade blueschist, serpentinite, and other exotic rocks, and a broader, but otherwise identical melange zone marks the discordant boundary between the two terranes.

Variational energy principle for compressible, baroclinic flow. 2: Free-energy form of Hamilton's principle

NASA Technical Reports Server (NTRS)

Schmid, L. A.

1977-01-01

The first and second variations are calculated for the irreducible form of Hamilton's Principle that involves the minimum number of dependent variables necessary to describe the kinetmatics and thermodynamics of inviscid, compressible, baroclinic flow in a specified gravitational field. The form of the second variation shows that, in the neighborhood of a stationary point that corresponds to physically stable flow, the action integral is a complex saddle surface in parameter space. There exists a form of Hamilton's Principle for which a direct solution of a flow problem is possible. This second form is related to the first by a Friedrichs transformation of the thermodynamic variables. This introduces an extra dependent variable, but the first and second variations are shown to have direct physical significance, namely they are equal to the free energy of fluctuations about the equilibrium flow that satisfies the equations of motion. If this equilibrium flow is physically stable, and if a very weak second order integral constraint on the correlation between the fluctuations of otherwise independent variables is satisfied, then the second variation of the action integral for this free energy form of Hamilton's Principle is positive-definite, so the action integral is a minimum, and can serve as the basis for a direct trail and error solution. The second order integral constraint states that the unavailable energy must be maximum at equilibrium, i.e. the fluctuations must be so correlated as to produce a second order decrease in the total unavailable energy.

A Survey of First-Year Biology Student Opinions Regarding Live Lectures and Recorded Lectures as Learning Tools

ERIC Educational Resources Information Center

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

2017-01-01

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…

Lecture-Recording Technology in Higher Education: Exploring Lecturer and Student Views across the Disciplines

ERIC Educational Resources Information Center

Dona, Kulari Lokuge; Gregory, Janet; Pechenkina, Ekaterina

2017-01-01

This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study's focus is on how "traditional" students (generally characterised as young, enrolled full-time and…

A Discontinuous Galerkin Finite Element Method for Hamilton-Jacobi Equations

NASA Technical Reports Server (NTRS)

Hu, Changqing; Shu, Chi-Wang

1998-01-01

In this paper, we present a discontinuous Galerkin finite element method for solving the nonlinear Hamilton-Jacobi equations. This method is based on the Runge-Kutta discontinuous Galerkin finite element method for solving conservation laws. The method has the flexibility of treating complicated geometry by using arbitrary triangulation, can achieve high order accuracy with a local, compact stencil, and are suited for efficient parallel implementation. One and two dimensional numerical examples are given to illustrate the capability of the method.

Hamilton-Jacobi modelling of relative motion for formation flying.

PubMed

Kolemen, Egemen; Kasdin, N Jeremy; Gurfil, Pini

2005-12-01

A precise analytic model for the relative motion of a group of satellites in slightly elliptic orbits is introduced. With this aim, we describe the relative motion of an object relative to a circular or slightly elliptic reference orbit in the rotating Hill frame via a low-order Hamiltonian, and solve the Hamilton-Jacobi equation. This results in a first-order solution to the relative motion identical to the Clohessy-Wiltshire approach; here, however, rather than using initial conditions as our constants of the motion, we utilize the canonical momenta and coordinates. This allows us to treat perturbations in an identical manner, as in the classical Delaunay formulation of the two-body problem. A precise analytical model for the base orbit is chosen with the included effect of zonal harmonics (J(2), J(3), J(4)). A Hamiltonian describing the real relative motion is formed and by differing this from the nominal Hamiltonian, the perturbing Hamiltonian is obtained. Using the Hamilton equations, the variational equations for the new constants are found. In a manner analogous to the center manifold reduction procedure, the non-periodic part of the motion is canceled through a magnitude analysis leading to simple boundedness conditions that cancel the drift terms due to the higher order perturbations. Using this condition, the variational equations are integrated to give periodic solutions that closely approximate the results from numerical integration (1 mm/per orbit for higher order and eccentricity perturbations and 30 cm/per orbit for zonal perturbations). This procedure provides a compact and insightful analytic description of the resulting relative motion.

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

Stylistic Variations in Science Lectures: Teaching Vocabulary.

ERIC Educational Resources Information Center

Jackson, Jane; Bilton, Linda

1994-01-01

Twenty lectures by native speaker geology lecturers to nonnative speaker students were transcribed, and 921 instances of vocabulary elaboration were coded into a computer database according to 20 linguistic features. Analysis revealed noticeable variation among lecturers in language range/technicality, vocabulary elaboration, signalling, and use…

Association of subjective memory complaints with subsequent cognitive decline in community-dwelling elderly individuals with baseline cognitive impairment.

PubMed

Schofield, P W; Marder, K; Dooneief, G; Jacobs, D M; Sano, M; Stern, Y

1997-05-01

The validity of subjective memory complaints has been questioned by clinical studies that have shown little relationship between memory complaints and objective memory performance. These studies often have been cross-sectional in design, have excluded individuals with cognitive impairment, or have lacked a comparison group. The authors conducted a study that attempted to avoid these limitations. Memory complaints of 364 nondemented, community-dwelling elderly individuals were recorded as present or absent at the baseline evaluation. After 1 year, 169 subjects were reevaluated. Standardized neurologic and neuropsychological evaluations were used at each assessment to classify subjects as normal or cognitively impaired. At baseline, 31% of the normal subjects and 47% of those with cognitive impairment had memory complaints. Subjects with memory complaints had higher Hamilton depression scale scores than subjects without memory complaints but equivalent scores on a measure of total recall. At follow-up, multivariate analyses showed that subjects with baseline memory complaints had significantly greater decline in memory and cognition than subjects without memory complaints. Secondary analyses showed this effect to be confined to subjects with baseline cognitive impairment. Memory complaints may lack validity in subjects with normal cognition, but in nondemented individuals with cognitive impairment, memory complaints may predict subsequent cognitive decline.

Lecturing with a Virtual Whiteboard

NASA Astrophysics Data System (ADS)

Milanovic, Zoran

2006-09-01

Recent advances in computer technology, word processing software, and projection systems have made traditional whiteboard lecturing obsolete. Tablet personal computers connected to display projectors and running handwriting software have replaced the marker-on-whiteboard method of delivering a lecture. Since the notes can be saved into an electronic file, they can be uploaded to a class website to be perused by the students later. This paper will describe the author's experiences in using this new technology to deliver physics lectures at an engineering school. The benefits and problems discovered will be reviewed and results from a survey of student opinions will be discussed.

WE-A-207-01: Memorial Lecturer

DOE Office of Scientific and Technical Information (OSTI.GOV)

Muller-Runkel, R

The Medical Physics community lost one of its early pioneers in radiation oncology physics, Jacques Ovadia, who passed away in April of 2014 at the age of 90. Jacques received his Ph.D. in Nuclear Physics from the University of Illinois at Urbana in 1951. Subsequently, under the guidance of John Laughlin, he was introduced to the field of Medical Physics. When John moved to Memorial Sloan Kettering, Jacques followed him. There he gained clinical experience and expertise in the then cutting-edge field of high energy electron beam therapy. In 1956, Jacques joined Dr. Erich Uhlmann at Michael Reese Hospital inmore » Chicago where one of the country’s first high energy medical linear accelerators had just been installed. During his 35 year tenure, Dr. Ovadia built a strong Medical Physics department that merged in 1984 with that of the University of Chicago. Jacques pioneered the use of high energy electron beams to treat deep seated tumors, multiple-field chest wall irradiation with variable electron energies, and even anticipated the current interest in high energy electron beam grid-therapy. At an early stage, he introduced a simulator, computerized treatment planning and in-house developed record and verify software. He retired in 1990 as Professor emeritus in Radiation and Cellular Biology at the University of Chicago. Dr. Ovadia was an early and strong supporter of AAPM. He was present at the Chicago ROMPS meeting where the decision was made to form an independent professional society for medical physics. He served as AAPM president in 1976. Jacques Ovadia is survived by his wife of 58 years, Florence, their daughter Corinne Graefe and son Marc Ovadia, MD, as well as four grandchildren and one great-grandchild. Jacques’ dynamic and ever enthusiastic personality inspired all who collaborated with him. He will be greatly missed.« less

Abnormal Neural Network of Primary Insomnia: Evidence from Spatial Working Memory Task fMRI.

PubMed

Li, Yongli; Liu, Liya; Wang, Enfeng; Zhang, Hongju; Dou, Shewei; Tong, Li; Cheng, Jingliang; Chen, Chuanliang; Shi, Dapeng

2016-01-01

Contemporary functional MRI (fMRI) methods can provide a wealth of information about the neural mechanisms associated with primary insomnia (PI), which centrally involve neural network circuits related to spatial working memory. A total of 30 participants diagnosed with PI and without atypical brain anatomy were selected along with 30 age- and gender-matched healthy controls. Subjects were administered the Pittsburgh Sleep Quality Index (PSQI), Hamilton Rating Scale for Depression and clinical assessments of spatial working memory, followed by an MRI scan and fMRI in spatial memory task state. Statistically significant differences between PSQI and spatial working memory were observed between PI patients and controls (p < 0.01). Activation of neural networks related to spatial memory task state in the PI group was observed at the left temporal lobe, left occipital lobe and right frontal lobe. Lower levels of activation were observed in the left parahippocampal gyrus, right parahippocampal gyrus, bilateral temporal cortex, frontal cortex and superior parietal lobule. Participants with PI exhibited characteristic abnormalities in the neural network connectivity related to spatial working memory. These results may be indicative of an underlying pathological mechanism related to spatial working memory deterioration in PI, analogous to recently described mechanisms in other mental health disorders. © 2016 S. Karger AG, Basel.

The Memory Jog Service

NASA Astrophysics Data System (ADS)

Dimakis, Nikolaos; Soldatos, John; Polymenakos, Lazaros; Sturm, Janienke; Neumann, Joachim; Casas, Josep R.

The CHIL Memory Jog service focuses on facilitating the collaboration of participants in meetings, lectures, presentations, and other human interactive events, occurring in indoor CHIL spaces. It exploits the whole set of the perceptual components that have been developed by the CHIL Consortium partners (e.g., person tracking, face identification, audio source localization, etc) along with a wide range of actuating devices such as projectors, displays, targeted audio devices, speakers, etc. The underlying set of perceptual components provides a constant flow of elementary contextual information, such as “person at location x0,y0”, “speech at location x0,y0”, information that alone is not of significant use. However, the CHIL Memory Jog service is accompanied by powerful situation identification techniques that fuse all the incoming information and creates complex states that drive the actuating logic.

The Code Red Project: Engaging Communities in Health System Change in Hamilton, Canada

ERIC Educational Resources Information Center

DeLuca, Patrick F.; Buist, Steve; Johnston, Neil

2012-01-01

The communication of determinants of health and health outcomes normally executed through academic channels often fail to reach lay audiences. In April of 2010, the results of collaboration between academe and mass media were published in the Hamilton Spectator, one of Canada's 10 largest English-language daily newspapers as a 7-day series. The…

The Election of 1800: Alexander Hamilton and the Death of the Federalist Party.

ERIC Educational Resources Information Center

Holbrook-DeFeo, Gary

1993-01-01

Describes the significance of the election of 1800 in the development of political parties in the United States. Contends that Alexander Hamilton's view of the United States Constitution was dangerous for the new nation and led to a permanent split in the Federalist Party. Includes a resource bibliography for teachers wishing to incorporate this…

Quantum Hamilton equations of motion for bound states of one-dimensional quantum systems

NASA Astrophysics Data System (ADS)

Köppe, J.; Patzold, M.; Grecksch, W.; Paul, W.

2018-06-01

On the basis of Nelson's stochastic mechanics derivation of the Schrödinger equation, a formal mathematical structure of non-relativistic quantum mechanics equivalent to the one in classical analytical mechanics has been established in the literature. We recently were able to augment this structure by deriving quantum Hamilton equations of motion by finding the Nash equilibrium of a stochastic optimal control problem, which is the generalization of Hamilton's principle of classical mechanics to quantum systems. We showed that these equations allow a description and numerical determination of the ground state of quantum problems without using the Schrödinger equation. We extend this approach here to deliver the complete discrete energy spectrum and related eigenfunctions for bound states of one-dimensional stationary quantum systems. We exemplify this analytically for the one-dimensional harmonic oscillator and numerically by analyzing a quartic double-well potential, a model of broad importance in many areas of physics. We furthermore point out a relation between the tunnel splitting of such models and mean first passage time concepts applied to Nelson's diffusion paths in the ground state.

On global solutions of the random Hamilton-Jacobi equations and the KPZ problem

NASA Astrophysics Data System (ADS)

Bakhtin, Yuri; Khanin, Konstantin

2018-04-01

In this paper, we discuss possible qualitative approaches to the problem of KPZ universality. Throughout the paper, our point of view is based on the geometrical and dynamical properties of minimisers and shocks forming interlacing tree-like structures. We believe that the KPZ universality can be explained in terms of statistics of these structures evolving in time. The paper is focussed on the setting of the random Hamilton-Jacobi equations. We formulate several conjectures concerning global solutions and discuss how their properties are connected to the KPZ scalings in dimension 1  +  1. In the case of general viscous Hamilton-Jacobi equations with non-quadratic Hamiltonians, we define generalised directed polymers. We expect that their behaviour is similar to the behaviour of classical directed polymers, and present arguments in favour of this conjecture. We also define a new renormalisation transformation defined in purely geometrical terms and discuss conjectural properties of the corresponding fixed points. Most of our conjectures are widely open, and supported by only partial rigorous results for particular models.

The nonconvex multi-dimensional Riemann problem for Hamilton-Jacobi equations

NASA Technical Reports Server (NTRS)

Bardi, Martino; Osher, Stanley

1991-01-01

Simple inequalities are presented for the viscosity solution of a Hamilton-Jacobi equation in N space dimensions when neither the initial data nor the Hamiltonian need be convex (or concave). The initial data are uniformly Lipschitz and can be written as the sum of a convex function in a group of variables and a concave function in the remaining variables, therefore including the nonconvex Riemann problem. The inequalities become equalities wherever a 'maxmin' equals a 'minmax', and thus a representation formula for this problem is obtained, generalizing the classical Hopi formulas.

Value-oriented citizenship index: New extensions of Kelman and Hamilton's theory to prevent autocracy.

PubMed

Morselli, Davide; Passini, Stefano

2015-11-01

In Crimes of obedience, Kelman and Hamilton argue that societies can be protected by the degeneration of authority only when citizenship is based on a strong values orientation. This reference to values may be the weakest point in their theory because they do not explicitly define these values. Nevertheless, their empirical findings suggest that the authors are referring to specific democratic principles and universal values (e.g., equality, fairness, harmlessness). In this article, a composite index known as the value-oriented citizenship (VOC) index is introduced and empirically analysed. The results confirm that the VOC index discriminates between people who relate to authority based on values rather than based on their role or on rules in general. The article discusses the utility of the VOC index to develop Kelman and Hamilton's framework further empirically as well as its implications for the analysis of the relationship between individuals and authority. Copyright © 2015 Elsevier Inc. All rights reserved.

How We Think and Learn. Lecture Series.

ERIC Educational Resources Information Center

National Learning Center, Washington, DC.

A lecture series was conducted in 1989 to present information on learning theories by learning theorists. This document contains short texts of the lectures; full texts are available on request. In lecture 1, Robert Chase discusses educational reform and Bonnie Guiton examines educational goals from the perspective of White House policy. In…

Clickers and Formative Feedback at University Lectures

ERIC Educational Resources Information Center

Egelandsdal, Kjetil; Krumsvik, Rune Johan

2017-01-01

Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in "qualitative methods" for first year psychology students, we used SRS to…

Students' Summaries of Mathematical Lectures: Comparing the Discourse of Students with the Discourse of Lectures

ERIC Educational Resources Information Center

Österholm, Magnus

2012-01-01

This study focuses on a distinction between process- and object-oriented discourses when characterising the discourse of university students' summaries of lectures and examining connections between students' discourse and the discourse of lectures. Results show that students' discourse in general tends to be process-oriented, by their use of…

Rumination mediates the relationship between overgeneral autobiographical memory and depression in patients with major depressive disorder.

PubMed

Liu, Yansong; Yu, Xinnian; Yang, Bixiu; Zhang, Fuquan; Zou, Wenhua; Na, Aiguo; Zhao, Xudong; Yin, Guangzhong

2017-03-21

Overgeneral autobiographical memory has been identified as a risk factor for the onset and maintenance of depression. However, little is known about the underlying mechanisms that might explain overgeneral autobiographical memory phenomenon in depression. The purpose of this study was to test the mediation effects of rumination on the relationship between overgeneral autobiographical memory and depressive symptoms. Specifically, the mediation effects of brooding and reflection subtypes of rumination were examined in patients with major depressive disorder. Eighty-seven patients with major depressive disorder completed the 17-item Hamilton Depression Rating Scale, Ruminative Response Scale, and Autobiographical Memory Test. Bootstrap mediation analysis for simple and multiple mediation models through the PROCESS macro was applied. Simple mediation analysis showed that rumination significantly mediated the relationship between overgeneral autobiographical memory and depression symptoms. Multiple mediation analyses showed that brooding, but not reflection, significantly mediated the relationship between overgeneral autobiographical memory and depression symptoms. Our results indicate that global rumination partly mediates the relationship between overgeneral autobiographical memory and depressive symptoms in patients with major depressive disorder. Furthermore, the present results suggest that the mediating role of rumination in the relationship between overgeneral autobiographical memory and depression is mainly due to the maladaptive brooding subtype of rumination.

Multimodal electromechanical model of piezoelectric transformers by Hamilton's principle.

PubMed

Nadal, Clement; Pigache, Francois

2009-11-01

This work deals with a general energetic approach to establish an accurate electromechanical model of a piezoelectric transformer (PT). Hamilton's principle is used to obtain the equations of motion for free vibrations. The modal characteristics (mass, stiffness, primary and secondary electromechanical conversion factors) are also deduced. Then, to illustrate this general electromechanical method, the variational principle is applied to both homogeneous and nonhomogeneous Rosen-type PT models. A comparison of modal parameters, mechanical displacements, and electrical potentials are presented for both models. Finally, the validity of the electrodynamical model of nonhomogeneous Rosen-type PT is confirmed by a numerical comparison based on a finite elements method and an experimental identification.

77 FR 52058 - Notice of Inventory Completion: Longyear Museum of Anthropology, Colgate University, Hamilton, NY

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-28

... Inventory Completion: Longyear Museum of Anthropology, Colgate University, Hamilton, NY AGENCY: National Park Service, Interior. ACTION: Notice. SUMMARY: The Longyear Museum of Anthropology has completed an... cultural affiliation with the human remains should contact the Longyear Museum of Anthropology at the...

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…

Sense of Place and Health in Hamilton, Ontario: A Case Study.

PubMed

Williams, Allison; Kitchen, Peter

2012-09-01

The concept of sense of place has received considerable attention by social scientists in recent years. Research has indicated that a person's sense of place is influenced by a number of factors including the built environment, socio-economic status (SES), well-being and health. Relatively few studies have examined sense of place at the neighbourhood level, particularly among communities exhibiting different levels of SES. This article investigates sense of place among three neighbourhood groups in Hamilton, Ontario representing areas of low, mixed and high SES. It analyses data from a 16-point sense of place scale derived from the Hamilton Household Quality of Life Survey carried out in 2010-2011 among 1,002 respondents. The paper found that sense of place was highest among residents of the high SES neighbourhood group as well as among home owners, people residing in single-detached homes, retired residents and those living in their neighbourhood for more than 10 years. From a health perspective, the paper found that a strong association existed between sense of place and self-perceived mental health across the three neighbourhood groups. Furthermore, by way of regression modeling, the paper examined the factors influencing health-related sense of place. Among the sample of respondents, a strong connection was found between housing, particularly home ownership, and high levels of health-related sense of place.

Lecture Alternatives in Teaching English.

ERIC Educational Resources Information Center

Judy, Stephen, Ed.

The five sections of the document are: General Discussion; Classroom Experiences; Evaluation and Non-Lecture Teaching; A Closing Note; and Appendix. The ten papers presented are as follows: "Lecture Alternatives and the English Class" by Stephen Judy; "Let's See How it Goes: A View of the Teacher as Manager of Student-Initiated Activities" by…

Learning in Lectures: Multiple Representations

ERIC Educational Resources Information Center

Wood, Leigh N.; Joyce, Sadhbh; Petocz, Peter; Rodd, Melissa

2007-01-01

Lectures remain the lynchpin of mathematics teaching at university even with advances in information technology and access to the internet. This paper examines the requirements for learning mathematics and shows how important it is for lecturers to be aware of the different modes of presentation they are using. Ways to assist students to make the…

Refraction seismic studies in the Miami River, Whitewater River, and Mill Creek valleys, Hamilton and Butler Counties, Ohio

USGS Publications Warehouse

Watkins, Joel S.

1963-01-01

Between September 17 and November 9, 1962, the U.S. Geological Survey, in cooperation with Ohio Division of Water, Miami Conservancy District, and c,ty of Cincinnati, Ohio, co.,:ducted a refraction seismic study in Hamilton and Butler Counties, southwest Ohio. The area lies between Hamilton, Ohio, and the Ohio River and includes a preglacial valley now occupied by portions of the Miami River, Whitewater River, and Mill Creek. The valley is partially filled with glacial debris which yields large quantities of good-quality water. The object of the study was to determine the thickness of these glacial deposits and the shape of the preglacial valley.

Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.

PubMed

Marshall, Leisa L; Nykamp, Diane L; Momary, Kathryn M

2014-12-15

To compare the impact of 2 different teaching and learning methods on student mastery of learning objectives in a pharmacotherapy module in the large classroom setting. Two teaching and learning methods were implemented and compared in a required pharmacotherapy module for 2 years. The first year, multiple interactive mini-cases with inclass individual assessment and an abbreviated lecture were used to teach osteoarthritis; a traditional lecture with 1 inclass case discussion was used to teach gout. In the second year, the same topics were used but the methods were flipped. Student performance on pre/post individual readiness assessment tests (iRATs), case questions, and subsequent examinations were compared each year by the teaching and learning method and then between years by topic for each method. Students also voluntarily completed a 20-item evaluation of the teaching and learning methods. Postpresentation iRATs were significantly higher than prepresentation iRATs for each topic each year with the interactive mini-cases; there was no significant difference in iRATs before and after traditional lecture. For osteoarthritis, postpresentation iRATs after interactive mini-cases in year 1 were significantly higher than postpresentation iRATs after traditional lecture in year 2; the difference in iRATs for gout per learning method was not significant. The difference between examination performance for osteoarthritis and gout was not significant when the teaching and learning methods were compared. On the student evaluations, 2 items were significant both years when answers were compared by teaching and learning method. Each year, students ranked their class participation higher with interactive cases than with traditional lecture, but both years they reported enjoying the traditional lecture format more. Multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format, regardless of

The work of lecturing in high school chemistry

NASA Astrophysics Data System (ADS)

Hwang, SungWon; Roth, Wolff-Michael

2013-09-01

Lecturing is an important aspect of the culture of science education. Perhaps because of the negative associations constructivist educators make with lecturing, little research has been done concerning the generally invisible aspects of the (embodied, lived) work that is required. Traditional research on science lectures focuses on ideas and (mental) concepts that somehow are "gotten across"; and it is interested in identifying verbal content and visual representations science teachers provide. The purpose of this study is to explicitly describe and theorize the living work of lecturing that produces in a societal arena everything from which students can learn. We use two case studies from the chemistry lectures in a tenth-grade Singapore classroom to exemplify the central role of the performative aspects of lecturing. We articulate and exemplify assertions that (a) corporeal performances differentiate and coordinate the contents of lecturing with its pitch, rhythm, and speech volume, and thereby orient students to specific discourse features of chemistry; and (b) corporeal performances differentiate and coordinate layers of talk with prosody, gestures, and body orientation, and thereby make analogies available to students. We conclude that what is visible in lectures (e.g., scientific discourse, analogies) is always the outcome of the (generally unattended to) corporeal labor including gestures, body orientation, and prosodic features (e.g., shifts in pitch) and that this outcome | labor pair constitutes an appropriate unit of understanding lecturing as societal phenomenon.

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.

Klopsteg Memorial Lecture (August, 1992): What science knows about violins-and what it does not know

NASA Astrophysics Data System (ADS)

Weinreich, Gabriel

1993-12-01

This is the edited text of the Klopsteg Lecture delivered to the Summer Meeting of the AAPT on August 13, 1992. It sketches the current state of knowledge about the violin—at least as seen by the author—in two parts, Physics of the Bowed String and The Violin as a Radiator of Sound, punctuated by a number of ``meditations'' about the nature of scientific knowledge.

Negative correlation between nuptial throat colour and blood parasite load in male European green lizards supports the Hamilton-Zuk hypothesis

NASA Astrophysics Data System (ADS)

Molnár, Orsolya; Bajer, Katalin; Mészáros, Boglárka; Török, János; Herczeg, Gábor

2013-06-01

During female mate choice, conspicuous male sexual signals are used to infer male quality and choose the best sire for the offspring. The theory of parasite-mediated sexual selection (Hamilton-Zuk hypothesis) presumes that parasite infection can influence the elaboration of sexual signals: resistant individuals can invest more energy into signal expression and thus advertise their individual quality through signal intensity. By preferring these males, females can provide resistance genes for their offspring. Previous research showed that nuptial throat colour of male European green lizard, Lacerta viridis, plays a role in both inter- and intrasexual selections as a condition-dependent multiple signalling system. The aim of this study was to test the predictions of the Hamilton-Zuk hypothesis on male European green lizards. By blood sampling 30 adult males during the reproductive season, we found members of the Haemogregarinidae family in all but one individual (prevalence = 96 %). The infection intensity showed strong negative correlation with the throat and belly colour brightness in line with the predictions of the Hamilton-Zuk hypothesis. In addition, we found other correlations between infection intensity and other fitness-related traits, suggesting that parasite load has a remarkable effect on individual fitness. This study shows that throat patch colour of the European green lizards not only is a multiple signalling system but also possibly acts as an honest sexual signal of health state in accordance with the Hamilton-Zuk hypothesis.

MO-D-BRD-01: Memorial to Bengt Bjarngard - Memorial Lecture

DOE Office of Scientific and Technical Information (OSTI.GOV)

Das, I

We lost a legendary medical physicist, Dr. Bengt Erik Bjarngard, to angiosarcoma an aggressive type of cancer. He devoted his life to providing improved methods of radiation treatment for this devastating disease over the last 36 years. Bengt was born in a rural village of Bjarnum in southern Sweden, located near forest and is known for its furniture making. He migrated to USA at the age of 35 and was recruited by Dr. Samuel Hellman to lead a group of physicists that became the “mecca of medical physics” known as the Joint Center of Radiation Therapy (JCRT) at Harvard Medicalmore » School in Boston. Bengt mentored some of the best physicists in the country, and many of our modern treatments go back to the early days of research at the JCRT. These accomplishments, dating from 1969–1989, include: dose optimization using computer control; soft wedges; stereotactic radiosurgery (SRS); total-body irradiation (TBI); CT-planning; and radiation dosimetry. Bengt worked at Brown University in Rhode Island and at the University of Pennsylvania in Philadelphia, where he provided major contributions in radiation dosimetry, specifically with the head scatter model. He advocated superior calculation algorithm through the Helax treatment planning system that was on par from most commercial systems. Bengt served as AAPM president in 1979 and was a recipient of the Coolidge Award in 1998. He had a lifelong love of nature, retiring in 2000 from the University of Pennsylvania to take care of his 200 acres of homestead forest in Maine. His legacy continues through his contributions to radiation dosimetry. This session, on small field dosimetry, is a small tribute to his memory. Further details can be found in his obituary in Med Phy, 41(4), 040801, 2014.« less

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…

Factors Shaping Mathematics Lecturers' Service Teaching in Different Departments

ERIC Educational Resources Information Center

Bingolbali, E.; Ozmantar, M. F.

2009-01-01

In this article we focus on university lecturers' approaches to the service teaching and factors that influence their approaches. We present data obtained from the interviews with 19 mathematics and three physics lecturers along with the observations of two mathematics lecturers' calculus courses. The findings show that lecturers' approaches to…

CMSC-130 Introductory Computer Science, Lecture Notes

DTIC Science & Technology

1993-07-01

Introductory Computer Science lecture notes are used in the classroom for teaching CMSC 130, an introductory computer science course , using the ...Unit Testing 2. The Syntax Of Subunits Will Be Studied In The Subsequent Course CMSC130 -5- Lecture 11 TOP-DOWN TESTING Data Processor Procedure...used in the preparation of these lecture notes: Reference Manual For The Ada Prosramming Language, ANSI/MIL-STD

Solving the Hamilton-Jacobi equation for general relativity

NASA Astrophysics Data System (ADS)

Parry, J.; Salopek, D. S.; Stewart, J. M.

1994-03-01

We demonstrate a systematic method for solving the Hamilton-Jacobi equation for general relativity with the inclusion of matter fields. The generating functional is expanded in a series of spatial gradients. Each term is manifestly invariant under reparametrizations of the spatial coordinates (``gauge invariant''). At each order we solve the Hamiltonian constraint using a conformal transformation of the three-metric as well as a line integral in superspace. This gives a recursion relation for the generating functional which then may be solved to arbitrary order simply by functionally differentiating previous orders. At fourth order in spatial gradients we demonstrate solutions for irrotational dust as well as for a scalar field. We explicitly evolve the three-metric to the same order. This method can be used to derive the Zel'dovich approximation for general relativity.

'Morals can not be drawn from facts but guidance may be': the early life of W.D. Hamilton's theory of inclusive fitness.

PubMed

Swenson, Sarah A

2015-12-01

W.D. Hamilton's theory of inclusive fitness saw the evolution of altruism from the point of view of the gene. It was at heart a theory of limits, redefining altruistic behaviours as ultimately selfish. This theory inspired two controversial texts published almost in tandem, E.O. Wilson's Sociobiology: The New Synthesis (1975) and Richard Dawkins's The Selfish Gene (1976). When Wilson and Dawkins were attacked for their evolutionary interpretations of human societies, they claimed a distinction between reporting what is and declaring what ought to be. Can the history of sociobiological theories be so easily separated from its sociopolitical context? This paper draws upon unpublished materials from the 1960s and early 1970s and documents some of the ways in which Hamilton saw his research as contributing to contemporary concerns. It pays special attention to the 1969 Man and Beast Smithsonian Institution symposium in order to explore the extent to which Hamilton intended his theory to be merely descriptive versus prescriptive. From this, we may see that Hamilton was deeply concerned about the political chaos he perceived in the world around him, and hoped to arrive at a level of self-understanding through science that could inform a new social order.

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

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

PubMed

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

2016-02-21

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. 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. 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. 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.

Respiratory medicine at McMaster University, Hamilton, Ontario: 1968 to 2013

PubMed Central

Jones, Norman L; O’Byrne, Paul M

2014-01-01

The medical school at McMaster University (Hamilton, Ontario) was conceived in 1965 and admitted the first class in 1969. John Evans became the founding Dean and he invited Moran Campbell to be the first Chairman of the Department of Medicine. Moran Campbell, already a world figure in respiratory medicine and physiology, arrived at McMaster in September 1968, and he invited Norman Jones to be Coordinator of the Respiratory Programme. At that time, Hamilton had a population of 300,000, with two full-time respirologists, Robert Cornett at the Hamilton General Hospital and Michael Newhouse at St Joseph’s Hospital. From the clinical perspective, the aim of the Respiratory Programme was to develop a network approach to clinical problems among the five hospitals in the Hamilton region, with St Joseph’s Hospital serving as a regional referral centre, and each hospital developing its own focus: intensive care and burns units at the Hamilton General Hospital; cancer at the Henderson (later Juravinski) Hospital; tuberculosis and rehabilitation at the Chedoke Hospital; pediatrics and neonatal intensive care at the McMaster University Medical Centre; and community care at the Joseph Brant Hospital in Burlington (Ontario). The network provided an ideal base for a specialty residency program. There was also the need to establish viable research. These objectives were achieved through collaboration, support of hospital administration, and recruitment of clinicians and faculty, mainly from our own trainees and research fellows. By the mid-1970s the respiratory group numbered more than 25; outpatient clinic visits and research had grown beyond our initial expectations. The international impact of the group became reflected in the clinical and basic research endeavours. ASTHMA: Freddy Hargreave and Jerry Dolovich established methods to measure airway responsiveness to histamine and methacholine. Allergen inhalation was shown to increase airway responsiveness for several weeks

The newly-found Rheticus lectures.

NASA Astrophysics Data System (ADS)

Kraai, J.

This article discusses a hitherto unknown set of lectures presumably given by Georg Joachim Rheticus, and taken down by several students in Wittenberg. These lectures offer considerable insight into Rheticus' teaching activities shortly before the publication of De Revolutionibus (1543). The most salient aspects of this newly-found text may be summarized as follows: a) Rheticus was known among the students in Wittenberg as Joachimus Heliopolitanus, i.e. Joachim of the City of the Sun - a clear reference to Rheticus' stay in Frauenburg with Copernicus, b) Rheticus returned from his stay with Copernicus to Wittenberg for a short period of time in 1540 to fulfill his professorial obligations, and c) we have 155 folio pages which document Rheticus' introductory lectures on astronomy.

Forum: The Lecture and Student Learning. The Lost Art of Lecturing: Cultivating Student Listening and Notetaking

ERIC Educational Resources Information Center

Meyer, Kevin R.; Hunt, Stephen K.

2017-01-01

As this forum's call for papers notes, lecture represents one of the more "controversial forms of instructional communication," yet remains a predominant instructional method in academia. Ironically, instructors face increasing pressure to abandon lecture at a time when these classes are popular and students readily enroll in lecture…

A randomized trial comparing digital and live lecture formats [ISRCTN40455708.

PubMed

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-11-29

Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting.

A randomized trial comparing digital and live lecture formats [ISRCTN40455708

PubMed Central

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-01-01

Background Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Methods Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. Results There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. Conclusions This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting. PMID:15569389

The "Work" of Lecturing in High School Chemistry

ERIC Educational Resources Information Center

Hwang, SungWon; Roth, Wolff-Michael

2013-01-01

Lecturing is an important aspect of the culture of science education. Perhaps because of the negative associations constructivist educators make with lecturing, little research has been done concerning the generally invisible aspects of the (embodied, lived) "work" that is required. Traditional research on science lectures focuses on…

Recognizing the Presidents: Was Alexander Hamilton President?

PubMed

Roediger, Henry L; DeSoto, K Andrew

2016-05-01

Studies over the past 40 years have shown that Americans can recall about half the U.S. presidents. Do people know the presidents even though they are unable to access them for recall? We investigated this question using the powerful cues of a recognition test. Specifically, we tested the ability of 326 online subjects to recognize U.S. presidents when presented with their full names among various types of lures. The hit rate for presidential recognition was .88, well above the proportion produced in free recall but far from perfect. Presidents Franklin Pierce and Chester Arthur were recognized less than 60% of the time. Interestingly, four nonpresidents were falsely recognized at relatively high rates, and Alexander Hamilton was more frequently identified as president than were several actual presidents. Even on a recognition test, knowledge of American presidents is imperfect and prone to error. The false alarm data support the theory that false fame can arise from contextual familiarity. © The Author(s) 2016.

Quantitative Compactness Estimates for Hamilton-Jacobi Equations

NASA Astrophysics Data System (ADS)

Ancona, Fabio; Cannarsa, Piermarco; Nguyen, Khai T.

2016-02-01

We study quantitative compactness estimates in {W^{1,1}_{loc}} for the map {S_t}, {t > 0} that is associated with the given initial data {u_0in Lip (R^N)} for the corresponding solution {S_t u_0} of a Hamilton-Jacobi equation u_t+Hbig(nabla_{x} ubig)=0, qquad t≥ 0,quad xinR^N, with a uniformly convex Hamiltonian {H=H(p)}. We provide upper and lower estimates of order {1/\\varepsilon^N} on the Kolmogorov {\\varepsilon}-entropy in {W^{1,1}} of the image through the map S t of sets of bounded, compactly supported initial data. Estimates of this type are inspired by a question posed by Lax (Course on Hyperbolic Systems of Conservation Laws. XXVII Scuola Estiva di Fisica Matematica, Ravello, 2002) within the context of conservation laws, and could provide a measure of the order of "resolution" of a numerical method implemented for this equation.

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.

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.

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

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…

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…

Online Lectures in Undergraduate Medical Education: Scoping Review.

PubMed

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia; Law, Marcus

2018-04-10

The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools-including online lectures-before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. ©Brandon Tang, Alon Coret, Aatif Qureshi, Henry Barron, Ana Patricia Ayala, Marcus Law. Originally published in JMIR Medical Education (http://mededu.jmir.org), 10.04.2018.

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…

Mathematics lecturing in the digital age

NASA Astrophysics Data System (ADS)

Trenholm, Sven; Alcock, Lara; Robinson, Carol L.

2012-09-01

In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed.

Episodic Visual Learning/Memory and Attentional Flexibility in Patients With Major Depressive Disorder After Clinically Effective Electroconvulsive Therapy.

PubMed

Kalogerakou, Stamatina; Oulis, Panagiotis; Anyfandi, Eleni; Konstantakopoulos, George; Papakosta, Vasiliki-Maria; Kontis, Dimitrios; Theochari, Eirini; Angelopoulos, Elias; Zervas, Ioannis M; Mellon, Robert C; Papageorgiou, Charalambos C; Tsaltas, Eleftheria

2015-12-01

This study is a follow-up of a previous one reporting that the neuropsychological profile of pharmacoresistant patients with major depressive disorder referred for electroconvulsive therapy (ECT, ECT group) contrasted with that of their pharmacorespondent counterparts (NECT group). The NECT group exhibited severe visuospatial memory and minor executive deficits; the ECT group presented the reverse pattern. In that same ECT group, the current follow-up study examined the effects of clinically effective ECT on both cognitive domains 2 months later. Fifteen ECT patients were administered Hamilton Depression (HAMD-24), Hamilton Anxiety (HAMA), Mini-Mental State Examination Scales and 5 tests of Cambridge Neuropsychological Test Automated Battery at intake (pre-ECT), end of ECT course (post-ECT), and 2 months thereafter (follow-up). Electroconvulsive therapy was effective in relieving clinical depression. After a post-ECT decline, the patients exhibited significant improvement in both Cambridge Neuropsychological Test Automated Battery, paired associate learning, and Stockings of Cambridge. By contrast, their major pre-ECT deficit in intra/extradimensional set shifting remained virtually unaffected. Our findings suggest that attentional flexibility deficits may constitute a neuropsychological trait-like feature of pharmacoresistant, ECT-referred major depressive disorder patients. However, this deficit does not seem generalized, given patient improvement in episodic visual learning/memory and some indication of improvement in spatial planning after ECT.

Escape rates over potential barriers: variational principles and the Hamilton-Jacobi equation

NASA Astrophysics Data System (ADS)

Cortés, Emilio; Espinosa, Francisco

We describe a rigorous formalism to study some extrema statistics problems, like maximum probability events or escape rate processes, by taking into account that the Hamilton-Jacobi equation completes, in a natural way, the required set of boundary conditions of the Euler-Lagrange equation, for this kind of variational problem. We apply this approach to a one-dimensional stochastic process, driven by colored noise, for a double-parabola potential, where we have one stable and one unstable steady states.

Lecturing and Loving It: Applying the Information-Processing Model.

ERIC Educational Resources Information Center

Parker, Jonathan K.

1993-01-01

Discusses the benefits of lecturing, when done properly, in high schools. Describes the positive attributes of effective lecturers. Provides a human information-processing model applicable to the task of lecturing to students. (HB)

Muriel Driver Memorial Lecture 2013: Embracing our role as change agents.

PubMed

Finlayson, Marcia L

2013-10-01

Given the nature of occupational therapy philosophy and practice, it is not surprising that "change agent" has been identified as one of the seven professional roles that occupational therapists fulfill. This Muriel Driver lecture examines the change agent role, what it means, and what knowledge, skills, and personal qualities are necessary to be effective. Overall, relatively little has been written about the change agent role in the occupational therapy literature. Much of what does exist is implicit and often embedded in related topics, such as advocacy. An examination of literature from outside of occupational therapy uncovered four major themes about this role: (a) Change agents are insightful, reflective, and disciplined; (b) Charnge agents are visionary leaders and mobilizers; (c) Change agents are knowledge integrators and translators; and (d) Change agents are diplomatic interventionists who produce meaningful outcomes. These themes point to several areas of silence in the occupational therapy literature. Overcoming these areas of silence and moving forward will require open, challenging, and scholarly debates; reconsideration of change agent role competencies; and clear messaging that we all have the capacity to be competent and effective change agents regardless of our title or setting.

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.

The Effects of Lecture Diversity on Germane Load

ERIC Educational Resources Information Center

Costley, Jamie; Lange, Christopher

2017-01-01

An important aspect of MOOCs is the way students interact with video lectures. Instruction provided through video lectures should focus on ways to increase germane cognitive load, which directly contributes to learning. One approach that may lead to an increase of germane load may be to use video lectures with diverse forms of media, including…

Who Goes to Lectures (and Does It Matter)?

ERIC Educational Resources Information Center

Birch, Elisa; Williams, Andrew

2015-01-01

Using a combination of survey and student record data from a first year university economics principles class, we look at the characteristics of students who are attending face-to-face lectures, versus those students who choose to view these same lectures via online lecture recordings. The survey includes the Biggs (2001) Revised Study Process…

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…

Lloyd Roberts memorial lecture. Science, culture and wealth.

PubMed

Noble, D

1. This lecture defends the view that science, culture and wealth are linked and that, in the long run, the only way to maintain the spirit of excited intellectual enquiry leading to novel exploitable ideas is to attract the young by creating and maintaining a culture in which they respond to the intellectual challenge. 2. The pursuit of science is not independent of the culture in which it develops, nor is it a neutral activity. The objectivity of science neither requires nor entails its neutrality. 3. A comparison between American and British attitudes reveals a major cultural difference that leads otherwise similar political authorities to totally opposed views on the role of public funding of science. 4. The roots of this difference run deep in our culture and have a long history, stretching back at least to the early 19th century and Babbage's Decline of Science campaign. This seems to be a feature of the culture of the governing classes in Britain, at least in modern Britain. The general public perception (revealed by a recent opinion poll) is that more than 80% think that our national prosperity depends on science and technology and that it is important for Britain to be a leading nation in science. 5. The immediate cause of the present political malaise with regard to science funding is the perceived lack of correlation between science expenditure and industrial success in the 1960s. In fact, though, at the micro-economic level, there is a strong correlation between research investment and industrial competitiveness. Those industries that have invested have also succeeded. The general problem lies with a failure of major parts of industry to invest in research rather than in any major weakness or lack of exploitability in British science. 6. It will not solve that problem (which to compare with our main competitors requires an increased civil Research and Development expenditure of 3 pounds billion/annum by British government and industry combined) to try

Reassessing the Value of University Lectures

ERIC Educational Resources Information Center

French, Sarah; Kennedy, Gregor

2017-01-01

This paper discusses the role of the lecture in contemporary higher education. Moving beyond the polarised perspectives that characterise recent debates on the subject, it considers both the potential problems and possible pedagogical, practical and social benefits of the lecture as a mode of teaching and learning. Through an examination of…

Department of Defense Public Key Infrastructure Token Protection Profile. Version 2.0

DTIC Science & Technology

2001-03-12

Profile Authors: Tamara Cleveland, Booz·Allen & Hamilton Inc. Michael Alexander, Booz·Allen & Hamilton Inc. Asok Ganguly, Booz·Allen & Hamilton Inc...testing, and electron beam testing. • Other attacks, such as UV or X- rays or high temperatures, could cause erasure of memory. However, erasure of selected

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

Surface modification of ZnO nanorods with Hamilton receptors.

PubMed

Zeininger, Lukas; Klaumünzer, Martin; Peukert, Wolfgang; Hirsch, Andreas

2015-04-13

A new prototype of a Hamilton receptor suitable for the functionalization of inorganic nanoparticles was synthesized and characterized. The hydrogen bonding receptor was coupled to a catechol moiety, which served as anchor group for the functionalization of metal oxides, in particular zinc oxide. Synthesized zinc oxide nanorods [ZnO] were used for surface functionalization. The wet-chemical functionalization procedure towards monolayer-grafted particles [ZnO-HR] is described and a detailed characterization study is presented. In addition, the detection of specific cyanurate molecules is demonstrated. The hybrid structures [ZnO-HR-CA] were stable towards agglomeration and exhibited enhanced dispersability in apolar solvents. This observation, in combination with several spectroscopic experiments gave evidence of the highly directional supramolecular recognition at the surface of nanoparticles.

What Type of Lectures Students Want? - A Reaction Evaluation of Dental Students

PubMed Central

Roopa, Srinivasan; Geetha M, Bagavad; Rani, Anitha; Chacko, Thomas

2013-01-01

Introduction: An one hour didactic lecture is the common method of teaching in dental colleges in India. Lengthy lectures are boring and students are passive recipients of the information. Interactive lectures are suggested as a means of overcoming the disadvantages of regular lectures. Aims: The present study was conducted to pilot various methods of making lectures interactive and to find the students’ reactions to interactive lectures as compared to regular lectures. Material and Methods: An entire batch of first year dental students (n = 78) was exposed to both interactive and regular lectures for the cardiovascular system in physiology. Among the total number of 12 lectures, alternate lectures were conducted in an interactive style. At the end of the 12 lecture series, students’ opinions were obtained using a structured feedback evaluation questionnaire, consisting of five statements, on a five point Likert scale. Statistical Analysis was done using SPSS software, version 15. Results: Interactive lectures were found to be more useful than regular lectures by 92% of the students. Significantly more number of students agreed or strongly agreed that interactive lectures kept them attentive, created interest, overcame monotony, motivated them for self learning and provided well defined learning than regular lectures. Among the different techniques which were used, the students preferred use of video clippings (58.1%), followed by each-one-teach-one. Results of the present study support the use of interactive lectures for ensuring increased interest and attention of students during lectures. Conclusion: Interactive lectures were more accepted and considered to be more useful than regular lectures by the students. PMID:24298487

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

Online Lectures in Undergraduate Medical Education: Scoping Review

PubMed Central

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia

2018-01-01

Background The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. Results In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. PMID:29636322

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.

78 FR 22873 - Hamilton Street Hydro, LLC; Notice of Preliminary Permit Application Accepted for Filing and...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-17

... Hydro, LLC; Notice of Preliminary Permit Application Accepted for Filing and Soliciting Comments, Motions To Intervene, and Competing Applications On February 19, 2013, Hamilton Street Hydro, LLC, filed an application for a preliminary permit, pursuant to section 4(f) of the Federal Power Act (FPA...

78 FR 22872 - Hamilton Street Hydro, LLC; Notice of Preliminary Permit Application Accepted for Filing and...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-17

... Hydro, LLC; Notice of Preliminary Permit Application Accepted for Filing and Soliciting Comments, Motions To Intervene, and Competing Applications On February 19, 2013, Hamilton Street Hydro, LLC, filed an application for a preliminary permit, pursuant to section 4(f) of the Federal Power Act (FPA...

Should Lecture Recordings Be Mandated in Dental Schools? Two Viewpoints: Viewpoint 1: Lecture Recordings Should Be Mandatory in U.S. Dental Schools and Viewpoint 2: Lecture Recordings Should Not Be Mandatory in U.S. Dental Schools.

PubMed

Zandona, Andrea Ferreira; Kinney, Janet; Seong, WookJin; Kumar, Vandana; Bendayan, Alexander; Hewlett, Edmond

2016-12-01

Transcription or recording of lectures has been in use for many years, and with the availability of high-fidelity recording, the practice is now ubiquitous in higher education. Since technology has permeated education and today's tech-savvy students have expectations for on-demand learning, dental schools are motivated to record lectures, albeit with positive and negative implications. This Point/Counterpoint article addresses the question of whether lecture recording should be mandatory in U.S. dental schools. Viewpoint 1 supports the statement that lecture recording should be mandatory. Proponents of this viewpoint argue that the benefits-notably, student satisfaction and potential for improvement in student performance-outweigh concerns. Viewpoint 2 takes the opposite position, arguing that lecture recording decreases students' classroom attendance and adversely affects the morale of educators. Additional arguments against mandatory lecture recordings involve the expense of incorporating technology that requires ongoing support.

The comparison of the efficiency of traditional lectures to video-supported lectures within the training of the Emergency Medicine residents.

PubMed

Sarıhan, Aydın; Oray, Neşe Colak; Güllüpınar, Birdal; Yanturali, Sedat; Atilla, Ridvan; Musal, Berna

2016-09-01

Recent developments in computer and video technology, multimedia resources enter quickest way possible into medical education and have started to gain popularity. The aim of this study is to evaluate the impact of video-supported lectures on leaning, with comparison to traditional lectures. According to lecture techniques, two separate groups; one is the traditional lectures group (TLG) and the other is video-supported lectures group (VSLG), are formed. While the TLG is offered a traditional lecture the VSLG is offered a video-supported lecture with imbedded videos which are related to the topics in the traditional lecture. Both study groups take pretest and posttest with MCQs (multiple choice questions) and OSCEs (objective structured clinical examination). The study includes 30 volunteer residents in Dokuz Eylul University School of Medicine Department of Emergency Medicine. No difference is observed between TGL and VSLG in pretest and posttest scores (p = 0.949, p = 0.580). And additionally, comparing the scores of both groups, we cannot observe any difference between the pretest OSCE scores of each group (p = 0.300), however posttest OSCE scores shows a dramatic odd in-between (p = 0.010). When pretest MCQs and posttest MCQs mean scores are compared, both tests (TLG, VSLG) has not any significant difference (p=0.949, p = 0.580). Nevertheless, after comparing OSCEs pretest and posttest mean scores, we can see significant difference in mean scores of both (TLG, VSLG), (p = 0.011, p = 0.001). Taken into consideration, the findings of this study shows possibility of improving educational techniques to acquire clinical skills by using local resources and low-cost technology.

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…

Using lecture capture: a qualitative study of nursing faculty's experience.

PubMed

Freed, Patricia E; Bertram, Julie E; McLaughlin, Dorcas E

2014-04-01

As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. This study sought to understand faculty's experience of using a new lecture capture system. This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available. © 2013.

Vitalizing the Lecture

ERIC Educational Resources Information Center

Harpp, David N.; Snyder, James P.

1977-01-01

Describes a lecture teaching technique called lap-dissolve projection in which two slide projectors are operated alternately so that one visual image fades away while the next appears on the same screen area. (MLH)

Mobile Air Monitoring: Measuring Change in Air Quality in the City of Hamilton, 2005-2010

ERIC Educational Resources Information Center

Adams, Matthew D.; DeLuca, Patrick F.; Corr, Denis; Kanaroglou, Pavlos S.

2012-01-01

This paper examines the change in air pollutant concentrations between 2005 and 2010 occurring in the City of Hamilton, Ontario, Canada. After analysis of stationary air pollutant concentration data, we analyze mobile air pollutant concentration data. Air pollutants included in the analysis are CO, PM[subscript 2.5], SO[subscript 2], NO,…

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…

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

Professionalism of Lecturers at Faculty of Education

NASA Astrophysics Data System (ADS)

Tangkere, T. F. S.; Langitan, F. W.; Maukar, S. M. D.; Roring, R. F.

2018-02-01

The main objective of this research was to get the picture pertaining to the professionalization of Lecturers at Faculty of Education in Manado State University, Indonesia. The research method was naturalistic inquiry with qualitative approach. The research techniques were: deep interview, participative observation and document study. The data were analyzed by: data reduction, data display and conclusions, while the validation of data was done by four criteria, namely: credibility, transferability, dependability and conformability. The collecting procedure and data recording were done through observation and interviews. From the findings and conclusions, it can be identified that professionalization of Lecturers at Faculty of Education in Manado State University has been well processed. This can be proved by fulfillment of the minimum academic standard Ninety-one out of the total l12 lecturers has been certified. Based on conclusions, the researcher recommends that the teacher always develop their capability through increasing their academic qualification, self-development through attending educational trainings, conducting more research and publishing those researches through accredited journals. Dean of every Faculty and also execute supporting activities which will support self-development of the lectures and increase the budget for research of the lecturers.

On the Geometry of the Hamilton-Jacobi Equation and Generating Functions

NASA Astrophysics Data System (ADS)

Ferraro, Sebastián; de León, Manuel; Marrero, Juan Carlos; Martín de Diego, David; Vaquero, Miguel

2017-10-01

In this paper we develop a geometric version of the Hamilton-Jacobi equation in the Poisson setting. Specifically, we "geometrize" what is usually called a complete solution of the Hamilton-Jacobi equation. We use some well-known results about symplectic groupoids, in particular cotangent groupoids, as a keystone for the construction of our framework. Our methodology follows the ambitious program proposed by Weinstein (In Mechanics day (Waterloo, ON, 1992), volume 7 of fields institute communications, American Mathematical Society, Providence, 1996) in order to develop geometric formulations of the dynamical behavior of Lagrangian and Hamiltonian systems on Lie algebroids and Lie groupoids. This procedure allows us to take symmetries into account, and, as a by-product, we recover results from Channell and Scovel (Phys D 50(1):80-88, 1991), Ge (Indiana Univ. Math. J. 39(3):859-876, 1990), Ge and Marsden (Phys Lett A 133(3):134-139, 1988), but even in these situations our approach is new. A theory of generating functions for the Poisson structures considered here is also developed following the same pattern, solving a longstanding problem of the area: how to obtain a generating function for the identity transformation and the nearby Poisson automorphisms of Poisson manifolds. A direct application of our results gives the construction of a family of Poisson integrators, that is, integrators that conserve the underlying Poisson geometry. These integrators are implemented in the paper in benchmark problems. Some conclusions, current and future directions of research are shown at the end of the paper.

Forum: The Lecture and Student Learning. Sound Decision Making about the Lecture's Role in the College Classroom

ERIC Educational Resources Information Center

Waldeck, Jennifer H.; Weimer, Maryellen

2017-01-01

College instructors use lecture and its current counterpoint--active learning--widely and often rely on both strategies, but the question of which best promotes student learning has become a debate that ignores the fact that learning can result from both. Students still listen to and learn from lectures. They pass exams, obtain degrees, and…

78 FR 28838 - Hamilton Street Hydro, LLC; Notice of Preliminary Permit Application Accepted for Filing and...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-16

... Hydro, LLC; Notice of Preliminary Permit Application Accepted for Filing and Soliciting Comments, Motions To Intervene, and Competing Applications On March 26, 2013, Hamilton Street Hydro, LLC, filed an application for a preliminary permit, pursuant to section 4(f) of the Federal Power Act (FPA), proposing to...

A history of the American Board of Surgery: vignettes from the certifying examination: The Edgar J. Poth Memorial Lecture.

PubMed

Walker, John Patrick

2015-12-01

The American Board of Surgery was established in 1937 to certify surgeons who through training, experience, and examination meet the highest standards of surgical care. This lecture was given as the Edgar Poth lecture at the April 2015 meeting of the Southwestern Surgical Congress. Dr Poth was a surgical educator from the University of Texas Medical Branch, Galveston who was President of the Southwestern in 1963. The paper presents the history of the founding of the American Board of Surgery, with particular emphasis on the certifying examination-Part 2. Vignettes of occurrences associated with the "Oral" examination are given. The examination has changed substantially from a 2-day event involving an actual surgical procedure to the 90-minute quiz given today. The oral examinations remain an important part in the process of certification of surgeons of the highest quality. Copyright © 2015 Elsevier Inc. All rights reserved.

A comparison of interteaching and lecture in the college classroom.

PubMed

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.

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.

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

Classical Electrodynamics: Lecture notes

NASA Astrophysics Data System (ADS)

Likharev, Konstantin K.

2018-06-01

Essential Advanced Physics is a series comprising four parts: Classical Mechanics, Classical Electrodynamics, Quantum Mechanics and Statistical Mechanics. Each part consists of two volumes, Lecture notes and Problems with solutions, further supplemented by an additional collection of test problems and solutions available to qualifying university instructors. This volume, Classical Electrodynamics: Lecture notes is intended to be the basis for a two-semester graduate-level course on electricity and magnetism, including not only the interaction and dynamics charged point particles, but also properties of dielectric, conducting, and magnetic media. The course also covers special relativity, including its kinematics and particle-dynamics aspects, and electromagnetic radiation by relativistic particles.

Legends Lecture Series II

NASA Image and Video Library

2011-04-05

Current and former leaders discuss the growth of NASA's John C. Stennis Space Center during a Legends Lecture Series onsite on April 5. Stennis launched the Legends Lecture Series last November as part of a yearlong celebration of its 50th anniversary. The April 5 session focused on growth of Stennis into a unique federal city during the 1970s and the establishment of NASA's Earth Resources Laboratory at the site. Presenters at the April 5 event included (l to r): George Schloegel, mayor of Gulfport; Jack Rogers, former director of NASA Center Operations at Stennis; and Wayne Mooneyhan, former director of NASA's Earth Resources Laboratory at Stennis.

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)

Hamilton-Jacobi-Bellman equations and approximate dynamic programming on time scales.

PubMed

Seiffertt, John; Sanyal, Suman; Wunsch, Donald C

2008-08-01

The time scales calculus is a key emerging area of mathematics due to its potential use in a wide variety of multidisciplinary applications. We extend this calculus to approximate dynamic programming (ADP). The core backward induction algorithm of dynamic programming is extended from its traditional discrete case to all isolated time scales. Hamilton-Jacobi-Bellman equations, the solution of which is the fundamental problem in the field of dynamic programming, are motivated and proven on time scales. By drawing together the calculus of time scales and the applied area of stochastic control via ADP, we have connected two major fields of research.

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 when...

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.

Using Photo Story Lectures in an Online Astronomy Class

NASA Astrophysics Data System (ADS)

Caffey, James F.

2008-05-01

Photo Story is a free program from Microsoft that was designed to allow people to make videos from photos and add a voice narration to it. I use Photo Story to create video lectures in my online Astronomy class at Drury University in Springfield, Missouri. I take power point slides from my publisher, turn them into JPEG files, and add my voice over them to create the video lecture. Students at a distance say the lectures make them feel like they are back in the classroom. I will present several lectures.

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);…

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…

Taeniasis

MedlinePlus

... Taenia solium; Taeniasis Images Digestive system organs References King CH, Fairley JK. Tapeworms (cestodes). In: Bennett JE, ... commercial use must be authorized in writing by ADAM Health Solutions. About MedlinePlus Site Map FAQs Customer ...

"But They Won't Come to Lectures..." The Impact of Audio Recorded Lectures on Student Experience and Attendance

ERIC Educational Resources Information Center

Larkin, Helen E.

2010-01-01

The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance…

Increasing Students' Attendance at Lecture and Preparation for Lecture by Allowing Students to Use Their Notes during Tests

ERIC Educational Resources Information Center

Messling, Paul A., III; Dermer, Marshall L.

2009-01-01

In an upper-division, college course with a lecture component and two laboratory sections, we experimentally evaluated a treatment package that included this contingency: "only if students attended lecture and submitted notes for each day's reading assignment could they use their notes during a later test," and instructions about the contingency.…

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…

Students' Preferences for Lecturers' Personalities

ERIC Educational Resources Information Center

Tan, Sarah; Mansi, Angela; Furnham, Adrian

2018-01-01

The present study set out to examine students' preferences for lecturers' personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students' Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching…

Cosmology at the Beach Lecture: Wayne Hu

DOE Office of Scientific and Technical Information (OSTI.GOV)

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.

Cosmology at the Beach Lecture: Wayne Hu

ScienceCinema

Wayne Hu

2017-12-09

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.

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…

Genetic Algorithms to Optimizatize Lecturer Assessment's Criteria

NASA Astrophysics Data System (ADS)

Jollyta, Deny; Johan; Hajjah, Alyauma

2017-12-01

The lecturer assessment criteria is used as a measurement of the lecturer's performance in a college environment. To determine the value for a criteriais complicated and often leads to doubt. The absence of a standard valuefor each assessment criteria will affect the final results of the assessment and become less presentational data for the leader of college in taking various policies relate to reward and punishment. The Genetic Algorithm comes as an algorithm capable of solving non-linear problems. Using chromosomes in the random initial population, one of the presentations is binary, evaluates the fitness function and uses crossover genetic operator and mutation to obtain the desired crossbreed. It aims to obtain the most optimum criteria values in terms of the fitness function of each chromosome. The training results show that Genetic Algorithm able to produce the optimal values of lecturer assessment criteria so that can be usedby the college as a standard value for lecturer assessment criteria.

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…

Assessment of Lecture Strategy with Different Teaching Aids

PubMed Central

Kumar, Manoj; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Background and Objectives: Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts – 1. Survey of teachers’ and students’ opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students’ performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Materials and Methods: Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students’ preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. Results of post-test questionnaire and feedback from faculty attending the lecture were assessed for students’ satisfaction and attentiveness in all four groups. Results: Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better

Assessment of lecture strategy with different teaching AIDS.

PubMed

Kumar, Manoj; Saxena, Indu; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts - 1. Survey of teachers' and students' opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students' performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students' preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. RESULTS of post-test questionnaire and feedback from faculty attending the lecture were assessed for students' satisfaction and attentiveness in all four groups. Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better performance was observed in the post-lecture test when C&B was used. The needs

TASI Lectures on Flavor Physics

NASA Astrophysics Data System (ADS)

Ligeti, Zoltan

These notes overlap with lectures given at the TASI summer schools in 2014 and 2011, as well as at the European School of High Energy Physics in 2013. This is primarily an attempt at transcribing my handwritten notes, with emphasis on topics and ideas discussed in the lectures. It is not a comprehensive introduction or review of the field, nor does it include a complete list of references. I hope, however, that some may find it useful to better understand the reasons for excitement about recent progress and future opportunities in flavor physics.

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…

Students' understanding and perceptions of the content of a lecture

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Zollman, Dean; Rebello, Sanjay

2004-09-01

In spite of advances in physics pedagogy, the lecture is by far the most widely used instructional format. We investigated students' understanding and perceptions of the content delivered during a physics lecture. Students participating in our study responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. A group of experts (physics instructors) also participated in our study. We discuss students' and experts' responses to the survey questions.

Lecture classes in human anatomy: the students' perceptions.

PubMed

Kar, Maitreyee; Roy, Hironmoy; Ghosh, Anasuya; Tapadar, Arunabha; Chowdhury, Subhramoy; Mukherjee, Pranab; Jana, Tapan Kumar

2013-06-01

The human anatomy, or in brief, the body structure has fascinated man for ages. Due to the information explosion and the increase in specializations, this knowledge is available in a very sketchy manner in high school biology courses. The first comprehensive course on the human anatomy is taught to the first year medical students in medical colleges. This is in keeping with the regulations of the Medical Council of India. The anatomy lecture classes occupy a considerable time of the course, to provide the students with an effective knowledge of the gross anatomy, histology, embryology and the clinical anatomy. On the other hand, the students' feedback regarding the lecture methods and the teaching environment is crucial in judging the efficacy of the present curriculum. To obtain the students' feedback about the environment of the lecture classes, as regards the venue, the teaching and learning aids which are used, the lecture class schedule of the university (the number of classes per week, the durations of the lecture classes, etc.) and the existing departmental practices (display of the class routine in advance, synchronization between the lecture and the practical classes), so that their suggestions could help the faculty in planning the most effective teaching procedures. A semi structured questionnaire was supplied to the students to get their feedback. Most of the students found the air conditioned seminar room's environment to be more comfortable and they supported the existing durations of the lecture hours with the combined use of chalk and a board and overhead projectors (OHPs). The perceptions of the learners helped in modifying the departmental practice in the desired way.

In Memory of Garth Boomer: "May He Not 'Rust Unburnished' but 'Shine in Use'"

ERIC Educational Resources Information Center

Brock, Paul

2013-01-01

This article is based on the authors' own experience of Garth Boomer as a splendid friend, a superb colleague, and an inspirational leader. In September 2005 the author was invited to deliver the Garth Boomer Memorial Lecture at the Biennial International Conference of the Australian Curriculum Studies Association (ACSA). This article is based on…

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,…

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).

Florence Tan Maniac Lecture, April 13, 2016

NASA Image and Video Library

2016-04-13

Florence Tan Maniac Lecture, April 13, 2016 NASA Engineer Florence Tan presented a Maniac Lecture entitled, "From Malaysia to Mars." Florence talked about her journey from Malaysia to NASA Goddard Space Flight Center, where she has been working on planetary mass spectrometers, which is characterized by challenges, frustration, excitement, and rewards.

Student memories: Insights for science reform

NASA Astrophysics Data System (ADS)

Chaillie, Jane Hall

The purpose of this study was to examine the recollections pre-service teachers majoring in elementary education have of their science experiences during their elementary years and to explore the recollections in the context of science education reform efforts. At the beginning of science methods course work, pre-service elementary teachers reflected on their memories of their own elementary education experiences. Themes from 102 reflective essays collected in two settings and time periods were identified and compared. The themes remained consistent over both settings and time frames studied and fall into three general categories: curriculum and instruction, teacher traits, and student traits. The pre-service teachers expressed difficulty in recalling elementary science experiences and attributed their limited memories to what they perceived as a low priority of science content in the elementary curriculum. Teaching strategies played a prominent role in the memories reported. Hands-on and active learning strategies produced positive memories, while lectures, reading textbooks, and completing worksheets resulted in more negative memories. Furthermore, pre-service teacher essays often failed to connect the learning activities with concept development or understanding. Pre-service teachers were split nearly equally between those who liked and those who disliked elementary science. The attributes of elementary teachers received the least attention in the categories and focused primarily on passion for teaching science. Implications for science reform leaders, teacher education preparation programs, and school administrators and curriculum directors are identified.

Analysis of Students' Eye Movement in Relation to Contents of Multimedia Lecture

NASA Astrophysics Data System (ADS)

Murakami, Masayuki; Kakusho, Koh; Minoh, Michihiko

In this article, we report our analysis of how the students' eye movement is affected by the content of lecture in order to utilize as standard of selection of image for distance learning and WBT. We classified content of lecture into nine parts: introduction, presentation, explanation, illustration, assertion, query, reply, question, response.We analyzed students' eye movement in the multimedia lecture "Japanese Economics", which was distance lecture between Kyoto University and UCLA. As the result of analysis, we get the following characteristic of eye movement of each course process in practical lecture.Introduction; students gaze at lecturer at first in order to achieve advance organizer, and next look at material.Presentation; they mainly stare at material and sometimes peer at lecturer to complement lack of understanding with information given by lecturer.Explanation; staring time is longer than other course process categories, and students stare at the object which they regard as important.Illustration; students stare at material which offers main information source.Assertion; they gaze at lecturer because of interaction between lecturer and students.Question-and-answer; generally students look at speaker but in the case of "query" about material, they change their focuses on material and lecturer fast and by turns in order to get information of lecturer and material.And our research suggests the practical guide for our choice of image information.

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…

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…

How to Present It? On the Rhetoric of an Outstanding Lecturer

ERIC Educational Resources Information Center

Movshovitz-Hadar, Nitsa; Hazzan, Orit

2004-01-01

This paper analyses a lecture by an excellent teaching award winner professor of mathematics, given to high school mathematics teachers. The analysis is based upon two sources: (i) the lecture plan, as expressed in a series of 29 transparencies, prepared by the lecturer in advance; (ii) the actual implementation of the lecture, as transcribed from…

Does Tagging Improve the Navigation of Online Recorded Lectures by Students?

ERIC Educational Resources Information Center

Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim

2015-01-01

Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only…

Flip or flop? Students' perspectives of a flipped lecture in mathematics

NASA Astrophysics Data System (ADS)

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

2017-07-01

This paper describes students' perspectives of a one-off flipped lecture in a large undergraduate mathematics service course. The focus was on calculating matrix determinants and was designed specifically to introduce debate and argumentation into a mathematics lecture. The intention was to promote a deeper learning and understanding through engagement with the added hope of instilling some passion for the subject. During the lecture, students were asked to vote with their feet, literally moving around the lecture theatre to form groups according to their shared favourite technique for calculating matrix determinants. Group discussions were then followed by a whole class debate facilitated by the lecturers, before they wrapped up the lecture by resolving the professional disagreements that had come to light during the debate. Following the lecture, data on student perspectives was gathered using both surveys and focus groups. Within this paper, we share the data and reveal the interesting results that emerged from our analysis. Despite remaining unconvinced as to whether flipped lectures are better for learning, students reported greater engagement and increased understanding of the material covered.

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…

Lecture Evaluations by Medical Students: Concepts That Correlate With Scores.

PubMed

Jen, Aaron; Webb, Emily M; Ahearn, Bren; Naeger, David M

2016-01-01

The didactic lecture remains one of the most popular teaching formats in medical education; yet, factors that most influence lecturing success in radiology education are unknown. The purpose of this study is to identify patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores. All student evaluations from our core radiology elective during 1 year were compiled. All evaluation comments were tagged, to identify discrete descriptive concepts. Correlation coefficients were calculated, for each tag with mean evaluation scores. Tags that were the most strongly associated with the highest- versus lowest-rated (> or < 1 SD) lectures were identified. A total of 3,262 comments, on 273 lectures, rated by 77 senior medical students, were analyzed. The mean lecture score was 8.96 ± 0.62. Three tags were significantly positively correlated with lecture score: "interactive"; "fun/engaging"; and "practical/important content" (r = 0.39, r = 0.34, and r = 0.32, respectively; all P < .001). More tags (n = 12) were significantly negatively correlated with score; the three tags with the strongest such correlation were: "not interactive"; "poorly structured or unevenly paced"; and "content too detailed or abundant" (r = -0.44, r = -0.39, and r = -0.36, respectively; all P < .001). Analysis of only the highest- and lowest-rated lectures yielded similar results. Several factors were identified that were strongly associated with lecture score. Among the actionable characteristics, interactive lectures with appropriately targeted content (ie, practical/useful) were the most highly rated. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

More Ammunition for the Note-Taking Feud: The "Spaced Lecture."

ERIC Educational Resources Information Center

Bentley, Donna Anderson

1981-01-01

An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)

Confchem Conference on Flipped Classroom: Student Engagement with Flipped Chemistry Lectures

ERIC Educational Resources Information Center

Seery, Michael K.

2015-01-01

This project introduces the idea of "flipped lecturing" to a group of second-year undergraduate students. The aim of flipped lecturing is to provide much of the "content delivery" of the lecture in advance, so that the lecture hour can be devoted to more in-depth discussion, problem solving, and so on. As well as development of…

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.)

Interactive computer-assisted instruction vs. lecture format in dental education.

PubMed

Howerton, W Bruce; Enrique, Platin R T; Ludlow, John B; Tyndall, Donald A

2004-01-01

The purpose of this study was to compare computer-assisted instruction (CAI) with lecture format using recent hardware and software advances. A pre- and post-test was used to determine student performance and instructional preference. In addition, a post-instruction survey was used to determine student learning preferences. Seventy-five first-year University of North Carolina (UNC) dental students who were registered for the introductory radiology course were asked to participate. All agreed and were randomly placed in one of three groups: interactive CD only, interactive CD and lecture, and lecture only. The content of the multimedia instruction focused on intraoral radiography. A pre- and post-test was administered to determine if there was a significant difference between interactive CD and lecture formats, and an evaluation instrument was used to determine if there was a student learning preference between CAI and lecture format. Analysis of covariance and the sign test were used to determine significance (p<.05). There was no significant difference between pre- and post-test outcomes, indicating that similar learning took place using the interactive CD and/or lecture format. However, students preferred CAI to lecture format.

Student Preferences for Online Lecture Formats: Does Prior Experience Matter?

ERIC Educational Resources Information Center

Drouin, Michelle; Hile, Rachel E.; Vartanian, Lesa R.; Webb, Janae

2013-01-01

We examined undergraduate students' quality ratings of and preferences for different types of online lecture formats. Students preferred richer online lecture formats that included both audio and visual components; however, there were no significant differences between students' ratings of PowerPoint lectures with "audio" of the…

Measuring Depression at the End of Life: Is the Hamilton Depression Rating Scale a Valid Instrument?

ERIC Educational Resources Information Center

Olden, Megan; Rosenfeld, Barry; Pessin, Hayley; Breitbart, William

2009-01-01

Depression at the end of life is a common mental health issue with serious implications for quality of life and decision making. This study investigated the reliability and validity of one of the most frequently used measures of depression, the Hamilton Depression Rating Scale (HAM-D) in 422 patients with terminal cancer admitted to a palliative…

Programmed Multi-Image Lectures for College Biology Instruction.

ERIC Educational Resources Information Center

Jensen, William A.; Knauft, Robert L.

1977-01-01

Discusses the use of a programed multi-image lecture approach for teaching a botany course to nonmajor students at the University of California, Berkeley. Also considers the advantages, production, method of presentation, and design of the multimedia lectures. (HM)

EDITORIAL: Invited review and topical lectures from the 13th International Congress on Plasma Physics

NASA Astrophysics Data System (ADS)

Zagorodny, A.; Kocherga, O.

2007-05-01

four-page texts of the contributed papers are presented as a CD, `ICPP 2006. Contributed Papers' which was distributed among the delegates. They are also available at the Congress website http://icpp2006.kiev.ua. A major part of the review and topical lectures is published in this special issue which has been sent to the Congress delegates. The papers were refereed to the usual high standard of the journal Plasma Physics and Controlled Fusion. The Guest Editors of the special issue are grateful to the Publishers for their cooperation. Recognizing the role of Professor Alexej Sitenko (12 February 1927 11 February 2002) in the initiation and organization of the International (Kiev) Conferences on Plasma Theory which, after having been combined with the International Congresses on Waves and Instabilities in Plasma in 1980, created the series of International Congresses on Plasma Physics, and taking into account the contribution of Professor Sitenko to the progress of plasma theory, the Program Committee decided to open ICPP 2006 with the Sitenko memorial lecture. This memorial lecture is available as supplementary data (PDF) at stacks.iop.org/PPCF/49/i=5A.

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…

The Flying University

NASA Astrophysics Data System (ADS)

Friesen, Catherine

The Flying University is solo theater performance framed as an academic lecture about Marie Curie and her discovery of radium, delivered to a group of women who have gathered in secret to further their education. As the lecture proceeds, the professor brings in her own research based on a study of Esther Horsch (1905-1991) who lived on a farm in central Illinois. She introduces data from Esther's journals, personal memories, and dreams about Esther's life. The professor's investigation of radium plays at the intersections of magical and mundane, decay and the transformation of life, and the place of ambition in these two women's lives. The intention of this piece is to explore these themes, which are full of mystery, through the traces of the daily lives of Mme. Curie and Esther. Their words and photos are used as roots from which to imagine the things that echo beyond their familiar work; elemental and also fantastically radiant. The Flying University was written and performed by Catherine Friesen April 27-29, 2012 in the Center for Performance Experiment at Hamilton College as part of the University of South Carolina MFA Acting Class of 2013 showcase, Pieces of Eight.

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…

The association between subjective memory complaint and objective cognitive function in older people with previous major depression.

PubMed

Chu, Chung-Shiang; Sun, I-Wen; Begum, Aysha; Liu, Shen-Ing; Chang, Ching-Jui; Chiu, Wei-Che; Chen, Chin-Hsin; Tang, Hwang-Shen; Yang, Chia-Li; Lin, Ying-Chin; Chiu, Chih-Chiang; Stewart, Robert

2017-01-01

The goal of this study is to investigate associations between subjective memory complaint and objective cognitive performance in older people with previous major depression-a high-risk sample for cognitive impairment and later dementia. A cross-sectional study was carried out in people aged 60 or over with previous major depression but not fulfilling current major depression criteria according to DSM-IV-TR. People with dementia or Mini-Mental State Examination score less than 17 were excluded. Subjective memory complaint was defined on the basis of a score ≧4 on the subscale of Geriatric Mental State schedule, a maximum score of 8. Older people aged equal or over 60 without any psychiatric diagnosis were enrolled as healthy controls. Cognitive function was evaluated using a series of cognitive tests assessing verbal memory, attention/speed, visuospatial function, verbal fluency, and cognitive flexibility in all participants. One hundred and thirteen older people with previous major depression and forty-six healthy controls were enrolled. Subjective memory complaint was present in more than half of the participants with depression history (55.8%). Among those with major depression history, subjective memory complaint was associated with lower total immediate recall and delayed verbal recall scores after adjustment. The associations between subjective memory complaint and worse memory performance were stronger in participants with lower depressive symptoms (Hamilton Depression Rating Scale score<7). The results suggest subjective memory complaint may be a valid appraisal of memory performance in older people with previous major depression and consideration should be given to more proactive assessment and follow-up in these clinical samples.

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures

PubMed Central

2013-01-01

Background The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students’ and teachers’ perception to POPS. Methods 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Results Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. Conclusions While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures.

PubMed

Zhang, Zhiren; Liu, Wei; Han, Junfeng; Guo, Sheng; Wu, Yuzhang

2013-01-28

The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students' and teachers' perception to POPS. 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities

Comparing Students' and Experts' Understanding of the Content of a Lecture

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Zollman, Dean A.; Sanjay Rebello, N.

2007-06-01

In spite of advances in physics pedagogy, the lecture is by far the most widely used format of instruction. We investigated students' understanding and perceptions of the content delivered during a physics lecture. A group of experts (physics instructors) also participated in the study as a reference for the comparison. During the study, all participants responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. They also wrote down (and if needed, later explained) the answer, which they perceived was given by the instructor in the video lecture. Students who participated in the study were enrolled in a conceptual physics course and had already covered the topic in class before the study. We discuss and compare students' and experts' responses to the survey questions before and after the lecture.

Use of questioning during lectures in a dental hygiene didactic course.

PubMed

Hessheimer, Heather M; Rogo, Ellen J; Howlett, Bernadette

2011-08-01

The purposes of this quasi-experimental, one-group crossover study were to determine the effect of questioning during dental hygiene lectures on low-level and high-level learning and to evaluate student perceptions of questioning. Twenty-three dental hygiene students participated in two control lectures using traditional lecturing methods. The students served as their own controls by next participating in two experimental lectures with questions asked throughout the lecture at both low and high cognitive levels. Student performance was measured with an examination containing low- and high-level questions. The interaction between the group and the level of questions was analyzed using ANOVA, and no statistically significant difference was found. Based on a Likert scale (1 to 6), average ratings for student perceptions were as follows: enjoyment of use, 4.5; understanding the lecture material, 4.74; and questioning effectiveness, 4.35. Student perceptions of questioning were positive; however, this strategy was found to be no more effective than the traditional lecture in promoting retention of information.

Muller's Nobel Prize Lecture: when ideology prevailed over science.

PubMed

Calabrese, Edward J

2012-03-01

This paper extends and confirms the report of Calabrese (Calabrese, E. J. (2011b). Muller's Nobel Lecture on dose-response for ionizing radiation: Ideology or science? Arch. Toxicol. 85, 1495-1498) that Hermann J. Muller knowingly made deceptive comments in his 1946 Nobel Prize Lecture (Muller, H. J. (1946). Nobel Prize Lecture. Stockholm, Sweden. Available at http://www.nobelprize.org/. Accessed December 12) concerning the dose-response. Supporting a linearity perspective, Muller stated there is "no escape from the conclusion that there is no threshold" while knowing the results of a recent study by Ernst Caspari and Curt Stern contradicted these comments. Recently uncovered private correspondence between Muller and Stern reveals Muller's scientific assessment of the Caspari and Stern manuscript in a letter from Muller to Stern 5 weeks (14 January 1947) after his Nobel Prize Lecture of 12 December 1946. Muller indicated that the manuscript was of acceptable scientific quality; he indicated the manuscript should be published, but the findings needed replication because it significantly challenged the linearity hypothesis. These findings complement the previous letter (12 November 1946 letter from Muller to Stern), which revealed that Muller received the Caspari and Stern manuscript, recognized it as significant, and recommended its replication 5 weeks before his Nobel Prize Lecture. Muller therefore supported this position immediately before and after his Nobel Prize Lecture. Muller's opinions on the Caspari and Stern manuscript therefore had not changed during the time leading up to his Lecture, supporting the premise that his Lecture comments were deceptive. These findings are of historical and practical significance because Muller's comments were a notable contributory factor, changing how risks would be assessed for carcinogens (i.e., changing from a threshold to a linear model) throughout the 20th century to the present.

Impact of online lecture-capture on student outcomes in a therapeutics course.

PubMed

Bollmeier, Suzanne G; Wenger, Philip J; Forinash, Alicia B

2010-09-10

To examine the correlation between students accessing recorded lecture files (audio and slides) online and course grades and class attendance. Second professional year (of 6-year program) students in a therapeutics course had access to recorded online lectures for 72 hours following live lectures. The number and duration of lecture accessions were compared to final course grades and class attendance. Course grades were compared to those of a historical control group. At the end of the semester, students completed a brief survey instrument regarding their use and perceptions of online lectures. No correlation was found between final course grades and the number of lecture accessions (r = 0.0014) or total number of minutes lectures were viewed (r = 0.033), nor between class attendance and minutes viewed (r = 0.2158). Students with access to recorded lectures outperformed the historical control group on the final examination (p < 0.002). Seventy-two percent of students reported no influence of online files on class attendance. Posting lectures online did not affect student outcomes, but students did score higher on the final examination.

Mini-Lectures: A Taster to Engage the Audience for the Main Event

ERIC Educational Resources Information Center

Ingram, Matthew J.; Crane, Simeon; Mokree, Alan; Curdy, Marion E.; Patel, Bhavik A.

2017-01-01

This article explores the use of pre-recorded video mini-lectures to support and enhance traditional face-to-face lectures for undergraduate students. Mini-lectures guide students through key concepts so that they can understand and assimilate key content before attending lectures.

A marriage of continuance: professional development for mathematics lecturers

NASA Astrophysics Data System (ADS)

Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

2015-06-01

In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their "ROGs". We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.

Authentic Astronomical Discovery in Planetariums: Data-Driven Immersive Lectures

NASA Astrophysics Data System (ADS)

Wyatt, Ryan Jason

2018-01-01

Planetariums are akin to “branch offices” for astronomy in major cities and other locations around the globe. With immersive, fulldome video technology, modern digital planetariums offer the opportunity to integrate authentic astronomical data into both pre-recorded shows and live lectures. At the California Academy of Sciences Morrison Planetarium, we host the monthly Benjamin Dean Astronomy Lecture Series, which features researchers describing their cutting-edge work to well-informed lay audiences. The Academy’s visualization studio and engineering teams work with researchers to visualize their data in both pre-rendered and real-time formats, and these visualizations are integrated into a variety of programs—including lectures! The assets are then made available to any other planetariums with similar software to support their programming. A lecturer can thus give the same immersive presentation to audiences in a variety of planetariums. The Academy has also collaborated with Chicago’s Adler Planetarium to bring Kavli Fulldome Lecture Series to San Francisco, and the two theaters have also linked together in live “domecasts” to share real-time content with audiences in both cities. These lecture series and other, similar projects suggest a bright future for astronomers to bring their research to the public in an immersive and visually compelling format.

A Comparison of a Traditional Lecture-Based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class

ERIC Educational Resources Information Center

Halupa, Colleen M.; Caldwell, Benjamin W.

2015-01-01

This quasi-experimental research study evaluated two intact undergraduate engineering statics classes at a private university in Texas. Students in the control group received traditional lecture, readings and homework assignments. Those in the experimental group also were given access to a complete set of online video lectures and videos…

The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing.

PubMed

Burton, William B; Ma, Terence P; Grayson, Martha S

2017-01-01

In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods.

GeoEngineering Distinguished Lecture Series | PEER Center

Science.gov Websites

Social and Dinner to thank our speakers, celebrate our community - and to welcome its newest members at the close of this academic year. Please join us for an exceptional set of lectures, a wonderful social Lecture Series will be held in the Sibley Auditorium, while the Social and Dinner will be held at the

Hybrid massively parallel fast sweeping method for static Hamilton-Jacobi equations

NASA Astrophysics Data System (ADS)

Detrixhe, Miles; Gibou, Frédéric

2016-10-01

The fast sweeping method is a popular algorithm for solving a variety of static Hamilton-Jacobi equations. Fast sweeping algorithms for parallel computing have been developed, but are severely limited. In this work, we present a multilevel, hybrid parallel algorithm that combines the desirable traits of two distinct parallel methods. The fine and coarse grained components of the algorithm take advantage of heterogeneous computer architecture common in high performance computing facilities. We present the algorithm and demonstrate its effectiveness on a set of example problems including optimal control, dynamic games, and seismic wave propagation. We give results for convergence, parallel scaling, and show state-of-the-art speedup values for the fast sweeping method.

Hamilton-Jacobi formalism for inflation with non-minimal derivative coupling

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sheikhahmadi, Haidar; Saridakis, Emmanuel N.; Aghamohammadi, Ali

2016-10-01

In inflation with nonminimal derivative coupling there is not a conformal transformation to the Einstein frame where calculations are straightforward, and thus in order to extract inflationary observables one needs to perform a detailed and lengthy perturbation investigation. In this work we bypass this problem by performing a Hamilton-Jacobi analysis, namely rewriting the cosmological equations considering the scalar field to be the time variable. We apply the method to two specific models, namely the power-law and the exponential cases, and for each model we calculate various observables such as the tensor-to-scalar ratio, and the spectral index and its running. Wemore » compare them with 2013 and 2015 Planck data, and we show that they are in a very good agreement with observations.« less

On a Lagrange-Hamilton formalism describing position and momentum uncertainties

NASA Technical Reports Server (NTRS)

Schuch, Dieter

1993-01-01

According to Heisenberg's uncertainty relation, in quantum mechanics it is not possible to determine, simultaneously, exact values for the position and the momentum of a material system. Calculating the mean value of the Hamiltonian operator with the aid of exact analytic Gaussian wave packet solutions, these uncertainties cause an energy contribution additional to the classical energy of the system. For the harmonic oscillator, e.g., this nonclassical energy represents the ground state energy. It will be shown that this additional energy contribution can be considered as a Hamiltonian function, if it is written in appropriate variables. With the help of the usual Lagrange-Hamilton formalism known from classical particle mechanics, but now considering this new Hamiltonian function, it is possible to obtain the equations of motion for position and momentum uncertainties.

Advice for New and Student Lecturers on Probability and Statistics

ERIC Educational Resources Information Center

Larsen, Michael D.

2006-01-01

Lecture is a common presentation style that gives instructors a lot of control over topics and time allocation, but can limit active student participation and learning. This article presents some ideas to increase the level of student involvement in lecture. The examples and suggestions are based on the author's experience as a senior lecturer for…

The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap

ERIC Educational Resources Information Center

Murphy, Cheryl A.; Stewart, John C.

2015-01-01

Blended learning options vary and universities are exploring an assortment of instructional combinations, some involving video lectures as a replacement for face-to-face (f2f) lectures. This methodological study investigates the impact of the provision of lecture choice (online or f2f) on overall student achievement and course engagement. This…

Optoelectronic lessons as an interdisciplinary lecture

NASA Astrophysics Data System (ADS)

Wu, Dan; Wu, Maocheng; Gu, Jihua

2017-08-01

It is noticed that more and more students in college are passionately curious about the optoelectronic technology, since optoelectronic technology has advanced extremely quickly during the last five years and its applications could be found in a lot of domains. The students who are interested in this area may have different educational backgrounds and their majors cover science, engineering, literature and social science, etc. Our course "History of the Optoelectronic Technology" is set up as an interdisciplinary lecture of the "liberal education" at our university, and is available for all students with different academic backgrounds from any departments of our university. The main purpose of the course is to show the interesting and colorful historical aspects of the development of this technology, so that the students from different departments could absorb the academic nourishment they wanted. There are little complex derivations of physical formulas through the whole lecture, but there are still some difficulties about the lecture which is discussed in this paper.

The method of Ritz applied to the equation of Hamilton. [for pendulum systems

NASA Technical Reports Server (NTRS)

Bailey, C. D.

1976-01-01

Without any reference to the theory of differential equations, the initial value problem of the nonlinear, nonconservative double pendulum system is solved by the application of the method of Ritz to the equation of Hamilton. Also shown is an example of the reduction of the traditional eigenvalue problem of linear, homogeneous, differential equations of motion to the solution of a set of nonhomogeneous algebraic equations. No theory of differential equations is used. Solution of the time-space path of the linear oscillator is demonstrated and compared to the exact solution.

Numerical Schemes for the Hamilton-Jacobi and Level Set Equations on Triangulated Domains

NASA Technical Reports Server (NTRS)

Barth, Timothy J.; Sethian, James A.

2006-01-01

Borrowing from techniques developed for conservation law equations, we have developed both monotone and higher order accurate numerical schemes which discretize the Hamilton-Jacobi and level set equations on triangulated domains. The use of unstructured meshes containing triangles (2D) and tetrahedra (3D) easily accommodates mesh adaptation to resolve disparate level set feature scales with a minimal number of solution unknowns. The minisymposium talk will discuss these algorithmic developments and present sample calculations using our adaptive triangulation algorithm applied to various moving interface problems such as etching, deposition, and curvature flow.

Effects of selective serotonin reuptake and dual serotonergic-noradrenergic reuptake treatments on memory and mental processing speed in patients with major depressive disorder.

PubMed

Herrera-Guzmán, Ixchel; Gudayol-Ferré, Esteve; Herrera-Guzmán, Daniel; Guàrdia-Olmos, Joan; Hinojosa-Calvo, Erika; Herrera-Abarca, Jorge E

2009-06-01

Patients with major depressive disorder (MDD) usually suffer from altered cognitive functions of episodic memory, working memory, mental processing speed and motor response. Diverse studies suggest that different antidepressant agents may improve cognitive functions in patients with MDD. The aim of this work is to study the effects of serotonergic reuptake inhibitors (SSRIs) and serotonergic-noradrenergic reuptake inhibitors (SNRIs) treatments to improve the performance on memory tasks and mental processing speed in MDD. Seventy-three subjects meeting criteria for major depressive disorder were assessed with the Hamilton depression rating scale and a neuropsychological battery. The subjects were medicated with escitalopram (n=36) or duloxetine (n=37) for 24 weeks. At the end of the trial, the subjects were assessed again with the same neuropsychological battery used prior to the treatment. Both treatments improved importantly the episodic memory and to a lesser extent, working memory, mental processing speed and motor performance. Our results suggest that cognition is partially independent from improvement in clinical symptoms. Both groups achieved remission rates in the HAM-D-17 after 24 weeks of treatment, but SNRI was superior to SSRI at improving episodic and working memory. Our work indicates that the superiority of SNRI over the SSRI at episodic memory improvement is clinically relevant.

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…

Does Instructor's Image Size in Video Lectures Affect Learning Outcomes?

ERIC Educational Resources Information Center

Pi, Z.; Hong, J.; Yang, J.

2017-01-01

One of the most commonly used forms of video lectures is a combination of an instructor's image and accompanying lecture slides as a picture-in-picture. As the image size of the instructor varies significantly across video lectures, and so do the learning outcomes associated with this technology, the influence of the instructor's image size should…

Managing Problem-Based Learning in Large Lecture Sections

ERIC Educational Resources Information Center

Bledsoe, Karen E.

2011-01-01

Problem-based learning can enhance reasoning and concept development among undergraduate college students by presenting content within authentic contexts. However, large lecture sections present problems and barriers to implementing PBL. This article discusses approaches used by the author to infuse PBL into large biology lecture sections, and…

Interteaching: The Impact of Lectures on Student Performance

ERIC Educational Resources Information Center

Saville, Bryan K.; Cox, Troy; O'Brien, Sean; Vanderveldt, Ariana

2011-01-01

Several studies suggest that interteaching improves student learning more than traditional lectures, but few have examined which components of interteaching contribute to its efficacy. We examined whether the lecture component of interteaching affected students' exam grades and cumulative point totals in a research methods course. Although…

"Just Remember This": Lexicogrammatical Relevance Markers in Lectures

ERIC Educational Resources Information Center

Deroey, Katrien L. B.; Taverniers, Miriam

2012-01-01

This paper presents a comprehensive overview of lexicogrammatical devices which highlight important or relevant points in lectures. Despite the established usefulness of discourse organizational cues for lecture comprehension and note-taking, very little is known about the marking of relevance in this genre. The current overview of…

The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing

PubMed Central

Burton, William B; Ma, Terence P; Grayson, Martha S

2017-01-01

Background: In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Methods: Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Results: Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. Conclusions: With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods. PMID:29349337

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.

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…

Periodic solutions of the Hamilton-Jacobi equation with a periodic non-homogeneous term and Aubry-Mather theory

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sobolevskii, A N

It is proved that the one-dimensional Hamilton-Jacobi equation with a periodic non-homogeneous term admits a family of generalized solutions, each of which can be represented as the sum of a linear and a periodic function; a condition for the uniqueness of such a solution is given in terms of Aubry-Mather theory.

Source apportionment of PAH in Hamilton Harbour suspended sediments: comparison of two factor analysis methods.

PubMed

Sofowote, Uwayemi M; McCarry, Brian E; Marvin, Christopher H

2008-08-15

A total of 26 suspended sediment samples collected over a 5-year period in Hamilton Harbour, Ontario, Canada and surrounding creeks were analyzed for a suite of polycyclic aromatic hydrocarbons and sulfur heterocycles. Hamilton Harbour sediments contain relatively high levels of polycyclic aromatic compounds and heavy metals due to emissions from industrial and mobile sources. Two receptor modeling methods using factor analyses were compared to determine the profiles and relative contributions of pollution sources to the harbor; these methods are principal component analyses (PCA) with multiple linear regression analysis (MLR) and positive matrix factorization (PMF). Both methods identified four factors and gave excellent correlation coefficients between predicted and measured levels of 25 aromatic compounds; both methods predicted similar contributions from coal tar/coal combustion sources to the harbor (19 and 26%, respectively). One PCA factor was identified as contributions from vehicular emissions (61%); PMF was able to differentiate vehicular emissions into two factors, one attributed to gasoline emissions sources (28%) and the other to diesel emissions sources (24%). Overall, PMF afforded better source identification than PCA with MLR. This work constitutes one of the few examples of the application of PMF to the source apportionment of sediments; the addition of sulfur heterocycles to the analyte list greatly aided in the source identification process.

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.

Embedding a Virtual Patient Simulator in an Interactive Surgical lecture.

PubMed

Kleinert, Robert; Plum, Patrick; Heiermann, Nadine; Wahba, Roger; Chang, De-Huan; Hölscher, Arnulf H; Stippel, Dirk L

2016-01-01

Lectures are traditionally used for teaching declarative knowledge. One established tool for clinical education is the demonstration of a real patient. The use of real patients in the daily clinical environment is increasingly difficult. The use of a virtual patient simulator (VPS) can potentially circumvent these problems. Unlimited availability and the opportunity of an electronic feedback system could possibly enrich traditional lectures by enabling more interactivity that meets the expectations of the current student generation. As students face the consequences of their own decisions they take a more active role in the lecture. VPS links declarative knowledge with visual perception that is known to influence students' motivation. Until now, there have been no reports covering the usage and validation of interactive VPS for supporting traditional lectures. In this study, we (1) described the development of a custom-made three-dimensional (3D) VPS for supporting the traditional lecture and (2) performed a feasibility study including an initial assessment of this novel educational concept. Conceptualization included definition of curricular content, technical realization and validation. A custom-made simulator was validated with 68 students. The degree of student acceptance was evaluated. Furthermore, the effect on knowledge gain was determined by testing prelecture and postlecture performance. A custom-made simulator prototype that displays a 3D virtual clinic environment was developed and linked to a PowerPoint presentation. Students were able to connect to the simulator via electronic devices (smartphones and tablets) and to control the simulator via majority vote. The simulator was used in 6 lectures and validated in 2 lectures with 68 students each. Student acceptance and their opinion about effectiveness and applicability were determined. Students showed a high level of motivation when using the simulator as most of them had fun using it. Effect on

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. |

Reassessing the Value of University Lectures. Issues and Ideas Paper

ERIC Educational Resources Information Center

French, Sarah; Kennedy, Gregor

2016-01-01

Over the past few years the question of whether the lecture is an effective teaching method has been one of the most heatedly debated topics in the field of higher education. While research on the effectiveness of lectures has been carried out since at least the 1960s, the value of the lecture has been increasingly questioned recently for a number…

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. |

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…

Creation of a web-based lecture series for psychiatry clerkship students: initial findings.

PubMed

Martin, Vicki L; Bennett, David S

2004-01-01

In recent years, the trend in medical education has been to utilize clerkship settings outside the medical school. Subsequently, students rotate at distant sites from the main campus and have lectures of varying quantity and quality. The objective of the present study was to standardize the core didactic experience for students in the Psychiatry clerkship by using web-based lectures and to assess student satisfaction with such lectures. Students completed a brief satisfaction questionnaire after viewing both web-based and live lectures. Students rated both web-based and live lectures positively, although overall satisfaction ratings were higher for live lectures. Shelf-exam scores improved for the current year, suggesting that learning was not negatively affected by the use of web-based lectures. Web-based lectures appear to be a feasible and satisfactory way to ensure didactic comparability across clinical sites.

Combining podcasts, online lectures and workshops to promote student engagement

NASA Astrophysics Data System (ADS)

Quinton, John

2010-05-01

• Students looking blankly into space. • Numbers of students attending lectures falling. • Only a small group of students engaging in discussion. • Few students reading the additional papers that I had recommended. These statements summarise the situation I found myself in 2007 while teaching a final year course in Environmental Risk Assessment. I wanted the students to engage more fully but recognised that this was difficult with a class of around eighty students. So I decided that the following year I would move away from the lecture-practical paradigm and into the new world of online lectures and podcasting. However, delivering solely through online lectures didn't ensure that the students would engage with the material, so the online lectures were incorporated into a series of workshops. The idea was that prior to the workshop the student would watch the lecture, read the recommended papers and come along to discuss them and carry out some form of activity before taking an online test. The tests were designed to be simple: if the student had done the reading, watched the lectures and participated in the workshops then 100% was achievable. Alongside the workshops I kept my numerical risk assessment exercise, based on modelling soil erosion in a small catchment, which constituted most of the assessment, running as it had in previous years. So did it work? Overall the module was well received getting mostly positive feedback Most students watched the online lectures and many commented positively on the experience. The ability to watch the lecture when they wanted and to rewind the lecture so that they could go over the material again was a popular feature. However, a few students missed the opportunity to ask questions during the lecture or had problems with internet access off campus. Students also read more than in a typical module although one student complained that there was too much reading. Generally the workshop element was well received with most

Annual Advances in Cancer Prevention Lecture | Division of Cancer Prevention

Cancer.gov

2017 Keynote Lecture Re-visiting the Causes of Cancer A special keynote lecture became part of the NCI Summer Curriculum in Cancer Prevention in 2000. This lecture will be held on Thursday, July 20, 2017 at 1:30pm at Masur Auditorium, Building 10, NIH Main Campus, Bethesda, MD. This year’s keynote speaker is Sir Richard Peto, Fellow of the  Royal Soceity (FRS) of London. |

Automatic Online Lecture Highlighting Based on Multimedia Analysis

ERIC Educational Resources Information Center

Che, Xiaoyin; Yang, Haojin; Meinel, Christoph

2018-01-01

Textbook highlighting is widely considered to be beneficial for students. In this paper, we propose a comprehensive solution to highlight the online lecture videos in both sentence- and segment-level, just as is done with paper books. The solution is based on automatic analysis of multimedia lecture materials, such as speeches, transcripts, and…

Topical Articles: Attention during Lectures--Beyond Ten Minutes

ERIC Educational Resources Information Center

Wilson, Karen; Korn, James H.

2007-01-01

Many authors claim that students' attention declines approximately 10 to 15 min into lectures. To evaluate this claim, we reviewed several types of studies including studies of student note taking, observations of students during lectures, and self-reports of student attention, as well as studies using physiological measures of attention. We found…

College Students' Perceptions of the Traditional Lecture Method

ERIC Educational Resources Information Center

Covill, Amy E.

2011-01-01

Fifty-one college students responded to survey questions regarding their perceptions of the traditional lecture method of instruction that they received in a 200-level psychology course. At a time when many professors are being encouraged to use active learning methods instead of lectures, it is important to consider the students' perspective. Do…

High-Order Central WENO Schemes for Multi-Dimensional Hamilton-Jacobi Equations

NASA Technical Reports Server (NTRS)

Bryson, Steve; Levy, Doron; Biegel, Bryan (Technical Monitor)

2002-01-01

We present new third- and fifth-order Godunov-type central schemes for approximating solutions of the Hamilton-Jacobi (HJ) equation in an arbitrary number of space dimensions. These are the first central schemes for approximating solutions of the HJ equations with an order of accuracy that is greater than two. In two space dimensions we present two versions for the third-order scheme: one scheme that is based on a genuinely two-dimensional Central WENO reconstruction, and another scheme that is based on a simpler dimension-by-dimension reconstruction. The simpler dimension-by-dimension variant is then extended to a multi-dimensional fifth-order scheme. Our numerical examples in one, two and three space dimensions verify the expected order of accuracy of the schemes.

Resident training for eclampsia and magnesium toxicity management: simulation or traditional lecture?

PubMed

Fisher, Nelli; Bernstein, Peter S; Satin, Andrew; Pardanani, Setul; Heo, Hye; Merkatz, Irwin R; Goffman, Dena

2010-10-01

To compare eclampsia and magnesium toxicity management among residents randomly assigned to lecture or simulation-based education. Statified by year, residents (n = 38) were randomly assigned to 3 educational intervention groups: Simulation→Lecture, Simulation, and Lecture. Postintervention simulations were performed for all and scored using standardized lists. Maternal, fetal, eclampsia management, and magnesium toxcity scores were assigned. Mann-Whitney U, Wilcoxon rank sum and χ(2) tests were used for analysis. Postintervention maternal (16 and 15 vs 12; P < .05) and eclampsia (19 vs 16; P < .05) scores were significantly better in simulation based compared with lecture groups. Postintervention magnesium toxcitiy and fetal scores were not different among groups. Lecture added to simulation did not lead to incremental benefit when eclampsia scores were compared between Simulation→Lecture and Simulation (19 vs 19; P = nonsignificant). Simulation training is superior to traditional lecture alone for teaching crucial skills for the optimal management of both eclampsia and magnesium toxicity, 2 life-threatening obstetric emergencies. Published by Mosby, Inc.

453rd Brookhaven Lecture

DOE Office of Scientific and Technical Information (OSTI.GOV)

Richard Ferrieri

2009-10-28

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.

453rd Brookhaven Lecture

ScienceCinema

Richard Ferrieri

2017-12-09

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.

TechNovation Lecture Series

NASA Image and Video Library

2011-02-17

Karim R. Lakhani, assistant professor at Harvard Business School, kicked off the Office of the Chief Technologist TechNovation Lecture series with his talk "Accessing the Ideas Cloud" on Thursday, Feb. 17, 2011 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)

Undergraduate Students' Experiences with Recorded Lectures: Towards a Theory of Acculturation

ERIC Educational Resources Information Center

Cilesiz, Sebnem

2015-01-01

The use of recorded lectures--an instructional format that involves recording live lectures and disseminating these recordings to students by means of various technologies--as substitutes for classroom instruction is a growing phenomenon in higher education. Sustained use of recorded lectures has the potential to significantly alter students'…

Psychometric Properties on Lecturers' Beliefs on Teaching Function: Rasch Model Analysis

ERIC Educational Resources Information Center

Mofreh, Samah Ali Mohsen; Ghafar, Mohammed Najib Abdul; Omar, Abdul Hafiz Hj; Mosaku, Monsurat; Ma'ruf, Amar

2014-01-01

This paper focuses on the psychometric analysis of lecturers' beliefs on teaching function (LBTF) survey using Rasch Model analysis. The sample comprised 34 Community Colleges' lecturers. The Rasch Model is applied to produce specific measurements on the lecturers' beliefs on teaching function in order to generalize results and inferential…

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…

Abstract of Lectures

NASA Technical Reports Server (NTRS)

Froidevaux, Lucien

1993-01-01

Three lectures will be given. The first one will draw from the general literature on microwave sounding from space. The next two will focus on a description of the Microwave Limb Sounder (MLS) and results obtained from its measurements relating to atmospheric chemistry and dynamics; this will draw from material recently published (or soon-to-be published) by the MLS team.

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.

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.

Effect of lecture instruction on student performance on qualitative questions

NASA Astrophysics Data System (ADS)

Heron, Paula R. L.

2015-06-01

The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative questions on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, questions were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 questions, significantly worse for two questions, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four questions. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual questions but does not necessarily do so; in some cases it can even lead to a decrease.

Can Australian Universities Take Measures to Increase the Lecture Attendance of Marketing Students?

ERIC Educational Resources Information Center

Dolnicar, Sara; Kaiser, Sebastian; Matus, Katrina; Vialle, Wilma

2009-01-01

Lectures are a central element of traditional university learning, but Australian lecturers increasingly face very low levels of lecture attendance. A significant amount of research exists that investigates the drivers of lecture attendance. However, those studies typically study single factors in an isolated manner, thus overestimating the…

410th Brookhaven Lecture

ScienceCinema

Peter Steinberg

2017-12-09

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.

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…

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…

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…

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…

Lecturer e-Training Program to Support University Teaching

ERIC Educational Resources Information Center

Chang-Tik, Chan

2017-01-01

This article attempts to explore the extent to which Lecturer e-Training Program (LeP) supports lecturers in their preparation for student-centred teaching. LeP was conducted in a blended mode, that is, it involved an online self-paced learning module followed by an interactive online discussion and ended with a face-to-face action learning. It…

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,…

Welcome to My House: African American and European American Students' Responses to Virginia Hamilton's "House of Dies Drear."

ERIC Educational Resources Information Center

Spears-Bunton, Linda A.

1990-01-01

Addresses the relationship between reader response and culture. Presents portraits of a teacher and her Black students and White students as they studied a series of African American literary texts, including Virginia Hamilton's "House of Dies Drear" (1968). The reading of this text marked a turning point for the teacher and students.…

Fort Hamilton High School Project SPEED: Special Education to Eliminate Dropouts. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Nicolaidis, Mary; Sica, Michael

The major goal of Project SPEED (at Fort Hamilton High School, Brooklyn, New York) was dropout prevention. In its first year of operation, 1982-83, the project provided English as a Second Language (ESL) instruction, bilingual instruction in basic skills required for graduation, and guidance services to approximately 300 limited English proficient…

Use of Lecture Capture in Higher Education--Lessons from the Trenches

ERIC Educational Resources Information Center

Newton, Genevieve; Tucker, Trent; Dawson, John; Currie, Elliott

2014-01-01

Lecture capture, defined here as the capturing of some or all elements of a live lecture in digital format, is becoming increasingly popular in higher education. Despite this increase in popularity, fewer than 10% of institutes of higher education globally have adopted comprehensive lecture capture systems. So, the majority of instructors wanting…

Students and Recorded Lectures: Survey on Current Use and Demands for Higher Education

ERIC Educational Resources Information Center

Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim

2012-01-01

Online recordings of lectures provide students with anytime-anyplace access to lectures. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the…

Effects of three types of lecture notes on medical student achievement.

PubMed

Russell, I J; Caris, T N; Harris, G D; Hendricson, W D

1983-08-01

Two parallel studies were conducted with junior medical students to determine what influence the forms of lecture notes would have on learning. The three types of notes given to the students were: a comprehensive manuscript of the lecture containing text, tables, and figures; a partial handout which included some illustrations but required substantial annotation by the students; and a skeleton outline containing no data from the lecture. The students' knowledge about the subject was measured before the lecture, immediately after the lecture, two to four weeks later, and approximately three months later. The students' responses to questionnaires indicated a strong preference for very detained handouts as essential to preparation for examinations. By contract, the students' performances on tests generally were better for those who had received the partial or skeleton handout formats. This was particularly true for information presented during the last quarter of each lecture, when learning efficiency of the skeleton handout group increased while the other two handout groups exhibited learning fatigue. It was concluded that learning by medical students was improved when they recorded notes in class.

Comparison of Internet versus lecture instructional methods for teaching nursing research.

PubMed

Woo, M A; Kimmick, J V

2000-01-01

Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.

Trends in National Emergency Medicine Conference Didactic Lectures Over a 6-Year Period.

PubMed

Gottlieb, Michael; Riddell, Jeff; Njie, Abdoulie

2017-01-01

National conference didactic lectures have traditionally featured hour-long lecture-based presentations. However, there is evidence that longer lectures can lead to both decreased attention and retention of information. The authors sought to identify trends in lecture duration, lecture types, and number of speakers at four national emergency medicine (EM) conferences over a 6-year period. The authors performed a retrospective analysis of the length, number of speakers, and format of didactic lectures at four different national EM conferences over 6 years. The authors abstracted data from the national academic assemblies for the four largest not-for-profit EM organizations in the United States: American Academy of Emergency Medicine, American College of Emergency Physicians, Council of Emergency Medicine Residency Directors, and Society for Academic Emergency Medicine. There was a significant yearly decrease in the mean lecture lengths for three of the four conferences. There was an increase in the percentage of rapid fire sessions over the preceding 2 years with a corresponding decrease in the percentage of general educational sessions. There was no significant difference in the mean number of speakers per lecture. An analysis of 4210 didactic lecture sessions from the annual meetings of four national EM organizations over a 6-year period showed significant decreases in mean lecture length. These findings can help to guide EM continuing medical education conference planning and research.

The interrupted learner: How distractions during live and video lectures influence learning outcomes.

PubMed

Zureick, Andrew H; Burk-Rafel, Jesse; Purkiss, Joel A; Hortsch, Michael

2017-11-27

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in "non-lecture activities" (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities-whether live or recorded-can have an important impact on learning outcomes. Anat Sci Educ 00: 000-000. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

423rd Brookhaven Lecture

ScienceCinema

Mei Bai

2017-12-09

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."

Legends Lecture Series

NASA Image and Video Library

2011-10-13

Stennis Space Center Director Patrick Scheuermann (right) welcomes former leaders to the fourth Legends Lecture Series presentation Oct. 13. Stennis launched the series in November 2010 as part of a yearlong 50th anniversary celebration. The recent session focused on past rocket engine test work. Visiting Stennis legends were: (l to r) Dave Geiger, Patrick Mooney, Boyce Mix, J. Stephens Dick, James Taylor and Marvin Carpenter.

Content Based Lecture Video Retrieval Using Speech and Video Text Information

ERIC Educational Resources Information Center

Yang, Haojin; Meinel, Christoph

2014-01-01

In the last decade e-lecturing has become more and more popular. The amount of lecture video data on the "World Wide Web" (WWW) is growing rapidly. Therefore, a more efficient method for video retrieval in WWW or within large lecture video archives is urgently needed. This paper presents an approach for automated video indexing and video…

Use of Interactive Lecture Demonstrations: A Ten Year Study

ERIC Educational Resources Information Center

Sharma, Manjula D.; Johnston, Ian D.; Johnston, Helen; Varvell, Kevin; Robertson, Gordon; Hopkins, Andrew; Stewart, Chris; Cooper, Ian; Thornton, Ronald

2010-01-01

The widely held constructivist view of learning advocates student engagement via interactivity. Within the physics education research community, several specific interactive strategies have been developed to enhance conceptual understanding. One such strategy, the Interactive Lecture Demonstration (ILD) is designed for large lecture classes and,…

Revitalising Assessment Design: What Is Holding New Lecturers Back?

ERIC Educational Resources Information Center

Norton, Lin; Norton, Bill; Shannon, Lee

2013-01-01

This paper reports on a survey study exploring new lecturers' views on assessment design (using a questionnaire called the Assessment Design Inventory) with 586 newly qualified or still qualifying lecturers from UK universities. A factor analysis established two factors labelled "desirable practice" and "constraints".…

Healing in places of decline: (re)imagining everyday landscapes in Hamilton, Ontario.

PubMed

Wakefield, Sarah; McMullan, Colin

2005-12-01

Ongoing interest in therapeutic landscapes has contributed noticeably to the development of a "post-medical geography of health" (Kearns, R.A., Professional Geographer 45 (1993) 139). Drawing on a variety of sources, including in-depth interviews and newspaper coverage from Hamilton, Canada, this paper explores the processes by which ordinary places are characterised as healthy or unhealthy, and investigates how health-affirming and health-denying places exist together in everyday life. We argue that it is possible for places to simultaneously hurt and heal, and that the therapeutic effect of place is largely contingent on individuals' physical and social locations. Further, we attempt to illustrate how these meanings are negotiated at a variety of different geographic scales.

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…

Restoration of four-dimensional diffeomorphism covariance in canonical general relativity: An intrinsic Hamilton-Jacobi approach

NASA Astrophysics Data System (ADS)

Salisbury, Donald; Renn, Jürgen; Sundermeyer, Kurt

2016-02-01

Classical background independence is reflected in Lagrangian general relativity through covariance under the full diffeomorphism group. We show how this independence can be maintained in a Hamilton-Jacobi approach that does not accord special privilege to any geometric structure. Intrinsic space-time curvature-based coordinates grant equal status to all geometric backgrounds. They play an essential role as a starting point for inequivalent semiclassical quantizations. The scheme calls into question Wheeler’s geometrodynamical approach and the associated Wheeler-DeWitt equation in which 3-metrics are featured geometrical objects. The formalism deals with variables that are manifestly invariant under the full diffeomorphism group. Yet, perhaps paradoxically, the liberty in selecting intrinsic coordinates is precisely as broad as is the original diffeomorphism freedom. We show how various ideas from the past five decades concerning the true degrees of freedom of general relativity can be interpreted in light of this new constrained Hamiltonian description. In particular, we show how the Kuchař multi-fingered time approach can be understood as a means of introducing full four-dimensional diffeomorphism invariants. Every choice of new phase space variables yields new Einstein-Hamilton-Jacobi constraining relations, and corresponding intrinsic Schrödinger equations. We show how to implement this freedom by canonical transformation of the intrinsic Hamiltonian. We also reinterpret and rectify significant work by Dittrich on the construction of “Dirac observables.”

Fort Hamilton High School. Project ELITES: Education for Life Through Extended Services. O.E.E. Evaluation Report, 1981-1982.

ERIC Educational Resources Information Center

Torres, Judith A.; And Others

Project ELITES provides bilingual education to 307 Spanish-speaking, Arabic-speaking, and Greek-speaking students at Fort Hamilton High School, Brooklyn, New York. Project ELITES's philosophy is to mainstream students after two years of participation. The program's individualized approach is obtained through a 3-tiered instructional format:…

Forum: The Lecture and Student Learning. The Lecture and the Learning Paradigm

ERIC Educational Resources Information Center

Darling, Ann

2017-01-01

The essays in this forum demonstrate how the shift from an instructional to a learning paradigm is in full motion and is happening in scholarly conversations about communication and instruction. When asked about the role of the lecture in today's educational context, responses varied from some form of "none at all" to "the lecture…

Classification of Hamilton-Jacobi separation in orthogonal coordinates with diagonal curvature

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rajaratnam, Krishan, E-mail: k2rajara@uwaterloo.ca; McLenaghan, Raymond G., E-mail: rgmclenaghan@uwaterloo.ca

2014-08-15

We find all orthogonal metrics where the geodesic Hamilton-Jacobi equation separates and the Riemann curvature tensor satisfies a certain equation (called the diagonal curvature condition). All orthogonal metrics of constant curvature satisfy the diagonal curvature condition. The metrics we find either correspond to a Benenti system or are warped product metrics where the induced metric on the base manifold corresponds to a Benenti system. Furthermore, we show that most metrics we find are characterized by concircular tensors; these metrics, called Kalnins-Eisenhart-Miller metrics, have an intrinsic characterization which can be used to obtain them on a given space. In conjunction withmore » other results, we show that the metrics we found constitute all separable metrics for Riemannian spaces of constant curvature and de Sitter space.« less

Adult Education between the Wars: The Curious Case of the Selborne Lecture Bureau

ERIC Educational Resources Information Center

Clarke, Richard

2010-01-01

"Independent" lecture agencies are a neglected element in the history of education. Between 1918 and 1939, the Selborne Lecture Bureau was a significant national provider of adult education in Britain, both in its own right and as a supplier of lecture(r)s to Women's Institutes and other bodies, and it pioneered the use of films in…

[Hospital Doctors Should Receive Lecture for Sedation According to Joint Commission International].

PubMed

Ueshima, Hironobu; Komasawa, Nobuyasu; Kitamura, Akira

2015-08-01

At our hospital, intending to obtaining an approval from the Joint Commission International (JCI), we conducted a workshop on sedation for all staff physicians. A sedation instructor authorized by the Japanese Association for Medical Simulation gave a lecture using the "practice guidelines for sedation and administration of analgesics for non-anesthesiologists", revised in 2002 by the American Society of Anesthesiologists, following which, a test using 10 true-false questions was conducted, while before and after the lecture a questionnaire survey on the sedation lecture was carried out Among 191 physicians attending the lecture, except for one person, 7 or more questions were answered correctly. From the questionnaires, the sedation lectures were also generally accepted favourably. In the test of understanding, the mistakes were mostly in the sections on "sedation evaluation" "intraoperative monitoring" "pharmaceutical knowledge" and "airway management methods". The sedation lecture in the hospital was effective.

Using Online Lectures to Make Time for Active Learning

PubMed Central

Prunuske, Amy J.; Batzli, Janet; Howell, Evelyn; Miller, Sarah

2012-01-01

To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students’ understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material. PMID:22714412

Students’ Perceptions of ‘Technology-Based’ Lecture Handouts

PubMed Central

Islam, Mohammed Nazrul; Majumder, Md. Anwarul Azim; Ja’afar, Rogayah; Rahman, Sayeeda

2005-01-01

Lecture handouts are widely used instructional tools. Handouts supplement rather than substitute students’ regular reading. It is now a common practice to supply PowerPoint handouts and publish lecture handouts on the web for students’ access. A study was conducted among the first year medical students (n=142) of School of Medical Sciences (SMS), Universiti Sains Malaysia (USM) in order to determine their perceptions and expectations with regards to lecture handouts provided to them. The majority of the students reported that they read the lecture handouts as a reference and found them useful as a guide for future learning. More than half (68%) of the students expressed dissatisfaction with the overall presentation format of the handouts which is mainly technology-related i.e. PowerPoint and photocopying. This study indicated that students’ expectations and experiences were positive towards the use of handouts. They used handouts as a means of supplementing rather than substituting their learning. Much care is needed when educators supply computer-based handouts, as this study shows a number of limitations when students use them. Medical schools should consider publishing web-based handouts with online and other facilities to make it interesting and effective. PMID:22605944

Lecture Comprehension and Note-Taking for L2 Students.

ERIC Educational Resources Information Center

Fahmy, Jane Jackson; Bilton, Linda

Most information is still conveyed to university students through lectures. This necessitates that students have sophisticated listening and note-taking skills, and poses additional difficulties for non-native students. To identify areas for improvement, science lectures in English in the Sultanate of Oman were analyzed. The relationship between…

Universal Design for Learning in Teaching Large Lecture Classes

ERIC Educational Resources Information Center

Dean, Tereza; Lee-Post, Anita; Hapke, Holly

2017-01-01

To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four…

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…

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…

Student Perceptions of Online Lectures and WebCT in an Introductory Drug Information Course

PubMed Central

Freeman, Maisha Kelly; Schrimsher, Robert H.; Kendrach, Michael G.

2006-01-01

Objectives To determine student perceptions regarding online lectures and quizzes during an introductory drug information course for first-year professional doctor of pharmacy students. Design Formal and online lectures, online quizzes, written semester projects, a practice-based examination, a careers in pharmacy exercise, and a final examination were used to deliver the course content and assess performance. A multiple-choice survey instrument was used to evaluate student perceptions of WebCT and online lectures. Assessment More than 47% of students reported that online lectures helped them learn the material better, 77% reported that lectures would be used to study for the final examination, and 59% reported that they would use WebCT lectures for future classes. Approximately 40% of students agreed that online lectures should be used in future courses. Conclusion Students reported that WebCT was easy to use; however, the majority of students preferred in-class lectures compared to online lectures. A positive correlation was observed for those students who performed well on the online quizzes and those who performed well on the final examination. PMID:17332852

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…

The effect of podcast lectures on nursing students' knowledge retention and application.

PubMed

Abate, Karen S

2013-01-01

This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students. Nursing education no longer simply occurs in a fixed location or time. Computer-enhanced mobile learning technologies, such as academic podcasts, must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education. A convenience sample of 35 female undergraduate nursing students was randomized into three groups: a traditional face-to-face lecture group, an unsegmented (non-stop) podcast lecture group, and a segmented podcast lecture group. Retention and application of information were measured through a multiple-choice quiz and a case study based on lecture content. Students in the segmented podcast lecture group demonstrated higher scores on multiple-choice and case-study assessments than those in the other two groups. Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education.

A case study: the initiative to improve RN scheduling at Hamilton Health Sciences.

PubMed

Wallace, Laurel-Anne; Pierson, Sharon

2008-01-01

In 2003, Hamilton Health Sciences embarked on an initiative to improve and standardize nursing schedules and scheduling practices. The scheduling project was one of several initiatives undertaken by a corporate-wide Nursing Resource Group established to enhance the work environment and patient care and to ensure appropriate utilization of nursing resources across the organization's five hospitals. This article focuses on major activities undertaken in the scheduling initiative. The step-by-step approach described, plus examples of the scheduling resources developed and samples of extended-tour schedules, will all provide insight, potential strategies and practical help for nursing administrators, human resources (HR) personnel and others interested in improving nurse scheduling.

Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum.

PubMed

Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

2016-01-01

Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives.

Use of lecture recordings in dental education: assessment of status quo and recommendations.

PubMed

Horvath, Zsuzsa; O'Donnell, Jean A; Johnson, Lynn A; Karimbux, Nadeem Y; Shuler, Charles F; Spallek, Heiko

2013-11-01

This research project was part of a planned initiative at the University of Pittsburgh School of Dental Medicine to incorporate lecture recordings as standard educational support technologies. The goal of an institutional survey was 1) to gather current data about how dental educators across the United States and Canada use lecture recordings; 2) determine dental educators' perceived value and outcomes of using lecture recordings; and 3) develop recommendations based on #1 and #2 for the dental education community. Of the sixty-six North American dental schools at the time of the study, forty-five schools responded to the survey, for a 68 percent response rate. Of the respondents, twenty-eight schools were found to currently conduct lecture recording; these comprised the study sample. This study focused on the dental schools' past experiences with lecture recording; thus, those not currently engaged in lecture recording were excluded from further analysis. The survey questions covered a wide range of topics, such as the scope of the lecture recording, logistics, instructional design considerations, outcomes related to student learning, evaluation and reception, barriers to lecture recording, and issues related to copyright and intellectual property. The literature review and results from the survey showed that no common guidelines for best practice were available regarding lecture recordings in dental education. The article concludes with some preliminary recommendations based on this study.

The Effect on Student Achievement of Increasing Kinetic Structure of Teachers' Lectures.

ERIC Educational Resources Information Center

Lamb, William G.; And Others

1979-01-01

Tests O. R. Anderson's theory of kinetic structure of verbal communications by administering lectures on swine flu to high school biology students and then reteaching the lectures with increased commonality. Results weakly support Anderson's theory. Implications are made for training teachers to increase the commonality of their lectures. (CS)

Determinants of Mobile Wireless Technology for Promoting Interactivity in Lecture Sessions: An Empirical Analysis

ERIC Educational Resources Information Center

Gan, Chin Lay; Balakrishnan, Vimala

2014-01-01

The aim of this paper is to identify adoption factors of mobile wireless technology to increase interactivity between lecturers and students during lectures. A theoretical framework to ascertain lecturers' intentions to use mobile wireless technology during lectures (dependent variable) is proposed with seven independent variables. The…

Lectures on Chiral Symmetries and Soft Pion Processes

DOE R&D Accomplishments Database

Nambu, Y.

1966-08-01

At the Istanbul Summer School in 1962 I gave lectures on "Chiral Symmetries in Weak and Strong Interactions." It is only recently, however, that the basic ideas that were started several years ago have begun to bear fruit. We will cover in the present lectures more or less the same general field, but certainly there will be a lot more results to be discussed now than four years ago.

The Virtual Lecture Hall: Utilisation, Effectiveness and Student Perceptions

ERIC Educational Resources Information Center

Cramer, Kenneth M.; Collins, Kandice R.; Snider, Don; Fawcett, Graham

2007-01-01

We presently introduce the Virtual Lecture Hall (VLH), an instructional computer-based platform for delivering Microsoft PowerPoint slides threaded with audio clips for later review. There were 839 male and female university students enrolled in an introductory psychology class who had access to review class lectures via the VLH. This tool was…

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…

On the Notion of Culture in L2 Lectures.

ERIC Educational Resources Information Center

Flowerdew, John; Miller, Lindsay

1995-01-01

Examined the cultural dynamics of native speakers of English lecturing to ethnic Chinese English-as-a-Second-Language (ESL) students at the City University of Hong Kong. A four-dimensional framework for analyzing the effects of culture on ESL lectures is outlined that focuses on ethnic culture, local culture, academic culture, and disciplinary…

Learning and Celebrating: The Glamour of Design Lecture Series

ERIC Educational Resources Information Center

Popov, Lubomir

2013-01-01

The purpose of this paper is to highlight the celebratory aspect of the Design Lecture Series, a tradition in architecture schools and interior design programs, its meaning for all constituent parties, and its contributions to creating professional identity and community. The Design Lecture Series is a public event popular in design programs,…

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…

Flipped Statistics Class Results: Better Performance than Lecture over One Year Later

ERIC Educational Resources Information Center

Winquist, Jennifer R.; Carlson, Keith A.

2014-01-01

In this paper, we compare an introductory statistics course taught using a flipped classroom approach to the same course taught using a traditional lecture based approach. In the lecture course, students listened to lecture, took notes, and completed homework assignments. In the flipped course, students read relatively simple chapters and answered…

Quality Control of Epidemiological Lectures Online: Scientific Evaluation of Peer Review

PubMed Central

Linkov, Faina; Lovalekar, Mita; LaPorte, Ronald

2007-01-01

Aim To examine the feasibility of using peer review for the quality control of online materials. Methods We analyzed the inter-rater agreement on the quality of epidemiological lectures online, based on the Global Health Network Supercourse lecture library. We examined the agreement among reviewers by looking at κ statistics and intraclass correlations. Seven expert reviewers examined and rated a random sample of 100 Supercourse lectures. Their reviews were compared with the reviews of the lay Supercourse reviewers. Results Both expert and non-expert reviewers rated lectures very highly, with a mean overall score of 4 out of 5. Kappa (κ) statistic and intraclass correlations indicated that inter-rater agreement for experts and non-experts was surprisingly low (below 0.4). Conclusions To our knowledge, this was the first time that poor inter-rater agreement was demonstrated for the Internet lectures. Future research studies need to evaluate the alternatives to the peer review system, especially for online materials. PMID:17436390

The identity of Hamilton's Ticto Barb, Pethia ticto (Teleostei: Cyprinidae).

PubMed

Katwate, Unmesh; Raghavan, Rajeev; Dahanukar, Neelesh

2015-06-04

While describing the fishes of Ganges, Hamilton described Cyprinus ticto (now allocated to Pethia) from south-eastern parts of Bengal. The unavailability of type material and insufficient diagnostic characters in the original description resulted in ambiguities in the identity of this species. In this paper, we clarify the identity of P. ticto through an integrative-taxonomic approach. Pethia ticto can be distinguished from all other known species of the genus by a combination of characters that includes an abbreviated lateral line with 6-12 pored scales; 23-26 scales in lateral-scale row; 9 predorsal scales; ½4/1/3½-4 scales in transverse series; and a pigmentation pattern that includes a small black humeral spot covering the third and fourth lateral-line scales, a prominent spot on the caudal peduncle on the 16th-19th scales of the lateral-line scale row, and two rows of black spots scattered on the dorsal fin.

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. Copyright © 2016 The American Physiological Society.

A distinct pattern of memory and attention deficiency in patients with depression.

PubMed

Luo, Lan-Lan; Chen, Xin; Chai, Yan; Li, Jin-Hong; Zhang, Mian; Zhang, Jian-Ning

2013-03-01

Depression related cognitive deficits are frequently considered as simple epiphenomena of the disorder. However, whether or not the depression might directly bring about cognitive deficits is still under investigation. This study was to investigate the distinct pattern of cognitive deficits in patients with depression by comparing the cognitive function before and after anti-depressive drug therapy. Sixty cases of patients, first-time diagnosed with depression, were assessed by 17-item Hamilton Rating Scale for Depression (HAMD17scale). The memory ability was tested by quantitatively clinical memory scale, while the attention ability by modified Ruff 2&7 Selective Attention Test. Forty-two healthy volunteers were recruited as controls. The depressive patients were treated with Venlafaxine (75 - 300 mg/d), Fluoxetine (20 - 40 mg/d), Paroxetine (20 - 40 mg/d), and Sertraline (50 - 150 mg/d). After 12 weeks treatment, patients were tested again by HAMD17scale, quantitatively clinical memory scale, and modified Ruff 2&7 selective attention test to assess the effect of anti-depressive drugs on cognitive deficits. The memory quotient (MQ) was significantly lowered in depressive patients. The selection speed was also significantly decreased and the number of missing and error hits increased in the depression group as compared to control. However, there was no significant difference in clinical memory scale and Ruff 2&7 selective attention test between mild-to-moderate and severe depression group. Importantly, after anti-depressive drug therapy, the HAMD17 scale scores in depressive patients were significantly decreased, but the MQ, directional memory (DM), free recall (FR), associative learning (AL), and face recognition were comparable with those before the treatment. Furthermore, the selection speed and the number of missing and error hits were also not significantly different after anti-depressive drugs treatment. Depressive patients suffer from short-term memory

Student decisions about lecture attendance: do electronic course materials matter?

PubMed

Billings-Gagliardi, Susan; Mazor, Kathleen M

2007-10-01

This study explored whether first-year medical students make deliberate decisions about attending nonrequired lectures. If so, it sought to identify factors that influence these decisions, specifically addressing the potential impact of electronic materials. Medical students who completed first-year studies between 2004 and 2006 responded to an open-ended survey question about their own lecture-attendance decisions. Responses were coded to capture major themes. Students' ratings of the electronic materials were also examined. Most respondents made deliberate attendance decisions. Decisions were influenced by previous experiences with the lecturer, predictions of what would occur during the session itself, personal learning preferences, and learning needs at that particular time, with the overriding goal of maximizing learning. Access to electronic materials did not influence students' choices. Fears that the increasing availability of technology-enhanced educational materials has a negative impact on lecture attendance seem unfounded.

Algorithm for Overcoming the Curse of Dimensionality for Certain Non-convex Hamilton-Jacobi Equations, Projections and Differential Games

DTIC Science & Technology

2016-05-01

Algorithm for Overcoming the Curse of Dimensionality for Certain Non-convex Hamilton-Jacobi Equations, Projections and Differential Games Yat Tin...subproblems. Our approach is expected to have wide applications in continuous dynamic games , control theory problems, and elsewhere. Mathematics...differential dynamic games , control theory problems, and dynamical systems coming from the physical world, e.g. [11]. An important application is to

Students Pay Attention! Combating the Vigilance Decrement to Improve Learning during Lectures

ERIC Educational Resources Information Center

Young, Mark S.; Robinson, Stephanie; Alberts, Phil

2009-01-01

Maintaining student concentration in lectures has long been a challenge for lecturers. Pedagogical research consistently finds a drop in attention between 10 and 30 minutes into the lecture, which has been associated with the passive nature of the standard format, and has consequences for learning approaches and outcomes. A similar phenomenon has…

Development of a Tool to Evaluate Lecturers' Verbal Repertoire in Action

ERIC Educational Resources Information Center

van der Rijst, R. M.; Visser-Wijnveen, G. J.; Verloop, N.; van Driel, J. H.

2014-01-01

A broad communicative repertoire can help university lecturers to motivate and engage diverse student populations. The aim of this study is to develop and explore the usefulness and validity of a tool to identify patterns in lecturers' verbal repertoire. Speech act theory is presented as a framework to study lecturers' verbal…

A Comparison of Traditional and Engaging Lecture Methods in a Large, Professional-Level Course

ERIC Educational Resources Information Center

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

2013-01-01

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,…

412th Brookhaven Lecture

ScienceCinema

Peter Vanier

2017-12-09

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."

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.

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…

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…

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…

We Know More Than We Can Tell About Diabetes and Vascular Disease: The 2016 Edwin Bierman Award Lecture.

PubMed

Semenkovich, Clay F

2017-07-01

The Edwin Bierman Award Lecture is presented in honor of the memory of Edwin L. Bierman, MD, an exemplary scientist, mentor, and leader in the field of diabetes, obesity, hyperlipidemia, and atherosclerosis. The award and lecture recognizes a leading scientist in the field of macrovascular complications and contributing risk factors in diabetes. Clay F. Semenkovich, MD, the Irene E. and Michael M. Karl Professor and Chief of the Division of Endocrinology, Metabolism and Lipid Research at Washington University School of Medicine in St. Louis, St. Louis, MO, received the prestigious award at the American Diabetes Association's 76th Scientific Sessions, 10-14 June 2016, in New Orleans, LA. He presented the Edwin Bierman Award Lecture, "We Know More Than We Can Tell About Diabetes and Vascular Disease," on Sunday, 12 June 2016. Diabetes is a disorder of abnormal lipid metabolism, a notion strongly supported by the work of Edwin Bierman, for whom this eponymous lecture is named. This abnormal lipid environment continues to be associated with devastating vascular complications in diabetes despite current therapies, suggesting that our understanding of the pathophysiology of blood vessel disease in diabetes is limited. In this review, potential new insights into the nature of diabetic vasculopathy will be discussed. Recent observations suggest that while the concept of distinct macrovascular and microvascular complications of diabetes has been useful, vascular diseases in diabetes may be more interrelated than previously appreciated. Moreover, the intermediary metabolic pathway of de novo lipogenesis, which synthesizes lipids from simple precursors, is robustly sensitive to insulin and may contribute to these complications. De novo lipogenesis requires fatty acid synthase, and recent studies of this enzyme suggest that endogenously produced lipids are channeled to specific intracellular sites to affect physiology. These findings raise the possibility that novel approaches

Enhancing learning: A comparison of lecture and gaming outcomes.

PubMed

Gipson, Mary; Bear, Mary

2013-01-01

Contrary to what we anticipated, our outcomes indicated that learning and satisfaction with learning were no different between the traditional lecture group and the educational gaming group. Learners in the gaming group scored on the examination just as well as, but no higher than, did those in the lecture group. Similarly, students in the gaming group were just as, but no more, satisfied with their learning than were students in the lecture group. Of note, both teaching/learning strategies were shown to be effective for learning with students earning a B average on the examination. Likewise, students in both groups were very satisfied with their respective teaching/learning strategies. Given that our assessment did not support gaming as a superior teaching/learning strategy over lecture, what remains now is the need for a longitudinal study to determine if there are differences in long-term learning. As we implement creative methods of instruction, it is also important to test their effectiveness to ensure that the teaching-learning process is evidence based.

Adding Audio Supported Smartboard Lectures to an Introductory Astronomy Online Laboratory

NASA Astrophysics Data System (ADS)

Lahaise, U. G. L.

2003-12-01

SMART Board(TM) and RealProducer(R) Plus technologies were used to develop a series of narrated pre-lab introductory online lectures. Smartboard slides were created by capturing images from internet pages and power point slides, then annotated and saved as web pages using smartboard technology. Short audio files were recorded using the RealProducer Plus software which were then linked to individual slides. WebCT was used to deliver the online laboratory. Students in an Introductory Astronomy of the Solar System Online laboratory used the lectures to prepare for laboratory exercises. The narrated pre-lab lectures were added to six out of eight suitable laboratory exercises. A survey was given to the students to research their online laboratory experience, in general, and the impact of the narrated smartboard lectures on their learning success, specifically. Data were collected for two accelerated sessions. Results show that students find the online laboratory equally hard or harder than a separate online lecture. The accelerated format created great time pressure which negatively affected their study habits. About half of the students used the narrated pre-lab lectures consistently. Preliminary findings show that lab scores in the accelerated sessions were brought up to the level of full semester courses.

Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

PubMed Central

Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

2016-01-01

Purpose Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students’ questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. PMID:26793014

How is the Inquiry Skills of Biology Preservice Teachers in Biotechnology Lecture?

NASA Astrophysics Data System (ADS)

Hayat, M. S.; Rustaman, N. Y.

2017-09-01

This study was to investigate the inquiry skills of biology pre-service teachers in one teachers college in Central Java in biotechnology lecture. The method used is a case study of 29 biology preservice teacher. Data were collected using observation sheets, questionnaires, and interview guidelines. Research findings collected through questionnaires show that most students are accustomed to asking questions and formulating biotechnology issues; Skilled in conducting experiments; Skilled in obtaining relevant information from various sources; As well as skilled at processing, analyzing and interpreting data. Based on observation: lectures are not dominated by lecturers, students are able to solve problems encountered and conduct investigations. Based on the interview towards lecturers: students are always actively involved in questioning, investigation, inquiry, problem solving and experimenting in lectures. Why do most students show good inquiry skills? Because students are accustomed to invited inquiry in biology lectures. The impact, the students become more ready to be invited to do more advanced inquiry, such as real-world application inquiry, because the skill of inquiry is essentially trained.

The Case for Captioned Lectures in Australian Higher Education

ERIC Educational Resources Information Center

Kent, Mike; Ellis, Katie; Latter, Natalie; Peaty, Gwyneth

2018-01-01

This article provides a case for the benefits of captioning recorded lecture content in the Australian higher education sector. While online lecture captioning has traditionally been provided on a case-by-case basis to help students who are deaf or hard of hearing, this paper argues for a mainstream approach in order to benefit a range of student…

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,…

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…

426th Brookhaven Lecture

ScienceCinema

David Jaffe

2017-12-09

"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.

Bolden Glenn Lecture Series

NASA Image and Video Library

2012-06-27

NASA Administrator Charles Bolden talks about his career as a marine aviator, as Space Shuttle pilot and commander, and his leadership of America's space agency during a speech, Wednesday evening, June 27, 2012, in Washington. Bolden spoke was the guest speaker at the 2012 John H. Glenn Lecture in Space History. Photo Credit: (NASA/Paul E. Alers)

Nursing students' attitudes to biomedical science lectures.

PubMed

Al-Modhefer, A K; Roe, S

To explore what first-year nursing students believe to be the preferred characteristics of common foundation programme biomedical science lecturers, and to investigate whether students prefer active or passive learning. Survey and interview methodologies were used to explore the attitudes of a cohort of first-year nursing students at Queen's University Belfast. Questionnaires were distributed among 300 students. Individuals were asked to select five of a list of 14 criteria that they believed characterised the qualities of an effective lecturer. Informal interviews were carried out with five participants who were randomly selected from the sample to investigate which teaching methods were most beneficial in assisting their learning. Nursing students favoured didactic teaching and found interactivity in lectures intimidating. Students preferred to learn biomedical science passively and depended heavily on their instructors. In response to the survey, the authors propose a set of recommendations to enhance the learning process in large classes. This guidance includes giving clear objectives and requirements to students, encouraging active participation, and sustaining student interest through the use of improved teaching aids and innovative techniques.

An Assessment of Teachers' Preference for Lecture Delivery Methods in Medical Education

ERIC Educational Resources Information Center

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the medical teachers' preference for various lecture delivery methods like the lectures using chalkboard, utilizing transparencies with an overhead projector (OHP) or lectures using a PowerPoint presentation and their frequency of use of teaching aids. The faculty of the medical college was asked to fill in the…

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.

The Performance of Academic Identity as Pedagogical Model and Guide in/through Lecture Discourse

ERIC Educational Resources Information Center

McInnes, David

2013-01-01

This article argues that lecture discourse has the capacity to support students in their transition into modes of social critique and that the lecturer, through an enactment of an academic identity in lecture discourse, plays a crucial role as both model and guide. Certain crucial phases and sub-phases of lectures are used to model an engagement…

Monte Carlo Techniques for Nuclear Systems - Theory Lectures

DOE Office of Scientific and Technical Information (OSTI.GOV)

Brown, Forrest B.

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. Thesemore » 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

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…

Attention span during lectures: 8 seconds, 10 minutes, or more?

PubMed

Bradbury, Neil A

2016-12-01

In the current climate of curriculum reform, the traditional lecture has come under fire for its perceived lack of effectiveness. Indeed, several institutions have reduced their lectures to 15 min in length based upon the "common knowledge" and "consensus" that there is a decline in students' attention 10-15 min into lectures. A review of the literature on this topic reveals many discussions referring to prior studies but scant few primary investigations. Alarmingly, the most often cited source for a rapid decline in student attention during a lecture barely discusses student attention at all. Of the studies that do attempt to measure attention, many suffer from methodological flaws and subjectivity in data collection. Thus, the available primary data do not support the concept of a 10- to 15-min attention limit. Interestingly, the most consistent finding from a literature review is that the greatest variability in student attention arises from differences between teachers and not from the teaching format itself. Certainly, even the most interesting material can be presented in a dull and dry fashion, and it is the job of the instructor to enhance their teaching skills to provide not only rich content but also a satisfying lecture experience for the students. Copyright © 2016 the American Physiological Society.

The Trieste Lecture of John Stewart Bell

NASA Astrophysics Data System (ADS)

Bassi, Angelo; Carlo Ghirardi, Gian

2007-03-01

Delivered at Trieste on the occasion of the 25th Anniversary of the International Centre for Theoretical Physics, 2 November 1989 The video of this lecture is available here. Please see the PDF for the transcript of the lecture. General remarks by Angelo Bassi and GianCarlo Ghirardi During the autumn of 1989 the International Centre for Theoretical Physics, Trieste, celebrated the 25th anniversary of its creation. Among the many prestigious speakers, who delivered extremely interesting lectures on that occasion, was the late John Stewart Bell. All lectures have been recorded on tape. We succeeded in getting a copy of John's lecture. In the lecture, many of the arguments that John had lucidly stressed in his writings appear once more, but there are also extremely interesting new remarks which, to our knowledge, have not been presented elsewhere. In particular he decided, as pointed out by the very choice of the title of his lecture, to call attention to the fact that the theory presents two types of difficulties, which Dirac classified as first and second class. The former are those connected with the so-called macro-objectification problem, the latter with the divergences characterizing relativistic quantum field theories. Bell describes the precise position of Dirac on these problems and he stresses appropriately how, contrary to Dirac's hopes, the steps which have led to a partial overcoming of the second class difficulties have not helped in any way whatsoever to overcome those of the first class. He then proceeds to analyse the origin and development of the Dynamical Reduction Program and draws attention to the problems that still affect it, in particular that of a consistent relativistic generalization. When the two meetings Are there quantum jumps? and On the present status of Quantum Mechanics were organized in Trieste and Losinj (Croatia), on 5 10 September 2005, it occurred to us that this lecture, which has never been published, might represent an

Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures

PubMed Central

Singh, Arjun

2011-01-01

Purpose We use different methods to train our undergraduates. The patient-oriented problem-solving (POPS) system is an innovative teaching–learning method that imparts knowledge, enhances intrinsic motivation, promotes self learning, encourages clinical reasoning, and develops long-lasting memory. The aim of this study was to develop POPS in teaching pathology, assess its effectiveness, and assess students’ preference for POPS over didactic lectures. Method One hundred fifty second-year MBBS students were divided into two groups: A and B. Group A was taught by POPS while group B was taught by traditional lectures. Pre- and posttest numerical scores of both groups were evaluated and compared. Students then completed a self-structured feedback questionnaire for analysis. Results The mean (SD) difference in pre- and post-test scores of groups A and B was 15.98 (3.18) and 7.79 (2.52), respectively. The significance of the difference between scores of group A and group B teaching methods was 16.62 (P < 0.0001), as determined by the z-test. Improvement in post-test performance of group A was significantly greater than of group B, demonstrating the effectiveness of POPS. Students responded that POPS facilitates self-learning, helps in understanding topics, creates interest, and is a scientific approach to teaching. Feedback response on POPS was strong in 57.52% of students, moderate in 35.67%, and negative in only 6.81%, showing that 93.19% students favored POPS over simple lectures. Conclusion It is not feasible to enforce the PBL method of teaching throughout the entire curriculum; However, POPS can be incorporated along with audiovisual aids to break the monotony of dialectic lectures and as alternative to PBL. PMID:23745071

Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures.

PubMed

Singh, Arjun

2011-01-01

We use different methods to train our undergraduates. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that imparts knowledge, enhances intrinsic motivation, promotes self learning, encourages clinical reasoning, and develops long-lasting memory. The aim of this study was to develop POPS in teaching pathology, assess its effectiveness, and assess students' preference for POPS over didactic lectures. One hundred fifty second-year MBBS students were divided into two groups: A and B. Group A was taught by POPS while group B was taught by traditional lectures. Pre- and posttest numerical scores of both groups were evaluated and compared. Students then completed a self-structured feedback questionnaire for analysis. The mean (SD) difference in pre- and post-test scores of groups A and B was 15.98 (3.18) and 7.79 (2.52), respectively. The significance of the difference between scores of group A and group B teaching methods was 16.62 (P < 0.0001), as determined by the z-test. Improvement in post-test performance of group A was significantly greater than of group B, demonstrating the effectiveness of POPS. Students responded that POPS facilitates self-learning, helps in understanding topics, creates interest, and is a scientific approach to teaching. Feedback response on POPS was strong in 57.52% of students, moderate in 35.67%, and negative in only 6.81%, showing that 93.19% students favored POPS over simple lectures. It is not feasible to enforce the PBL method of teaching throughout the entire curriculum; However, POPS can be incorporated along with audiovisual aids to break the monotony of dialectic lectures and as alternative to PBL.

Separation of variables in the special diagonal Hamilton-Jacobi equation: Application to the dynamical problem of a particle constrained on a moving surface

NASA Technical Reports Server (NTRS)

Blanchard, D. L.; Chan, F. K.

1973-01-01

For a time-dependent, n-dimensional, special diagonal Hamilton-Jacobi equation a necessary and sufficient condition for the separation of variables to yield a complete integral of the form was established by specifying the admissible forms in terms of arbitrary functions. A complete integral was then expressed in terms of these arbitrary functions and also the n irreducible constants. As an application of the results obtained for the two-dimensional Hamilton-Jacobi equation, analysis was made for a comparatively wide class of dynamical problems involving a particle moving in Euclidean three-dimensional space under the action of external forces but constrained on a moving surface. All the possible cases in which this equation had a complete integral of the form were obtained and these are tubulated for reference.

Stereoscopic Three-Dimensional Neuroanatomy Lectures Enhance Neurosurgical Training: Prospective Comparison with Traditional Teaching.

PubMed

Clark, Anna D; Guilfoyle, Mathew R; Candy, Nicholas G; Budohoski, Karol P; Hofmann, Riikka; Barone, Damiano G; Santarius, Thomas; Kirollos, Ramez W; Trivedi, Rikin A

2017-12-01

Stereoscopic three-dimensional (3D) imaging is increasingly used in the teaching of neuroanatomy and although this is mainly aimed at undergraduate medical students, it has enormous potential for enhancing the training of neurosurgeons. This study aims to assess whether 3D lecturing is an effective method of enhancing the knowledge and confidence of neurosurgeons and how it compares with traditional two-dimensional (2D) lecturing and cadaveric training. Three separate teaching sessions for neurosurgical trainees were organized: 1) 2D course (2D lecture + cadaveric session), 2) 3D lecture alone, and 3) 3D course (3D lecture + cadaveric session). Before and after each session, delegates were asked to complete questionnaires containing questions relating to surgical experience, anatomic knowledge, confidence in performing procedures, and perceived value of 3D, 2D, and cadaveric teaching. Although both 2D and 3D lectures and courses were similarly effective at improving self-rated knowledge and understanding, the 3D lecture and course were associated with significantly greater gains in confidence reported by the delegates for performing a subfrontal approach and sylvian fissure dissection. Stereoscopic 3D lectures provide neurosurgical trainees with greater confidence for performing standard operative approaches and enhances the benefit of subsequent practical experience in developing technical skills in cadaveric dissection. Copyright © 2017. Published by Elsevier Inc.

Rawls on Dewey before the Dewey Lectures.

PubMed

Botti, Daniele

2017-01-01

This article sheds light on John Rawls's views on John Dewey's philosophical temperament by investigating unpublished papers and lectures that Rawls wrote and delivered across the late 1940s, the 1950s, the 1960s, and the early 1970s. Moreover, the article shows that Rawls's rejection of Kant's dualisms predates by at least three decades the "Dewey Lectures" (1980) and that Dewey's notion of deliberation as "dramatic rehearsal in imagination" might have had an impact on Rawls's development of the notion of "reflective equilibrium" as a state of affairs that we strive to reach in ethical reflection.

Teaching Principles of Economics Without Lectures

ERIC Educational Resources Information Center

McConnell, Campbell R.; Lamphear, Charles

1969-01-01

Presents important evidence thatstudents taking principles of economics with lectures, and those taking the course on a lectureless basis performed equally well on an intensive battery of objective examinations." (Editor)

Comparative use of podcasts vs. lecture transcripts as learning aids for dental students.

PubMed

Allen, Kenneth L; Katz, Ralph V

2011-06-01

The purpose of this project was to describe dental students' use of lecture podcasts versus written lecture transcripts as learning aids under three different circumstances: studying for an exam, reviewing an attended lecture, and reviewing a missed lecture. Additional analyses were performed to see whether demographic differences (e.g., age, gender, language skills, and computer skills) or grade differences were associated with preferences for using podcast versus written lecture transcripts of class notes. Fifty-one percent (n=171) of the second-year dental students at the New York University College of Dentistry voluntarily participated in this survey. The major findings were that 1) a high percentage of students (70-92 percent) used one or both aids in all three utilization circumstances with a consistent preference for podcast use, especially when reviewing a missed lecture; 2) course grades were not associated with the preferred use of either lecture aid; and 3) over half the students listened to the podcasts at speeds that were one and one-half or two times faster than normal speech, especially younger students. Further studies are warranted to delve into the current student generation's preferred learning styles and the resultant learning outcomes associated with those preferences.

Student Achievement in Computer Programming: Lecture vs Computer-Aided Instruction

ERIC Educational Resources Information Center

Tsai, San-Yun W.; Pohl, Norval F.

1978-01-01

This paper discusses a study of the differences in student learning achievement, as measured by four different types of common performance evaluation techniques, in a college-level computer programming course under three teaching/learning environments: lecture, computer-aided instruction, and lecture supplemented with computer-aided instruction.…

Employee Engagement and Performance of Lecturers in Nigerian Tertiary Institutions

ERIC Educational Resources Information Center

Agbionu, Uchenna Clementina; Anyalor, Maureen; Nwali, Anthony Chukwuma

2018-01-01

The study investigated employee engagement and performance of lecturers in Nigerian Tertiary Institutions. It employed descriptive and correlation research designs. Stratified random sampling was used to select three tertiary institutions in Nigeria and the sample size of 314 lecturers was obtained through Taro Yamane. Questionnaires were…

The Worker and Work: Contemporary Problems and Perspectives: Three Lectures.

ERIC Educational Resources Information Center

Clarke, Oliver

The series of three lectures examine different aspects of work as manifested in changes in workers' attitudes, responses to these changes in the European context, and significant European developments in relation to worker participation. The first lecture discusses social, technological, educational, and economic changes that have affected…

Rhetorical Studies: A Reassessment of Adam Smith's Lectures on Rhetoric and Belles Lettres.

ERIC Educational Resources Information Center

Purcell, William M.

1986-01-01

Offers a dissenting interpretation of Adam Smith's Lectures on Rhetoric and Belles Lettres and a more conservative perspective on Smith's significance to the history of rhetorical theory. Views the lectures as an historical commentary on literature and rhetoric from the perspective of an eighteenth-century lecturer. (JD)

416th Brookhaven Lecture

ScienceCinema

Dax Fu

2017-12-09

"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.

Web-streamed didactic instruction on substance use disorders compares favorably with live-lecture format.

PubMed

Karam-Hage, M; Maher, Karam-Hage; Brower, Kirk J; Mullan, Patricia B; Gay, Tamara; Gruppen, Larry D

2013-05-01

Education about substance use disorders in medical schools and, subsequently, physicians' identification of and intervention in these diagnoses lag behind that of most other disabling disorders. To reduce barriers and improve access to education about this major public health concern, medical schools are increasingly adopting web-based instruction on substance use and other psychiatric disorders as part of their curricula; however, it is not well known how a web-streamed lecture compares with a traditional one. The authors hypothesized that both these formats would be equally efficacious in terms of knowledge acquisition and student satisfaction. Authors conducted a prospective study to test this hypothesis among third-year medical students who received web-streamed lecture on substance use/addiction versus those who received a traditional live lecture. Of the 243 students, significantly more students completed the on-line lecture series. Of the 216 students in the final study sample, 130 (60%) were assigned to the web-streamed lecture and 86 (40%) to the live lecture. Within-subject comparisons of pre- and post-lecture scores for the entire cohort indicated a significant improvement in the percentage of correct answers (21.0% difference). Although no differences in improved scores between the two groups were found, students in the live-lecture group reported small, but significantly higher levels of satisfaction. This preliminary work supports the hypothesis that a web-streamed lecture can be at least equally efficacious as a traditional lecture in terms of knowledge acquisition. However, attention needs to be paid to the lower satisfaction levels associated with using the web-streamed format.

Unconventional Hamilton-type variational principle in phase space and symplectic algorithm

NASA Astrophysics Data System (ADS)

Luo, En; Huang, Weijiang; Zhang, Hexin

2003-06-01

By a novel approach proposed by Luo, the unconventional Hamilton-type variational principle in phase space for elastodynamics of multidegree-of-freedom system is established in this paper. It not only can fully characterize the initial-value problem of this dynamic, but also has a natural symplectic structure. Based on this variational principle, a symplectic algorithm which is called a symplectic time-subdomain method is proposed. A non-difference scheme is constructed by applying Lagrange interpolation polynomial to the time subdomain. Furthermore, it is also proved that the presented symplectic algorithm is an unconditionally stable one. From the results of the two numerical examples of different types, it can be seen that the accuracy and the computational efficiency of the new method excel obviously those of widely used Wilson-θ and Newmark-β methods. Therefore, this new algorithm is a highly efficient one with better computational performance.

Is the Sun Setting on Lecture-based Education?

PubMed Central

Lowe, Whitney

2011-01-01

Lecture-based instructional models have been the mainstay of education for centuries. They excel primarily at delivering information from the one to the many. Educators refer to this model as “the sage on the stage”. Clearly there are educators who relish this role and are strongly opposed to moving away from it. Yet, educational research and new innovative technologies are suggesting that lecture-based classes may no longer be the most effective teaching method for many situations, especially clinical practice. PMID:22211152

Minds That Matter: 2007 Gairdner International Awards Lectures

PubMed Central

Krasnoshtein, F.; Nikolov, N.

2007-01-01

On October 25 and 26, 2007, at the University of Toronto, the Gairdner Foundation in partnership with Canadian Institutes of Health Research presented a two-day international symposium titled Minds That Matter. The symposium featured academic lectures by Gairdner Award winners past and present and by other leading biomedical scientists. These distinguished researchers share many characteristics in common: creativity, vision, tenacity, and driving curiosity to illuminate discovery with high degree of relevance. The present article summarizes the 2007 Gairdner Award lectures.

Enhancing Lecture Presentations in Introductory Biology with Computer-Based Multimedia.

ERIC Educational Resources Information Center

Fifield, Steve; Peifer, Rick

1994-01-01

Uses illustrations and text to discuss convenient ways to organize and present computer-based multimedia to students in lecture classes. Includes the following topics: (1) Effects of illustrations on learning; (2) Using computer-based illustrations in lecture; (3) MacPresents-Multimedia Presentation Software; (4) Advantages of computer-based…

Outstanding University Lecturers: Ambitious Altruists or Mavericks of the Academy?

ERIC Educational Resources Information Center

Lierse, Sharon

2016-01-01

The paper discusses the results of a research study to determine what characteristics outstanding university lecturers have in common. Academic staff and graduate students at an Australian university were invited to participate in a survey questionnaire followed by voluntary interviews. Lecturers who had been identified as outstanding were also…

Principles of Successful Implementation of Lecture Recordings in Higher Education

ERIC Educational Resources Information Center

Ollermann, Frank; Rolf, Rüdiger; Greweling, Christian; Klaßen, André

2017-01-01

Purpose: This paper aims to describe the principles underlying the successful implementation of a lecture recording service in higher education. Design/methodology/approach: The paper qualitatively reviews the practices and experiences of several years of automated lecture recording at a medium-sized university in Germany. Findings: The paper…

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…

Encouraging Participation in Face-to-Face Lectures: The Index Card Technique

ERIC Educational Resources Information Center

Daws, Laura Beth

2018-01-01

Courses: This activity will work in any face-to-face communication lecture course. Objectives: By the end of the semester in a face-to-face lecture class, every student will have engaged in verbal discussion.

Media Richness and Social Norms in the Choice to Attend Lectures or to Watch Them Online

ERIC Educational Resources Information Center

Bassili, John N.

2008-01-01

Lectures in a large psychology course were taped and posted online where they could be viewed by streaming video. All students in the course had the option to attend lectures or watch them online, a choice that could be exercised on a lecture-by-lecture basis. The proportion of lectures watched online revealed that students chose between…

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

Stars in Nutrition and Cancer Lecture Series | Division of Cancer Prevention

Cancer.gov

This lecture series features extraordinary contributors or "stars" in the field of cancer and nutrition research. Speakers highlight the important role that nutrition plays in modifying cancer development. Past lectures are videotaped and available for viewing. |

A Matter of Preference--Lecturers vs. Teaching--Assistants in Tutorials

ERIC Educational Resources Information Center

Davidovitch, Nitza; Soen, Dan

2005-01-01

In many universities and colleges around the world, it is an accepted practice to supplement frontal lectures of courses with separate practice classes or tutorials. For this purpose lecturers may sometimes use the services of teaching-assistants to conduct the tutorials. Teaching-assistants conduct tutorials in many courses in Israel's academic…

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…

Strategies for the Management of Lecturer Stress in Feedback Tutorials

ERIC Educational Resources Information Center

Hartney, Elizabeth

2007-01-01

The process of providing students with individual feedback on assessed work was identified as a source of lecturer stress (Stough and Emmer, 1998). An action research approach was used to address the following research question. What approaches to providing students with feedback minimize lecturer stress? Data were collected using written feedback…

Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams

ERIC Educational Resources Information Center

Lyle, Keith B.; Crawford, Nicole A.

2011-01-01

At the end of each lecture in a statistics for psychology course, students answered a small set of questions that required them to retrieve information from the same day's lecture. These exercises constituted retrieval practice for lecture material subsequently tested on four exams throughout the course. This technique is called the PUREMEM…

An Interactive Mobile Lecturing Model: Enhancing Student Engagement with Face-to-Face Sessions

ERIC Educational Resources Information Center

Boyinbode, Olutayo; Ng'ambi, Dick; Bagula, Antoine

2013-01-01

Although use of podcasts and vodcasts are increasingly becoming popular in higher education, their use is usually unidirectional and therefore replicates the transmission mode of traditional face-to-face lectures. In this paper, the authors propose a tool, MOBILect, a mobile lecturing tool that enables users to comment on lecture vodcasts using…

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…

Graduate student driven efforts to increase diversity of department lecture series

NASA Astrophysics Data System (ADS)

Bryant, R.; Keisling, B. A.

2017-12-01

It is well documented that women and people of color (and especially women of color) remain underrepresented in the geoscience community. As graduate students we noticed this underrepresentation in our department lecture series. Since 2013, 40% of the invited speakers were women and 5% URM, with the majority of the URM scientists coming to campus for an annual special lecture that highlights the work of black geoscientists. Our goals for the 2017-18 lecture series are the following: 1) to increase the percentage of women speakers from 40% to 50% or higher, 2) to increase the participation of URM scientists from one per year to at least one per semester, 3) to expand the established annual special lecture highlighting contributions from black geoscientists from one lecture to four, and 4) to motivate a department-wide conversation surrounding the issues and significance of inclusion and equity in our departmental geoscience community and beyond. Our focus on gender, race, and ethnicity in diversifying the lecture series unfortunately falls short of capturing the full range of perspectives from groups that are underrepresented as defined by the NSF. We see our work as a first step and hope to encourage more conversations about broader diversity. To accomplish our goals, we will seek advice and counsel from scholars in fields like Sociology and Education, as well as pursue external funding to bolster the budget allocated by our department. As graduate students, it is important for us to envision facets of our peers and ourselves reflected in the perspectives, experiences and narratives of prominent speakers brought to campus. We find it therefore important that our department lecture series, a highly visible venue, be more inclusive and representative. Our efforts show that seeking external support and setting achievable goals can lead to better representation of underrepresented groups in such spaces.

ASPO Joseph W. Cullen Memorial Award Lecture. Bridging the clinical and public health perspectives in tobacco treatment research: scenes from a tobacco treatment research career.

PubMed

Curry, S J

2001-04-01

This paper, delivered as the 2000 Joseph W. Cullen Memorial Award Lecture, reviews smoking cessation treatment research conducted over the past 15 years at the Center for Health Studies, Group Health COOPERATIVE: The research program includes assessment, treatment, and health services research that addressed four main questions: (a) What motivates people to quit smoking? (b) Are self-help interventions effective? (c) Can health care benefits impact the utilization of smoking cessation services? and (d) Does smoking cessation impact health care utilization and costs? In the area of motivation for smoking cessation, an intrinsic-extrinsic model of type of motivation for smoking cessation was used to develop and validate a reasons for quitting scale. Results from administration of the scale across different samples of smokers show that higher levels of intrinsic relative to extrinsic motivation predicts successful cessation. A series of five randomized trials of self-help interventions indicate that self-help interventions accompanied by motivational feedback and/or outreach telephone counseling can be effective. However, the same interventions did not improve long-term abstinence rates in non-volunteer samples of smokers. With regard to health care benefits, we find that full coverage of smoking cessation services improves the reach of proven interventions into the general population of smokers with no significant reductions in effectiveness. Furthermore, studies of smoking cessation and health care utilization find that, although quitters have higher initial costs, their costs go down at the same time that those of continuing smokers' begin to accelerate. Cessation appears to reverse a trajectory of higher health care costs.

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…

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…

Teacher Questioning and Invitations to Participate in Advanced Mathematics Lectures

ERIC Educational Resources Information Center

Paoletti, Teo; Krupnik, Victoria; Papadopoulos, Dimitrios; Olsen, Joseph; Fukawa-Connelly, Tim; Weber, Keith

2018-01-01

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies…

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…

Klopsteg Memorial Lecture (August, 1998): Physics at the breakfast table{emdash}or waking up to physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nagel, S.R.

1999-01-01

There are many complex phenomena that are so familiar to us that we forget to ask whether or not they are understood. In this lecture, I will discuss several familiar cases of effects that are so ubiquitous that we hardly realize that they defy our normal intuition about why they happen. The examples of poorly understood classical physics that I will choose can all be viewed at a breakfast table. I will mention the long tendrils left behind by honey spooned from one dish to another, the anomalous flow behavior of granular material, and the annoying rings deposited by spilledmore » coffee on a table after the liquid evaporates. These are all nonlinear hydrodynamic phenomena which not only are of technological importance but can also lead the inquisitive into new realms of physics. {copyright} {ital 1999 American Association of Physics Teachers.}« less

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.

The analysis of professional competencies of a lecturer in adult education.

PubMed

Žeravíková, Iveta; Tirpáková, Anna; Markechová, Dagmar

2015-01-01

In this article, we present the andragogical research project and evaluation of its results using nonparametric statistical methods and the semantic differential method. The presented research was realized in the years 2012-2013 in the dissertation of I. Žeravíková: Analysis of professional competencies of lecturer and creating his competence profile (Žeravíková 2013), and its purpose was based on the analysis of work activities of a lecturer to identify his most important professional competencies and to create a suggestion of competence profile of a lecturer in adult education.

Reasons to Rethink the Use of Audio and Video Lectures in Online Courses

ERIC Educational Resources Information Center

Stetz, Thomas A.; Bauman, Antonina A.

2013-01-01

Recent technological developments allow any instructor to create audio and video lectures for the use in online classes. However, it is questionable if it is worth the time and effort that faculty put into preparing those lectures. This paper presents thirteen factors that should be considered before preparing and using audio and video lectures in…

Lecture Notes on Multigrid Methods

DOE Office of Scientific and Technical Information (OSTI.GOV)

Vassilevski, P S

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-vectormore » 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.« less

Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.

Annual Advances in Cancer Prevention Lecture | Division of Cancer Prevention

Cancer.gov

2018 Keynote Lecture Successes and Challenges of Vaccines to Prevent HPV-associated Cancers | John T. Schiller, PhD will present the keynote lecture entitled, "Successes and Challenges of Vaccines to Prevent HPV-associated Cancers" on July 24th at NIH Main Campus, Natcher Auditorium, Building 45, from 1:00 PM - 2:00 PM EDT.

Centre for Advancement of Teaching Education Monograph Series. No. 2. Lessons Not Lectures.

ERIC Educational Resources Information Center

Linacre, E. T.

In view of the well-known disadvantages of lecturing, and the practicability of teaching without them, why does lecturing remain the standard method in universities? To increase the chances of lectures being good, they should be fewer, and to offset their deficiencies they should be regarded as only one component of a combination of methods used…

Overgeneral autobiographical memory at baseline predicts depressive symptoms at follow-up in patients with first-episode depression.

PubMed

Liu, Yansong; Zhang, Fuquan; Wang, Zhiqiang; Cao, Leiming; Wang, Jun; Na, Aiguo; Sun, Yujun; Zhao, Xudong

2016-09-30

Previous studies have shown that overgeneral autobiographical memory (OGM) is a characteristic of depression. However, there are no studies to explore the association between baseline OGM and depressive symptoms at follow-up in patients with first-episode depression (FE). This study investigated whether baseline OGM predicts depressive symptoms at follow-up in patients with FE. We recruited 125 patients with FE. The participants were divided into remitted group and non-remitted group according to the severity of their depression at 12 months follow-up. The measures consisted of the 17-item Hamilton Depression Rating Scale, Ruminative Response Scale, and Autobiographical Memory Test. Hierarchical linear regression analyses and bootstrap mediation analyses were conducted. The results showed that non-remitted patients had more OGM at baseline. Baseline OGM predicted depressive symptoms at follow-up in patients with FE. Rumination mediated the relationship between baseline OGM and depressive symptoms at follow-up. Our findings highlight OGM as a vulnerability factor involved in the maintenance of depression in patients with FE. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

The impact of lecture attendance and other variables on how medical students evaluate faculty in a preclinical program.

PubMed

Martin, Stanley I; Way, David P; Verbeck, Nicole; Nagel, Rollin; Davis, John A; Vandre, Dale D

2013-07-01

High-quality audiovisual recording technology enables medical students to listen to didactic lectures without actually attending them. The authors wondered whether in-person attendance affects how students evaluate lecturers. This is a retrospective review of faculty evaluations completed by first- and second-year medical students at the Ohio State University College of Medicine during 2009-2010. Lecture-capture technology was used to record all lectures. Attendance at lectures was optional; however, all students were required to complete lecturer evaluation forms. Students rated overall instruction using a five-option response scale. They also reported their attendance. The authors used analysis of variance to compare the lecturer ratings of attendees versus nonattendees. The authors included additional independent variables-year of student, student grade/rank in class, and lecturer degree-in the analysis. The authors analyzed 12,092 evaluations of 220 lecturers received from 358 students. The average number of evaluations per lecturer was 55. Seventy-four percent (n = 8,968 evaluations) of students attended the lectures they evaluated, whereas 26% (n = 3,124 evaluations) viewed them online. Mean lecturer ratings from attendees was 3.85 compared with 3.80 by nonattendees (P ≤ .05; effect size: 0.055). Student's class grade and year, plus lecturer degree, also affected students' evaluations of lecturers (effect sizes: 0.055-0.3). Students' attendance at lectures, year, and class grade, as well as lecturer degree, affect students' evaluation of lecturers. This finding has ramifications on how student evaluations should be collected, interpreted, and used in promotion and tenure decisions in this evolving medical education environment.

The 1978 Macmillan Education Lecture

ERIC Educational Resources Information Center

Williams, Shirley

1978-01-01

This is the text of the lecture of the British Secretary of State for Education and Science given at the 1978 Meeting of the Association for Science Education (ASE). Three themes are presented; (1) British innovative science curricula; (2) relationship between science and technology; and (3) science for non-scientist. (HM)

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…

An Exploratory Study of Listening Practice Relative to Memory Testing and Lecture in Business Administration Courses

ERIC Educational Resources Information Center

Peterson, Robin T.

2007-01-01

This study investigates the combined impact of a memory test and subsequent listening practice in enhancing student listening abilities in collegiate business administration courses. The article reviews relevant literature and describes an exploratory study that was undertaken to compare the effectiveness of this technique with traditional…

A Lecture Supporting System Based on Real-Time Learning Analytics

ERIC Educational Resources Information Center

Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…

The Use of Lecture Capture and Student Performance in Physiology

ERIC Educational Resources Information Center

Hadgu, Rim Mekonnen; Huynh, Sophia; Gopalan, Chaya

2016-01-01

Lecture capture technology is fairly new and has gained interest among higher institutions, faculty and students alike. Live-lecture (LL) is captured in real-time and this recording, LC, is made available for students to access for later use, whether it be for review purpose or to replace a missed class. Student performance was compared between…

LECTURES ON DECISION THEORY,

DTIC Science & Technology

These lecture notes deal with the mathematical theory of decision - making , i.e., wihematical models of situations in which there is a set of...individual and group decision - making as a quantitative science, in contrast with a field such as physics, suggests that mathematical theorizing on...phenomena of decision - making is very much an exploratory enterprise and that ex isting models have limited generality and appli cability. The purpose is to

Bolden Glenn Lecture Series

NASA Image and Video Library

2012-06-27

NASA Administrator Charles Bolden, left, stands with former United States Marine Corps pilot, astronaut, and United States Senator John Glenn and Gen. John R. Dailey, director of the National Air and Space Museum, in the Fly Marines exhibit at the museum, Wednesday evening, June 27, 2012, in Washington. Bolden spoke later at the 2012 John H. Glenn Lecture in Space History. Photo Credit: (NASA/Paul E. Alers)

Bolden Glenn Lecture Series

NASA Image and Video Library

2012-06-27

NASA Administrator Charles Bolden, left, along with former United States Marine Corps pilot, astronaut, and United States Sen. John Glenn and Gen. John R. Dailey, director of the National Air and Space Museum, right, look around the Fly Marines exhibit at the museum, Wednesday evening, June 27, 2012, in Washington. Bolden spoke later at the 2012 John H. Glenn Lecture in Space History. Photo Credit: (NASA/Paul E. Alers)

Digital lectures for learning gross anatomy: a study of their efficacy.

PubMed

Singh, Anudeep; Min, Aung Ko Ko

2017-03-01

The current study investigates the level of students' learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.

Digital lectures for learning gross anatomy: a study of their efficacy

PubMed Central

2017-01-01

Purpose The current study investigates the level of students’ learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. Methods The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. Results The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. Conclusion The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning. PMID:28264551

Student preparation time for traditional lecture versus team-based learning in a pharmacotherapy course.

PubMed

DeJongh, Beth; Lemoine, Nicia; Buckley, Elizabeth; Traynor, Laura

2018-03-01

Determine how much time students spent preparing for traditional lecture versus team-based learning (TBL) for a pharmacotherapy course and determine if time spent in each pedagogy was within stated expectations for the course. Instructors used a combination of traditional lecture and TBL to deliver material. Before each lecture, instructors recorded the amount of time students spent preparing for each method using a one-question clicker-response survey. Instructors delivered 16 hours of TBL, 32 hours of traditional lecture, and eight hours of a mix of TBL and traditional lecture. The median of students completing the survey each week was 89. A large percentage of the class (40.9%) did not prepare for traditional lecture while only 3.4% did not prepare for TBL. About 61% of students spent between 30 min and two hours preparing for a two-hour TBL session and only 10% spent more than three hours preparing. Results of this project show students spend little time preparing for traditional lectures without in-class accountability, which may give students the perception that TBL requires too much preparation time. Copyright © 2017. Published by Elsevier Inc.

Medical student evaluations of lectures attended in person or from rural sites via interactive videoconferencing.

PubMed

Callas, Peter W; Bertsch, Tania F; Caputo, Michael P; Flynn, Brian S; Doheny-Farina, Stephen; Ricci, Michael A

2004-01-01

Interactive videoconferencing may be an effective way for medical students on remote rotations to attend teaching sessions at the main campus. To compare medical student evaluations of lectures for those attending in person and those attending through interactive videoconferencing. Lecture evaluations were completed by medical students on University of Vermont College of Medicine clinical clerkship rotations. Students on clerkships at rural sites attended lectures using our telemedicine network. Responses from in-person and remote attendees were compared. Evaluation forms for 110 lectures were received from 648 in-person and 255 remote attendees. All evaluation items were rated "good" or "excellent" by at least 95% of in-person attendees. Over 90% of remote attendees rated nontelemedicine evaluation items, such as appropriateness of lecture topic for students, as good or excellent. Ratings of telemedicine-specific questions, such as ability to hear the lecturer, were lower. Level of satisfaction was high for most aspects of remote lecture attendance, although not quite as high as for in-person attendance. Improved technical reliability would likely increase remote attendee satisfaction. Overall, lecture attendance using videoconferencing was found to be an acceptable alternative to travel for medical students in rural clerkships.

Focusing the One-Shot Lecture.

ERIC Educational Resources Information Center

Allen, Mary Beth

1989-01-01

Describes a library instruction program at the University of Illinois that consists of a narrowly focused one-shot lecture, complemented by a series of library activities that can be completed independently by students. The reasons for revising the program, the variety of instructional approaches and media used, and the effectiveness of the…

Direct oral anticoagulants for treatment of HIT: update of Hamilton experience and literature review.

PubMed

Warkentin, Theodore E; Pai, Menaka; Linkins, Lori-Ann

2017-08-31

Direct oral anticoagulants (DOACs) are attractive options for treatment of heparin-induced thrombocytopenia (HIT). We report our continuing experience in Hamilton, ON, Canada, since January 1, 2015 (when we completed our prospective study of rivaroxaban for HIT), using rivaroxaban for serologically confirmed HIT (4Ts score ≥4 points; positive platelet factor 4 [PF4]/heparin immunoassay, positive serotonin-release assay). We also performed a literature review of HIT treatment using DOACs (rivaroxaban, apixaban, dabigatran, edoxaban). We focused on patients who received DOAC therapy for acute HIT as either primary therapy (group A) or secondary therapy (group B; initial treatment using a non-DOAC/non-heparin anticoagulant with transition to a DOAC during HIT-associated thrombocytopenia). Our primary end point was occurrence of objectively documented thrombosis during DOAC therapy for acute HIT. We found that recovery without new, progressive, or recurrent thrombosis occurred in all 10 Hamilton patients with acute HIT treated with rivaroxaban. Data from the literature review plus these new data identified a thrombosis rate of 1 of 46 patients (2.2%; 95% CI, 0.4%-11.3%) in patients treated with rivaroxaban during acute HIT (group A, n = 25; group B, n = 21); major hemorrhage was seen in 0 of 46 patients. Similar outcomes in smaller numbers of patients were observed with apixaban (n = 12) and dabigatran (n = 11). DOACs offer simplified management of selected patients, as illustrated by a case of persisting (autoimmune) HIT (>2-month platelet recovery with inversely parallel waning of serum-induced heparin-independent serotonin release) with successful outpatient rivaroxaban management of HIT-associated thrombosis. Evidence supporting efficacy and safety of DOACs for acute HIT is increasing, with the most experience reported for rivaroxaban. © 2017 by The American Society of Hematology.

The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology.

PubMed

Ventura, Sab; Onsman, Andrys

2009-07-01

The role of the lecturer has changed to one where they must engage and motivate students to learn the subject material. To investigate whether the use of short movie references to pharmacology during lectures could stimulate learning in undergraduate students. One- to two-min film clips from popular movies containing a reference to the subject being covered were incorporated into Powerpoint presentations and shown at different times during pharmacology lectures. At the end of the lecture series, a student survey was conducted to assess the impact of the movies on student motivation, engagement and learning. Three positive effects were noted. First, students related theory to (simulated) practice by recognising that what they had learnt was actually being used. Second, students were motivated to attend lectures to see what clip would be used. Third, the clips provided a sectioning break, which helped to maintain the engagement of students throughout the lecture as well as the organisation of the lecture by the lecturer. The use of short popular movie references was a novel way to motivate and maintain the interest of large classes of undergraduate students throughout lectures.

[«I stole with my eyes»: Hamilton Naki, a pioneer in heart transplantation].

PubMed

López-Valdés, Julio César

On December 2, 1967, when Denise Darvall was hit by a car, a surgery that made medical history was unfold: Hamilton Naki, a black man, expertly removed her heart and gave it to Christian Barnard, who was preparing the receptor, Louis Washkansky, in an adjacent operating room. Naki's contribution was an outlaw act, a criminal offense under the laws of apartheid due to the difference of races; the law forbade him to cut white meat or touch white blood. Naki was perhaps the second most important man in the team that day. There were few photographs where he and Barnard appeared together, but because of the nature of society was Barnard who won the world's attention.

Problematic topics in first-year mathematics: lecturer and student views

NASA Astrophysics Data System (ADS)

Ní Shé, Caitríona; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Shea, Ann

2017-07-01

In this paper we report on the outcomes of two surveys carried out in higher education institutions of Ireland; one of students attending first-year undergraduate non-specialist mathematics modules and another of their lecturers. The surveys aimed to identify the topics that these students found difficult, whether they had most difficulty with the concepts or procedures involved in the topics, and the resources they used to overcome these difficulties. In this paper we focus on the mathematical concepts and procedures that students found most difficult. While there was agreement between students and lecturers on certain problematic topics, this was not uniform across all topics, and students rated their conceptual understanding higher than their ability to do questions, in contrast to lecturers' opinions.