Note-Taking Skills of Middle School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.

2010-01-01

For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been…

Learning from Lectures: The Implications of Note-Taking for Students with Learning Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.

2006-01-01

Students with learning disabilities lack effective note-taking skills for a variety of reasons. Despite the important role that notes play in helping students to understand lecture content information and serving as documents for later review, many students with learning disabilities are simply not effective note-takers. Many of these students…

Note-taking skills of middle school students with and without learning disabilities.

PubMed

Boyle, Joseph R

2010-01-01

For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been reported on the problems that school-age students with LD encounter when recording notes during science lectures. Using a sample size of 90 middle school students, the performance of students with LD was compared to students with no learning disabilities (NLD). Results found that students with LD performed significantly worse than students with NLD in terms of the type and amount of notes recorded and test performance.

Passive Endwall Treatments for Enhancing Stability

NASA Technical Reports Server (NTRS)

Hathaway, Michael D.

2007-01-01

These lecture notes were presented at the von Karman Institutes lecture series on Advances in Axial Compressor Aerodynamics, May 2006. They provide a fairly extensive overview of what's been learned from numerous investigations of various passive casing endwall technologies that have been proposed for alleviating the stall limiting physics associated with the compressor endwall flow field. The lecture notes are organized to give an appreciation for the inventiveness and understanding of the earliest compressor technologists and to provide a coherent thread of understanding that has arisen out of the early investigations. As such the lecture notes begin with a historical overview of casing treatments from their infancy through the earliest proposed concepts involving blowing, suction and flow recirculation. A summary of lessons learned from these early investigations is provided at the end of this section. The lecture notes then provide a somewhat more in-depth overview of recent advancements in the development of passive casing treatments from the late 1990's through 2006, including advancements in understanding the flow mechanism of circumferential groove casing treatments, and the development of discrete tip injection and self-recirculating casing treatments. At the conclusion of the lecture notes a final summary of lessons learned throughout the history of the development of passive casing treatments is provided. Finally, a list of future needs is given. It is hoped that these lecture notes will be a useful reference for future research endeavors to improve our understanding of the fluid physics of passive casing treatments and how they act to enhance compressor stability, and that they will perhaps provide a springboard for future research activities in this area of interest

Evaluating the Advantages and Disadvantages of Providing Lecture Notes: The Role of Internet Technology as a Delivery System and Research Tool

ERIC Educational Resources Information Center

Grabe, Mark; Christopherson, Kimberly

2005-01-01

Relationships among patterns of access to online notes, examination performance, and student absenteeism were examined. Students who made more frequent use of online notes performed at a higher level on course examinations. Students most frequently accessed online notes while corresponding lecture content was being presented in class, but this…

Facilitating Collaboration in Lecture-Based Learning through Shared Notes Using Wireless Technologies

ERIC Educational Resources Information Center

Valtonen, T.; Havu-Nuutinen, S.; Dillon, P.; Vesisenaho, M.

2011-01-01

This paper reports a case study for developing lecture teaching in higher education by connecting simultaneously the benefits of face-to-face teaching and social software for capturing and sharing students' lecture notes. The study was conducted with 12 university students taking a degree course on pre-primary education. Data were collected on (1)…

Note-Taking Habits of Online Students: Value, Quality, and Support

ERIC Educational Resources Information Center

Watkins, Ryan; Corry, Michael; Dardick, William; Stella, Julie

2015-01-01

Do online students take notes when reading lecture content or watching video lectures? Can they benefit from note-taking supports, such as graphic organizers, to improve their study skills? These are among the questions explored in a pilot study with student participants enrolled in a 100% online graduate program. Students were provided academic…

The Effect of Guided Note Taking during Lectures on Thai University Students' Understanding of Electromagnetism

ERIC Educational Resources Information Center

Narjaikaew, Pattawan; Emarat, Narumon; Cowie, Bronwen

2009-01-01

This paper reports on the implementation of a guided note taking strategy to promote Thai students' understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage…

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.

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

PubMed

Kane, Michael J; Smeekens, Bridget A; von Bastian, Claudia C; Lurquin, John H; Carruth, Nicholas P; Miyake, Akira

2017-11-01

A combined experimental-correlational study with a diverse sample (N = 182) from 2 research sites tested a set of 5 a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video and also whether longhand note-taking would help reduce mind wandering, at least for some students. One half of the participants took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the 2 sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Landing on the Wrong Note: The Price We Paid for "Brown." 2004 DeWitt Wallace-"Reader's Digest" Distinguished Lecture

ERIC Educational Resources Information Center

Ladson-Billings, Gloria

2004-01-01

The first part of the title of this lecture is taken from Ajay Heble's (2000) book "Landing on the Wrong Note: Jazz, Dissonance, and Critical Practice." The author chose this musical image to convey the problem of good intentions gone awry. No musician plans to play the wrong note. The plaintiffs, litigators, Supreme Court Justices, and civil…

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)

Applied Fluid Mechanics. Lecture Notes.

ERIC Educational Resources Information Center

Gregg, Newton D.

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

Taking It Down: Notetaking Practices of L1 and L2 Students.

ERIC Educational Resources Information Center

Clerehan, Rosemary

1995-01-01

This study examined notes taken by 29 undergraduate native and non-native speakers of English during a lecture on commercial law. It found that native speakers took more detailed notes and more accurately recorded the hierarchical structure and principal elements of the lecture than non-native speakers. (48 references) (MDM)

Digital assist: A comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders

NASA Astrophysics Data System (ADS)

Rody, Carlotta A.

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. The study's data indicated that two students were inclined to take more lecture notes when using the digital pen. Two students took more notes with the regular pen. One student demonstrated no difference in her performance with either pen type. Both female students took more notes per minute, on average, than the three males regardless of pen type. During the review pause, three of the five students only added notes or notations to their notes when using the regular pen. The remaining two students did not add to their notes. Quiz scores differed in favor of the regular pen. All five participants earned higher scores on quizzes given during regular pen sessions. However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.

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…

Neutron Physics. A Revision of I. Halpern's notes on E. Fermi's lectures in 1945

DOE R&D Accomplishments Database

Beckerley, J.G.

1951-10-16

In the Fall of 1945 a course in Neutron Physics was given by Professor Fermi as part of the program of the Los Alamos University. The course consisted of thirty lectures most of which were given by Fermi. In his absence R.F. Christy and E. Segre gave several lectures. The present revision is based upon class notes prepared by I. Halpern with some assistance by B.T. Feld and issued first as document LADC 255 and later with wider circulation as MDDC 320.

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.

Compendium of Lecture Notes for Training Class III Meteorological Personnel.

ERIC Educational Resources Information Center

Retallack, B. J.

This compendium of lecture notes provides a course of study for persons who may be involved in a variety of specialized meteorological tasks. The course is considered to be advanced and assumes students have had introductory experiences in meteorology and earth science (covered in a similar compendium). The material is presented in seven units…

The Effect of Note-Taking on University Students' Listening Comprehension of Lectures

ERIC Educational Resources Information Center

Kiliçkaya, Ferit; Çokal Karadas, Derya

2009-01-01

The study investigated the effect of note-taking on comprehension of lectures by 44 undergraduate EFL students who are in the first year of their undergraduate level in the Department of Foreign Language Education in Middle East Technical University. The participants were divided into two groups, namely experimental and control groups. The…

Using Digital Photography and Image Processing for the Creation of Notes from the Blackboard

ERIC Educational Resources Information Center

Bruun, Erik

2009-01-01

This paper describes a teaching experiment involving the use of a combination of traditional chalkboard and digital photography in order to produce lecture notes from the blackboard. During lecturing the blackboard is used instead of transparencies or PowerPoint presentations. This reduces the speed of presentation and leaves room for…

Lecture Notes on Human Anatomy. Part Two, Fourth Edition.

ERIC Educational Resources Information Center

Conrey, Kathleen

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

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

ERIC Educational Resources Information Center

Conrey, Kathleen

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

Information Comprehension from Longhand Notes and Slides in the Language Classroom

ERIC Educational Resources Information Center

Kiliçkaya, Ferit

2016-01-01

The aim of the study presented in this paper was to compare undergraduate students' information comprehension under conditions where they took notes in longhand during traditional lectures and lectures given through slides. A quasi-experimental approach was adopted to collect the data from 42 participants enrolled in a compulsory course at a state…

Deaf/hard-of-hearing and other postsecondary learners' retention of STEM content with tablet computer-based notes.

PubMed

Stinson, Michael S; Elliot, Lisa B; Easton, Donna

2014-04-01

Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups of participants. Results indicated that students acquired measurable amounts of information from studying these types of notes for relatively short periods and that the notes have equal potential to support the acquisition of information by each of these groups of students.

Using Guided Notes to Increase the Understanding of Anatomy and Physiology in 11th Grade Science Students

NASA Astrophysics Data System (ADS)

Mariano, Jay

A survey of over 500 science teachers reported that two thirds of their science classes were lecture based lessons where students were required to listen and take notes (Boyle, 2010). In addition to taking notes from lectures, note taking is a necessary skill to possess to record scientific observations and procedures and record information during class. Guided notes is a pedagogical method in which the instructor prepares and provides students with a modified form of lecture information to guide students (Neef, McCord, & Ferreri, 2006). This study examined the extent to which the use of guided notes in a unit of study of the muscular system of anatomy and physiology positively affected the mastery on content-based assessments for 11 th grade students. The data collection methods included quiz and test scores, a 4-point Likert scale survey, and an open-ended questionnaire. Results of the data revealed that guided notes was one factor that led to mastery in learning content. Additionally, students in this study preferred this method as it helped them to distinguish relevant information allowing more time to listen and focus on the teacher.

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…

How University Students Use Online Lecture Notes in a First-Year Introduction Course

ERIC Educational Resources Information Center

Soiferman, L. Karen; O'Brien Moran, Michael; Podolsky, Tim

2012-01-01

The purpose of this study was to investigate the efficacy of providing students with access to formatted copies of lecture notes based on the PowerPoint slides used by the instructor. The research question was as follows: "Can first-year students taking the ARTS 1110 Introduction to University course be taught how to make better use of online…

Students' Performance and Satisfaction with Web vs. Paper-Based Practice Quizzes and Lecture Notes

ERIC Educational Resources Information Center

Macedo-Rouet, Monica; Ney, Muriel; Charles, Sandrine; Lallich-Boidin, Genevieve

2009-01-01

The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students' performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred…

Diagnostic for two-mode variable valve activation device

DOEpatents

Fedewa, Andrew M

2014-01-07

A method is provided for diagnosing a multi-mode valve train device which selectively provides high lift and low lift to a combustion valve of an internal combustion engine having a camshaft phaser actuated by an electric motor. The method includes applying a variable electric current to the electric motor to achieve a desired camshaft phaser operational mode and commanding the multi-mode valve train device to a desired valve train device operational mode selected from a high lift mode and a low lift mode. The method also includes monitoring the variable electric current and calculating a first characteristic of the parameter. The method also includes comparing the calculated first characteristic against a predetermined value of the first characteristic measured when the multi-mode valve train device is known to be in the desired valve train device operational mode.

"A combined experimental and individual-differences investigation into mind wandering during a video lecture": Correction to Kane et al. (2017).

PubMed

2018-04-01

Reports an error in "A combined experimental and individual-differences investigation into mind wandering during a video lecture" by Michael J. Kane, Bridget A. Smeekens, Claudia C. von Bastian, John H. Lurquin, Nicholas P. Carruth and Akira Miyake ( Journal of Experimental Psychology: General , 2017[Nov], Vol 146[11], 1649-1674). In the article, the legends for Figure 2 and Figure 4 were erroneous. The correct figures are included in the errata. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2017-48585-001.) A combined experimental-correlational study with a diverse sample (N = 182) from 2 research sites tested a set of 5 a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video and also whether longhand note-taking would help reduce mind wandering, at least for some students. One half of the participants took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the 2 sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Student Performances in Various Learning Protocols

ERIC Educational Resources Information Center

Gregorius, Roberto

2011-01-01

A comparison was made between students' overall performance, as measured by overall grade, in different teaching and learning protocols: (1) traditional textbook and lecture along with standard examinations; (2) lectures with online augmentation and PowerPoint lecture notes along with standard examinations; (3) similar to "(2)" but with…

"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…

A guided note taking strategy supports student learning in the large lecture classes

NASA Astrophysics Data System (ADS)

Tanamatayarat, J.; Sujarittham, T.; Wuttiprom, S.; Hefer, E.

2017-09-01

In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students’ understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students’ understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students’ views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.

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…

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…

Lecture Notes and Essays in Astrophysics I. I Astrophysics Symposium of the GEA-RSEF.

NASA Astrophysics Data System (ADS)

Ulla, Ana; Manteiga, Minia

2004-12-01

This volume entittled "Lecture Notes and Essays in Astrophysics" is the first of a series containing the invited reviews and lectures presented during the biannual meetings of the Astrophysics Group of the spanish RSEF ("Real Sociedad Española de Física"). In particular, it includes the conferences and reviews presented during the meeting held at Madrid (Spain) on July 2003 during the First Centennial of the Spanish RSEF. The book is aimed to offer the specialized public, and particularly the astrophysics postgraduate students, selected comprehensive reviews on hot topics lectured by relevant speakers on the subject ("Lecture Notes"). The issue is complemented by a set of chapters on more specific topics ("Essays"). The turn of century has been rich with new discoveries, from the detections of extrasolar planets to the discovery of the the farthest galaxies ever seen or the detection of acceleration in the expansion of the Universe. Spain is leaving her imprint in the telescope making revolution and is promoting the construction of a 10.4 metre telescope in the ``Roque de Los Muchachos" observatory, in the Island of La Palma, Spain. This book provides an interesting insight on selected topics of modern Astrophysics as developped by Spanish astronomers.

"Pulse pair technique in high resolution NMR" a reprint of the historical 1971 lecture notes on two-dimensional spectroscopy.

PubMed

Jeener, Jean; Alewaeters, Gerrit

2016-05-01

The review articles published in "Progress in NMR Spectroscopy" are usually invited treatments of topics of current interest, but occasionally the Editorial Board may take an initiative to publish important historical material that is not widely available. The present article represents just such a case. Jean Jeener gave a lecture in 1971 at a summer school in Basko Polje, in what was then called Yugoslavia. As is now widely known, Jean Jeener laid down the foundations in that lecture of two - and higher - dimensional NMR spectroscopy by proposing the homonuclear COSY experiment. Jeener realized that the new proposal would open the door towards protein NMR and molecular structure determinations, but he felt that useful versions of such experiments could not be achieved with the NMR, computer and electronics technology available at that time, so that copies of the lecture notes were circulated (the Basko Polje lecture notes by J. Jeener and G. Alewaeters), but no formal publication followed. Fortunately, Ernst, Freeman, Griffin, and many others were more far-sighted and optimistic. An early useful extension was Ernst's proposal to replace the original projection/reconstruction technique of MRI by the widely adopted Fourier transform method inspired by the Basko Polje lecture. Later, the pulse method spread over many fields of spectroscopy as soon as the required technology became available. Jean Jeener, Emeritus professor, Université Libre de Bruxelles. Geoffrey Bodenhausen, Ecole Normale Supérieure, Paris. Copyright © 2016 Elsevier B.V. All rights reserved.

Man: Planetary Disease. The 1971 B. Y. Morrison Memorial Lecture.

ERIC Educational Resources Information Center

McHarg, Ian L.

The 1971 B.Y. Morrison Memorial Lecture by Ian L. McHarg, noted landscape architect, planner, and lecturer, is presented in this pamphlet. His expose is two-fold. "Man is an epidemic, multiplying at a superexponential rate, destroying the environment upon which he depends, and threatening his own extinction. He treats the world as a storehouse…

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…

Effects of Primer Podcasts on Stimulating Learning from Lectures: How Do Students Engage?

ERIC Educational Resources Information Center

Popova, Anguelina; Kirschner, Paul A.; Joiner, Richard

2014-01-01

A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximize learning. This study uses two…

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

Using Guided Notes to Enhance Instruction for All Students

ERIC Educational Resources Information Center

Konrad, Moira; Joseph, Laurice M.; Itoi, Madoka

2011-01-01

Taking notes from lectures or reading material can be challenging, especially for those who have learning disabilities. An alternative to traditional note-taking is a method called "guided notes," which has been found to improve the accuracy of students' notes, increase the frequency of student responses, and improve students' quiz and test…

Use of Information--LMC Connection

ERIC Educational Resources Information Center

Darrow, Rob

2005-01-01

Note taking plays an important part in the correct extracting of information from reference sources. The "Cornell Note Taking Method" initially developed as a method of taking notes during a lecture is well suited for taking notes from print sources and is one of the best "Use of Information" methods.

Using flashcards to support your learning.

PubMed

Bryson, David

2012-03-01

The idea that if you listen to a lecture and make notes you will, by some mysterious process, have learnt all that the lecturer has covered, is a myth. Unfortunately, the lecture is just the start. The best way to learn is by doing. This can be achieved by completing set practical tasks by reading and creating your own notes, listening again to parts or the whole of a lecture via a screencast or using diagrams and illustrations that you annotate. Similarly creating your own learning materials can be useful as actually putting questions and answers together helps you to learn. One of the many ways to support your learning, especially in difficult topics like anatomy and physiology, learning about bones, medical terminology or indeed any subject where there are a lot of new words and terms to learn, is making use of an old technique brought up to date with new technologies called "flashcards".

On that Note...

ERIC Educational Resources Information Center

Stein, Harry

1988-01-01

Provides suggestions for note-taking from books, lectures, visual presentations, and laboratory experiments to enhance student knowledge, memory, and length of attention span during instruction. Describes topical and structural outlines, visual mapping, charting, three-column note-taking, and concept mapping. Benefits and application of…

Insights regarding the Usefulness of Partial Notes in Mathematics Courses

ERIC Educational Resources Information Center

Cardetti, Fabiana; Khamsemanan, Nirattaya; Orgnero, M. Carolina

2010-01-01

Note-taking is a widespread practice used by college students to record information from lectures. Unfortunately, even successful students' notes are incomplete and, therefore, may lack the potential to positively impact their academic performance. Research suggests that instructors can help students improve their note-taking skills by using…

Parallel Note-Taking: A Strategy for Effective Use of Webnotes

ERIC Educational Resources Information Center

Pardini, Eleanor A.; Domizi, Denise P.; Forbes, Daniel A.; Pettis, Gretchen V.

2005-01-01

Many instructors supply online lecture notes but little attention has been given to how students can make the best use of this resource. Based on observations of student difficulties with these notes, a strategy called parallel note-taking was developed for using online notes. The strategy is a hybrid of research-proven strategies for effective…

LECTURES ON GAME THEORY, MARKOV CHAINS, AND RELATED TOPICS

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

Thompson, G L

1958-03-01

Notes on nine lectures delivered at Sandin Corporation in August 1957 are given. Part one contains the manuscript of a paper concerning a judging problem. Part two is concerned with finite Markov-chain theory amd discusses regular Markov chains, absorbing Markov chains, the classification of states, application to the Leontief input-output model, and semimartingales. Part three contains notes on game theory and covers matrix games, the effect of psychological attitudes on the outcomes of games, extensive games, amd matrix theory applied to mathematical economics. (auth)

A Pedagogic Cycle for EFL Note-Taking

ERIC Educational Resources Information Center

Siegel, Joseph

2016-01-01

More attention has been given to note-taking in EFL classrooms in recent years, probably due to growing numbers of EFL students who attend lectures given in English and the importance of note-taking during language proficiency tests. While textbooks and materials for note-taking practice are readily available, classroom techniques for teaching EFL…

Impact of utilisation of uncompleted handouts on power point presentations (PPT) in rural Indian medical institute.

PubMed

Bhaisare, Roshan; Kamble, Bhavna

2016-07-01

Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called "death by power point" referring to boredom and fatigue.  To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Final year MBBS students were divided in 2 batches, batch A and batch B.  For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter.  At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ) was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture.  It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts.

Coping in the Lecture Hall: Improving the Odds.

ERIC Educational Resources Information Center

Fahmny, Jane Jackson; Bilton, Linda

1992-01-01

The linguistic features of 40 science lectures were examined at Sultan Qaboos University. Results are reported and suggestions are offered for helping English for Academic Purposes instructors and materials writers improve the listening and note-taking skills of nonnative students. (Contains eight references.) (LB)

Lecture Notes on Topics in Accelerator Physics

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

Chao, Alex W.

These are lecture notes that cover a selection of topics, some of them under current research, in accelerator physics. I try to derive the results from first principles, although the students are assumed to have an introductory knowledge of the basics. The topics covered are: (1) Panofsky-Wenzel and Planar Wake Theorems; (2) Echo Effect; (3) Crystalline Beam; (4) Fast Ion Instability; (5) Lawson-Woodward Theorem and Laser Acceleration in Free Space; (6) Spin Dynamics and Siberian Snakes; (7) Symplectic Approximation of Maps; (8) Truncated Power Series Algebra; and (9) Lie Algebra Technique for nonlinear Dynamics. The purpose of these lectures ismore » not to elaborate, but to prepare the students so that they can do their own research. Each topic can be read independently of the others.« less

Active Galactic Nuclei

NASA Astrophysics Data System (ADS)

Blandford, R. D.; Netzer, H.; Woltjer, L.; Courvoisier, T. J.-L.; Mayor, M.

Starting with this volume, the Lecture Notes of the renowned Advanced Courses of the Swiss Society for Astrophysics and Astronomy will be published annually. In each course, three extensive lectures given by leading experts in their respective fields cover different and essential aspects of the subject. The 20th course, held at Les Diablerets in April 1990, dealt with current research on active galactic nuclei; it represents the most up-to-date views on the subject, presented with particular regard for clarity. The previous courses considered a wide variety of subjects, beginning with "Theory of Stellar Athmospheres" in 1971 and ending with "The Milky Way as a Galaxy" in 1989. The Lecture Notes of these Saas-Fee Courses appeared as publications of the Geneva Observatory, from which they can still be ordered (chemin des Maillettes 51, CH-1290 Sauverny, Switzerland).

Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.

2010-01-01

While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…

Nanotechnology Aerospace Applications (Applications aerospatiales de la nanotechnologie) (CD-ROM)

DTIC Science & Technology

ABSTRACT: The Educational Notes contain the abstracts and the lecture material of ten presentations, which provide a general introduction into... commercialisation . The lectures were held in October and November 2006 in four cities, namely Seattle, USA, Montreal, CAN, Ljubljana, SVN, and Bordeaux, FRA. The

Impact of utilisation of uncompleted handouts on power point presentations (PPT) in rural Indian medical institute

PubMed Central

BHAISARE, ROSHAN; KAMBLE, BHAVNA

2016-01-01

Introduction Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called “death by power point” referring to boredom and fatigue.  To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Methods Final year MBBS students were divided in 2 batches, batch A and batch B.  For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter.  At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ) was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. Results For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture.  It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Conclusion Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts, PMID:27382583

Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture.

PubMed

Marone, Jane R; Thakkar, Shivam C; Suliman, Neveen; O'Neill, Shannon I; Doubleday, Alison F

2018-06-01

Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.

Effective use of pause procedure to enhance student engagement and learning.

PubMed

Bachhel, Rachna; Thaman, Richa Ghay

2014-08-01

Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using 'Pause Procedure'. One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the 'pause procedure' helped them to enhance lecture recall. Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning.

Effective Use of Pause Procedure to Enhance Student Engagement and Learning

PubMed Central

Thaman, Richa Ghay

2014-01-01

Introduction: Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using ‘Pause Procedure’. Materials and Methods: One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Results: Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the ‘pause procedure’ helped them to enhance lecture recall. Conclusion: Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning. PMID:25302251

Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores

NASA Astrophysics Data System (ADS)

Wood, Charles L.

Federal legislation mandates that all students with disabilities have meaningful access to the general education curriculum and that students with and without disabilities be held equally accountable to the same academic standards (IDEIA, 2004; NCLB, 2001). Many students with disabilities, however, perform poorly in academic content courses, especially at the middle and secondary school levels. Previous research has reported increased notetaking accuracy and quiz scores over lecture content when students completed guided notes compared to taking their own notes. This study evaluated the effects of a pre-quiz review procedure and specially formatted guided notes on middle school special education students' learning of science vocabulary. This study compared the effects of three experimental conditions. (a) Own Notes (ON), (b) Own Notes+Random Study Checks (ON+RSC), and (c) Guided Notes Study Cards+Random Study Checks (GNSC+RSC) on each student's accuracy of notes, next-day quiz scores, and review quiz scores. Each session, the teacher presented 12 science vocabulary terms and definitions during a lecture and students took notes. The students were given 5 minutes to study their notes at the end of each session and were reminded to study their notes at home and in study hall period. In the ON condition students took notes on a sheet of paper with numbered lines from 1 to 12. Just before each next-day quiz in the ON+RSC condition students used write-on response cards to answer two teacher-posed questions over randomly selected vocabulary terms from the previous day's lecture. If the answer on a randomly selected student's response card was correct, that student earned a lottery ticket for inexpensive prizes and a quiz bonus point for herself and each classmate. In the GNSC+RSC condition students took notes on specially formatted guided notes that after the lecture they cut into a set of flashcards that could used for study. The students' mean notetaking accuracy was 75% during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared to ON+RSC. Students', teachers', and parents' opinions regarding the RSC and GNSC procedures were highly favorable.

Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance

ERIC Educational Resources Information Center

Barrett, Matthew E.; Swan, Alexander B.; Mamikonian, Ani; Ghajoyan, Inna; Kramarova, Olga; Youmans, Robert J.

2014-01-01

This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats…

Listening and Note-Taking in Higher Education.

ERIC Educational Resources Information Center

Fahmy, Jane Jackson; Bilton, Linda

A study at Sultan Qaboos University in Oman investigated the listening comprehension problems of students who were non-native speakers of English (NNS), in lectures by native English-speaking professors. Two professors with no previous experience in teaching non-native speakers introduced geology in 4 weeks of lectures. Instances of vocabulary…

Application of Tablet PCs to Lecture Demonstrations on Optical Mineralogy

ERIC Educational Resources Information Center

Hoisch, Thomas D.; Austin, Barbara A.; Newell, Shawn L.; Manone, Mark F.

2010-01-01

Learning optical mineralogy requires students to integrate a complex theory with microscope manipulations and image interpretation. To assist student learning, we performed lecture demonstrations during which digital photomicrographs were taken and delivered to students using Tablet PCs, whereupon they were imported into note-taking software and…

Problem-Based Learning in a General Psychology Course.

ERIC Educational Resources Information Center

Willis, Sandra A.

2002-01-01

Describes the adoption of problem-based learning (PBL) techniques in a general psychology course. States that the instructor used a combination of techniques, including think-pair-share, lecture/discussion, and PBL. Notes means and standard deviations for graded components of PBL format versus lecture/discussion format. (Contains 18 references.)…

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.

The Use of Enhanced Guided Notes in an Electric Circuit Class: An Exploratory Study

ERIC Educational Resources Information Center

Lawanto, O.

2012-01-01

This study was conducted to evaluate students' (n=70) learning performance after their participation in lectures using enhanced guided notes (EGN) in an electric circuits course for non-electrical engineering students. Unlike traditional guided notes, EGN include questions that prompt students to evaluate their metacognitive knowledge. The results…

Note-Taking Instruction for College Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Reed, Deborah K.; Hallett, Abigail; Rimel, Hillary

2016-01-01

Using a multiple baseline across participants design, this study examines the functional relationship between instruction in note-taking skills and the ability of young adults with autism spectrum disorder to take notes on college lectures. The three participants were enrolled in a program aligned with the Higher Education Opportunity Act (Public…

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…

Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology

ERIC Educational Resources Information Center

Tune, Johnathan D.; Sturek, Michael; Basile, David P.

2013-01-01

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the…

Lecture Notes on a Machine Independent Compiler for ATLAS (MICA).

DTIC Science & Technology

1980-10-01

1 w E-- - --SUMARY.. The memorandum is in essence the text of a lecture given to the Industrial Liaison Group of the Defence Automatic Test Equipment...Steering Committee, on 10 September 1980 at RSRE Malvern. The purpose of the lecture was to convey to industry the results of research work performed...TO INDUSTRY 2.1 overview of ATLAS 2.2 What is MICA 2.3 What can be made available to industry 2.4 What can not be made available to industry 3 TALK 2

How is that done? Student views on resources used outside the engineering classroom

NASA Astrophysics Data System (ADS)

Maclaren, Peter

2018-07-01

While the traditional lecture remains a key feature in the teaching of mathematically intensive disciplines at a tertiary level, what students do outside class, the resources they use, and how they use them are critical factors in their success. This study reports on a survey of students studying a range of engineering subjects, giving their views on the effectiveness of resources that they use outside the classroom. Resource types examined included textbooks, lecturer course notes, in-class developed notes, and other online material, including multimedia. While lecturer-generated material was generally seen as more effective than formal textbooks and social media, external screencasts were rated as most effective where material appropriate to their class was available. It is suggested that student use of screencast resources has the potential to facilitate improved learning outcomes, and with accompanying changes in assessment focus, may enable more substantive pedagogical changes.

Notes on the 1978 summer study program on dynamo models of geomagnetism in geophysical fluid dynamics at the Woods Hole Oceanographic Institution. Technical report

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

Malkus, W.V.R.; Thayer, M.

1978-11-01

This volume contains the manuscripts of research lectures by the eleven fellows of the summer program. Five of the lectures overlap significantly with the central summer theme of geomagnetism. The other six lectures cover a broad range of current G.F.D. topics from collective instability to strange attractors. Several of these research efforts are quite polished and probably will appear in journals soon. The middle half represent reports of sound progress on studies of thesis calibre. A few of the lectures report on only the very first consequences of a novel idea.

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's experience it is fairly rare, representing less than 5% of class sessions per semester. Student comments have been overwhelmingly favorable towards the use of captured lectures since the technology was first adopted in the author's classes in 2009.

Social and Psychological Factors in Innovation and Educational Planning. The Funadmentals of Educational Planning: Lecture-Discussion Series No. 50.

ERIC Educational Resources Information Center

Razik, T. A.

In a controlled experiment, the IIEP attempted to develop efficient teaching materials in the field of educational planning. Informal instructional materials were compiled from the tape recordings, transcriptions, and summary notes of seminars, lectures, and discussions conducted by the IIEP in its training and research programs. This…

Beyond the Flipped Classroom: Redesigning a Research Methods Course for e[superscript3] Instruction

ERIC Educational Resources Information Center

Hoffman, Ellen S.

2014-01-01

The "flipped classroom" has gained in popularity as a new way to structure teaching in which lectures shift from in-class events to digitally-based homework, freeing up class time for practice exercises and discussion. However, critics note such a teaching strategy continues emphasis on the less effective techniques of the lecture as…

The Tradition of Mentoring Part I: Mentoring the Researcher

ERIC Educational Resources Information Center

Cheatham, Wayman Wendell

2010-01-01

This text is a summary of reflection points and notes from Part I of a two-part lecture on the Tradition of Mentoring. In this lecture, basic historical concepts on the origins of mentoring were reviewed. Of particular importance were several reflections concerning how effective mentoring differs from other forms of leadership and training in the…

Classical Electrodynamics: Problems with solutions; Problems with solutions

NASA Astrophysics Data System (ADS)

Likharev, Konstantin K.

2018-06-01

l 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.

Note-Taking Evaluation Using Network Illustrations Based on Term Co-Occurrence in a Blended Learning Environment

ERIC Educational Resources Information Center

Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

2016-01-01

Note contents taken by students during a blended learning course were evaluated, to improve the quality of university instruction. To conduct a quantitative comparison of the contents of all notes for effective instruction from lecturer to students to occur, the contents were mathematically compared and evaluated using two ways of summarizing the…

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.

Black Holes and Qubits

NASA Astrophysics Data System (ADS)

Borsten, L.; Duff, M. J.; Rubens, W.

These notes have been compiled to accompany a series of four lectures given at the Kinki University Quantum Computing Series Summer School on Decoherence, Entanglement and Entropy, August 2009 at the Oxford Kobe Institute (Kobe, Japan). Each of the four lectures focuses on a particular topic falling under the broad umbrella of the "black-hole/qubit correspondence". Lecture I introduces the first instance of the black-hole/qubit correspondence, the relationship between the entanglement of three qubits and the entropy of STU black holes. Lecture II develops this correspondence to the case of {N} = 8 black holes and the tripartite entanglement of seven qubits. Lecture III examines the use of Jordan algebras and the Freudenthal triple system, which capture the U-duality symmetries of these black hole systems, in entanglement classification. Lecture IV introduces the superqubit, a natural candidate to represent supersymmetric quantum information. These lectures draw on work done with D. Dahanayake, H. Ebrahim, S. Ferrara and A. Marrani whose efforts are most gratefully acknowledged.

Case Study: Mini-Case Studies: Small Infusions of Active Learning for Large-Lecture Courses

ERIC Educational Resources Information Center

Carloye, Lisa

2017-01-01

In this article, the author introduces the usage of case studies to be an excellent method for engaging students through stories. The author notes she developed a series of mini-case studies that can be implemented, with a little advance preparation, within a 10- to 15-minute window during lecture. What makes them "mini" case studies?…

Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning

ERIC Educational Resources Information Center

Kuznekoff, Jeffrey H.; Munz, Stevie; Titsworth, Scott

2015-01-01

This study examined mobile phone use in the classroom by using an experimental design to study how message content (related or unrelated to class lecture) and message creation (responding to or creating a message) impact student learning. Participants in eight experimental groups and a control group watched a video lecture, took notes, and…

The Impact of Laptop-Free Zones on Student Performance and Attitudes in Large Lectures

ERIC Educational Resources Information Center

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

2012-01-01

The goal of this study was to determine if laptop use in lecture negatively impacts learning outcomes of surrounding students taking notes on paper. Two sections of a large introductory biology course (greater than 400 students/section) were zoned into a laptop-permitted and a laptop-free area. Two sections in which laptop users could sit anywhere…

Mechanical Design of Spacecraft

NASA Technical Reports Server (NTRS)

1962-01-01

In the spring of 1962, engineers from the Engineering Mechanics Division of the Jet Propulsion Laboratory gave a series of lectures on spacecraft design at the Engineering Design seminars conducted at the California Institute of Technology. Several of these lectures were subsequently given at Stanford University as part of the Space Technology seminar series sponsored by the Department of Aeronautics and Astronautics. Presented here are notes taken from these lectures. The lectures were conceived with the intent of providing the audience with a glimpse of the activities of a few mechanical engineers who are involved in designing, building, and testing spacecraft. Engineering courses generally consist of heavily idealized problems in order to allow the more efficient teaching of mathematical technique. Students, therefore, receive a somewhat limited exposure to actual engineering problems, which are typified by more unknowns than equations. For this reason it was considered valuable to demonstrate some of the problems faced by spacecraft designers, the processes used to arrive at solutions, and the interactions between the engineer and the remainder of the organization in which he is constrained to operate. These lecture notes are not so much a compilation of sophisticated techniques of analysis as they are a collection of examples of spacecraft hardware and associated problems. They will be of interest not so much to the experienced spacecraft designer as to those who wonder what part the mechanical engineer plays in an effort such as the exploration of space.

The HOLO Series: Critical Ground-Based Demonstrations of Holographic Scanning Lidars

NASA Technical Reports Server (NTRS)

Wilkerson, Thomas D.; Sanders, Jason A.; Andrus, Ionio Q.; Schwemmer, Geary K.; Miller, David O.; Guerra, David; Schnick, Jeffrey; Moody, Stephen E.

2000-01-01

Results of two lidar measurement campaigns are presented, HOLO-1 (Utah, March 1999) and HOLO-2 (New Hampshire, June 1999). These tests demonstrate the ability of lidars utilizing holographic optical elements (HOEs) to determine tropospheric wind velocity and direction at cloud altitude. Several instruments were employed. HOLO-1 used the 1,064 mm transmission-HOE lidar (HARLIE, Goddard Space Flight Center), a zenith-staring 532 nm lidar (AROL-2, Utah State University), and a wide-field video camera (SkyCam) for imagery of clouds overhead. HOLO-2 included these instruments plus the 532 nm reflection-HOE lidar (PHASERS, St. Anselm College). HARLIE and PHASERS scan the sky at constant cone angles of 45 deg. and 42 deg. from normal, respectively. The progress of clouds and entire cloud fields across the sky is tracked by the repetitive conical scans of the HOE lidars. AROL-2 provides the attitude information enabling the SkyCam cloud images to be analyzed for independent data on cloud motion. Data from the HOE lidars are reduced by means of correlations, visualization by animation techniques, and kinematic diagrams of cloud feature motion. Excellent agreement is observed between the HOE lidar results and those obtained with video imagery and lidar ranging.

On phaser-based processing of impulse radio UWB over fiber systems employing SOA

NASA Astrophysics Data System (ADS)

Taki, H.; Azou, S.; Hamie, A.; Al Housseini, A.; Alaeddine, A.; Sharaiha, A.

2017-07-01

In this study, we adopt a phaser-based processing to enhance the performance of impulse radio over fiber system utilizing SOA. The amplifier has been placed at a distance in the optical link, so as to extend the coverage area of proposed transceiver. Operating in the linear or saturation region for SOA, adds ASE noise or strong nonlinearities acting on the propagated pulses, respectively. Both lead to a degradation in the power efficiency and bit error rate performance. By applying up and down analog chirping technique, we have reduced the ASE power and nonlinearity simultaneously. Based on the 5th Gaussian pulse and Abraha's combination of doublets, a significant improvement has been achieved at extremely low and high input powers entering the amplifier (<-15 dBm and 0 dBm), recording a very good bit error rate performance and power efficiency. Better signal quality was observed after photo-detector, due to the fact that waveforms with lower frequency components are less affected by SOA nonlinearity. Our scheme has proved to be effective for 1 Gbps OOK and 0.5 Gbps PPM transmissions, while reaching a distance of 160 km in the optical fiber.

Students' Note-Taking Challenges in the Twenty-First Century: Considerations for Teachers and Academic Staff Developers

ERIC Educational Resources Information Center

van der Meer, Jacques

2012-01-01

Note-taking in lectures is often taken to be the distinguishing characteristic of learning at university. It is typically assumed that this is a commonsensical skill that students either have or will learn through trial and error. The data from a research project in one New Zealand university suggest that taking good notes is not a skill that…

The "Hefferline Notes": B. F. Skinner's First Public Exposition of His Analysis of Verbal Behavior

ERIC Educational Resources Information Center

Knapp, Terry J.

2009-01-01

B. F. Skinner's first public exposition of his analysis of verbal behavior was the "Hefferline Notes" (1947a), a written summary of a course Skinner taught at Columbia University during the summer of 1947 just prior to his presentation of the William James Lectures at Harvard University in the fall. The Notes are significant because they display…

Use of World Wide Web server and browser software to support a first-year medical physiology course.

PubMed

Davis, M J; Wythe, J; Rozum, J S; Gore, R W

1997-06-01

We describe the use of a World Wide Web (Web) server to support a team-taught physiology course for first-year medical students. Our objectives were to reduce the number of formal lecture hours and enhance student enthusiasm by using more multimedia materials and creating opportunities for interactive learning. On-line course materials, consisting of administrative documents, lecture notes, animations, digital movies, practice tests, and grade reports, were placed on a departmental computer with an Internet connection. Students used Web browsers to access on-line materials from a variety of computing platforms on campus, at home, and at remote sites. To assess use of the materials and their effectiveness, we analyzed 1) log files from the server, and 2) the results of a written course evaluation completed by all students. Lecture notes and practice tests were the most-used documents. The students' evaluations indicated that computer use in class made the lecture material more interesting, while the on-line documents helped reinforce lecture materials and the textbook. We conclude that the effectiveness of on-line materials depends on several different factors, including 1) the number of instructors that provide materials; 2) the quantity of other materials handed out; 3) the degree to which computer use is demonstrated in class and integrated into lectures; and 4) the ease with which students can access the materials. Finally, we propose that additional implementation of Internet-based resources beyond what we have described would further enhance a physiology course for first-year medical students.

Essentially Non-Oscillatory and Weighted Essentially Non-Oscillatory Schemes for Hyperbolic Conservation Laws

NASA Technical Reports Server (NTRS)

Shu, Chi-Wang

1997-01-01

In these lecture notes we describe the construction, analysis, and application of ENO (Essentially Non-Oscillatory) and WENO (Weighted Essentially Non-Oscillatory) schemes for hyperbolic conservation laws and related Hamilton- Jacobi equations. ENO and WENO schemes are high order accurate finite difference schemes designed for problems with piecewise smooth solutions containing discontinuities. The key idea lies at the approximation level, where a nonlinear adaptive procedure is used to automatically choose the locally smoothest stencil, hence avoiding crossing discontinuities in the interpolation procedure as much as possible. ENO and WENO schemes have been quite successful in applications, especially for problems containing both shocks and complicated smooth solution structures, such as compressible turbulence simulations and aeroacoustics. These lecture notes are basically self-contained. It is our hope that with these notes and with the help of the quoted references, the reader can understand the algorithms and code them up for applications.

On a question of Brown, Douglas, and Fillmore

NASA Astrophysics Data System (ADS)

Kim, Jaewoong; Lee, Woo Young

2007-12-01

In this note we answer an old question of Brown, Douglas, and Fillmore [L. Brown, R.G. Douglas, P. Fillmore, Unitary equivalence modulo the compact operators and extensions of C*-algebras, in: Proc. Conf. Operator Theory, in: Lecture Notes in Math., vol. 345, Springer, Berlin, 1973, pp. 58-128].

East side elevation of Building 455, note the area of ...

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

East side elevation of Building 455, note the area of raised monitor roof that corresponds to the former motion picture and lecture hall (present gymnasium), view facing west - U.S. Marine Corps Base Hawaii, Kaneohe Bay, Gunnery School, Bingham Way between Minteer Street & Lawrence Road, Kaneohe, Honolulu County, HI

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

Robotics, a Kennedy Educate to Innovate (KETI) PowerPoint Presentation

NASA Technical Reports Server (NTRS)

Davila, Dina

2010-01-01

This presentation is a series of lecture notes for a lecture on Robotics. It describes the concept of robots and differentiates between robotic devices and "true robots". It also reviews the reasons for why we use robots, generally, and specificaly.why NASA uses robots. It also explains what an end effector is and explores some of the careers available in the field of robotics.

Exploring Metacognitive Strategy Use during Note-Taking for Students with Learning Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.; Rosen, Sonia M.; Forchelli, Gina

2016-01-01

This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students…

Both Handwriting Speed and Selective Attention Are Important to Lecture Note-Taking

ERIC Educational Resources Information Center

Peverly, Stephen T.; Garner, Joanna K.; Vekaria, Pooja C.

2014-01-01

The primary purpose of this investigation was to evaluate the relationship of handwriting speed, fine motor fluency, speed of verbal access, language comprehension, working memory, and attention (executive control; selective) to note-taking and all of the aforementioned variables to test performance (written recall). A second purpose was to…

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.

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.

Perspectives on Operational Testing: Guest Lecture at Naval Postgraduate School

DTIC Science & Technology

2017-01-01

Lecture at Naval Postgraduate School 5b. GRANT NUMBER ____ ____ ____ 5c. PROGRAM ELEMENT NUMBER ____ ____ ____ 6. AUTHOR(S) 5d. PROJECT NUMBER...SUPPLEMENTARY NOTES ____ ____ ____ 14. ABSTRACT This document was prepared to support Dr. Lillard’s visit to the Naval Postgraduate School where he will...Defense Enterprise 49 Range safety restrictions would not allow testers to fly ASCM surrogates close enough to manned ships to allow for self

European Scientific Notes. Volume 36, Number 3,

DTIC Science & Technology

1982-03-31

lectures), applications on metal-forminig tools where the engineering applications (18 lectures), high substrate is typically H13 steel hardened to power...gas flow is inter- mittent. layered metal and compound coatings can be produced. This not only gives materials H13 steel was severely scored after...usually applied to Medicine, the Czechoslovak Biological Society, high-speed tool steels . Brno, and the House of Technology, Prague. For the most

Proceedings of the 1983 Annual Meeting of the Canadian Mathematics Education Study Group (7th, Vancouver, British Columbia, June 8-12, 1983).

ERIC Educational Resources Information Center

Verhille, Charles, Ed.

The papers in this document follow the order of the meeting and consist of two guest lecturers and reports from four working groups; two topic group presentations are noted but not included. One lecture, delivered by Peter Hilton, discusses the nature of mathematics today and implications for mathematics teaching, while, in the other paper,…

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.

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.

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.

Duly noted: Lessons from a two-site intervention to assess and improve the quality of clinical documentation in the electronic health record.

PubMed

Fanucchi, Laura; Yan, Donglin; Conigliaro, Rosemarie L

2016-07-06

Communication errors are identified as a root cause contributing to a majority of sentinel events. The clinical note is a cornerstone of physician communication, yet there are few published interventions on teaching note writing in the electronic health record (EHR). This is a prospective, two-site, quality improvement project to assess and improve the quality of clinical documentation in the EHR using a validated assessment tool. Internal Medicine (IM) residents at the University of Kentucky College of Medicine (UK) and Montefiore Medical Center/Albert Einstein College of Medicine (MMC) received one of two interventions during an inpatient ward month: either a lecture, or a lecture and individual feedback on progress notes. A third group of residents in each program served as control. Notes were evaluated with the Physician Documentation Quality Instrument 9 (PDQI-9). Due to a significant difference in baseline PDQI-9 scores at MMC, the sites were not combined. Of 75 residents at the UK site, 22 were eligible, 20 (91%) enrolled, 76 notes in total were scored. Of 156 residents at MMC, 22 were eligible, 18 (82%) enrolled, 40 notes in total were scored. Note quality did not improve as measured by the PDQI-9. This educational quality improvement project did not improve the quality of clinical documentation as measured by the PDQI-9. This project underscores the difficulty in improving note quality. Further efforts should explore more effective educational tools to improve the quality of clinical documentation in the EHR.

Note-Taking Interventions to Assist Students with Disabilities in Content Area Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.; Forchelli, Gina A.; Cariss, Kaitlyn

2015-01-01

As high-stakes testing, Common Core, and state standards become the new norms in schools, teachers are tasked with helping all students meet specific benchmarks. In conjunction with the influx of more students with disabilities being included in inclusive and general education classrooms where lectures with note-taking comprise a majority of…

Note-taking and Handouts in The Digital Age.

PubMed

Stacy, Elizabeth Moore; Cain, Jeff

2015-09-25

Most educators consider note-taking a critical component of formal classroom learning. Advancements in technology such as tablet computers, mobile applications, and recorded lectures are altering classroom dynamics and affecting the way students compose and review class notes. These tools may improve a student's ability to take notes, but they also may hinder learning. In an era of dynamic technology developments, it is important for educators to routinely examine and evaluate influences on formal and informal learning environments. This paper discusses key background literature on student note-taking, identifies recent trends and potential implications of mobile technologies on classroom note-taking and student learning, and discusses future directions for note-taking in the context of digitally enabled lifelong learning.

[Education in anatomy initiated by Pompe van Meerdervoort].

PubMed

Koji, Takehiko; Aikawa, Tadaomi

2008-12-01

Pompe van Meerdervoort arrived at Nagasaki port on September 21, 1857 and started his western-style medical education for the first time in the Nishiyakusho of Nagasaki on November 12, 1857. He had 12 students including Ryojun Matsumono. The curriculum was largely based on that of Utrecht Army Medical School, which was re-organized after 1841 and very good in balance of theory and practice. Among subjects, much attention was paid for Anatomy which was quite advancing at the time and in fact the lecture was given on every Tuesday, Thursday and Saturday morning from 1857 to the end of 1859. His lecture note on Anatomy was based on Handboek der Ontleedkunde van den Mensch originally written by C. E. Bock, which was translated into Dutch by P. H. Pool. The note currently available is a copy by the students. In Europe of those days, microscopes were developed and "Histology" had been established as a new science. Therefore, his lecture contained details of histological findings and now we can appreciate his policy to think much of Anatomy in the introduction of western-style medical education.

Interpolated memory tests reduce mind wandering and improve learning of online lectures.

PubMed

Szpunar, Karl K; Khan, Novall Y; Schacter, Daniel L

2013-04-16

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content.

Interpolated memory tests reduce mind wandering and improve learning of online lectures

PubMed Central

Szpunar, Karl K.; Khan, Novall Y.; Schacter, Daniel L.

2013-01-01

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content. PMID:23576743

An Examination of Some of the Cognitive and Motivation Variables Related to Gender Differences in Lecture Note-Taking

ERIC Educational Resources Information Center

Reddington, Lindsay A.; Peverly, Stephen T.; Block, Caryn J.

2015-01-01

The primary purpose of this investigation was to explore if gender is related to note-taking in a large undergraduate sample (divided relatively evenly between males and females), and if it is, to examine the cognitive (handwriting speed, working memory, language comprehension) and motivation variables (conscientiousness and goal orientation) that…

Using Technology to Support Students' Mastery of Academic Studies. Best Practices Newsletter

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2015

2015-01-01

For decades, classroom instruction was dominated by lectures, textbooks and note-taking. And for decades, students have often been bored and unengaged. They took notes and did what they had to do to memorize lessons just long enough to pass an exam. But short-term memorization does not help much in preparing students for college, advanced training…

Highlights from Fermilab

NASA Astrophysics Data System (ADS)

Oddone, P. J.

2010-12-01

DISCUSSION by CHAIRMAN: P.J. ODDONE, Scientific Secretaries: W. Fisher, A. Holzner Note from Publisher: The Slides of the Lecture: "Highlights from Fermilab" can be found at http://www.ccsem.infn.it/issp2007/

Pressure Studies of Protein Dynamics

DTIC Science & Technology

1990-02-28

a frozen and metastable complex system In the present section was generated by a flashlamp-pumped dye laser (Phase-R DL- treat the equilibrium region...determination of the relative thermodynamic parameters of the and the temperature was monitored with a Si diode on the pressure We assume that the A substates...temperature controller (Model proteins is essentially linear from 200 to 320 K. 2" The entropy 93C). A silicon diode mounted on the sample cell

Improving the Comprehensibility of a Simulated Technical Manual.

DTIC Science & Technology

1985-06-20

dilithium-controlled matter- antimatter conversion system. If you place the power switch Si in the A position, the phaser system gets power. If the indicator...ship’s on-board dilithium-controlled matter- antimatter -plasmation dielectric energy accumulator does not have a Normal Operation Indicator on the J-4...standard energon conversion cycle, whereby power generated by the ship’s matter- antimatter conversion system is converted to a 60-gigavolt phase

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.

Student and faculty member perspectives on lecture capture in pharmacy education.

PubMed

Marchand, Jon-Paul; Pearson, Marion L; Albon, Simon P

2014-05-15

To examine faculty members' and students' use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Most students and faculty members were aware of and appreciated the recordings. Students' patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students' grades or in-class engagement but noted increased absenteeism. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

PubMed Central

Pearson, Marion L.; Albon, Simon P.

2014-01-01

Objectives. To examine faculty members’ and students’ use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Methods. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Results. Most students and faculty members were aware of and appreciated the recordings. Students’ patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students’ grades or in-class engagement but noted increased absenteeism. Conclusion. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings. PMID:24850936

Note-taking and Handouts in The Digital Age

PubMed Central

Stacy, Elizabeth Moore

2015-01-01

Most educators consider note-taking a critical component of formal classroom learning. Advancements in technology such as tablet computers, mobile applications, and recorded lectures are altering classroom dynamics and affecting the way students compose and review class notes. These tools may improve a student’s ability to take notes, but they also may hinder learning. In an era of dynamic technology developments, it is important for educators to routinely examine and evaluate influences on formal and informal learning environments. This paper discusses key background literature on student note-taking, identifies recent trends and potential implications of mobile technologies on classroom note-taking and student learning, and discusses future directions for note-taking in the context of digitally enabled lifelong learning. PMID:27168620

Probabilistic reasoning in data analysis.

PubMed

Sirovich, Lawrence

2011-09-20

This Teaching Resource provides lecture notes, slides, and a student assignment for a lecture on probabilistic reasoning in the analysis of biological data. General probabilistic frameworks are introduced, and a number of standard probability distributions are described using simple intuitive ideas. Particular attention is focused on random arrivals that are independent of prior history (Markovian events), with an emphasis on waiting times, Poisson processes, and Poisson probability distributions. The use of these various probability distributions is applied to biomedical problems, including several classic experimental studies.

Introduction to Part I

NASA Astrophysics Data System (ADS)

Strocchi, Franco

These notes essentially reproduce lectures given at the International School for Advanced Studies (Trieste) and at the Scuola Normale Superiore (Pisa) on various occasions. The scope of the short series of lectures, typically a fraction of a one-semester course, was to explain on general grounds, also to mathematicians, the phenomenon of Spontaneous Symmetry Breaking (SSB), a mechanism which seems at the basis of most of the recent developments in theoretical physics (from Statistical Mechanics to Many-Body theory and to Elementary Particle theory).

The pen is mightier than the keyboard: advantages of longhand over laptop note taking.

PubMed

Mueller, Pam A; Oppenheimer, Daniel M

2014-06-01

Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students' capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers' tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning. © The Author(s) 2014.

PLEASE NOTE CHANGE OF ROOM! Particle Dark Matter (2/4)

ScienceCinema

Hooper, Dan

2018-04-16

Academic Training Lecture Regular Programme. Previously discussed the process of freeze-out of dark matter in the early universe, now discussing how other particles might affect the process of freeze-out.

Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

PubMed Central

Schumacher, Christie; Arif, Sally

2016-01-01

Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

Pluridirectional High-Energy Agile Scanning Electron Radiotherapy (PHASER): Extremely Rapid Treatment for Early Lung Cancer

DTIC Science & Technology

2014-06-01

BEAMnrc Monte Carlo (MC) codes were used to simulate 50- 150MeV VHEE beam dose deposition and its effects on steel and titanium (Ti) heterogeneities in a...performed on water-only geometry and water with segmented prostheses ( steel and Ti) geometries with 100MeV and 150MeV beams...8 Results: 100MeV PDD 5cm behind steel /Ti heterogeneity was 51% less than in the

Digital Note-Taking: Discussion of Evidence and Best Practices.

PubMed

Grahame, Jason A

2016-03-01

Balancing active course engagement and comprehension with producing quality lecture notes is challenging. Although evidence suggests that handwritten note-taking may improve comprehension and learning outcomes, many students still self-report a preference for digital note-taking and a belief that it is beneficial. Future research is warranted to determine the effects on performance of digitally writing notes. Independent of the methods or software chosen, best practices should be provided to students with information to help them consciously make an educated decision based on the evidence and their personal preference. Optimal note-taking requires self-discipline, focused attention, sufficient working memory, thoughtful rewording, and decreased distractions. Familiarity with the tools and mediums they choose will help students maximize working memory, produce better notes, and aid in their retention of material presented.

Comparison of the didactic lecture with the simulation/model approach for the teaching of a novel perioperative ultrasound curriculum to anesthesiology residents.

PubMed

Ramsingh, Davinder; Alexander, Brenton; Le, Khanhvan; Williams, Wendell; Canales, Cecilia; Cannesson, Maxime

2014-09-01

To expose residents to two methods of education for point-of-care ultrasound, a traditional didactic lecture and a model/simulation-based lecture, which focus on concepts of cardiopulmonary function, volume status, and evaluation of severe thoracic/abdominal injuries; and to assess which method is more effective. Single-center, prospective, blinded trial. University hospital. Anesthesiology residents who were assigned to an educational day during the two-month research study period. Residents were allocated to two groups to receive either a 90-minute, one-on-one didactic lecture or a 90-minute lecture in a simulation center, during which they practiced on a human model and simulation mannequin (normal pathology). Data points included a pre-lecture multiple-choice test, post-lecture multiple-choice test, and post-lecture, human model-based examination. Post-lecture tests were performed within three weeks of the lecture. An experienced sonographer who was blinded to the education modality graded the model-based skill assessment examinations. Participants completed a follow-up survey to assess the perceptions of the quality of their instruction between the two groups. 20 residents completed the study. No differences were noted between the two groups in pre-lecture test scores (P = 0.97), but significantly higher scores for the model/simulation group occurred on both the post-lecture multiple choice (P = 0.038) and post-lecture model (P = 0.041) examinations. Follow-up resident surveys showed significantly higher scores in the model/simulation group regarding overall interest in perioperative ultrasound (P = 0.047) as well understanding of the physiologic concepts (P = 0.021). A model/simulation-based based lecture series may be more effective in teaching the skills needed to perform a point-of-care ultrasound examination to anesthesiology residents. Copyright © 2014 Elsevier Inc. All rights reserved.

The Hefferline Notes: B. F. Skinner's First Public Exposition of His Analysis of Verbal Behavior.

PubMed

Knapp, Terry J

2009-01-01

B. F. Skinner's first public exposition of his analysis of verbal behavior was the Hefferline Notes (1947a), a written summary of a course Skinner taught at Columbia University during the summer of 1947 just prior to his presentation of the William James Lectures at Harvard University in the fall. The Notes are significant because they display Skinner's analysis as it made the transition from spoken to written form; moreover, they are an effective supplemental source of examples and early approximations for comprehending Skinner's functional verbal operants.

Pressure Studies of Protein Dynamics

DTIC Science & Technology

1989-02-26

infrared flash photolysis system with the monitoring light produced by a Spectra-Physics/ Laser Analytics tunable- diode laser and detected by a liquid...refrigerator. Time range extends from about 100 ms to 100 s. The diode laser current is modulated at 10 kHz and the signal is amplified with a PAR 5101...Photolysis is obtained with a Phase-R D 121OOC dye laser using rhodamine 6G (pulse 4 width 500 ns, 0.3 J). Kinetic spectra are obtained from about 10

Pluridirectional High-Energy Agile Scanning Electron Radiotherapy (PHASER): Extremely Rapid Treatment for Early Lung Cancer

DTIC Science & Technology

2015-09-01

used to simulate 50- 150MeV VHEE beam dose deposition and its effects on steel and titanium (Ti) heterogeneities in a water phantom. Heterogeneities of...and water with segmented prostheses ( steel and Ti) geometries with 100MeV and 150MeV beams. Results: 100MeV PDD 5cm behind steel /Ti heterogeneity...in steel and 18% in Ti heterogeneities. The dose immediately behind steel heterogeneity decreased by an average of 6%, although for 150MeV, the

Non-Lethal Weapons: Setting Our Phasers on Stun? Potential Stratetgic Blessings and Curses of Non-Lethal Weapons on the Battlefield

DTIC Science & Technology

2003-08-01

improve our ability to verify compliance with the treaty’s global ban on biological weapons and would put national security and confidential business ...he was Assistant Professor of Aeronautics at the U.S. Air Force Academy, Colorado, where he was also instructor pilot in the T - 41 flight-screening...fielded on a greater scale are explored. The ability of non-lethal weapons to positively influence the global war on terrorism is also assessed. It

Fatty Acid Synthase Inhibitors Engage the Cell Death Program Through the Endoplasmic Reticulum

DTIC Science & Technology

2007-12-01

suite26 (Table 1). The structure was solved by molecular replacement using PHASER27 with the native, uncomplexed structure of the thioesterase domain ( PDB ...groups and molecular weight. Using a 96-well format, we screened compounds at 10 μM and used 40% inhibition at a single time point as our threshold for...thioesterase domain of human fatty acid synthase inhibited by Orlistat. (2007) Nature Structural and Molecular Biology 14(8): 704-709. (Article of the

Teaching resources. Protein phosphatases.

PubMed

Salton, Stephen R

2005-03-01

This Teaching Resource provides lecture notes and slides for a class covering the structure and function of protein phosphatases and is part of the course "Cell Signaling Systems: A Course for Graduate Students." The lecture begins with a discussion of the importance of phosphatases in physiology, recognized by the award of a Nobel Prize in 1992, and then proceeds to describe the two types of protein phosphatases: serine/threonine and tyrosine phosphatases. The information covered includes the structure, regulation, and substrate specificity of protein phosphatases, with an emphasis on their importance in disease and clinical settings.

IYL 2015 celebrations

NASA Astrophysics Data System (ADS)

Adams, Aaron Morgan; Beasley, Gary

2016-09-01

The International Year of Light 2015 was designed to raise awareness of light sciences. In order to raise awareness, events were encouraged to get the public involved. Both Central Carolina Community College (CCCC) and Indian River State College (IRSC) held a total of three lectures in 2015 celebrating the IYL 2015. IRSC hosted lectures on March 6th and June 11th. CCCC hosted a lecture on November 17th. These lectures drew a total of over 400 attendees. Lectures revolved around their own unique themes relating to light sciences in industry and academia. With great support from Laser-Tec, SPIE, and NSF, these lectures were successful at exposing and advertising the optics field to the public, as well as promising up-and-coming students. These lectures hosted several keynote speakers on behalf of both industry and academia. The speakers were successful at keeping the audience engaged through presentations and question-and-answer sessions. In addition, lab tours allowed the attendees a chance to see the programs in action. Many takeaways will prove to be invaluable when pursuing such events in the future. This paper will not only speak to the tremendous success of these lectures, but will take an honest look at the areas for improvement. It is important to note that independent events can be held for the expansion of local programs leading to national, if not global, increase in communal awareness and participation. These events will serve as a continuation for what the IYL 2015 was designed.

Using Portfolios to Engage Introductory Geoscience Students in Their Subject and to Develop Learning Skills.

NASA Astrophysics Data System (ADS)

Boyle, A. P.; Prior, D. J.

2008-12-01

It is often difficult to deal with wide-ranging, exciting geoscience topics at introductory level when the background geoscience knowledge of the incoming students is limited. This means that new students can often be confronted by self-contained, subject-based topics (e.g. introductory mineralogy) and fail to see where the bigger pictures may be. Another issue, partly arising from massification and thus increasing diversity of student cohorts but also to changes in UK school education goals, is the realisation that incoming students have difficulties combining lecture note taking, reading and general organisation of paper-based materials into a learning package that can help them write structured essays. They need help with the transfer from school to university education. Two years ago, a curriculum review provided the opportunity to develop a new module that could address these issues. The module deals with current topics. Students attend a series of 8 lectures given by 8 different faculty staff covering topics like The Origin of the Moon, Earthquake Prediction, Mass Extinctions, Snowball Earth, and Geohazards spread over the introductory year. Each lecturer uses whatever delivery style they want (PowerPoint, chalk and talk), but the lecture must be an illustration of the scientific method dealing with evidence, models and uncertainty, and must direct students towards a range of associated reading. The students develop a portfolio with a section for each lecture topic. Each section contains their notes, annotated copies of the reading and a one page (A4) summary of the main points of the topic, derived from both the notes and reading. The students also develop a glossary of geological terms. In addition, the students must attend 6 extra talks given by guest speakers at either the student society meetings or the departmental seminar series. Assessment is by the portfolio (40%) and a final essay paper (60%). The portfolio is collected in at the end of the first semester and students are given formative feedback that includes an indicative mark not used for summative purposes. The portfolio is collected again before the end of the second semester so that it can be summatively assessed and returned to facilitate revision. Students who receive formative feedback at the end of the first semester typically improve their second semester performance as a result. A significant number of students, in both years this module has run, do not submit their portfolio for formative assessment and it is notable that their second semester performance is not as good. The final essay paper requires one essay to be answered in 60minutes from a choice of two, which themselves are selected from four essay titles given to the students 6 weeks before the examination. Students are informed that their essays must cover lecture material and reading; a key marking descriptor for a good grade at UK universities is 'shows evidence of reading beyond lecture notes'. Student assessment performance has been good and their feedback on the module has positive. Some are clearly transferring their portfolio skills into other modules. The requirement that students attend six extra talks has improved attendances at invited speaker sessions, especially for the student society, but has also had an affective effect by providing the spur for new students to engage more fully with the life of the department and to get stuck into some often challenging geology.

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.

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.

A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

PubMed Central

Adams, Alison E. M.; Randall, Shelby; Traustadóttir, Tinna

2015-01-01

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered—online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p < 0.001). There was a significant main effect of class standing (p < 0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p < 0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students. PMID:25713096

Writing on the board as students' preferred teaching modality in a physiology course.

PubMed

Armour, Chris; Schneid, Stephen D; Brandl, Katharina

2016-06-01

The introduction of PowerPoint presentation software has generated a paradigm shift in the delivery of lectures. PowerPoint has now almost entirely replaced chalkboard or whiteboard teaching at the undergraduate and graduate levels. This study investigated whether undergraduate biology students preferred to have lectures delivered by PowerPoint or written on the board as well as the reasons behind their preference. Two upper-division physiology courses were surveyed over a period of 7 yr. A total of 1,905 students (86.7%) indicated they preferred lectures delivered by "writing on the board" compared to 291 students (13.3%) who preferred PowerPoint. Common themes drawn from explanations reported by students in favor of writing on the board included: 1) more appropriate pace, 2) facilitation of note taking, and 3) greater alertness and attention. Common themes in favor of PowerPoint included 1) increased convenience, 2) focus on listening, and 3) more accurate and readable notes. Based on the students' very strong preference for writing on the board and the themes supporting that preference, we recommend that instructors incorporate elements of the writing on the board delivery style into whatever teaching modality is used. If instructors plan to use PowerPoint, the presentation should be paced, constructed, and delivered to provide the benefits of lectures written on the board. The advantages of writing on the board can be also incorporated into instruction intended to occur outside the classroom, such as animated narrated videos as part of the flipped classroom approach. Copyright © 2016 The American Physiological Society.

Global Oncology; Harvard Global Health Catalyst summit lecture notes

NASA Astrophysics Data System (ADS)

Ngwa, Wilfred; Nguyen, Paul

2017-08-01

The material presented in this book is at the cutting-edge of global oncology and provides highly illuminating examples, addresses frequently asked questions, and provides information and a reference for future work in global oncology care, research, education, and outreach.

Unitarity in the Brout-Englert-Higgs Mechanism for Gravity

NASA Astrophysics Data System (ADS)

't Hooft, G.

2010-12-01

DISCUSSION by CHAIRMAN: G. 't HOOFT, Scientific Secretaries: O. Lychkovskiy, P. Putrov Note from Publisher: The Contents of the Lecture: "Unitarity in the Brout-Englert-Higgs Mechanism for Gravity" can be found at arXiv:0708.3184 (hep-th). Unpublished.

Conservation Laws in Weak Interactions

DOE R&D Accomplishments Database

Lee, T. D.

1957-03-01

Notes are presented on four lectures given at Harvard University in March 1957 on elementary particle physics, the theta-tau problem, validity of parity conservation, tests for invariance under P, C, and T, and the two-component theory of the neutrino. (W.D.M.)

Research Review, 1984

NASA Technical Reports Server (NTRS)

1986-01-01

A variety of topics relevant to global modeling and simulation are presented. Areas of interest include: (1) analysis and forecast studies; (2) satellite observing systems; (3) analysis and forecast model development; (4) atmospheric dynamics and diagnostic studies; (5) climate/ocean-air interactions; and notes from lectures.

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.

Developing course lecture notes on high-speed rail.

DOT National Transportation Integrated Search

2017-07-15

1. Introduction a. World-wide Development of High-Speed Rail (Japan, Europe, China) b. High-speed Rail in the U.S. 2. High-Speed Rail Infrastructure a. Geometric Design of High Speed Rail i. Horizontal Curve ii. Vertical Curve iii. Grade and Turnout ...

Combining Chemistry and Music to Engage Student Interest: Using Songs to Accompany Selected Chemical Topics

ERIC Educational Resources Information Center

Last, Arthur M.

2009-01-01

The use of recorded music to add interest to a variety of lecture topics is described. Topics include the periodic table, the formation of ionic compounds, thermodynamics, carbohydrates, nuclear chemistry, and qualitative analysis. (Contains 1 note.)

Human Error as an Emergent Property of Action Selection and Task Place-Holding.

PubMed

Tamborello, Franklin P; Trafton, J Gregory

2017-05-01

A computational process model could explain how the dynamic interaction of human cognitive mechanisms produces each of multiple error types. With increasing capability and complexity of technological systems, the potential severity of consequences of human error is magnified. Interruption greatly increases people's error rates, as does the presence of other information to maintain in an active state. The model executed as a software-instantiated Monte Carlo simulation. It drew on theoretical constructs such as associative spreading activation for prospective memory, explicit rehearsal strategies as a deliberate cognitive operation to aid retrospective memory, and decay. The model replicated the 30% effect of interruptions on postcompletion error in Ratwani and Trafton's Stock Trader task, the 45% interaction effect on postcompletion error of working memory capacity and working memory load from Byrne and Bovair's Phaser Task, as well as the 5% perseveration and 3% omission effects of interruption from the UNRAVEL Task. Error classes including perseveration, omission, and postcompletion error fall naturally out of the theory. The model explains post-interruption error in terms of task state representation and priming for recall of subsequent steps. Its performance suggests that task environments providing more cues to current task state will mitigate error caused by interruption. For example, interfaces could provide labeled progress indicators or facilities for operators to quickly write notes about their task states when interrupted.

Everyone's answering: using technology to increase classroom participation.

PubMed

Filer, Debra

2010-01-01

A study was designed to assess the impact of a wireless technology known as an audience response system (ARS), commonly known clickers, on learning and student engagement in a nursing classroom. Students in the control group responded verbally to questions posed during lectures, while students in the intervention groups responded anonymously using the ARS. Although no significant improvement in postlecture quizzes was noted, students in ARS-enhanced lectures reported significantly higher satisfaction scores. The use of ARS promoted a sense of comfort, encouraged participation, and motivated students to answer questions and interact with the subject matter.

The Origin of the Galaxy and Local Group

NASA Astrophysics Data System (ADS)

Bland-Hawthorn, Joss; Freeman, Ken; Matteucci, Francesca

This volume contains the updated and expanded lecture notes of the 37th Saas-Fee Advanced Course organised by the Swiss Society for Astrophysics and Astronomy. It offers the most comprehensive and up to date review of one of the hottest research topics in astrophysics - how our Milky Way galaxy formed. Joss Bland-Hawthorn & Ken Freeman lectured on Near Field Cosmology - The Origin of the Galaxy and the Local Group. Francesca Matteucci's chapter is on Chemical evolution of the Milky Way and its Satellites. As designed by the SSAA, books in this series - and this one too - are targeted at graduate and PhD students and young researchers in astronomy, astrophysics and cosmology. Lecturers and researchers entering the field will also benefit from the book. *%K Physics, Astrophysics, Near Field Cosmology, Galaxy, Local Group *%O Milky Way

Development of Pantothenate Analogs That Can Treat Combat-Related Infections

DTIC Science & Technology

2014-04-01

determined by the molecular replacement method using the structure of S. aureus PanK excluding bound AMPPNP as a search model ( PDB code 2EWS). The...were solved by molecular replacement using the program PHASER11 and the EcPanK structure as a search model ( PDB : 1SQ5). The models went through...aureus PanK (SaPanK) complexed with N5- Pan (months 1-3) We solved the structure of the SaPanK�N5-Pan complex by the molecular replacement method

Facts About Drug Abuse: Trainer's Manual.

ERIC Educational Resources Information Center

Link, William E.; And Others

Following an introductory survey of the course, this modular drug abuse trainer's manual contains all course-specified materials. These materials are: the course goals and objectives; time/activity sheets; trainer guidelines, process notes, and exercise instructions; detailed lectures and supplementary information. The time/activity sheets contain…

Implementation and Student Assessment of Intranet-Based Learning Resources.

ERIC Educational Resources Information Center

Sosabowski, Michael H.; Herson, Katie; Lloyd, Andrew W.

1998-01-01

The University of Brighton (England) pharmacy and biomedical sciences school developed an institutional intranet providing course information, Internet links, lecture notes, links to computer-assisted instructional packages, and worksheets. Electronic monitoring of usage and subsequent questionnaire-based evaluation showed the intranet to be a…

Adult Education and Community Development in the West of Ireland.

ERIC Educational Resources Information Center

O'Cinneide, Micheal S.

1987-01-01

Describes adult educational program by University College Galway in rural West Ireland, following significant out-migration of young people. Aim is to encourage development initiatives, community participation, and self help. Program includes lectures, seminars, and class projects. Program's successes noted. (Author/TES)

Teaching Techniques and Course Content for International Finance.

ERIC Educational Resources Information Center

Esemuede, Samuel I.

Noting the rapid and large changes in international finance over the past 2 decades, this paper offers suggestions for teaching business education courses on international finance. The paper recommends a combination of computer-assisted instruction and electronic classroom, discussion group, independent study, and lecture. Computer-assisted…

Accessible Collaborative Learning Using Mobile Devices

ERIC Educational Resources Information Center

Wald, Mike; Li, Yunjia; Draffan, E. A.

2014-01-01

This paper describes accessible collaborative learning using mobile devices with mobile enhancements to Synote, the freely available, award winning, open source, web based application that makes web hosted recordings easier to access, search, manage, and exploit for all learners, teachers and other users. Notes taken live during lectures using…

Roman Holiday: Bridging Disciplinary Divides through Special Programs.

ERIC Educational Resources Information Center

Chansky, Dorothy

2001-01-01

Describes a week-long multidisciplinary program (in association with a theatre history survey course) called "Roman Holiday: Classical Comedy/Contemporary Commentary" which featured guest lectures; a student-directed production; a video screening; and the presentation of Hollywood films. Notes that the program addresses the disparity between the…

Deforestation in the Brazilian Amazon: A Classroom Project.

ERIC Educational Resources Information Center

Nijman, Jan; Hill, A. David

1991-01-01

Presents a classroom project dealing with tropical deforestation in the Brazilian Amazon. Addresses environmental consequences and economic, social, and political causes. Involves both lectures and individual research and reports by student groups on deforestation causes. Includes a note-playing activity in which students make recommendations for…

Maximizing the Effectiveness of Electronic Presentations.

ERIC Educational Resources Information Center

Quible, Zane K.

2002-01-01

Notes that the manner in which the author was using the incorporation of electronic slides into his lectures allowed students to become disengaged from the learning process. Presents strategies to combat disengagement and strategies to supplement textbook slides. Concludes that student disengagement can be counteracted with limited expenditure of…

Exploring Flipped Classroom Instruction in Calculus III

ERIC Educational Resources Information Center

Wasserman, Nicholas H.; Quint, Christa; Norris, Scott A.; Carr, Thomas

2017-01-01

In an undergraduate Calculus III class, we explore the effect of "flipping" the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional…

Exploring Transmedia: The Rip-Mix-Learn Classroom

ERIC Educational Resources Information Center

Benedict, Lucille A.; Champlin, David T.; Pence, Harry E.

2013-01-01

Google Docs was used to create the rip-mix-learn (RML) classroom in two, first-year undergraduate introductory chemistry and biology courses, a second-semester introductory chemistry course, and an upper-level developmental biology course. This "transmedia" approach assigned students to create sets of collaborative lecture notes into…

Game Theory .net.

ERIC Educational Resources Information Center

Shor, Mikhael

2003-01-01

States making game theory relevant and accessible to students is challenging. Describes the primary goal of GameTheory.net is to provide interactive teaching tools. Indicates the site strives to unite educators from economics, political and computer science, and ecology by providing a repository of lecture notes and tests for courses using…

How Do Nursing Students Use Digital Tools during Lectures?

PubMed

Sebri, Isabelle; Bartier, Jean-Claude; Pelaccia, Thierry

2016-01-01

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

['Anatomia actuosa et apta'. The mechanist 'proto'-physiology of B.S. Albinus].

PubMed

van der Korst, J K

1993-01-01

Already during his tenure as professor of anatomy and surgery (1721-1746) and before he became a professor of physiology and medicine at the University of Leiden, Bernard Siegfried Albinus held private lecture courses on physiology. In these lectures he pleaded for a separation of physiology from theoretical medicine, which was still its customary place in the medical curriculum of the first half of the eighteenth century. According to Albinus, physiology was a science in its own right and should be solely based on the careful observation of forms and structures of the human body. From the 'fabrica', the function ('aptitudo') could be derived by careful reasoning. As shown by a set of lecture notes, which recently came to light, Albinus adhered, initially, to a strictly mechanistic explanatory model, which was almost completely based on the physiological concepts of Herman Boerhaave. However, in contrast to the latter, he even rejected the involvement of chemical processes in digestion. Although his lectures were highly acclaimed as demonstrations of minute anatomy, Albinus met with little or no direct response in regard to his concept of physiology.

The influence of podcasting on student learning: a case study across two courses

NASA Astrophysics Data System (ADS)

Collier-Reed, Brandon I.; Case, Jennifer M.; Stott, Angela

2013-06-01

There is a growing literature on the educational benefits of using podcasting of lectures in higher education, but to date little research that interrogates closely its impact on student learning. The present study investigated how students used lecture podcasts produced in two engineering courses at a South African university. The findings confirm much of the growing consensus in the literature. Firstly, a majority of students in the courses elected to use the podcasts. Secondly, the study notes that lecture attendance, in contexts where lectures are seen as beneficial, is not adversely affected. Thirdly, few students use podcasts in the mobile mode but most rather use them as an additional resource in their private study spaces. There is intense use in the build up to tests and examinations, and there is a particular benefit for students who are not first language speakers of the medium of instruction. This study also points to the existence of both deep and surface approaches to engaging with podcasts, with substantial evidence of many students using podcasts as a means towards better understanding.

How Do Nursing Students Use Digital Tools during Lectures?

PubMed Central

Sebri, Isabelle; Bartier, Jean-Claude

2016-01-01

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

Hand-waving and interpretive dance: an introductory course on tensor networks

NASA Astrophysics Data System (ADS)

Bridgeman, Jacob C.; Chubb, Christopher T.

2017-06-01

The curse of dimensionality associated with the Hilbert space of spin systems provides a significant obstruction to the study of condensed matter systems. Tensor networks have proven an important tool in attempting to overcome this difficulty in both the numerical and analytic regimes. These notes form the basis for a seven lecture course, introducing the basics of a range of common tensor networks and algorithms. In particular, we cover: introductory tensor network notation, applications to quantum information, basic properties of matrix product states, a classification of quantum phases using tensor networks, algorithms for finding matrix product states, basic properties of projected entangled pair states, and multiscale entanglement renormalisation ansatz states. The lectures are intended to be generally accessible, although the relevance of many of the examples may be lost on students without a background in many-body physics/quantum information. For each lecture, several problems are given, with worked solutions in an ancillary file.

Editor's note: Reviews in Modern Astronomy 27

NASA Astrophysics Data System (ADS)

Berlepsch, Regina v.

2015-06-01

In order to make the scientific events of the meetings of the Astronomische Gese llschaft (AG) more international and bring them to the attention of the worldwide astronomical community, it was decided to devote the Reviews in Modern Astronomy} to the outcomes of the large annual fall meetings of the AG. In particular, it emphasized the Karl Schwarzschild Lectures, the Ludwig Biermann Award Lectures, the invited reviews, and the highlight contributions on recent progress and achievements from leading scientists. The most prestigious of them, the Karl Schwarzschild Lectures, constitutes a special series of reviews by outstanding scientists who have been awarded the Karl Schwarzschild Medal during the fall meeting of the AG. At the same time, excellent young astronomers are honored by the Ludwig Biermann Award. In 2010 the ``Doctoral Thesis Award'' was established to honor the most outstanding Doctoral Thesis of the past year.

Note taking, review, memory, and comprehension.

PubMed

Bohay, Mark; Blakely, Daniel P; Tamplin, Andrea K; Radvansky, Gabriel A

2011-01-01

In previous work assessing memory at various levels of representation, namely the surface form, textbase, and situation model levels, participants read texts but were otherwise not actively engaged with the texts. The current study tested the influence of active engagement with the material via note taking, along with the opportunity to review such notes, and the modality of presentation (text vs. spoken). The influence of these manipulations was assessed both immediately and 1 week later. In Experiment 1 participants read a text, whereas in Experiment 2 participants watched a video recording of the material being read as a lecture. For each experiment the opportunity to take notes was manipulated within participants, and the opportunity to review these notes before the test was manipulated between participants. Note taking improved performance at the situation model level in both experiments, although there was also some suggestion of benefit for the surface form. Thus, active engagement with material, such as note taking, appears to have the greatest benefit at the deeper levels of understanding.

The enquiry-based learning experience: An evaluation project.

PubMed

Ashby, Jayne; Hubbert, Vanessa; Cotrel-Gibbons, Liz; Cox, Karen; Digan, John; Lewis, Kerry; Langmack, Gill; Matiti, Milika; McCormick, Damion; Roberts, Lorraine; Taylor, Derek; Thom, Natasha; Wiggs, Mary; Wilson, Linda

2006-01-01

A research and nursing development initiative group consisting of health lecturers and lecturer practitioners set out to evaluate how learners and teachers felt about the introduction of an enquiry based learning (EBL) approach to education. Five focus groups, teachers (1 group) post-registration students (1 group) and pre-registration diploma students (3 groups) were interviewed. Discussions were tape recorded, transcribed, and analysed. The results revealed that students and teachers held disparative views on the efficiency of EBL. Teachers, surprisingly, felt more doubtful and discouraged than learners. Several concerns were raised over the ability of EBL to establish a foothold in a curriculum more noted for a pedagogical stance on learning.

Development of Course Material in a Multi-Author Environment

ERIC Educational Resources Information Center

Schlotter, Michael

2009-01-01

Software for text processing and presentation design is becoming increasingly sophisticated. Nevertheless, it is difficult to find a good solution for collaborative writing of technical course material, allowing the creation of high quality lecture notes and presentation slides from a single source. This article presents a new editing framework…

The Value of Taking Notes during Lectures. Technical Report No. 374.

ERIC Educational Resources Information Center

Anderson, Thomas H.; Armbruster, Bonnie B.

Using the conceptual frameworks of "levels of processing" and "transfer appropriate processing," the research literature on listening and notetaking was interpreted. Based on these frameworks, implications for encoding and external storage hypotheses are presented and critiqued. The report concludes that there is a potential benefit to students…

E-Book versus Printed Materials: Preferences of University Students

ERIC Educational Resources Information Center

Cumaoglu, Gonca; Sacici, Esra; Torun, Kerem

2013-01-01

Reading habits, accessing resources, and material preferences change rapidly in a digital world. University students, as digital natives, are accessing countless resources, from lecture notes to research papers electronically. The change of reading habits with a great scale has led to differentiation on accessibility of resources, archiving them…

Research Methods Teaching in Vocational Environments: Developing Critical Engagement with Knowledge?

ERIC Educational Resources Information Center

Gray, C.; Turner, R.; Sutton, C.; Petersen, C.; Stevens, S.; Swain, J.; Esmond, B.; Schofield, C.; Thackeray, D.

2015-01-01

Knowledge of research methods is regarded as crucial for the UK economy and workforce. However, research methods teaching is viewed as a challenging area for lecturers and students. The pedagogy of research methods teaching within universities has been noted as underdeveloped, with undergraduate students regularly expressing negative dispositions…

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

ERIC Educational Resources Information Center

Blair, Steven N.

1993-01-01

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

Trude Weiss-Rosmarin: Rebel with a Cause.

ERIC Educational Resources Information Center

Reed, Barbara Straus

1995-01-01

Profiles Trude Weiss-Rosmarin, a German-Jewish immigrant to America who, in 1935, published an independent magazine of Jewish ideas. Notes that the periodical focused on Jewish survival in an assimilationist milieu and the role of Jewish women. States that Weiss-Rosmarin lectured frequently, attracted important readers, and contributed…

Examining Quantum Oddities within the Context of Other Major Scientific Theories

ERIC Educational Resources Information Center

Molina, Pablo A.

2008-01-01

Instructors of general chemistry often pepper their introductory quantum lectures with either historical or philosophical notes so as to lessen the strangeness of the subject. Comparisons between the behavior of macroscopic and microscopic objects are also frequently used. This article presents an epistemological discussion on the conceptual…

Bayesian Authentication: Quantifying Security of the Hancke-Kuhn Protocol

DTIC Science & Technology

2010-01-01

Conference on Advances in Cryptology, pages 169–177, London, UK, 1991. Springer-Verlag. [6] Stefan Brands and David Chaum . Distance-bounding protocols. In...Lecture Notes in Computer Science, pages 371–388. Springer, 2004. [30] Patrick Schaller, Benedikt Schmidt, David Basin, and Srdjan Capkun. Modeling and

Data Analysis and Modeling to Support NOWCAST and Forecast Activities at the Fallon Naval Air Station

DTIC Science & Technology

2008-09-30

Remagnino, A. Nefian, G. Meenakshisundaram, V. Pascucci, J. Zara , J. Molineros, H. Thiesel, and T. Malzbender, Eds., 2006: Advances in Visual...Nefian, G. Meenakshisundaram, V. Pascucci, J. Zara , J. Molineros, H. Thiesel, and T. Malzbender, Eds., 2006: Advances in Visual Computing. Lecture Notes

From First Contact to Close Encounters: A Developmentally Deep Perceptual System for a Humanoid Robot

DTIC Science & Technology

2003-06-01

pages 961-968. Brooks, R. A., Breazeal, C., Marjanovic , M., and Scassellati, B. (1999). The Cog project: Building a humanoid robot. Lecture Notes in...investment in knowledge infrastructure. Communications of the ACM, 38(11):33-38. Marjanovic , M. (1995). Learning functional maps between sensorimotor

Evaluation of Computer-Assisted Instruction in Principles of Economics.

ERIC Educational Resources Information Center

Coates, Dennis; Humphreys, Brad R.

2001-01-01

Assesses the effectiveness of supplementary Web-based materials and activities in traditional introductory college economics courses. Results suggest that faculty should focus more on developing self-test quizzes and effective bulletin board discussion projects as opposed to generating online content related to text or lecture notes. (Author/LRW)

76 FR 12711 - Smart Grid Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-08

... report to NIST, agree on the page limit for each subcommittee, and look for any common overarching [[Page... http://www.nist.gov/smartgrid . DATES: The SGAC will hold a meeting on Thursday, March 24, 2011, from 8... the Lecture Room C, in the Administration Building at NIST in Gaithersburg, Maryland. Please note...

Advancements in Curricular Design: Web-Assisted Courseware Applications in Mass Communication.

ERIC Educational Resources Information Center

Reppert, James E.

Interactive courseware applications are becoming more prevalent as instructional tools in the communication classroom. Prometheus, developed by George Washington University, allows instructors to post syllabi, course outlines, lecture notes, and tests online, in addition to giving students access to discussions and chat sessions. Other popular…

Gyre and gimble: a maximum-likelihood replacement for Patterson correlation refinement.

PubMed

McCoy, Airlie J; Oeffner, Robert D; Millán, Claudia; Sammito, Massimo; Usón, Isabel; Read, Randy J

2018-04-01

Descriptions are given of the maximum-likelihood gyre method implemented in Phaser for optimizing the orientation and relative position of rigid-body fragments of a model after the orientation of the model has been identified, but before the model has been positioned in the unit cell, and also the related gimble method for the refinement of rigid-body fragments of the model after positioning. Gyre refinement helps to lower the root-mean-square atomic displacements between model and target molecular-replacement solutions for the test case of antibody Fab(26-10) and improves structure solution with ARCIMBOLDO_SHREDDER.

Composable Distributed Access Control and Integrity Policies for Query-Based Wireless Sensor Networks

DTIC Science & Technology

2008-03-01

unaltered during transmission and verified with data authentication. Data Freshness describes the ordering and currency of data. Strong freshness is a total...Advances in Cryptology — Crypto ’97, volume 1294 of Lecture Notes in Computer Science, pages 180–197. Springer-Verlag, Berlin, 1997. GS04. Saurabh

Community College Humanities Review, 1994.

ERIC Educational Resources Information Center

Seabrook, John H., Ed.

1994-01-01

Designed as a forum for the exchange of ideas on significant issues in the humanities, this annual journal presents articles written by two-year college faculty in the humanities disciplines. The 1994 issue includes the following articles: (1) "Notes to a Lecture on Euripides' Medea: Medean Apolis," by Daniel Canney; (2) "The Holocaust Experience:…

A Journey of Many Dimensions: Reflections on Change and Possibility

ERIC Educational Resources Information Center

DePauw, Karen P.

2010-01-01

This article presents the author's nineteenth Delphine Hanna commemorative lecture that focuses on a journey of many dimensions. Dr. Delphine Hanna, noted scholar and teacher, undertook a journey of many dimensions. As stated so eloquently by Minnie Linn, "there is something ageless and prophetic in the portrait of Dr. Delphine Hanna, in academic…

Difficult Conversations: As Important to Teach as Math or Science

ERIC Educational Resources Information Center

Sherman, Andrew

2017-01-01

Carl Honoré, a noted author, broadcaster, and lecturer, visited GEMS World Academy Chicago, to discuss the "slow movement," which asks parents to reconsider how they spend time with their children. The concept of slow parenting encourages parents to "slow down" to enjoy the experience, thus enhancing the quality of the time…

The Future of Gerontology in Higher Education: Continuing to Open the American Mind about Aging.

ERIC Educational Resources Information Center

Maddox, George L.

1988-01-01

Reviews legacy of Charles Tibbitts by discussing Association for Gerontology in Higher Education (AGHE). Notes that the 1987 Tibbitts Award lecture stressed the need to monitor medicalization of gerontology, recognize continued vulnerability of gerontological education, develop a closer alliance between AGHE and Gerontological Society of America,…

NOTES ON MATHEMATICS IN PRIMARY SCHOOLS.

ERIC Educational Resources Information Center

WHEELER, D.H.; AND OTHERS

THIS BOOK IS A COLLECTION OF MATERIALS AND IDEAS ABOUT THE NEWER METHODS OF MATHEMATICS TEACHING BY A GROUP OF TEACHERS AND STUDENT-TEACHER LECTURERS. REPORTS FROM ACTUAL LESSONS AND VARIED ILLUSTRATIONS OF CHILDREN'S WORK MAKE UP A SIGNIFICANT PORTION OF THIS BOOK. THE MATHEMATICS IS PRESENTED IN A STYLE AND MANNER WHICH ENCOURAGES THE READER TO…

Informal Content and Student Note-Taking in Advanced Mathematics Classes

ERIC Educational Resources Information Center

Fukawa-Connelly, Timothy; Weber, Keith; Mejía-Ramos, Juan Pablo

2017-01-01

This study investigates 3 hypotheses about proof-based mathematics instruction: (a) that lectures include informal content (ways of thinking and reasoning about advanced mathematics that are not captured by formal symbolic statements), (b) that informal content is usually presented orally but not written on the board, and (c) that students do not…

Bootstrapping Cox’s Regression Model.

DTIC Science & Technology

1985-11-01

crucial points a multivariate martingale central limit theorem. Involved in this is a p x p covariance matrix Z with elements T j2= f {2(s8 ) - s(l)( s ,8o...1980). The statistical analaysis of failure time data. Wiley, New York. Meyer, P.-A. (1971). Square integrable martingales, a survey. Lecture Notes

The Effect of Assessment Style on Student Epistemologies in Introductory Physics

ERIC Educational Resources Information Center

Bowen, Mark Ryan

2011-01-01

Epistemologies were measured across two separate lecture sections of introductory algebra-based physics at UC Davis. Remarkable differences in epistemologies, as measured by the MPEX II survey were noted with one section's students (section A) showing significantly better gains in almost all epistemological categories than the other (section…

So Why Use Multimedia, the Internet, and Lotus Notes?

ERIC Educational Resources Information Center

Byers, Donnie N.

As part of an effort to begin offering a general chemistry course over the Internet, a project was undertaken at Kansas's Johnson County Community College to determine the possibilities of using a computer to incorporate the tools used in teaching organic chemistry. Using an interactive software package, original lectures were developed, with…

Reading Habits of Third-Year Medical Students during an Integrated Endocrinology Course.

ERIC Educational Resources Information Center

Friedberg, Mark; Mahanaimi, David; Lev-Zion, Rafael; Sidi, Aviel; Glick, Shimon

1998-01-01

Independent reading by medical students beyond formal classroom activities is considered central to medical education. This study examines self-directed study among third-year students in a six-year medical program. Students averaged 151 minutes daily on independent study using lecture notes, textbooks, and reading articles. Suggests ways to…

Towards a National Plan in Applied Education and Training.

ERIC Educational Resources Information Center

Adderley, John

The National Computing Centre Limited (NCC), established by the British Government to extend and improve the use of computers in the United Kingdom, is a major force in computer science education. As part of the overall national plan, training course packages consisting of lecturer's materials, visual aids and student notes have been prepared for…

A Software Hub for High Assurance Model-Driven Development and Analysis

DTIC Science & Technology

2007-01-23

verification of UML models in TLPVS. In Thomas Baar, Alfred Strohmeier, Ana Moreira, and Stephen J. Mellor, editors, UML 2004 - The Unified Modeling...volume 3785 of Lecture Notes in Computer Science, pages 52–65, Manchester, UK, Nov 2005. Springer. [GH04] Günter Graw and Peter Herrmann. Transformation

Brotherhood/Sisterhood Begin at Home: Notes on Sibling Rivalry.

ERIC Educational Resources Information Center

Katz, Lilian G.

Parents who are frequently frustrated and troubled by rivalry among their children may find the following suggestions helpful. If fighting between siblings is bothersome, stop it. Don't lecture, moralize or nag. Once the unpleasant behavior is stopped, look for possible causes and ways of dealing with it. Children's versions of disputes and other…

Culture as Catalyst and Constraint.

ERIC Educational Resources Information Center

Martin, Bruce K.

A disturbing gulf between the culture of the United States and that of Singapore, was noted by an American English professor after spending the 1986-87 academic year as a Fullbright lecturer in Singapore's Department of English and Literature and again after returning for the 1991-92 academic year as a visiting professor. Cultural differences were…

Higher Education as Virtual Conversation

ERIC Educational Resources Information Center

Robbins-Bell, Sarah

2008-01-01

Whether or not it is an accurate portrayal, the old stereotype of higher education is the lecture hall, where students sit passively and take notes from a wise professor whose experience and knowledge can be shared only in the classroom. The professor's role is to dispense information, and the students' role is to receive it. However idealistic…

Bibliographic Instruction and the Reference Desk: A Symbiotic Relationship.

ERIC Educational Resources Information Center

Vincent, C. Paul

1984-01-01

This essay arguing for retention of sophisticated reference-desk service as separate from library instruction notes brief history of relationship and two fundamental reasons for separation: a "one-shot" lecture could not cover every tool useful for research needs of each individual student; and not all patrons are experiencing library instruction.…

Drawing and Painting in Rudolf Steiner Schools.

ERIC Educational Resources Information Center

Junemann, Margit; Weitmann, Fritz

This book gives an overview of the Waldorf School teaching plan and art curriculum. The book thoroughly investigates many aspects of art that Rudolf Steiner spoke of in lectures, notes, and demonstrations. Particular emphasis is placed upon his work on color. Specific lessons are given for the elementary classes, and discussions of principles and…

4 Massive Open Online Courses and How They Work

ERIC Educational Resources Information Center

Gose, Ben

2012-01-01

Massive open online courses (MOOC's) are the latest development in online education. Over the past decade, millions of students have taken free online versions of existing courses at well-known universities like the Massachusetts Institute of Technology, but such courses often offered little more than reading lists and lecture notes. MOOC's are…

Turbulence in Compressible Flows

NASA Technical Reports Server (NTRS)

1997-01-01

Lecture notes for the AGARD Fluid Dynamics Panel (FDP) Special Course on 'Turbulence in Compressible Flows' have been assembled in this report. The following topics were covered: Compressible Turbulent Boundary Layers, Compressible Turbulent Free Shear Layers, Turbulent Combustion, DNS/LES and RANS Simulations of Compressible Turbulent Flows, and Case Studies of Applications of Turbulence Models in Aerospace.

Lecture Notes and Essays in Astrophysics.III. 3rd Symposium of the Astrophysics Group of the Spanish Royal Physical Society (RSEF).

NASA Astrophysics Data System (ADS)

Ulla, A.; Manteiga, M.

2008-12-01

The Third volume of "Lecture Notes and Essays in Astrophysics" highlights some important contributions of Spanish astrophysicists to Planetology, Solar and Stellar Physics, Extragalactic Astronomy, Cosmology and astronomical instrumentation. After decades without a dedicated mission, Venus is again in fashion. On the one hand, Ricardo Hueso and collaborators, and on the other Miguel Angel Lopez-Valverde, review ESA Venus Express contribution to the understanding of the atmosphere of the neighbouring planet. Carme Jordi describes in a comprehensive essay the main observational calibration techniques and methods for the determination of mass, radius, temperature, chemical composition and luminosity of a star. Dying stars are fundamental to understand the nature of dark energy, probably the most fundamental problem in Physics today. Type Ia supernovae have played a fundamental role showing the acceleration of the expansion rate of the Universe a decade ago. Inma Dominguez and collaborators go into detail on how the knowledge of the fundamental physics of thermonuclear supernovae explotions condition their role as astrophysical candles.

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 of students in India are different from those of their Western counterparts, and should be considered during didactic lectures to improve the students' understanding. Post-test results were better when C&B was used, as more students were attentive and/or took notes.

The Progression of Podcasting/Vodcasting in a Technical Physics Class

NASA Astrophysics Data System (ADS)

Glanville, Y. J.

2010-11-01

Technology such as Microsoft PowerPoint presentations, clickers, podcasting, and learning management suites is becoming prevalent in classrooms. Instructors are using these media in both large lecture hall settings and small classrooms with just a handful of students. Traditionally, each of these media is instructor driven. For instance, podcasting (audio recordings) provided my technical physics course with supplemental notes to accompany a traditional algebra-based physics lecture. Podcasting is an ideal tool for this mode of instruction, but podcasting/vodcasting is also an ideal technique for student projects and student-driven learning. I present here the various podcasting/vodcasting projects my students and I have undertaken over the last few years.

An Introduction to the Gas Phase

NASA Astrophysics Data System (ADS)

Vallance, Claire

2017-11-01

'An Introduction to the Gas Phase' is adapted from a set of lecture notes for a core first year lecture course in physical chemistry taught at the University of Oxford. The book is intended to give a relatively concise introduction to the gas phase at a level suitable for any undergraduate scientist. After defining the gas phase, properties of gases such as temperature, pressure, and volume are discussed. The relationships between these properties are explained at a molecular level, and simple models are introduced that allow the various gas laws to be derived from first principles. Finally, the collisional behaviour of gases is used to explain a number of gas-phase phenomena, such as effusion, diffusion, and thermal conductivity.

An exploration of a restorative space: a creative approach to reflection for nurse lecturer's focused on experiences of compassion in the workplace.

PubMed

Smith, Stephen; Gentleman, Mandy; Loads, Daphne; Pullin, Simon

2014-09-01

This study was undertaken as part of a larger programme of research; the Leadership in Compassionate Care Programme. The aim of this study was to explore and respond to the perceptions of nurse lecturers in regard to experiences of compassion in the workplace. A participatory action research approach was adopted. The study took place in a large school of nursing and midwifery in the United Kingdom, eight lecturers participated in this study. A series of four facilitated reflective workshops titled a restorative space were provided and participants used the medium of collage as a process for reflection. Data was gathered in the form of collages, field and reflective notes. Data analysis involved an iterative process between facilitators and participants during the workshops and resulting actions were implemented. Findings from this study identified three key themes related to compassion in the workplace; leadership, culture, professional and personal development. Actions identified and implemented as a consequence of these findings included opportunities for lecturers to participate in a leadership development programme and implementing rapid feedback processes between lecturers and the senior management team. The restorative space workshops and utilisation of the creative medium of collage provided a valuable process for practitioners to collaboratively reflect on their workplace experiences. Copyright © 2014. Published by Elsevier Ltd.

A short course on measure and probability theories

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

Pebay, Philippe Pierre

2004-02-01

This brief Introduction to Measure Theory, and its applications to Probabilities, corresponds to the lecture notes of a seminar series given at Sandia National Laboratories in Livermore, during the spring of 2003. The goal of these seminars was to provide a minimal background to Computational Combustion scientists interested in using more advanced stochastic concepts and methods, e.g., in the context of uncertainty quantification. Indeed, most mechanical engineering curricula do not provide students with formal training in the field of probability, and even in less in measure theory. However, stochastic methods have been used more and more extensively in the pastmore » decade, and have provided more successful computational tools. Scientists at the Combustion Research Facility of Sandia National Laboratories have been using computational stochastic methods for years. Addressing more and more complex applications, and facing difficult problems that arose in applications showed the need for a better understanding of theoretical foundations. This is why the seminar series was launched, and these notes summarize most of the concepts which have been discussed. The goal of the seminars was to bring a group of mechanical engineers and computational combustion scientists to a full understanding of N. WIENER'S polynomial chaos theory. Therefore, these lectures notes are built along those lines, and are not intended to be exhaustive. In particular, the author welcomes any comments or criticisms.« less

Firefighter health and fitness assessment: a call to action.

PubMed

Storer, Thomas W; Dolezal, Brett A; Abrazado, Marlon L; Smith, Denise L; Batalin, Maxim A; Tseng, Chi-Hong; Cooper, Christopher B

2014-03-01

Sudden cardiac deaths experienced by firefighters in the line of duty account for the largest proportion of deaths annually. Several fire service standards for fitness and wellness have been recommended but currently only 30% of U.S. fire departments are implementing programs for this purpose. The Department of Homeland Security Science and Technology Directorate has initiated the Physiological Health Assessment System for Emergency Responders (PHASER) program aiming to reduce these line-of-duty deaths through an integration of medical science and sensor technologies. Confirming previous reports, PHASER comprehensive risk assessment has identified lack of physical fitness with propensity for overexertion as a major modifiable risk factor. We sought to determine if current levels of fitness and cardiovascular disease (CVD) risk factors in a contemporary cohort of firefighters were better than those reported over the past 30 years. Fifty-one firefighters from a Southern California department were characterized for physical fitness and CVD risk factors using standard measures. Overall, physical fitness and risk factors were not different from previous reports of firefighter fitness and most subjects did not achieve recommended fitness standards. Considering the lack of widespread implementation of wellness/fitness programs in the U.S. fire service together with our findings that low physical fitness and the presence of CVD risk factors persist, we issue a call to action among health and fitness professionals to assist the fire service in implementing programs for firefighters that improve fitness and reduce CVD risk factors. Fitness professionals should be empowered to work with fire departments lending their expertise to guide programs that achieve these objectives, which may then lead to reduced incidence of sudden cardiac death or stroke.

An Investigation of First-Year Students' and Lecturers' Expectations of University Education

PubMed Central

Hassel, Stefanie; Ridout, Nathan

2018-01-01

Transition from school to university can cause concern for many students. One issue is the gap between students' prior expectations and the realities of university life, which can cause significant distress, poor academic performance and increased drop-out rates if not managed effectively. Research has shown several similarities in the expectations of staff and students in regards to which factors determine academic success, but there is also evidence of dissonance. For example, staff consider independent study and critical evaluation as key factors, whereas students view feedback on drafts of work and support from staff as being most important. The aim of the current study was to determine what expectations students hold when starting university education, and what expectations university lecturers have of students entering university. Lecturers (n = 20) and first year students (n = 77) completed a series of questionnaires concerning their expectations of learning in HE (staff and students) and their approach to teaching (staff). Results revealed that students have largely realistic expectations of university. For example, the majority expected to be in charge of their own study. Some unrealistic expectations were also evident, e.g., most expected that teaching would be the same at university as it had been at school. The expectation that lecturers would provide detailed notes varied as a function of student age. Lecturers reported modifying their expectations of students and adapting their teaching approach according to year of study. Information-transmission/teacher-focused style was more common when teaching 1st year students; a more concept-changing/student-focused approach tended to be used when teaching 2nd year students (and above). Lecturer's expectations of student engagement did not differ according to year. Less experienced lecturers reported more negative expectations of student engagement than did experienced lecturers. In line with previous work, we observed overlap in expectations of staff and students, but some clear differences too. PMID:29434555

The Poincaré-Hopf Theorem for line fields revisited

NASA Astrophysics Data System (ADS)

Crowley, Diarmuid; Grant, Mark

2017-07-01

A Poincaré-Hopf Theorem for line fields with point singularities on orientable surfaces can be found in Hopf's 1956 Lecture Notes on Differential Geometry. In 1955 Markus presented such a theorem in all dimensions, but Markus' statement only holds in even dimensions 2 k ≥ 4. In 1984 Jänich presented a Poincaré-Hopf theorem for line fields with more complicated singularities and focussed on the complexities arising in the generalized setting. In this expository note we review the Poincaré-Hopf Theorem for line fields with point singularities, presenting a careful proof which is valid in all dimensions.

Thinking through Assessment: An Interview with Dylan Wiliam.

ERIC Educational Resources Information Center

Marshall, Bethan

2002-01-01

Offers an interview between Bethan Marshall, a Lecturer in Education at King's College, London, and Dylan Wiliam, a Professor of Assessment in the Department of Education at King's College. Notes that he has been involved in work on assessment, both in research and government policy, for many years. Explores the findings of his research and its…

Outcomes from Building System Courseware for Teaching and Testing in a Discipline-Based Human Structure Curriculum

ERIC Educational Resources Information Center

Reilly, Frank D.

2011-01-01

This study investigated the educational benefits of system-based lecture notes and interactive learning objects in a peripheral nervous system component of a traditional first-year medical school human anatomy course. The impetus for the investigation was anecdotal evidence suggesting enhanced learner satisfaction with the learning resources.…

Lecture notes in economics and mathematical system. Volume 150: Supercritical wing sections 3

NASA Technical Reports Server (NTRS)

Bauer, F.; Garabedian, P.; Korn, D.

1977-01-01

Application of computational fluid dynamics to the design and analysis of supercritical wing sections is discussed. Computer programs used to study the flight of modern aircraft at high subsonic speeds are listed and described. The cascades of shockless transonic airfoils that are expected to increase the efficiency of compressors and turbines are included.

Audio Podcasting in a Tablet PC-Enhanced Biochemistry Course

ERIC Educational Resources Information Center

Lyles, Heather; Robertson, Brian; Mangino, Michael; Cox, James R.

2007-01-01

This report describes the effects of making audio podcasts of all lectures in a large, basic biochemistry course promptly available to students. The audio podcasts complement a previously described approach in which a tablet PC is used to annotate PowerPoint slides with digital ink to produce electronic notes that can be archived. The fundamentals…

The Context of Education in the 1980's: The Need for Educational Statesmanship.

ERIC Educational Resources Information Center

Goldhammer, Keith

A substantial review of both the goals of Western civilization and the political realities of American democracy serves to establish the context in which the author of this lecture considers the problems facing educational administrators and the institutions that train them. Noting the failure of civilization to assure mankind of its basic needs…

Note-Taking and Secondary Students with Learning Disabilities: Challenges and Solutions

ERIC Educational Resources Information Center

Boyle, Joseph R.

2012-01-01

As more secondary students with learning disabilities (LD) enroll in advanced content-area classes and are expected to pass state exams, they are faced with the challenge of mastering difficult concepts and abstract vocabulary while learning content. Once in these classes, students must learn from lectures that move at a quick pace, record…

Academically Productive Talk in a College Classroom

ERIC Educational Resources Information Center

Rybakova, Katie; Whitt, Kate Cook

2017-01-01

The classic image of a college classroom often includes a professor standing at the front of a room or hall, often standing near a chalkboard or projector screen, lecturing to a room full of 30 to 100 students diligently taking notes. This model of instruction, often referred to as direct instruction, however, is grounded in somewhat-outdated…

And Gladly Teche: Notes on Instructing the Natives in the Native Tongue.

ERIC Educational Resources Information Center

Laird, Charlton

Twenty-three lectures by Charlton Laird, read at institutes and conventions over the past 25 years, deal with such areas in language, literature, and composition as "Trouble in Linguistic Paradise;""A Simpleminded Look at Grammar and Language;""Goldilocks and the Three or More Rhetorics;""More About Creative Writing;""The Case for Casebooks: One…

Gangs and Guerrillas: Ideas from Counterinsurgency and Counterterrorism

DTIC Science & Technology

2011-03-01

13. SUPPLEMENTARY NOTES 14. ABSTRACT In a discussion at the Naval Postgraduate School in Monterey, California, it became apparent that there were...Lieutenant Commander, US Navy, Masters Student in the Defense Analysis Department, Naval Postgraduate School Hy Rothstein, Senior Lecturer, Defense...NPS-DA-11-001 NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA GANGS AND GUERRILLAS: Ideas from Counterinsurgency And Counterterrorism Edited

Bringing the Emergency Room to the Classroom: Using "Grey's Anatomy" to Simplify Situational Leadership

ERIC Educational Resources Information Center

Torock, Jodi L.

2008-01-01

Situational leadership has been noted as one of the most recognizable leadership concepts (Northouse, 2007). Teaching the model to a college student audience may become more of monotony than a learning experience. Using popular media technology to teach situational leadership can appeal to more learning styles than the typical lecture, and make…

The Attack of the Pod People

ERIC Educational Resources Information Center

Schneider, Robert

2006-01-01

In an article in the "Northern Star," a university student newspaper, reporter Lauren Stott began a lyrical note: "It's every student's dream: Wake up for school, stumble over to the computer, and download the day's class lectures ... then crawl back into bed--iPod in one hand, notebook in the other." The object of the student journalist's…

Integrating Assessment for Learning in the Teacher Education Programme at the University of Oslo

ERIC Educational Resources Information Center

Brevik, Lisbeth M.; Blikstad-Balas, Marte; Engelien, Kirsti Lyngvaer

2017-01-01

This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers,…

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

ERIC Educational Resources Information Center

Drinkwater, Barbara L.

1994-01-01

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

Ubiquitous Writing, Technologies, and the Social Practice of Literacies of Coordination

ERIC Educational Resources Information Center

Pigg, Stacey; Grabill, Jeffrey T.; Brunk-Chavez, Beth; Moore, Jessie L.; Rosinski, Paula; Curran, Paul G.

2014-01-01

This article shares results from a multi-institutional study of the role of writing in college students' lives. Using case studies built from a larger population survey along with interviews, diaries, and a daily SMS texting protocol, we found that students report SMS texting, lecture notes, and emails to be the most frequent writing…

A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course

NASA Astrophysics Data System (ADS)

Hurst March, Robin Denise

This investigation compared student achievement and attitudes toward science from three different sequencing approaches used in teaching biology to nonscience students. The three sequencing approaches were the lecture course only, lecture/laboratory courses taken together, and laboratory with previously taken lecture approach. The purposes of this study were to determine if (1) a relationship exists between the Attitude Towards Science in School Assessment (ATSSA) scores (Germann, 1988) and biology achievement, (2) a difference exists among the ATSSA scores and sequencing, (3) a difference exists among the biology achievement scores and sequencing, and (4) the ATSSA is a reliable instrument of science attitude assessment for the undergraduate students in an introductory biology nonmajors laboratory and lecture courses at a research I institution during the fall semester 1996. Fifty-four students comprised the lecture only group, 90 students comprised the lecture and laboratory taken together approach, and 23 students comprised the laboratory only approach. Research questions addressed were (1) What are the differences in student biology achievement as a function of the three different methods of instruction? (2) What are the differences in student attitude towards science as a function of the three different methods of instruction? (3) What is the relationship between post-attitude (ATSSA) and biology achievement for each of the three methods of instruction? An analysis of variance utilized the mean posttest scores on the ATSSA and mean achievement scores as the dependent variables. The independent variables were the three different sequences of enrollment in introductory biology. At the.05 level of significance, it was found that no significant difference existed between the ATTS and laboratory/lecture sequence. At the.05 level of significance, it was found that no significant difference existed between achievement and laboratory/lecture sequence. A Pearson product moment correlation was used to see if a relationship existed between posttest ATSSA scores and achievement totals in each sequence. A significant relationship was noted between the ATSSA and achievement in each sequence that involved a laboratory component.

SLAC All Access: Laser Labs

ScienceCinema

Minitti, Mike; Woods, Mike

2018-05-23

From supermarket checkouts to video game consoles, lasers are ubiquitous in our lives. Here at SLAC, high-power lasers are critical to the cutting-edge research conducted at the laboratory. But, despite what you might imagine, SLAC's research lasers bear little resemblance to the blasters and phasers of science fiction. In this edition of All Access we put on our safety goggles for a peek at what goes on inside some of SLAC's many laser labs. LCLS staff scientist Mike Minitti and SLAC laser safety officer Mike Woods detail how these lasers are used to study the behavior of subatomic particles, broaden our understanding of cosmic rays and even unlock the mysteries of photosynthesis.

Exploring the speed and performance of molecular replacement with AMPLE using QUARK ab initio protein models.

PubMed

Keegan, Ronan M; Bibby, Jaclyn; Thomas, Jens; Xu, Dong; Zhang, Yang; Mayans, Olga; Winn, Martyn D; Rigden, Daniel J

2015-02-01

AMPLE clusters and truncates ab initio protein structure predictions, producing search models for molecular replacement. Here, an interesting degree of complementarity is shown between targets solved using the different ab initio modelling programs QUARK and ROSETTA. Search models derived from either program collectively solve almost all of the all-helical targets in the test set. Initial solutions produced by Phaser after only 5 min perform surprisingly well, improving the prospects for in situ structure solution by AMPLE during synchrotron visits. Taken together, the results show the potential for AMPLE to run more quickly and successfully solve more targets than previously suspected.

Few-Body Techniques Using Coordinate Space for Bound and Continuum States

NASA Astrophysics Data System (ADS)

Garrido, E.

2018-05-01

These notes are a short summary of a set of lectures given within the frame of the "Critical Stability of Quantum Few-Body Systems" International School held in the Max Planck Institute for the Physics of Complex Systems (Dresden). The main goal of the lectures has been to provide the basic ingredients for the description of few-body systems in coordinate space. The hyperspherical harmonic and the adiabatic expansion methods are introduced in detail, and subsequently used to describe bound and continuum states. The expressions for the cross sections and reaction rates for three-body processes are derived. The case of resonant scattering and the complex scaling method as a tool to obtain the resonance energy and width is also introduced.

Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology.

PubMed

Tune, Johnathan D; Sturek, Michael; Basile, David P

2013-12-01

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students.

Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students' Oral Pathology Performance.

PubMed

Shumway, Brian S; Bernstein, Mark L; Qian, Chen; Kulkarni, Manjiri Y; Rai, Shesh N

2018-03-01

Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students' course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (p<0.001) were significant predictors of OP grade, while race, gender, and age were not. Students' grades in OP were moderately to strongly correlated with their grades in all PBS courses (p<0.001). These results suggest that lecture attendance in OP should be encouraged but viewed in light of the finding that it was not as strongly correlated as PBS course performance and was a weaker predictor than TS score. Students with lower TS scores and PBS course grades should be encouraged to use additional supports such as tutoring to improve their performance in OP.

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 performance was observed in the post-lecture test when C&B was used. Conclusion: The needs of students in India are different from those of their Western counterparts, and should be considered during didactic lectures to improve the students’ understanding. Post-test results were better when C&B was used, as more students were attentive and/or took notes. PMID:25737979

Lectures based on cardinal symptoms in undergraduate medicine - effects of evaluation-based interventions on teaching large groups

PubMed Central

Kuhnigk, Olaf; Weidtmann, Katja; Anders, Sven; Hüneke, Bernd; Santer, René; Harendza, Sigrid

2011-01-01

Despite critical voices lectures are still an important teaching format in current medical curricula. With the curricular reform at Hamburg Medical Faculty in the year 2004, all subject specific lectures were replaced by cardinal symptom oriented lectures (LSV) in the new clinical curriculum. LSVs are taught throughout all six thematic blocks in years three to five. Since regular student evaluations after each thematic block seemed to demand improvement of the LSVs, this study was carried out using evaluations of individual LSVs by the participating students and by trained auditors (final year students and academic staff). Based on these evaluations feedback containing the individual evaluation data was given in written form to the lecturers combined with information material on planning an LSV using modern didactic techniques. In a second evaluation period, the effects of this intervention were studied. Only small improvements in the LSVs’ quality were noted regarding the level of marks achieved. When individual items were evaluated, especially the didactic quality, significant improvements were noticeable. Overall, on the basis of individual items students ranked the quality of the LSVs significantly higher than trained auditors during the first evaluation period. This effect was no longer seen after the second evaluation period. The inter rater reliability among the auditors was very good. This study shows that regular quality assurance is needed on the structural levels and for staff to accompany the process of embedding teaching formats into curricular concepts. Further investigation is needed to determine the adequate frequency of evaluation and the format of feedback to guarantee sustainable effects of the didactic quality of lectures. PMID:21818230

A tale of two sections: an experiment to compare the effectiveness of a hybrid versus a traditional lecture format in introductory microbiology.

PubMed

Adams, Alison E M; Randall, Shelby; Traustadóttir, Tinna

2015-03-02

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered-online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p<0.001). There was a significant main effect of class standing (p<0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p<0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students. © 2015 A. E. M. Adams et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Traditional lecture versus jigsaw learning method for teaching Medication Therapy Management (MTM) core elements.

PubMed

Wilson, Jennifer A; Pegram, Angela H; Battise, Dawn M; Robinson, April M

2017-11-01

To determine if traditional didactic lecture or the jigsaw learning method is more effective to teach the medication therapy management (MTM) core elements in a first year pharmacy course. Traditional didactic lecture and a pre-class reading assignment were used in the fall semester cohort, and the jigsaw method was used in the spring semester cohort. Jigsaw is a cooperative learning strategy requiring students to assume responsibility for learning, and subsequently teaching peers. The students were responsible for reading specific sections of the pre-class reading, and then teaching other students in small groups about their specific reading assignments. To assess potential differences, identical pre- and post-tests were administered before and after the MTM section. Additionally, grade performance on an in-class project and final exam questions were compared, and students were surveyed on perceptions of teaching method used. A total of 45 and 43 students completed both the pre- and post-test in the fall and spring (96% and 93% response rate), respectively. Improvement in post-test scores favored the traditional method (p = 0.001). No statistical differences were noted between groups with grade performance on the in-class project and final exam questions. However, students favored the jigsaw method over traditional lecture and perceived improvements in problem solving skills, listening/communication skills and encouragement of cooperative learning (p = 0.018, 0.025 and 0.031). Although students favored the jigsaw learning method, traditional didactic lecture was more effective for the pre- and post-knowledge test performance. This may indicate that traditional didactic lecture is more effective for more foundational content. Copyright © 2017 Elsevier Inc. All rights reserved.

Alexander Graham Bell: Teacher of the Deaf.

ERIC Educational Resources Information Center

Bruce, Robert V.

The lecture on Alexander Graham Bell by Dr. Robert V. Bruce, the author of a biography of Bell, focuses on Bell's association with the Clarke School for the Deaf in Massachusetts. Noted are Bell's employment by the school at 25 years of age and the preceding period during which Bell taught elocution at a boys' school in Scotland and used his…

How Rosalind Franklin Discovered the Helical Structure of DNA: Experiments in Diffraction

ERIC Educational Resources Information Center

Braun, Gregory; Tierney, Dennis; Schmitzer, Heidrun

2011-01-01

Rosalind Franklin, a chemical physicist (1920-1958), used x-ray diffraction to determine the structure of DNA. What exactly could she read out from her x-ray pattern, shown in Fig. 1? In lecture notes dated November 1951, R. Franklin wrote the following: "The results suggest a helical structure (which must be very closely packed) containing 2, 3…

Digital Assist: A Comparison of Two Note-Taking Methods (Traditional vs. Digital Pen) for Students with Emotional Behavioral Disorders

ERIC Educational Resources Information Center

Rody, Carlotta A.

2013-01-01

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often…

Clues from Dinosaurs, Mules, and the Bull Snake: Our Field in the 21st Century. The Second Delphine Hanna Interdisciplinary Lecture 1993.

ERIC Educational Resources Information Center

Corbin, Charles B.

1993-01-01

Delphine Hanna was a pioneer in interdisciplinary scholarship and establishment of professional programs in physical education. The paper suggests physical education must follow her example to survive in the future, noting how the profession got where it is, where it is going, and how it can get there. (SM)

Developing a Specialized Vocabulary Word List in a Composition Culinary Course through Lecture Notes

ERIC Educational Resources Information Center

M.Nordin, N. R.; Stapa, S. H.; Darus, S.

2013-01-01

Learning to write in a composition culinary course is very challenging for L2 learners. The main barrier in writing proficiency within this discipline is the lack of vocabulary, specifically the lack of exposure towards specialized vocabulary. This study aims to provide a corpus of specialized vocabulary within a food writing course. By providing…

A Semantically Enriched Context-Aware OER Recommendation Strategy and Its Application to a Computer Science OER Repository

ERIC Educational Resources Information Center

Ruiz-Iniesta, Almudena; Jiménez-Díaz, Guillermo; Gómez-Albarrán, Mercedes

2014-01-01

This paper describes a knowledge-based strategy for recommending educational resources-worked problems, exercises, quiz questions, and lecture notes-to learners in the first two courses in the introductory sequence of a computer science major (CS1 and CS2). The goal of the recommendation strategy is to provide support for personalized access to…

Numerical and Experimental Investigation of Multiple Shock Wave/Turbulent Boundary Layer Interactions in a Rectangular Duct

DTIC Science & Technology

1988-01-06

the bottom % kall followin,, the interaction. At 6Wuh = 0.35 the shock train would not stay attached to a single wall long enough for the surface...Interaction of a Shock Wave with a Laminar Boundary Layer," Lecture Notes in Physics, Vol. 8, Springer-Verlag, 1971 , pp. 151-163. 51 MacCormack, R. W

Laboratory Instructions and Study Guide for Human Anatomy. Part Two, Fourth Edition.

ERIC Educational Resources Information Center

Conrey, Kathleen

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

Transforming Teachers, Transforming Schools: Turning "Sages" into "Guides on the Side"

ERIC Educational Resources Information Center

McCrea, Steve

2012-01-01

Many teachers teach the way they were taught. If asked to explain why they lecture to their students, the response is often, "My teachers wrote on the board and I took notes. It worked for me." Brain research indicates that other techniques increase blood flow to parts of the brain associated with cognition. This presentation provides anecdotal…

Laboratory Instructions and Study Guide for Human Anatomy. Part One, Fourth Edition.

ERIC Educational Resources Information Center

Conrey, Kathleen

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

Animating Energy: Stop-Motion Animation and Energy Tracking Representations

ERIC Educational Resources Information Center

Atkins, Leslie J.; Erstad, Craig; Gudeman, Paul; McGowan, Jacob; Mulhern, Kristin; Prader, Kaitlyn; Rodriguez, Gregoria; Showaker, Amy; Timmons, Adam

2014-01-01

Energy is a topic that is often treated as an accounting process-a number that students are asked to calculate, but that is not particularly meaningful in itself. When we try to ascribe meaning to this number ("an ability to do work," for example), we are met with caveats and hedges. As Feynman notes when lecturing on the conservation of…

ConfChem Conference on Flipped Classroom: Time-Saving Resources Aligned with Cognitive Science to Help Instructors

ERIC Educational Resources Information Center

Hartman, JudithAnn R.; Dahm, Donald J.; Nelson, Eric A.

2015-01-01

Studies in cognitive science have verified that working memory (where the brain solves problems) can manipulate nearly all elements of knowledge that can be recalled automatically from long-term memory, but only a few elements that have not previously been well memorized. Research in reading comprehension has found that "lecture notes with…

A quick transcribing technique for oral data

USGS Publications Warehouse

Schleicher, David

1972-01-01

Stenographic techniques offer a means for transcribing oral data accurately and efficiently. In one such application, during five Appolo lunar missions, a rough but helpful transcript was produced within minutes. Similarly, lectures, conferences, and audio tapes can be accurately transcribed as promptly as necessary. Computer programs for translating shorthand notes are being developed; they will increase both speed and accuracy of translation.

Development of the Inner Wisdom Development Programs with Buddhist Doctrines to Improvement of Self-Mindedness for Bachelor Educational Students

ERIC Educational Resources Information Center

Phusopha, Janphen; Sathapornwong, Patananusorn; Saenubon, Khanchit

2015-01-01

To investigate inner wisdom development programs with Buddhist doctrines of 508 educational students and 104 lecturers, a wisdom test, diary short note, interview, and observation were used. The principle of Specific Conditionality; the 5-Aggregates, Rule of 3-Characteristics, and practice of 4- Foundations of Insight Meditation were needed. Inner…

Few-Body Techniques Using Momentum Space for Bound and Continuum States

NASA Astrophysics Data System (ADS)

Yamashita, M. T.; Rosa, D. S.; Sandoval, J. H.

2018-05-01

This article is based on the notes (arxiv:1710.11228) written for a set of three lectures given in a school at the Max Planck Institute for the Physics of Complex Systems in October/2017 before the workshop "Critical Stability of Quantum Few-Body Systems". The last part of the article includes the specific topic presented in the workshop related to the dimensional effects in three-body systems. These notes are primarily dedicated to the students and are only a tentative to show a technique, among many others, to solve problems in a very rich area of the contemporary physics—the Few-Body Physics.

Lectures from the European RTN Winter School on Strings, Supergravity and Gauge Fields, CERN, 15 19 January 2007

NASA Astrophysics Data System (ADS)

Derendinger, J.-P.; Scrucca, C. A.; Uranga, A.

2007-11-01

This special issue is devoted to the proceedings of the conference 'Winter School on Strings, Supergravity and Gauge Theories', which took place at CERN, the European Centre for Nuclear Research, in Geneva, Switzerland, from the 15 to the 19 of January 2007. This event was organized in the framework of the European Mobility Research and Training Network entitled 'Constituents, Fundamental Forces and Symmetries of the Universe'. It is part of a yearly series of scientific schools, which represents what is by now a well established tradition. The previous conferences have been held at SISSA, in Trieste, Italy, in February 2005 and at CERN in January 2006. The next will again take place at CERN, in January 2008. The school was primarily meant for young doctoral students and postdoctoral researchers working in the area of string theory. It consisted of several general lectures of four hours each, the notes of which are published in the present proceedings, and seven working group discussion sessions, focused on specific topics of the network research program. It was attended by approximatively 250 participants. The topics of the lectures were chosen to provide an introduction to some of the areas of recent progress, and to the open problems, in string theory. String theory is a compelling candidate for a theory of all interactions. A basic challenge in this field is therefore to explore the connection of string theory models and the laws of physics in different realms, like high-energy particle physics, early cosmology, or physics of strongly coupled gauge theories. Concerning the exploration of string theory compactifications leading to realistic models of particle physics, one of the main obstacles in this direction is the proper understanding of supersymmetry breaking. The lecture notes by Nathan Seiberg review the realization of spontaneous breaking of supersymmetry in field theory, including recent developments via the use of meta-stable long-lived vacua. It is possible that such an understanding proves crucial in the realization of supersymmetry breaking in string theory. A second long-standing obstacle, which is being tackled with recent techniques, is moduli stabilization, namely the removal of unwanted massless scalar fields from string models. The present status of this problem, and its prospects of solution via the introduction of general sets of fluxes in the compactification space, were covered in the lectures by Brian Wecht. Application of these ideas to connect string theory to particle physics will require a good understanding of the experimental situation at the forthcoming collider LHC at CERN, and the detection tools for signals of new physics, as reviewed in the lectures by Joe Lykken (not covered in the present issue). Along a different line, the role of moduli fields in string theory is expected to provide a natural explanation of models of inflation, and thus of the origin of the cosmological evolution of our universe. The lecture notes by Cliff Burgess provide a review of big bang cosmology, inflation, and its possible explanation in terms of string theory constructions, including some of the most recent results in the field (these notes also appear in the proceedings of two other schools held in the same period). A surprising recent application of string theory is the description, via the ideas of holography and duality between string theories and gauge theories, of physical properties of quantum chromodynamics at high temperature. Indeed experimental data on the physical properties of the quark gluon plasma, produced in heavy ion collision at the RHIC experiment in Brookhaven (and soon at the LHC at CERN) can be recovered, at a semi-quantitative level, from computations in a string theory dual of the system. These applications are reviewed in the lectures by David Mateos. The conference was financially supported by the European Commission under contract MRTN-CT-2004-005104 and by CERN. It was jointly organized by the Physics Institute of the University of Neuchâtel and the Theory Unit of the Physics Division of CERN. It is a great pleasure for us to warmly thank the Theory Unit of CERN for its very kind hospitality and for the high quality of the assistance and the infrastructures that it has provided. We also acknowledge helpful administrative assistance from the Physics Institute of the University of Neuchâtel. A special acknowledgement also goes to Denis Frank, for his very valuable help in preparing the conference web pages. Group photo

Web-based versus traditional lecture: are they equally effective as a flexible bronchoscopy teaching method?

PubMed

Mata, Caio Augusto Sterse; Ota, Luiz Hirotoshi; Suzuki, Iunis; Telles, Adriana; Miotto, Andre; Leão, Luiz Eduardo Vilaça

2012-01-01

This study compares the traditional live lecture to a web-based approach in the teaching of bronchoscopy and evaluates the positive and negative aspects of both methods. We developed a web-based bronchoscopy curriculum, which integrates texts, images and animations. It was applied to first-year interns, who were later administered a multiple-choice test. Another group of eight first-year interns received the traditional teaching method and the same test. The two groups were compared using the Student's t-test. The mean scores (± SD) of students who used the website were 14.63 ± 1.41 (range 13-17). The test scores of the other group had the same range, with a mean score of 14.75 ± 1. The Student's t-test showed no difference between the test results. The common positive point noted was the presence of multimedia content. The web group cited as positive the ability to review the pages, and the other one the role of the teacher. Web-based bronchoscopy education showed results similar to the traditional live lecture in effectiveness.

Factors Influencing Pharmacy Students' Attendance Decisions in Large Lectures

PubMed Central

Helms, Kristen L.; McDonough, Sharon K.; Breland, Michelle L.

2009-01-01

Objectives To identify reasons for pharmacy student attendance and absenteeism in large lectures and to determine whether certain student characteristics affect student absenteeism. Methods Pharmacy students' reasons to attend and not attend 3 large lecture courses were identified. Using a Web-based survey instrument, second-year pharmacy students were asked to rate to what degree various reasons affected their decision to attend or not attend classes for 3 courses. Bivariate analyses were used to assess the relationships between student characteristics and degree of absenteeism. Results Ninety-eight students (75%) completed the survey instrument. The degree of student absenteeism differed among the 3 courses. Most student demographic characteristics examined were not related to the degree of absenteeism. Different reasons to attend and not to attend class were identified for each of the 3 courses, suggesting that attendance decisions were complex. Conclusions Respondents wanted to take their own notes and the instructor highlighted what was important to know were the top 2 common reasons for pharmacy students to attend classes. Better understanding of factors influencing student absenteeism may help pharmacy educators design effective interventions to facilitate student attendance. PMID:19777098

Assessing medical students' perception of effective teaching and learning in Nigerian medical school.

PubMed

Chinawa, Josephat M; Manyike, Pius; Chukwu, B; Eke, C B; Isreal, Odetunde Odutola; Chinawa, A T

2015-01-01

Medical education is always in a state of dynamic equilibrium with continuous evolution of new techniques in teaching and learning. Objective of this study is to determine medical students' perception on preferences of teaching and learning. A total of 207 medical students participated in the study. Most (73.9%) of them were males while the modal age group was 23-25 years. Majority (57.5%) of the students belong the middle socioeconomic class and 65.7% resided within the hostel. Majority of the students (48.8%) believe two hours is enough to per lecture. Among the five different teaching-learning methods investigated, use of multimedia methods was found to be most effective. There exist a statistically significant association was found only in gender with regular oral examinations (Χ2 = 4.5, df = 1, p = 0.03) and socioeconomic class with dictation of lecture notes (Χ2 = 17.9, df = 9, p = 0.03). The present day medical student will end up as a good clinician if modern techniques of teaching and communication skills of the lecturers are adopted.

Translations on Eastern Europe, Scientific Affairs, Number 592.

DTIC Science & Technology

1978-07-13

Period Covered 14. 15. Supplementary Notes 16. Abstracts The serial report contains articles concerning the development of and progress in the...Personnel (NAUKA POLSKA, Mar-Apr 78) 6 ROMANIA New Herbicide To Protect Trifolium Crops (N. Sarpe; AGRICULTURA SOCIALISTA, 13 May 78) 17...Organs," and PAN Member Tadeusz Ruebenbauer: " Rye and Possibilities for Improving It." The following persons presented lectures in exact and

Cloud Offload in Hostile Environments

DTIC Science & Technology

2011-12-01

of recognized objects in an input image. FACE: Windows XP C++ application based on the OpenCV library [45]. It returns the coordinates and identities...SOLDIER. Energy-Efficient Technolo- gies for the Dismounted Soldier”. National Research Council, 1997. [16] COMMITTEE ON SOLDIER POWER/ENERGY SYSTEMS...vol. 4658 of Lecture Notes in Computer Science. Springer Berlin / Heidelberg, 2007. [45] OPENCV . OpenCV Wiki. http://opencv.willowgarage.com/wiki/. [46

Mechanisms for Human Spatial Competence

DTIC Science & Technology

2007-01-01

Published as Lecture Note: Gunzelmann, G., & Lyon, D. R. (2007). Mechanisms of human spatial competence. In M . K. T. Barkowsky, G. Ligozat, & D...the ACT-R community. References 1. Richardson, A., Montello, D., Hegarty, M .: Spatial Knowledge Acquisition from Maps, and from Navigation in Real...Rotation of Three-Dimensional Objects. Science 171, 701–703 (1971) 7. Just, M ., Carpenter, P.: Cognitive Coordinate Systems: Accounts of Mental

European Scientific Notes. Volume 36, Number 4,

DTIC Science & Technology

1982-04-30

and building an icebreaking research and resupply ship (1982). R.W. Booker 79 ESN 36-4 (1982) Powder Compaction: Fundamentals and MATERIAL Recent...Developments SCIENCES The 18th John Player Lecture, Powder Compaction: Fundamentals and Recent Developments by Prof. II.F. Fischmeister, Max-Planck...directions) power consumption. The design that operates was used to position the cladded input and at the highest speed uses a depletion-mode output

Maniac Talk - Dr. Jack Kaye

NASA Image and Video Library

2014-07-23

Jack Kaye Maniac Lecture, July 23, 2014 Dr. Jack Kaye, Associate Director for Research at NASA Headquarters presented a Maniac Talk entitled, "An Unlikely but Rewarding Journey--From Quantum Chemistry to Earth Science Research Program Leadership." Jack took stock of his 30+ years at NASA, noting the people, opportunities, lessons learned, and choices that helped him get to where he is today and accomplish what he have.

Beware the Ides of Coupland: Douglas Coupland's (Oh, so Very Canadian) Perspective on the Future and What It Means to Us

ERIC Educational Resources Information Center

Boyle-Taylor, Marilyn

2011-01-01

Douglas Coupland, a prolific author/artist/lecturer and now prognosticator, is in the forefront of the arts movement in both Canada and the US. His works, starting with his breakout novel "Generation X: Tales for an Accelerated Culture," have consistently worked as a bellwether of current perspectives and values, both noting our cultural…

When the Army Got Progressive: The Civil Affairs Training School at Stanford University, 1943-1945

ERIC Educational Resources Information Center

Justice, Benjamin

2011-01-01

They sat in the Cubberley Education Lecture Hall to hear visiting experts. More often they could be found meeting in reduced-size classes, or working on small-group activities. They usually took notes; sometimes they took field trips. They memorized lists and sat for exams, but they also watched films and acted out scenarios. Rather than take…

The virulence of human pathogenic fungi: notes from the South of France.

PubMed

Reedy, Jennifer L; Bastidas, Robert J; Heitman, Joseph

2007-08-16

The Second FEBS Advanced Lecture Course on Human Fungal Pathogens: Molecular Mechanisms of Host-Pathogen Interactions and Virulence, organized by Christophe d'Enfert (Institut Pasteur, France), Anita Sil (UCSF, USA), and Steffen Rupp (Fraunhofer, IGB, Germany), occurred May 2007 in La Colle sur Loup, France. Here we review the advances presented and the current state of knowledge in key areas of fungal pathogenesis.

The search for new amber ingredients.

PubMed

Narula, Anubhav P S

2014-10-01

There is a constant need for developing new fragrance ingredients in the flavor and fragrance industry, as it allows perfumers to create unique and differentiating perfumes for fine as well as functional products. Among all the categories of notes used in perfume creation, amber notes are indispensible and ubiquitous in their presence in all perfumes. Not only amber notes impart high performance and substantivity to fragrances, but they are paramount in the development of classic and legendary fragrances. This article is based on the plenary lecture delivered at the flavor & fragrance 2013 conference of the German Chemical Society in Leipzig, Germany. The strategy, rationale, and the various synthetic approaches that led to the discovery of two new very powerful, woody, amber materials, Amber Xtreme(®) (1) and Trisamber(®) (2), are delineated. Copyright © 2014 Verlag Helvetica Chimica Acta AG, Zürich.

SLAC All Access: Laser Labs

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

Minitti, Mike; Woods, Mike

2013-03-01

From supermarket checkouts to video game consoles, lasers are ubiquitous in our lives. Here at SLAC, high-power lasers are critical to the cutting-edge research conducted at the laboratory. But, despite what you might imagine, SLAC's research lasers bear little resemblance to the blasters and phasers of science fiction. In this edition of All Access we put on our safety goggles for a peek at what goes on inside some of SLAC's many laser labs. LCLS staff scientist Mike Minitti and SLAC laser safety officer Mike Woods detail how these lasers are used to study the behavior of subatomic particles, broadenmore » our understanding of cosmic rays and even unlock the mysteries of photosynthesis.« less

Exploring the speed and performance of molecular replacement with AMPLE using QUARK ab initio protein models

PubMed Central

Keegan, Ronan M.; Bibby, Jaclyn; Thomas, Jens; Xu, Dong; Zhang, Yang; Mayans, Olga; Winn, Martyn D.; Rigden, Daniel J.

2015-01-01

AMPLE clusters and truncates ab initio protein structure predictions, producing search models for molecular replacement. Here, an interesting degree of complementarity is shown between targets solved using the different ab initio modelling programs QUARK and ROSETTA. Search models derived from either program collectively solve almost all of the all-helical targets in the test set. Initial solutions produced by Phaser after only 5 min perform surprisingly well, improving the prospects for in situ structure solution by AMPLE during synchrotron visits. Taken together, the results show the potential for AMPLE to run more quickly and successfully solve more targets than previously suspected. PMID:25664744

Simple, but not easy - Opportunities and challenges from teachers' and students' perspectives in the 21st century of veterinary parasitology teaching.

PubMed

Strube, Christina; Raue, Katharina; Janecek, Elisabeth

2018-03-15

One of the main goals in academia is, and has been, high quality education of students to provide theoretical and practical knowledge essential for professional life. Achieving this goal is highly dependent on teaching procedures and, consequently, on a constant adaptation of teaching styles to align to technical advances and cutting-edge topics. Technical advances can strongly influence teaching and learning in the complex subject area of veterinary parasitology. Today's students are provided with extensive, digital lecture notes, and e-learning offers including virtual microscope technology to independently obtain intensified theoretical knowledge and understanding. As veterinary parasitology is also highly reliant on proficient practical skills, lectures with integrated diagnostic exercises are mandatory. Nowadays, such practical skills, such as carrying out faecal examination procedures, can be strengthened by having access to clinical skills labs. Advances such as digital lecture notes, e-learning and virtual microscopes do not only provide new, innovative opportunities, but can also comprise challenges. In this context, provision of sufficient relevant studying material may discourage students to take on responsibilities for autonomous gathering of information. Besides technical advances, 'Zeitgeist' changes are shaping teaching contents, which are progressively expanding as zoonoses are increasingly being focused on. With the aim of adopting the one-health concept, students today are expected not only to bear responsibilities for animals, but also for their owners and public health. This article will cast light on some key challenges and opportunities in modern veterinary parasitology teaching from the teachers´ and the students´ perspectives. Copyright © 2018 Elsevier B.V. All rights reserved.

Continuing Dermatology Education for Rural Physician Assistants in Ghana: An Assessment of Needs and Effectiveness.

PubMed

Truong, Amanda; Cobb, Nadia M; Hawkes, Jason E; Adjase, Emmanuel T; Goldgar, David E; Powell, Douglas L; Lewis, Bethany K H

2018-03-01

To assess the effectiveness of lectures for continuing medical education (CME) in dermatology in a global health setting and to determine provider and patient demographics of physician assistants (PAs) practicing in rural Ghana. Physician assistants from Ghana who attended dermatology lectures at the International Seminar for Physician Assistants in 2011 or 2014 were included in this study. Surveys were administered to participants to determine dermatology resource availability, commonly encountered skin diseases, and management practices. Quizzes were administered before and after CME dermatology lectures to assess short-term retention of lecture material. In all, 353 PAs participated in this study. Physician assistants reported seeing an average of 55 patients per day. The most commonly seen skin diseases were infections, with antifungals and antibiotics being the most commonly prescribed medications. Dermatology-related complaints represented 9.5% of total clinic visits. Among practicing PAs, 23.2% reported having internet access. A total of 332 PAs completed the quizzes, and a statistically significant increase in test scores was noted in postlecture quizzes. This study reinforces the importance of dermatology education for PAs practicing in rural areas of Ghana and lends insight to critical topics for dermatology curriculum development. In addition, the increase in test scores after CME sessions suggests that lectures are an effective tool for short-term retention of dermatology-related topics. Our study indicates that as the need for health workers increases globally and a paradigm shift away from the traditional physician model of care occurs, dermatology training of PAs is not only important but also achievable.

A novel Internet-based blended learning programme providing core competency in clinical research.

PubMed

Tsugihashi, Yukio; Kakudate, Naoki; Yokoyama, Yoko; Yamamoto, Yosuke; Mishina, Hiroki; Fukumori, Norio; Nakamura, Fumiaki; Takegami, Misa; Ohno, Shinya; Wakita, Takafumi; Watanabe, Kazuhiro; Yamaguchi, Takuhiro; Fukuhara, Shunichi

2013-04-01

We developed a novel Internet-based blended learning programme that allows busy health care professionals to attain core competency in clinical research. This study details the educational strategies and learning outcomes of the programme. This study was conducted at Kyoto University and seven satellite campuses from September 2009 to March 2010. A total of 176 health care professionals who had never attempted to attain core competency in clinical research were enrolled. The participants were supplied with a novel programme comprising the following four strategies: online live lectures at seven satellite campuses, short examinations after each lecture, an Internet-based feedback system and an end-of-course examination. We assessed the proportion of attendance at the lectures as the main outcome. In addition, we evaluated interaction via the feedback system and scores for end-of-course examination. Of the 176 participants, 134 (76%) reported working more than 40 hours per week. The mean proportion of attendance over all 23 lectures was 82%. A total of 156 (89%) participants attended more than 60% of all lectures and were eligible for the end-of-course examination. A total of the participants accessed the feedback system 3564 times and asked 284 questions. No statistically significant differences were noted in the end-of-course scores among medical doctors, pharmacists, registered nurses and other occupations. We developed an Internet-based blended learning programme providing core competency in clinical research. Most busy health care professionals completed the programme successfully. In addition, the participants could attain the core competency effectively, regardless of their occupation. © 2011 Blackwell Publishing Ltd.

Analytical tools in accelerator physics

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

Litvinenko, V.N.

2010-09-01

This paper is a sub-set of my lectures presented in the Accelerator Physics course (USPAS, Santa Rosa, California, January 14-25, 2008). It is based on my notes I wrote during period from 1976 to 1979 in Novosibirsk. Only few copies (in Russian) were distributed to my colleagues in Novosibirsk Institute of Nuclear Physics. The goal of these notes is a complete description starting from the arbitrary reference orbit, explicit expressions for 4-potential and accelerator Hamiltonian and finishing with parameterization with action and angle variables. To a large degree follow logic developed in Theory of Cyclic Particle Accelerators by A.A.Kolmensky andmore » A.N.Lebedev [Kolomensky], but going beyond the book in a number of directions. One of unusual feature is these notes use of matrix function and Sylvester formula for calculating matrices of arbitrary elements. Teaching the USPAS course motivated me to translate significant part of my notes into the English. I also included some introductory materials following Classical Theory of Fields by L.D. Landau and E.M. Liftsitz [Landau]. A large number of short notes covering various techniques are placed in the Appendices.« less

TK3 eBook software to author, distribute, and use electronic course content for medical education.

PubMed

Morton, David A; Foreman, K Bo; Goede, Patricia A; Bezzant, John L; Albertine, Kurt H

2007-03-01

The methods for authoring and distributing course content are undergoing substantial changes due to advancement in computer technology. Paper has been the traditional method to author and distribute course content. Paper enables students to personalize content through highlighting and note taking but does not enable the incorporation of multimedia elements. Computers enable multimedia content but lack the capability of the user to personalize the content. Therefore, we investigated TK3 eBooks as a potential solution to incorporate the benefits of both paper and computer technology. The objective of our study was to assess the utility of TK3 eBooks in the context of authoring and distributing dermatology course content for use by second-year medical students at the University of Utah School of Medicine during the spring of 2004. We incorporated all dermatology course content into TK3 eBook format. TK3 eBooks enable students to personalize information through tools such as "notebook," "hiliter," "stickies," mark pages, and keyword search. Students were given the course content in both paper and eBook formats. At the conclusion of the dermatology course, students completed a questionnaire designed to evaluate the effectiveness of the eBooks compared with paper. Students perceived eBooks as an effective way to distribute course content and as a study tool. However, students preferred paper over eBooks to take notes during lecture. In conclusion, the present study demonstrated that eBooks provide a convenient method for authoring, distributing, and using course content but that students preferred paper to take notes during lecture.

1979 Summer Study Program in Geophysical Fluid Dynamics at the Woods Hole Oceanographic Institution, Notes on Polar Oceanography. Volume II. Lectures of the Fellows.

DTIC Science & Technology

1979-11-01

the problem must be addressed in a different way if we want to find a A". -22- numerical solution. For that purpose let us note: VSt (44) = (47) s= (48...to move as a function of x,y,t. Additional assump- tions are: L< << &- << - E < 1 H - 2 <L1 where fl is the angular velocity of the tank, ur is the... angular velocity of the lid, and & and E are the Rossby and Ekman numbers respectively. • Viscosity was included in the upper layer because without it

Computer Security Models

DTIC Science & Technology

1984-09-01

Verification Technique for a Class of Security Kernels," International Symposium on Programming , Lecture Notes in Computer Science 137, Springer-Verlag, New York...September 1984 MTR9S31 " J. K. Millen Computer Security C. M. Cerniglia Models * 0 Ne c - ¢- C. S• ~CONTRACT SPONSOR OUSDRE/C31 & ESO/ALEE...ABSTRACT The purpose of this report is to provide a basis for evaluating security models in the context of secure computer system development

Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning

ERIC Educational Resources Information Center

Duffy, Peter

2008-01-01

YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint,…

Maria Mitchell: A New Scholarly Biography

NASA Astrophysics Data System (ADS)

Welther, Barbara L.

2007-12-01

Margaret Moore Booker has researched, written, and just published a proper biography of "America's First Woman Astronomer." To the diaries, notes, and lectures that Maria Mitchell wrote, Booker has added details from other historical sources and pulled together a very stylish, well-written, and illuminating volume. This paper will review some of the well-known details of Mitchell's life and show how Booker's work sheds new light on her subject's persona.

Integrating Requirements Engineering, Modeling, and Verification Technologies into Software and Systems Engineering

DTIC Science & Technology

2007-10-28

Software Engineering, FASE󈧉, volume 3442 of Lecture Notes in Computer Science, pages 175--189. Springer, 2005. Andreas Bauer, Martin Leucker, and Jonathan ...of Personnel receiving masters degrees NAME Markus Strohmeier Gerrit Hanselmann Jonathan Streit Ernst Sassen 4Total Number: Names of personnel...developed and documented mainly within the master thesis by Jonathan Streit [Str06]: • Jonathan Streit. Development of a programming language like tem

A matter of degrees: A brief history of cryogenics

NASA Astrophysics Data System (ADS)

Scurlock, R. G.

1990-09-01

The inaugural lecture presented in this paper (originally presented on 20 October 1988 at the University of Southampton) is a brief history of cryogenics. It considers not only the discoveries and technological advances made from 1877 to the present day, but also the factors which prompted and promoted them. The importance of interaction between research, training and industry is noted and some potential moves for the future are mentioned.

Organisational Culture of Further Education Colleges Delivering Higher Education Business Programmes: Developing a Culture of "HEness"--What Next?

ERIC Educational Resources Information Center

Feather, Denis

2016-01-01

This paper draws on the views of lecturers working in and delivering college-based higher education (CBHE) in the UK. There have been numerous works on the culture of higher education in further education (HE in FE). However, as noted by some literati, the culture of further education (FE) is not easy to define, and does not readily lend itself to…

The Effects of Cornell Note-Taking and Review Strategies on Recall and Comprehension of Lecture Content for Middle School Students with and without Disabilities

ERIC Educational Resources Information Center

Baharev, Zulejka

2016-01-01

At the start of the 21st century large scale educational initiatives reshaped the landscape of general education setting rigorous academic expectations to all students. Despite the legal efforts to improve K-12 education, an abundance of research indicates that students entering college often lack basic learning and study skills. For adolescents…

European Science Notes Information Bulletin.

DTIC Science & Technology

1992-12-01

presented at Toulouse 󈨠, as a pure success. Wavelet theory is not the "poly- 6. I. Daubechies, Ten Lectures on Wavelets (Soci- water of mathematics," as...methodology was described for reducing NO, emissions while keeping that of other pollut - One major theme of this year’s meeting was ants (e.g., carbon...reported improved capability maintenance methodologies, and pollution control). to predict unsteady heat transfer in turbomachinery lows. A team of

A Spreadsheet Model That Estimates the Impact of Reduced Distribution Time on Inventory Investment Savings: What is a Day Taken Out of the Pipeline Worth in Inventory?

DTIC Science & Technology

2012-03-01

fall-2006/lecture-notes/lect11.pdf Chang, C.-T. (2005). A Linearization Approach for Inventory Models with Variable Lead Time. International Journal of Production Economics , 263...Demand and Lead Time are Stochastic. International Journal of Production Economics , 595-605. Hayya, J. C., Harrison, T. P., & He, X. (2011). The Impact

A Computation Infrastructure for Knowledge-Based Development of Reliable Software Systems

DTIC Science & Technology

2006-11-10

Grant number: F045-023-0029 * Principal Investigator: David Gaspari, ATC-NY * Duration: May 2007 (assuming a successful review in 2005) * Source of... David Guaspari, Verifying Chain Replication in Event Logic Cornell University Technical Report, to be published 2006 "* Eli Barzilay, Implementing...and Reasoning, volume 2452 of Lecture Notes in Computer Science, pages 449-465, 2005. "* Mark Bickford and David Guaspari, A Programming Logic for

Filing Reprints: A Simple System For The Family Physician

PubMed Central

Berner, Mark

1978-01-01

This flexible method of filing medical literature without using cards is based on the International Classification of Health Problems in Primary Care. 1Articles, reprints, notes of lectures and rounds, etc. are filed in manilla folders according to a few simple guidelines. This system has proved to be practical and efficient, can be modified for individual needs, and once established requires little time to maintain. PMID:20469289

JPRS Report, East Asia, Southeast Asia.

DTIC Science & Technology

1988-11-04

contrary to the views and interests of Indonesia. Foreign Impact The PANGAB noted in his lecture that while foreign social, economic, and cultural ...each country control of one area and joint control of a third . /9604 ROK Loan for West Sumatra Bypass 42000002/Jakarta BUSINESS NEWS in English 2...and Order] following the MALARI [15 January Disaster] incident in early 1974. Amelia Yani (40), the third daughter of the late General (posthumous

On Pecuniary Resiliency, Early Warning, and Market Imitation under Unrestricted Warfare

DTIC Science & Technology

2015-09-17

midnight oil finishing up our programs. I would also like to thank my brother for his insights as an economics instructor. His discussions provided...Unregulated Power; IOG-Integrated Oil & Gas; HCES-Health Care Equipment & Services; AMCB-Asset Man- agement & Custody Banks; and BT-Biotechnology. This suggests...Using Prediction Markets to Track Information Flows: Evidence from Google.” Lecture Notes of the Institute for Com- puter Sciences, Social Informatics

Research on Nonlinear Dynamical Systems.

DTIC Science & Technology

1983-01-10

Applied Math., to appear. [26] Variational inequalities and flow in porous media, LCDS’Lecture Notes, Brown University #LN 82-1, July 1982. [27] On...approximation schemes for parabolic and hyperbolic systems of partial differential equations, including higher order equations of elasticity based on the...51,58,59,63,64,69]. Finally, stability and bifurcation in parabolic partial differential equations is the focus of [64,65,67,72,73]. In addition to these broad

PREFACE: Lectures from the CERN Winter School on Strings, Supergravity and Gauge Theories, CERN, 9-13 February 2009 Lectures from the CERN Winter School on Strings, Supergravity and Gauge Theories, CERN, 9-13 February 2009

NASA Astrophysics Data System (ADS)

Uranga, A. M.

2009-11-01

This special section is devoted to the proceedings of the conference `Winter School on Strings, Supergravity and Gauge Theories', which took place at CERN, the European Centre for Nuclear Research, in Geneva, Switzerland 9-13 February 2009. This event is part of a yearly series of scientific schools, which represents a well established tradition. Previous events have been held at SISSA, in Trieste, Italy, in February 2005 and at CERN in January 2006, January 2007 and January 2008, and were funded by the European Mobility Research and Training Network `Constituents, Fundamental Forces and Symmetries of the Universe'. The next event will take place again at CERN, in January 2010. The school was primarily meant for young doctoral students and postdoctoral researchers working in the area of string theory. It consisted of several general lectures of four hours each, whose notes are published in this special section, and six working group discussion sessions, focused on specific topics of the network research program. It was well attended by over 200 participants. The topics of the lectures were chosen to provide an introduction to some of the areas of recent progress, and to the open problems, in string theory. One of the most active areas in string theory in recent years has been the AdS/CFT or gauge/gravity correspondence, which proposes the complete equivalence of string theory on (asymptotically) anti de Sitter spacetimes with certain quantum (gauge) field theories. The duality has recently been applied to understanding the hydrodynamical properties of a hot plasma in gauge theories (like the quark-gluon plasma created in heavy ion collisions at the RHIC experiment at Brookhaven, and soon at the LHC at CERN) in terms of a dual gravitational AdS theory in the presence of a black hole. These developments were reviewed in the lecture notes by M Rangamani. In addition, the AdS/CFT duality has been proposed as a tool to study interesting physical properties in other physical systems described by quantum field theory, for instance in the context of a condensed matter system. The lectures by S Hartnoll provided an introduction to this recent development with an emphasis on the dual holographic description of superconductivity. Finally, ideas inspired by the AdS/CFT correspondence are yielding deep insights into fundamental questions of quantum gravity, like the entropy of black holes and its interpretation in terms of microstates. The lectures by S Mathur reviewed the black hole entropy and information paradox, and the proposal for its resolution in terms of `fuzzball' microstates. Further sets of lectures, not included in this special section, by F Zwirner and V Mukhanov, covered phenomenological aspects of high energy physics beyond the Standard Model and of cosmology. The coming experimental data in these two fields are expected to foster new developments in connecting string theory to the real world. The conference was financially supported by CERN and partially by the Arnold Sommerfeld Center for Theoretical Physics of the Ludwig Maximilians University of Munich. It is a great pleasure for us to warmly thank the Theory Unit of CERN for its very kind hospitality and for the high quality of the assistance and the infrastructures that it has provided. A M Uranga CERN, Switzerland Guest Editor

Exploiting distant homologues for phasing through the generation of compact fragments, local fold refinement and partial solution combination.

PubMed

Millán, Claudia; Sammito, Massimo Domenico; McCoy, Airlie J; Nascimento, Andrey F Ziem; Petrillo, Giovanna; Oeffner, Robert D; Domínguez-Gil, Teresa; Hermoso, Juan A; Read, Randy J; Usón, Isabel

2018-04-01

Macromolecular structures can be solved by molecular replacement provided that suitable search models are available. Models from distant homologues may deviate too much from the target structure to succeed, notwithstanding an overall similar fold or even their featuring areas of very close geometry. Successful methods to make the most of such templates usually rely on the degree of conservation to select and improve search models. ARCIMBOLDO_SHREDDER uses fragments derived from distant homologues in a brute-force approach driven by the experimental data, instead of by sequence similarity. The new algorithms implemented in ARCIMBOLDO_SHREDDER are described in detail, illustrating its characteristic aspects in the solution of new and test structures. In an advance from the previously published algorithm, which was based on omitting or extracting contiguous polypeptide spans, model generation now uses three-dimensional volumes respecting structural units. The optimal fragment size is estimated from the expected log-likelihood gain (LLG) values computed assuming that a substructure can be found with a level of accuracy near that required for successful extension of the structure, typically below 0.6 Å root-mean-square deviation (r.m.s.d.) from the target. Better sampling is attempted through model trimming or decomposition into rigid groups and optimization through Phaser's gyre refinement. Also, after model translation, packing filtering and refinement, models are either disassembled into predetermined rigid groups and refined (gimble refinement) or Phaser's LLG-guided pruning is used to trim the model of residues that are not contributing signal to the LLG at the target r.m.s.d. value. Phase combination among consistent partial solutions is performed in reciprocal space with ALIXE. Finally, density modification and main-chain autotracing in SHELXE serve to expand to the full structure and identify successful solutions. The performance on test data and the solution of new structures are described.

Autonomous Driver Based on an Intelligent System of Decision-Making.

PubMed

Czubenko, Michał; Kowalczuk, Zdzisław; Ordys, Andrew

The paper presents and discusses a system ( xDriver ) which uses an Intelligent System of Decision-making (ISD) for the task of car driving. The principal subject is the implementation, simulation and testing of the ISD system described earlier in our publications (Kowalczuk and Czubenko in artificial intelligence and soft computing lecture notes in computer science, lecture notes in artificial intelligence, Springer, Berlin, 2010, 2010, In Int J Appl Math Comput Sci 21(4):621-635, 2011, In Pomiary Autom Robot 2(17):60-5, 2013) for the task of autonomous driving. The design of the whole ISD system is a result of a thorough modelling of human psychology based on an extensive literature study. Concepts somehow similar to the ISD system can be found in the literature (Muhlestein in Cognit Comput 5(1):99-105, 2012; Wiggins in Cognit Comput 4(3):306-319, 2012), but there are no reports of a system which would model the human psychology for the purpose of autonomously driving a car. The paper describes assumptions for simulation, the set of needs and reactions (characterizing the ISD system), the road model and the vehicle model, as well as presents some results of simulation. It proves that the xDriver system may behave on the road as a very inexperienced driver.

A comprehensive training approach for biomedical engineers in biochemistry and in vitro diagnostics technology.

PubMed

Spyropoulos, Basile; Tzavaras, Aris

2007-01-01

The purpose of this paper is to review 20 years (1987-2007) of experience in training young Biomedical Engineers in Biochemistry and in vitro Diagnostics (IVD) Technology. This encountering has resulted in the gradual formation of a comprehensive training package that includes lectures and laboratory practicals, supported by both, traditional and on-line digital means, such as lecture-notes, slides, videos, demos and equipment simulations. Further, this course is maintained up to date by several research and development activities that offer partially feed back to the course and enrich its contents with custom developed devices, methods and application software. In this paper are presented, first, the structure and the components of this course, and second, the most important custom developed novelties, which have been integrated in the IVD Technology laboratory-practicals.

Effect of a Novel Engagement Strategy Using Twitter on Test Performance.

PubMed

Webb, Amanda L; Dugan, Adam; Burchett, Woodrow; Barnett, Kelly; Patel, Nishi; Morehead, Scott; Silverberg, Mark; Doty, Christopher; Adkins, Brian; Falvo, Lauren

2015-11-01

Medical educators in recent years have been using social media for more penetrance to technologically-savvy learners. The utility of using Twitter for curriculum content delivery has not been studied. We sought to determine if participation in a social media-based educational supplement would improve student performance on a test of clinical images at the end of the semester. 116 second-year medical students were enrolled in a lecture-based clinical medicine course, in which images of common clinical exam findings were presented. An additional, optional assessment was performed on Twitter. Each week, a clinical presentation and physical exam image (not covered in course lectures) were distributed via Twitter, and students were invited to guess the exam finding or diagnosis. After the completion of the course, students were asked to participate in a slideshow "quiz" with 24 clinical images, half from lecture and half from Twitter. We conducted a one-way analysis of variance to determine the effect Twitter participation had on total, Twitter-only, and lecture-only scores. Twitter participation data was collected from the end-of-course survey and was defined as submitting answers to the Twitter-only questions "all or most of the time", "about half of the time", and "little or none of the time." We found a significant difference in overall scores (p<0.001) and in Twitter-only scores (p<0.001). There was not enough evidence to conclude a significant difference in lecture-only scores (p=0.124). Students who submitted answers to Twitter "all or most of the time" or "about half the time" had significantly higher overall scores and Twitter-only scores (p<0.001 and p<0.001, respectively) than those students who only submitted answers "little or none of the time." While students retained less information from Twitter than from traditional classroom lecture, some retention was noted. Future research on social media in medical education would benefit from clear control and experimental groups in settings where quantitative use of social media could be measured. Ultimately, it is unlikely for social media to replace lecture in medical curriculum; however, there is a reasonable role for social media as an adjunct to traditional medical education.

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 calculations. Beginning MCNP users are encouraged to review LA-UR-09-00380, "Criticality Calculations with MCNP: A Primer (3nd Edition)" (available at http:// mcnp.lanl.gov under "Reference Collection") prior to the class. No Monte Carlo class can be complete without having students write their own simple Monte Carlo routines for basic random sampling, use of the random number generator, and simplified particle transport simulation.« less

Teaching practices of the undergraduate introductory biomechanics faculty: a North American survey.

PubMed

Garceau, Luke R; Ebben, William P; Knudson, Duane V

2012-11-01

Instruction and assessment strategies of undergraduate introductory biomechanics instructors have yet to be comprehensively examined. The purpose of this study was to identify the current instruction and assessment practices of North American undergraduate introductory biomechanics instructors and equipment needed for effective instruction in lecture and laboratory sessions. One hundred and sixty-five respondents (age: 42.5 +/- 10.3 years) who currently teach or have taught an introductory biomechanics course in North America were recruited by electronic mail. Subjects completed a web-based survey, consisting of 60 open- and closed-ended questions. Pearson's correlation coefficients were used to assess relationships between instructor's familiarity with either the Biomechanics Concept Inventory or the NASPE Guidelines for Undergraduate Biomechanics, and instructor and course characteristics (number of years teaching, age, faculty rank, number of quizzes given, etc.) A number of variables were significantly (p < 0.05) correlated. Answers to open-ended questions were processed using content analysis, with results categorized in content areas including: instructor and course characteristics; lecture instruction; assessment and equipment; laboratory instruction; assessment and equipment; and instructor's perspectives. Many active learning strategies for lecture and laboratory instruction were identified by faculty. Limited student preparation and limited resources were noted as the instructor's most common challenges.

Stennis hosts NASA Night in Oxford

NASA Technical Reports Server (NTRS)

2010-01-01

A young visitor to the Powerhouse Community Arts and Cultural Center in Oxford, Miss., enjoys a balloon rocket transportation activity during a NASA Night in the Neighborhood on March 29. NASA's John C. Stennis Space Center near Bay St. Louis visited the center with a variety of space-related displays and educational activities. Events targeted for children included moon phasers and build-your-own rocket transportation exercises, as well as an astronaut ice cream tasting station. Visitors also were able to take photos in the astronaut suit display. Displays focused on the 40th anniversaries of the Apollo 11 and Apollo 13 lunar missions, the International Space Station, and various aspects of Stennis work. The event was sponsored by the NASA Office of External Affairs and Education at Stennis.

Digital phase-lock loop

NASA Technical Reports Server (NTRS)

Thomas, Jr., Jess B. (Inventor)

1991-01-01

An improved digital phase lock loop incorporates several distinctive features that attain better performance at high loop gain and better phase accuracy. These features include: phase feedback to a number-controlled oscillator in addition to phase rate; analytical tracking of phase (both integer and fractional cycles); an amplitude-insensitive phase extractor; a more accurate method for extracting measured phase; a method for changing loop gain during a track without loss of lock; and a method for avoiding loss of sampled data during computation delay, while maintaining excellent tracking performance. The advantages of using phase and phase-rate feedback are demonstrated by comparing performance with that of rate-only feedback. Extraction of phase by the method of modeling provides accurate phase measurements even when the number-controlled oscillator phase is discontinuously updated.

Mode-coupling theory

NASA Astrophysics Data System (ADS)

Reichman, David R.; Charbonneau, Patrick

2005-05-01

In this set of lecture notes we review the mode-coupling theory of the glass transition from several perspectives. First, we derive mode-coupling equations for the description of density fluctuations from microscopic considerations with the use the Mori Zwanzig projection operator technique. We also derive schematic mode-coupling equations of a similar form from a field-theoretic perspective. We review the successes and failures of mode-coupling theory, and discuss recent advances in the applications of the theory.

The Fixed-Point Theory of Strictly Causal Functions

DTIC Science & Technology

2013-06-09

functions were defined to be the functions that are strictly contracting with respect to the Cantor metric (also called the Baire distance) on signals...of Lecture Notes in Computer Science, pages 447–484. Springer Berlin / Heidelberg, 1992. [36] George Markowsky. Chain-complete posets and directed...Journal of Logic Programming, 42(2):59–70, 2000. [52] George M. Reed and A. William Roscoe. A timed model for communicating sequential processes. In Laurent

Simplified Key Management for Digital Access Control of Information Objects

DTIC Science & Technology

2016-07-02

0001, Task BC-5-2283, “Architecture, Design of Services for Air Force Wide Distributed Systems,” for USAF HQ USAF SAF/CIO A6. The views, opinions...Challenges for Cloud Computing,” Lecture Notes in Engineering and Computer Science: Proceedings World Congress on Engineering and Computer Science 2011...P. Konieczny USAF HQ USAF SAF/CIO A6 11. SPONSOR’S / MONITOR’S REPORT NUMBER(S) 12. DISTRIBUTION / AVAILABILITY STATEMENT Approved for public

The Counterproductive Sea of Sameness in PME

DTIC Science & Technology

2014-01-01

RESPONSIBLE PERSON a. REPORT unclassified b. ABSTRACT unclassified c. THIS PAGE unclassified Standard Form 298 (Rev. 8-98) Prescribed by ANSI Std Z39-18...range between 7.3 and 15 percent, decreasing at senior Service schools where fewer women meet the rank qualifications .7 At the U.S. Army War...great librarians .” The student noted too that although a large number of class-wide lectures had already occurred, only two women were among the

Lecture Notes on Requirements Elicitation

DTIC Science & Technology

1994-03-01

ability to abstract away from the details of a problem and design a system that not only solves the problem but incorporates cutting-edge technology and...sound argument is presented. You have the uncanny ability to abstract away from the details of a problem and design a system that not only solves the... problem - solving skills on your last project, where you were the principle requirements analyst. Your undergraduate degree is in mathematics , and you

Preliminary Structural Design - Defining the Design Space

DTIC Science & Technology

1993-02-01

York, 1949 7. Rosenblatt, R., Prnciples of Neurodynamics , New York, Spartan Books, 1959 8. Swift, R.,"Structural Design Using Neural Networks," Ph.D...Explorations in the Microstructure of Cognition . Vol. 1 Foundations D. E. Rumelhart and J.L. McClelland Editors, MIT Press, 1986 40. Parker, D. B...Processing: Explorations in the Microstructure of Cognition , MIT Press 1986 45. Schittkowski, K., Nonlinear o a gmi codes Lecture Notes in Economics and

Accelerating progress on the road to safer sports: based on remarks of NFL Commissioner Roger Goodell in the Neurosurgical Society of America (NSA) medal lecture.

PubMed

Goodell, Roger; Batjer, H Hunt; Ellenbogen, Richard G

2014-10-01

Roger Goodell was invited by the Neurosurgical Society of America (NSA) to give the keynote speech as the NSA Medalist 2013. As President of the NSA, and Co-Chairs of the National Football league's Head Neck and Spine Committee, we provided the introduction for Goodell. He was cited for his tireless advocacy on behalf of professional and student athletes. We noted that the National Football League has been a world leader in funding traumatic brain injury research and a catalyst for safety in youth and professional sports. Mr Goodell's national leadership in thinking and acting boldly on the subject of traumatic brain injury prevention and treatment was the primary motivation for awarding him the NSA medal. What follows is a transcript of his NSA Medal Lecture to the Neurosurgical Society of America.

TASI/PiTP/ISS Lectures on Moduli and Microphysics

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

Silverstein, E

2004-05-10

I review basic forces on moduli that lead to their stabilization, for example in the supercritical and KKLT models of de Sitter space in string theory, as well as an AdS{sub 4} x S{sup 3} x S{sup 3} model I include which is not published elsewhere. These forces come from the classical dilaton tadpole in generic dimensionality, internal curvature, fluxes, and branes and orientifolds as well as non-perturbative effects. The resulting (A)dS solutions of string theory make detailed predictions for microphysical entropy, whose leading behavior we exhibit on the Coulomb branch of the system. Finally, I briefly review recent developmentsmore » concerning the role of velocity-dependent effects in the dynamics of moduli. These lecture notes are based on material presented at various stages in the 1999 TASI, 2002 PiTP, 2003 TASI, and 2003 ISS schools.« less

Watson-Jones Lecture, 1976. Some lesions of the brachial plexus.

PubMed Central

Bonney, G.

1977-01-01

Three types of lesion of the brachial plexus are discussed: entrapment syndrome; tumours; and traumatic lesions. In the first the importance of the pathological anatomy is stressed; in the second the rewarding results of accurate diagnosis and careful treatment are noted; and in the third the expanding possibilities of neural reconstruction and of specific treatment for pain are described. Images Fig. 1 Fig. 3 Fig. 4 Fig. 5 Fig. 8 Fig. 9 Fig. 10 PMID:879635

The Harmon Memorial Lectures in Military History 1959-1987

DTIC Science & Technology

1988-01-01

more treasure, eroded more humanity than the great conflicts. Dirty , grim combats they were, replete with piteous patriotism, with :.hining hero- ism...and the United States proved no exception. Americans had to learn to fight dirty and to keep what they won. Harsh as it seemed to many, this appeared...proper victory for a grim and dirty war. But Versailles statisfied no one, and Pershing noted with distaste the "Gen. .lon J. Pershing at general

United States Air Force Summer Faculty Research Program. 1985 Technical Report. Volume 3.

DTIC Science & Technology

1985-12-01

Canadian Journal of Microbiology 30:63-67. Jones, W.D. and J. Greenberg. Modification of methods used in bacteriophage typing of Mycobacterium tuberculosis ...Sands Missile Range, New Mexico . 7. Nicolaides, J.D., "Free Flight Missile Dynamics," Lecture Notes, Depurtnent of Aero-Space Engineering, University of...Univ. of New Mexico , Albuquerque, New Mexico , August 1967, pp. 123-138. 2. Jackson, J.D., Classical Electrodynamics, New York, New York, John Wiley

Systematic Control and Management of Data Integrity, Quality and Provenance for Command and Control Applications

DTIC Science & Technology

2010-01-24

assess the trustworthiness of sensor data. Mohamed Nabeel (PhD student), Department of Computer Science. M. Nabeel has been involved in the research...April 7-12, 2008, Cancun, Mexico. 10. M. Nabeel , E. Bertino, "Secure Delta-Publishing of XML Content", Poster Paper, Proceedings of 24th...30, 2007, Vilamoura, Portugal, Lecture Notes in Computer Science 4804, Springer 2007. 12. M. Nabeel , E. Bertino, "A Structure Preserving Approach for

Specification/Verification of Temporal Properties for Distributed Systems: Issues and Approaches. Volume 1

DTIC Science & Technology

1990-02-01

copies Pl ,...,P. of a multiple module fp resolve nondeterminism (local or global) in an identical manner. 5. The copies PI,...,P, axe physically...recovery block. A recovery block consists of a conventional block (like in ALGOL or PL /I) which is provided with a means of error detection, called an...improved failures model for communicating processes. In Proceeding. NSF- SERC Seminar on Concurrency, volume 197 of Lecture Notes in Computer Science

Proceedings of the NATO IST-128 Workshop: Assessing Mission Impact of Cyberattacks Held in Istanbul, Turkey on 15-17 June 2015

DTIC Science & Technology

2015-12-01

combine satisficing behaviour with learning and adaptation through environmental feedback. This a sequential decision making with one alternative...next action that an opponent will most likely take in a strategic interaction. Also, cognitive models derived from instance- based learning theory (IBL... through instance- based learning . In Y. Li (Ed.), Lecture Notes in Computer Science (Vol. 6818, pp. 281-293). Heidelberg: Springer Berlin. Gonzalez, C

Information Resource Sharing and Networking. 2nd Revised and Amended Edition. Report on Three Training Courses (Arusha, Tanzania, October 22-November 2, 1990; Mombasa, Kenya, April 15-26, 1991; Arusha, Tanzania, March 23-April 3, 1992).

ERIC Educational Resources Information Center

Musana, Augustes, Ed.; Huttemann, Lutz, Ed.

From 1989 to 1991, the German Foundation for International Development has organized a series of seminars and training courses for Eastern African countries given in concert with national and regional partner organizations to assist in providing improved information and documentation services. Selected papers and lecture notes from three training…

Proceedings of the Current Trends in Army Medical Department Psychology Held at San Antonio, Texas on 8-12 November 1976.

DTIC Science & Technology

1976-12-01

the faculty of several medical schools and universities. He is a 4 noted authority, lecturer, and author in the field of clinical hypnosis and has...a Fellow in the American Psychological Association and a Diplomate in Psychological Hypnosis . 0 .. ’..........- 1976 Current Trends in AMEDD...clinical neuropsychology, including the relationship of this field to medicine and various forensic concerns. Subsequent to this introduction by Dr

A Course of Lectures on Statistical Mechanics

DTIC Science & Technology

2010-06-01

of mathematics goes a long way to making it tractable. In particular for doing problems in thermodynamics , we’ll stress the following point . For any...disentangle temperature from k. This is done by setting T = 273.16 K at the triple point of water (’ 0.01◦C). Note that the SI unit of the Kelvin...energy, 11 of harmonic oscillator, 66 thermal equilibrium, 19 thermal resistance, 27 triple point of water, 19 ultraviolet catastrophe, 71 validity

Curriculum Development for Transfer Learning in Dynamic Multiagent Settings

DTIC Science & Technology

2016-06-01

HFO) Half field offense [19] is a subtask of Robocup simulated soccer in which a team of m offensive players try to score a goal against n defensive... players while playing on one half of a soccer field. The domain poses many challenges, including a large, continuous state and action space, coordi...case study . In RoboCup-2006: Robot Soccer World Cup X, volume 4434 of Lecture Notes in Artificial Intelligence, pages 72–85. Springer Verlag, Berlin

The European computer driving licence and the use of computers by dental students.

PubMed

Antonarakis, G S

2009-02-01

The use of computers within the dental curriculum for students is vital for many aspects of their studies. The aim of this study was to assess how dental students who had obtained the European computer driving licence (ECDL) qualification (an internationally-recognised standard of competence) through taught courses, felt about the qualification, and how it changed their habits vis-à-vis computers, and information and communication technology. This study was carried out as a descriptive, one-off, cross-sectional survey. A questionnaire was distributed to 100 students who had successfully completed the course, with questions pertaining to the use of email, word processing and Internet for course-works, Medline for research, computer based learning, online lecture notes, and online communication with members of staff, both before and after ECDL qualification. Scaled responses were given. The attitudes of students towards the course were also assessed. The frequencies and percentage distributions of the responses to each question were analysed. It was found that dental students who follow ECDL teaching and successfully complete its requirements, seem to increase the frequency with which they use email, word processing and Internet for course works, Medline for research purposes, computer based learning, online lecture notes, and online communication with staff. Opinions about the ECDL course varied, many dental students finding the course easy, enjoying it only a little, but admitting that it improved their computer skills.

Lectures from the European RTN Winter School on Strings, Supergravity and Gauge Theories, CERN, 16 20 January, 2006

NASA Astrophysics Data System (ADS)

Derendinger, J.-P.; Scrucca, C. A.; Uranga, A. M.

2006-11-01

This special issue is devoted to the proceedings of the conference 'Winter School on Strings, Supergravity and Gauge Theories', which took place at CERN, the European Centre for Nuclear Research, in Geneva, Switzerland, from the 16 to the 20 of January 2006. This event was organized in the framework of the European Mobility Research and Training Network entitled 'Constituents, Fundamental Forces and Symmetries of the Universe'. It is part of a yearly series of scientific schools which have become a traditional rendezvous for young researchers of the community. The previous one was held at SISSA, in Trieste, Italy, in February 2005, and the next one will take place again at CERN, in January 2007. The school was primarily meant for young doctoral students and postdoctoral researchers working in the area of string theory. It consisted of five general lectures of four hours each, whose notes are published in the present proceedings, and five working group discussion sessions, focused on specific topics of the network research program. It was attended by approximately 250 participants. The topics of the lectures were chosen to provide an introduction to some of the areas of recent progress and to the open problems in string theory. String theory is expected to provide insights into the description of systems where the role of gravity is crucial. One prominent example of such systems are time-dependent backgrounds with big bang singularities, whose status in string theory is reviewed in the lecture notes by Ben Craps. In another main problem in quantum gravity, string theory gives a fascinating microscopic description of black holes and their properties. The lectures by Shiraz Minwalla review the thermal properties of black holes from their microscopic description in terms of a holographically dual large N field theory. Progress in the description of black hole microstates, and its interplay with the macroscopic description in terms of supergravity solutions via the attractor mechanism, are covered by the lectures by Atish Dabholkar and Boris Pioline. A final important mainstream topic in string theory, being a higher-dimensional theory, is its compactification to four dimensions, and the computation of four-dimensional physical properties in terms of the properties of the internal space. The lectures by Mariana Graña review recent progress in the classification of the most general supersymmetric backgrounds describing the compactified dimensions, and their role in determining the number of massless scalar moduli fields in four dimensions. The conference was financially supported by the European Commission under contract MRTN-CT-2004-005104 and by CERN. It was jointly organized by the Physics Institute of the University of Neuchâtel and the Theory Unit of the Physics Division of CERN. It is a great pleasure for us to warmly thank the Theory Unit of CERN for its very kind hospitality and for the high quality of the services and infrastructure that it has provided. We also acknowledge helpful administrative assistance from the Physics Institute of the University of Neuchâtel. Special thanks go finally to Denis Frank for his very valuable help in preparing the conference web pages, and to J Rostant, A-M Perrin and M-S Vascotto for their continuous and very reliable assistance.

Optically driven self-oscillations of a silica nanospike at low gas pressures

NASA Astrophysics Data System (ADS)

Xie, Shangran; Pennetta, Riccardo; Noskov, Roman E.; Russell, Philip St. J.

2016-09-01

We report light-driven instability and optomechanical self-oscillation of a fused silica "nanospike" at low gas pressures. The nanospike (tip diameter 400 nm), fabricated by thermally tapering and HF-etching a single mode fiber (SMF), was set pointing at the endface of a hollow-core photonic crystal fiber (HC-PCF) into the field created by the fundamental optical mode emerging from the HC-PCF. At low pressures, the nanospike became unstable and began to self-oscillate for optical powers above a certain threshold, acting like a phonon laser or "phaser". Because the nanospike is robustly connected to the base, direct measurement of the temporal dynamics of the instability is possible. The experiment sheds light on why particles escape from optical traps at low pressures.

Improving the efficiency of molecular replacement by utilizing a new iterative transform phasing algorithm

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

He, Hongxing; Fang, Hengrui; Miller, Mitchell D.

2016-07-15

An iterative transform algorithm is proposed to improve the conventional molecular-replacement method for solving the phase problem in X-ray crystallography. Several examples of successful trial calculations carried out with real diffraction data are presented. An iterative transform method proposed previously for direct phasing of high-solvent-content protein crystals is employed for enhancing the molecular-replacement (MR) algorithm in protein crystallography. Target structures that are resistant to conventional MR due to insufficient similarity between the template and target structures might be tractable with this modified phasing method. Trial calculations involving three different structures are described to test and illustrate the methodology. The relationshipmore » of the approach to PHENIX Phaser-MR and MR-Rosetta is discussed.« less

Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction.

PubMed

Goff, Eric E; Reindl, Katie M; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G; Schroeder, Noah L; White, Alan R

2017-05-01

The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):226-234, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

Team-based learning in a preclinical removable denture prosthesis module in a United Arab Emirates dental school.

PubMed

Haj-Ali, Reem; Al Quran, Firas

2013-03-01

The purpose of this article is to describe the implementation of a team-based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students' performance in individual and group TBL activities and exam scores, students' experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre-assigned reading (self-directed learning), in-class individual and group readiness tests (accountability), team problem-solving of patient RDP cases, and faculty-led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture-based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active-learning instructional strategy for courses with high student-to-faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.

THE ETHICAL EDUCATION OF OPHTHALMOLOGY RESIDENTS: AN EXPERIMENT

PubMed Central

Packer, Samuel

2005-01-01

Purpose To demonstrate the effect of ethics education on a resident’s ability to answer questions that relate to moral dilemmas and on the clinical evaluations of residents by faculty. Methods The curriculum for the ethics education that was used for this study was designed by the author and consisted of 10 lectures of 1.5 hours each. Five residencies were included in the project. One residency received one lecture, two residencies received three lectures, and two residencies received 10 lectures. To evaluate the moral skills of the residents at the beginning of the course and at the end, the residents were given the Defining Issues Test (DIT-2) developed by James Rest, which involves answering standardized questions about four moral dilemmas. Faculty evaluations were completed before and after the ethics lectures were given. At the beginning of the ethics course, each resident was given a social survey that was designed to assess participation in community, religious, political, and societal activities as well as attitudes about these activities. All residents were also asked demographic information, including their age, gender, and year of residency. Results The results of the DIT-2 taken before and after the ethics lectures were compared. No correlations were found in faculty evaluations of clinical performance of the residents before and after the course (P = .052). Associations between DIT-2 scores and questions on community and religion in the social survey were noted. Conclusion The finding that the effect of an ethics course on residents’ ability to answer moral dilemmas did not achieve statistical significance should be accepted with the understanding that this was a first attempt at standardization of many variables, especially the format of the curriculum and materials used. The use of faculty evaluations to assess clinical performance needs to be standardized, and the faculty members need additional training to ensure validity of the results. The social survey was also the first attempt to assess an association between a resident’s response to moral dilemmas, attending evaluations, and residents’ opinions that relate to community, society, politics, and religion. PMID:17057806

The ethical education of ophthalmology residents: an experiment.

PubMed

Packer, Samuel

2005-01-01

To demonstrate the effect of ethics education on a resident's ability to answer questions that relate to moral dilemmas and on the clinical evaluations of residents by faculty. The curriculum for the ethics education that was used for this study was designed by the author and consisted of 10 lectures of 1.5 hours each. Five residencies were included in the project. One residency received one lecture, two residencies received three lectures, and two residencies received 10 lectures. To evaluate the moral skills of the residents at the beginning of the course and at the end, the residents were given the Defining Issues Test (DIT-2) developed by James Rest, which involves answering standardized questions about four moral dilemmas. Faculty evaluations were completed before and after the ethics lectures were given. At the beginning of the ethics course, each resident was given a social survey that was designed to assess participation in community, religious, political, and societal activities as well as attitudes about these activities. All residents were also asked demographic information, including their age, gender, and year of residency. The results of the DIT-2 taken before and after the ethics lectures were compared. No correlations were found in faculty evaluations of clinical performance of the residents before and after the course (P = .052). Associations between DIT-2 scores and questions on community and religion in the social survey were noted. The finding that the effect of an ethics course on residents' ability to answer moral dilemmas did not achieve statistical significance should be accepted with the understanding that this was a first attempt at standardization of many variables, especially the format of the curriculum and materials used. The use of faculty evaluations to assess clinical performance needs to be standardized, and the faculty members need additional training to ensure validity of the results. The social survey was also the first attempt to assess an association between a resident's response to moral dilemmas, attending evaluations, and residents' opinions that relate to community, society, politics, and religion.

Optimization of Tangential Mass Injection for Minimizing Flow Separation in a Scramjet Inlet

DTIC Science & Technology

1991-12-01

34 Aerospace EnQineering, Vol. 11. No. 8, August 1991, p.23. 26. Heppenheimer , Thomas A . Lecture notes from Hypersonic Technologies seminar. University...AFIT/GAE/ENY,/9 lD-2 ( /~ AD-A243 868 "DTIC OPTIMIZATION OF TANGENTIAL MASS INJECTION FOR MINIMIZING FLOW SEPARATION IN A SC.R-.MJET INLET THESIS...OF TANGENTIAL MASS INJECTION FOR MINIMIZING FLOW SEPARATION IN A SCRAMJET INLEr THESIS Presented to the Faculty of the School of E.ngineering of the

Heavy Quark Effective Theory

NASA Astrophysics Data System (ADS)

Manohar, A. V.

2003-02-01

These lecture notes present some of the basic ideas of heavy quark effective theory. The topics covered include the classification of states, the derivation of the HQET Lagrangian at tree level, hadron masses, meson form factors, Luke's theorem, reparameterization invariance and inclusive decays. Radiative corrections are discussed in some detail, including an explicit computation of a matching correction for HQET. Borel summability, renormalons, and their connection with the QCD perturbation series is covered, as well as the use of the upsilon expansion to improve the convergence of the perturbation series.

Lecture Notes in Artificial Intelligence 689: Methodologies for Intelligent Systems: International Symposium, ISMIS 󈨡 (7th) Held at Trondheim (Norway) April 1993

DTIC Science & Technology

1993-06-18

expresses 171 From our earliest days we learn to perceive time as a result of two im- portant cognitive abilities : the awareness of change in the world...agent. - Learning and cognition are closely related. Between the levels of sensory percep- tion and abstract language there are several levels of...Kaufmann, Los Altos, California, 1988. Previously available as I Report PM-01-87, School of Mathematics , University of Bristol. [13] Y. Shoham

Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course.

PubMed

Thomas, Valarie; Schuessler, Jenny B

2016-01-01

It is often difficult to engage nursing students and keep their interest when teaching pharmacology. This article reports on an effective change from a lecture-only approach to teaching with the use of games and case studies in a baccalaureate nursing education program. Improvements have been noted in standardized test scores and student evaluations, and students are more engaged in the learning process. Learning has been shifted from the instructor, as in the traditional classroom, and is now student focused.

A Quantum Groups Primer

NASA Astrophysics Data System (ADS)

Majid, Shahn

2002-05-01

Here is a self-contained introduction to quantum groups as algebraic objects. Based on the author's lecture notes for the Part III pure mathematics course at Cambridge University, the book is suitable as a primary text for graduate courses in quantum groups or supplementary reading for modern courses in advanced algebra. The material assumes knowledge of basic and linear algebra. Some familiarity with semisimple Lie algebras would also be helpful. The volume is a primer for mathematicians but it will also be useful for mathematical physicists.

SEI Report on Graduate Software Engineering Education for 1991

DTIC Science & Technology

1991-04-01

12, 12 (Dec. 1979), 85-94. Andrews83 Andrews, Gregory R . and Schneider, Fred B. “Concepts and Notations for Concurrent Programming.” ACM Computing...Barringer87 Barringer , H. “Up and Down the Temporal Way.” Computer J. 30, 2 (Apr. 1987), 134-148. Bjørner78 The Vienna Development Method: The Meta-Language...Lecture Notes in Computer Science. Bruns86 Bruns, Glenn R . Technology Assessment: PAISLEY. Tech. Rep. MCC TR STP-296-86, MCC, Austin, Texas, Sept

A Lower Bound for the Norm of the Solution of a Nonlinear Volterra Equation in One-Dimensional Viscoelasticity.

DTIC Science & Technology

1980-12-09

34, Symp. on Non-well-posed Problems and Logarithmic Convexity (Lecture Notes on Math. #316), pp. 31-5h, Springer, 1973. 3. Greenberg , J.M., MacCamy, R.C...34Continuous Data Dependence for an Abstract Volterra Integro- Differential Equation in Hilbert Space with Applications to Viscoelasticity", Annali Scuola... Hilbert Space", to appear in the J. Applicable Analysis. 8. Slemrod, M., "Instability of Steady Shearing Flows in a Nonlinear Viscoelastic Fluid", Arch

Cryptographic Properties of Monotone Boolean Functions

DTIC Science & Technology

2016-01-01

Algebraic attacks on stream ciphers with linear feedback, in: Advances in Cryptology (Eurocrypt 2003), Lecture Notes in Comput. Sci. 2656, Springer, Berlin...spectrum, algebraic immu- nity MSC 2010: 06E30, 94C10, 94A60, 11T71, 05E99 || Communicated by: Carlo Blundo 1 Introduction Let F 2 be the prime eld of...7]. For the reader’s convenience, we recall some basic notions below. Any f ∈ Bn can be expressed in algebraic normal form (ANF) as f(x 1 , x 2

Technology for design of transport aircraft. Lecture notes for MIT courses: Seminar 1.61 freshman seminar in air transportation and graduate course 1.201, transportation systems analysis

NASA Technical Reports Server (NTRS)

Simpson, R. W.

1972-01-01

The design parameters which determine cruise performance for a conventional subsonic jet transport are discussed. It is assumed that the aircraft burns climb fuel to reach cruising altitude and that aeronautical technology determines the ability to carry a given payload at cruising altitude. It is shown that different sizes of transport aircraft are needed to provide the cost optimal vehicle for different given payload-range objectives.

The Dispersion Tensor and Its Unique Minimizer in Hashin-Shtrikman Micro-structures

NASA Astrophysics Data System (ADS)

Bălilescu, Loredana; Conca, Carlos; Ghosh, Tuhin; San Martín, Jorge; Vanninathan, Muthusamy

2018-05-01

In this paper, we introduce a macroscopic quantity, namely the dispersion tensor or the Burnett coefficients in the class of generalized Hashin-Shtrikman micro-structures (Tartar in The general theory of homogenization, volume 7 of Lecture notes of the Unione Matematica Italiana, Springer, Berlin, p 281, 2009). In the case of two-phase materials associated with the periodic Hashin-Shtrikman structures, we settle the issue that the dispersion tensor has a unique minimizer, which is the so called Apollonian-Hashin-Shtrikman micro-structure.

An Analysis of Airline Costs. Lecture Notes for MIT Courses. 16.73 Airline Management and Marketing

NASA Technical Reports Server (NTRS)

Simpson, R. W.

1972-01-01

The cost analyst must understand the operations of the airline and how the activities of the airline are measured, as well as how the costs are incurred and recorded. The data source is usually a cost accounting process. This provides data on the cumulated expenses in various categories over a time period like a quarter, or year, and must be correlated by the analyst with cumulated measures of airline activity which seem to be causing this expense.

Estimating Optimal Transformations for Multiple Regression and Correlation.

DTIC Science & Technology

1982-07-01

algorithm; we minimize (2.4) e2 (,,, ...,) = E[e(Y) - 1I (X 2 j=l j 2holding EO =1, E6 = E0, =.-. =Ecp = 0, through a series of single function minimizations...X, x = INU = lIVe . Then (5.16) THEOREM. If 6*, p* is an optimal transformation for regression, then = ue*o Conversely, if e satisfies Xe = U6, Nll1...Stanford University, Tech. Report ORIONOO6. Gasser, T. and Rosenblatt, M. (eds.) (1979). Smoothing Techniques for Curve Estimation, in Lecture Notes in

Study of Turbulence by Photon Correlation Spectroscopy

DTIC Science & Technology

1991-10-23

Hepp, and H . A. Weidenmuller (Springer Lecture Notes in Physics, Vol 12, 1972) p. 402. [17] A. Onuki , Phys. Lett. 127, 143 (1988). [18) K. R...of Turbulence", (W. I. Goldburg, P. Tong, and H . K. Pak), Physica D 38 (1989) 134-140. 2. "Scaling Laws in Weak Turbulence", (with H . K. Pak, W. I...Goldburg and P. Tong), (in press). 3. "An Experimental Study of Weak Turbulence", (with H . K. Pak and W. I. Goldburg), "Fluid Dynamics Research" (in

Student nurse absenteeism in higher education: An argument against enforced attendance.

PubMed

Lipscomb, Martin; Snelling, Paul C

2010-08-01

Unauthorised student nurse absenteeism in higher education troubles many university lecturers. Anecdotally, absenteeism is occasionally raised as an issue by attending students who resent others "getting away" with non-attendance and some policy documents appear to suggest that attendance should be mandated. This paper argues against enforced attendance in higher education and challenges those who would mandate attendance to explain and justify their position. Drawing on a range of nursing and non-nursing material we here discuss some of the literature on attendance, absenteeism, effort or time spent in study and grade attainment. Informed by this admittedly partial review we maintain that the evidence linking grade attainment with attendance and study effort is less conclusive than intuition might initially suggest. We note that enforcing attendance apparently runs counter to important pedagogic (humanistic and androgogic) principles. We propose that responses to absenteeism cannot be separated from questions of 'harm' and we suggest that lecturers should refrain from associating non-attendance with unprofessional behaviour and poor professionalization. Copyright 2009 Elsevier Ltd. All rights reserved.

Is the use of 55" LCD 3D screen practicable in large seminar to lecture hall size audiences?

NASA Astrophysics Data System (ADS)

Ilgner, Justus; Sparrer, Ingo; Westhofen, Martin

2013-03-01

Introduction: The presentation of surgical contents to undergraduate medical students can be challenging, as the surgical approach is often different from the anatomist's perspective that is reproduced in textbooks. Although there are many options to record endoscopic, microscopic as well as "open" surgical procedures, presentation of contents still can be costly and entail a loss in picture quality including depth impression. Material and methods: We presented seven stereoscopic clips of 30 seconds to minute and 20 seconds each to 64 medical students (43 female / 21 male) as part of the "sensory organs" course module in 4th year; using one 55" LCD 3D screen with line-alternating, circular polarization. Students were asked for their subjective viewing impression and about their opinion on the usefulness of 3D presentations in medical lectures. Results: 63% of students returned their questionnaires completed. The main results (multiple answers allowed) were: 70% noted that 3D presentations made complex anatomy easier to comprehend from an unknown perspective, 48% would feel better motivated to learn surgical procedures, and 38% would generally prefer a 3D lecture to a 2D lecture, while 23% would not see any advantage of 3D presentations whatsoever. Conclusion: While the screen size compared to audience size was far from ideal, it gave medical students, who had not been exposed to surgical procedures in the operating theatre yet, an impression of general approach to microsurgery and how the choice of surgical approach in relation of vital structures can minimize trauma and unwanted effects to the patient. The availability of larger screens, however, may necessitate changes in production of 3D material from the microscope camera onward.

Stochastic Geometry and Quantum Gravity: Some Rigorous Results

NASA Astrophysics Data System (ADS)

Zessin, H.

The aim of these lectures is a short introduction into some recent developments in stochastic geometry which have one of its origins in simplicial gravity theory (see Regge Nuovo Cimento 19: 558-571, 1961). The aim is to define and construct rigorously point processes on spaces of Euclidean simplices in such a way that the configurations of these simplices are simplicial complexes. The main interest then is concentrated on their curvature properties. We illustrate certain basic ideas from a mathematical point of view. An excellent representation of this area can be found in Schneider and Weil (Stochastic and Integral Geometry, Springer, Berlin, 2008. German edition: Stochastische Geometrie, Teubner, 2000). In Ambjørn et al. (Quantum Geometry Cambridge University Press, Cambridge, 1997) you find a beautiful account from the physical point of view. More recent developments in this direction can be found in Ambjørn et al. ("Quantum gravity as sum over spacetimes", Lect. Notes Phys. 807. Springer, Heidelberg, 2010). After an informal axiomatic introduction into the conceptual foundations of Regge's approach the first lecture recalls the concepts and notations used. It presents the fundamental zero-infinity law of stochastic geometry and the construction of cluster processes based on it. The second lecture presents the main mathematical object, i.e. Poisson-Delaunay surfaces possessing an intrinsic random metric structure. The third and fourth lectures discuss their ergodic behaviour and present the two-dimensional Regge model of pure simplicial quantum gravity. We terminate with the formulation of basic open problems. Proofs are given in detail only in a few cases. In general the main ideas are developed. Sufficiently complete references are given.

Remote Teaching of Histopathology Using Scanned Slides via Skype Between the United Kingdom and Nigeria.

PubMed

Rotimi, Olorunda; Orah, Nnamdi; Shaaban, Abeer; Daramola, Adetola O; Abdulkareem, Fatimah B

2017-02-01

-Web-based learning is a major component of distance education. -To explore Web-based applications for pathology teaching in resource-limited sub-Saharan Africa. -The participants were consultant pathologists and trainees drawn from tertiary institutions in Nigeria. They viewed the digital slides via the Leeds virtual pathology Web site, after which, interactive lectures were given via Skype (Skype Communications, Luxembourg City, Luxembourg). Questionnaires were administered via SurveyMonkey (Palo Alto, California) to all participants of 12 sessions between 2014 and 2015. -Nine consultant pathologists and 33 trainees participated in this survey. Of all respondents, 29 (69%) thought it was fairly easy to navigate the system, 11 (26.2%) thought it was easy, whereas 2 (4.8%) felt it was difficult. In addition, 26 respondents (61.9%) found it fairly easy to make a make a diagnosis, 13 (31%) thought it was easy, and 3 (7.1%) noted that it was difficult. Twenty-four respondents (57.1%) had a fairly smooth user experience, 12 (28.6%) experienced occasional crashes, whereas 6 (14.3%) reported a smooth experience. Almost all (41 of 42; 97.6%) respondents felt the pathology teaching was beneficial to their local pathology practice, and all (100%) indicated the need for additional, similar sessions. -The beneficial applications of Internet-based lectures make them a viable, cheaper, and cost-effective alternative to face-to-face lectures in our environment.

Using mobile technologies for assessment and learning in practice settings: a case study.

PubMed

Dearnley, Chris; Haigh, Jackie; Fairhall, John

2008-05-01

The aim of this project was to explore the feasibility and identify the issues of using mobile technologies in the assessment of health and social care students in practice settings. We report here on a case study, which took place between a University department and varied clinical settings where students were on placement. Twenty-nine student midwives and five members of lecturing staff took part in the study and were issued with PocketPCs on which to record assessment documentation including action plans and evidence of achieving performance criteria. Qualitative data were obtained from three focus groups with student midwives and individual interviews with their link lecturers and quantitative data were gathered through short questionnaires to provide simple descriptive statistics. Findings indicated that students preferred the neatness and durability of the PocketPC to the paper based format, which became worn overtime. The ability to add to notes and references as and when appropriate was welcomed. However, anxiety about losing the device or material stored within it proved to be a major constraint. Lecturing staff found that synchronising the device with the University electronic diary system was extremely useful whilst clinical staff approached the change with varying levels of acceptance or dismissal. Introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support.

Flipping the Electromagnetic Theory classroom

NASA Astrophysics Data System (ADS)

Berger, Andrew J.

2017-08-01

Electromagnetic Theory is a required junior-year course for Optics majors at the University of Rochester. This foundational course gives students their first rigorous exposure to electromagnetic vector fields, dipole radiation patterns, Fresnel reflection/transmission coefficients, waveguided modes, Jones vectors, waveplates, birefringence, and the Lorentz model of refractive index. To increase the percentage of class time devoted to student-centered conceptual reasoning and instructor feedback, this course was recently "flipped". Nearly all of the mathematically-intensive derivations were converted to narrated screencasts ("Khan Academy" style) and made available to students through the course's learning management system. On average, the students were assigned two 10-15 minute videos to watch in advance of each lecture. An electronic survey after each tutorial encouraged reflection and counted towards the student's participation grade. Over the past three years, students have consistently rated the videos as being highly valuable. This presentation will discuss the technical aspects of creating tutorial videos and the educational tradeoffs of flipping a mathematically-intensive upper-level course. The most important advantage is the instructor's increased ability to identify and respond to student confusion, via activities that would consume too much time in a lecture-centered course. Several examples of such activities will be given. Two pitfalls to avoid are the temptation for the instructor not to update the videos from year to year and the tendency of students not to take lecture notes while watching the videos.

Why the Short-War Scenario is Wrong for Naval Planning.

DTIC Science & Technology

1982-07-01

34On Singular Chaaecteristic Initial Value In Springer Verlag Lecture Notes In Physics. 106, (1979), Proble m with Unique Solution," 20 pp., Jun 1978...34 Huntzinger, R. L&ar, " Market Analysis wilth Rational Epc’ 50 pp., Jan 1978, AD A08 541 tations: Theory end Estimation," 60 Pp., Wg 78, AD A054 422 PP 230 PP...1979 (Presanted at the Nlow Conference on -Low AD A077 636 Inome Lor Markets ," Cuicago. Jun 1978), AD AD%6 629 pp 246 Thie, Jawse A., Jr., "The

Visible Light Emitting Materials and Injection Devices

DTIC Science & Technology

1993-01-01

view to preventing the occurrence of faceting in these films. (II) MOCVD growth of II-VI materials (Tim Anderson) (11.1) Growth of novel Zn ZCd SSeI ...E.J. Stofko and R.J, Paff, "Synthesis and some properties of BeTe, BeSe, and BeS", J, Phys, Chem. Soiid. 33 (1972) 501. 2. R. Yamamoto, M . Inoue, K...Technology," SID Seminar Lecture Notes, 1988, Vol. 1 7. R.M. Park, M ,B. Troffer, and C.M. Rouleau, "p-type ZnSe by nitrogen atom beam doping during molecular

Urey Prize Lecture - Chaotic dynamics in the solar system

NASA Technical Reports Server (NTRS)

Wisdom, Jack

1987-01-01

Attention is given to solar system cases in which chaotic solutions of Newton's equations are important, as in chaotic rotation and orbital evolution. Hyperion is noted to be tumbling chaotically; chaotic orbital evolution is suggested to be of fundamental importance to an accounting for the Kirkwood gaps in asteroid distribution and for the phase space boundary of the chaotic zone at the 3/1 mean-motion commensurability with Jupiter. In addition, chaotic trajectories in the 2/1 chaotic zone reach very high eccentricities by a route that carries them to high inclinations temporarily.

Wall-crossing between stable and co-stable ADHM data

NASA Astrophysics Data System (ADS)

Ohkawa, Ryo

2018-06-01

We prove formula between Nekrasov partition functions defined from stable and co-stable ADHM data for the plane following method by Nakajima and Yoshioka (Kyoto J Math 51(2):263-335, 2011) based on the theory of wall-crossing formula developed by Mochizuki (Donaldson type invariants for algebraic surfaces: transition of moduli stacks, Lecture notes in mathematics, vol 1972, Springer, Berlin, 2009). This formula is similar to conjectures by Ito et al. [J High Energy Phys 2013(5):045, 2013, (4.1), (4.2)] for A1 singularity.

Influence of curriculum type on student performance in the United States Medical Licensing Examination Step 1 and Step 2 exams: problem-based learning vs. lecture-based curriculum.

PubMed

Enarson, C; Cariaga-Lo, L

2001-11-01

The results of the United States Medical Licensing Examination Step 1 and 2 examinations are reported for students enrolled in a problem-based and traditional lecture-based curricula over a seven-year period at a single institution. There were no statistically significant differences in mean scores on either examination over the seven year period as a whole. There were statistically significant main effects noted by cohort year and curricular track for both the Step 1 and 2 examinations. These results support the general, long-term effectiveness of problem-based learning with respect to basic and clinical science knowledge acquisition. This paper reports the United States Medical Licensing Examination Step 1 and Step 2 results for students enrolled in a problem-based and traditional lecture-based learning curricula over the seven-year period (1992-98) in order to evaluate the adequacy of each curriculum in supporting students learning of the basic and clinical sciences. Six hundred and eighty-nine students who took the United States Medical Licensing Examination Step 1 and 540 students who took Step 2 for the first time over the seven-year period were included in the analyses. T-test analyses were utilized to compare students' Step 1 and Step 2 performance by curriculum groups. United States Medical Licensing Examination Step 1 scores over the seven-year period were 214 for Traditional Curriculum students and 208 for Parallel Curriculum students (t-value = 1.32, P=0.21). Mean Step 2 scores over the seven-year period were 208 for Traditional Curriculum students and 206 for Parallel Curriculum students (t-value=1.08, P=0.30). Statistically significant main effects were noted by cohort year and curricular track for both the Step 1 and Step 2 examinations. The totality of experience in both groups, although differing by curricular type, may be similar enough that the comparable scores are what should be expected. These results should be reassuring to curricular planners and faculty that problem-based learning can provide students with the knowledge needed for the subsequent phases of their medical education.

Vortices and turbulence (The 23rd Lanchester Memorial Lecture)

NASA Astrophysics Data System (ADS)

Lilley, G. M.

1983-12-01

A comprehensive discussion is presented concerning the phenomena characteristically treated in vortex and turbulence theory, as well as the degree of success achieved by various computation and visualization methods and theoretical models developed for vortex flow behavior prediction. Note is taken of the pioneering research conducted by F. W. Lanchester in 1893-1907, and attention is given to vortex tip and edge generation by rectangular and delta wings, the cool core effect of the Ranque-Hilsch vortex tube, the modeling of shear flows by means of vortex array methods, the classification and modelling of turbulent flows (together with a taxonomy of their calculation methods), and NASA ILLIAC IV computations of two-dimensional channel flow. Also noted are recent results concerning the boundary layer coherent structure of a flat plate at zero pressure gradient, including the regeneration structure and flow distortion and breakdown of a turbulent boundary layer.

Basic Density-Functional Theory—an Overview

NASA Astrophysics Data System (ADS)

von Barth, U.

In these notes I have given a personally flavored exposA~© of static density-functional theory (DFT). I have started from standard many-body physics at a very elementary level and then gradually introduced the basic concepts of DFT. Successively more advanced topics are added and at the end I even discuss a few not yet published theories. The discussion represents many of the personal views of the author and there is no attempt at being comprehensive. I fully realize that I am often ‘unfair’ in treating the achievements of other researchers. Many topics of standard DFT are deliberately left out like, e.g., time-dependence, excitations, and magnetic or relativistic effects. These notes represent a compilation of a series of lectures given at at the EXC!TING Summer School DFT beyond the ground state at RiksgrA~¤nsen, Sweden in June of 2003.

Georg Philip Nenter and medicine "by notes" in the 18th century.

PubMed

Bonfante, Luciana; D'Angelo, Angela; Komninos, Georgios; Antonello, Augusto

2009-01-01

Even though it is true that the medical historiography of the 18th century is lacking in great scientific personalities, it is equally true that the entire century is characterized by continuous efforts to encapsulate the medical area of knowledge, acquired until then, in precise and systematic outlines, to serve the academic teaching of the subject of medicine. Georg Philip Nenter, a pupil of Georg Ernst Stahl and a professor of medicine in the University of Strasburg, could not help being influenced by that atmosphere. He added though, in our opinion, a touch of remarkable modernity. In fact his volume Fundamenta medicinae teoretico-pratica (Venice, 1735) is a wonderful collection of the notes taken during his lectures. The description of various diseases - renal diseases in particular - maintains a very systematic development of the subject through various chapters (definition, clinical manifestations, differential diagnosis, prognosis, treatment and examples of specific prescriptions), as if students were being addressed.

Stennis hosts Gulf Pine Council's NASA Brownie Day

NASA Image and Video Library

2007-10-13

Tori Williams, of Brownie Girl Scout Troop 313, builds her own `stomp rocket' with the help of adult chaperone Pamela Cottrell. The two, of Gulfport, participated in NASA Brownie Day on Oct. 13 at Stennis Space Center. They were among nearly 200 members of Brownie Girl Scout Troops within the Gulf Pines Council who took part in the day of educational activities at SSC. Brownie Day used NASA curriculum support materials to teach about the sun and its significance in our solar system. In addition to building and launching their own model rockets, the girls toured the center's portable Starlab planetarium; viewed demonstrations about living and working in space; played games of `Moon Phasers' that teach about the rotation of the moon around the earth; made bracelets with ultraviolet-sensitive beads; and other activities that celebrated Earth's very own star. They also toured StenniSphere and were able to earn their Earth and Sky and Space Explorer `Try-Its.'

Prototype Holographic Atmospheric Scanner for Environmental Remote Sensing (PHASERS)

NASA Technical Reports Server (NTRS)

Guerra, David V.; Schwemmer, Geary K.; Wooten, Albert D., Jr.; Chaudhuri, Sandipan S.; Wilkerson, Thomas D.

1995-01-01

A ground-based atmospheric lidar system that utilizes a Holographic Optical Telescope and Scanner has been developed and successfully operated to obtain atmospheric backscatter profiles. The Prototype Holographic Atmospheric Scanner for Environmental Remote Sensing is built around a volume phase reflection Holographic Optical Element. This single optical element both directs and collimates the outgoing laser beam as well as collects, focuses, and filters the atmospheric laser backscatter, while offering significant weight savings over existing telescope mirror technology. Conical scanning is accomplished as the HOE rotates on a turntable sweeping the 1.2 mrad field of view around a 42deg cone. During this technology demonstration, atmospheric aerosol and cloud return signals have been received in both stationary and scanning modes. The success of this program has led to the further development of this technology for integration into airborne and eventually satellite earth observing scanning lidar telescopes.

Stennis hosts Gulf Pine Council's NASA Brownie Day

NASA Technical Reports Server (NTRS)

2007-01-01

Tori Williams, of Brownie Girl Scout Troop 313, builds her own `stomp rocket' with the help of adult chaperone Pamela Cottrell. The two, of Gulfport, participated in NASA Brownie Day on Oct. 13 at Stennis Space Center. They were among nearly 200 members of Brownie Girl Scout Troops within the Gulf Pines Council who took part in the day of educational activities at SSC. Brownie Day used NASA curriculum support materials to teach about the sun and its significance in our solar system. In addition to building and launching their own model rockets, the girls toured the center's portable Starlab planetarium; viewed demonstrations about living and working in space; played games of `Moon Phasers' that teach about the rotation of the moon around the earth; made bracelets with ultraviolet-sensitive beads; and other activities that celebrated Earth's very own star. They also toured StenniSphere and were able to earn their Earth and Sky and Space Explorer `Try-Its.'

Training outcome in future professional voice users after 18 months of voice training.

PubMed

Timmermans, Bernadette; De Bodt, Marc S; Wuyts, Floris L; Van de Heyning, Paul H

2004-01-01

The goal of this study is to define the long-term influence of vocal hygiene education and the effectiveness of voice training in 46 students. Half of the subjects, called the trained group (n = 23), received vocal hygiene education during 1 school year and voice training during 2 school years (18 months). The other half, also 23 subjects, received neither vocal hygiene education nor voice training as such (called the untrained group). The voice training is made up of technical workshops (30 h a year in groups of 5-8 subjects) and vocal coaching in the radio and drama projects (30 h whole class). In the lectures (30 h) a theoretical background on breathing, articulation, voicing and vocal hygiene was discussed. A multidimensional test battery containing the GRBAS scale, videolaryngostroboscopy, maximum phonation time, jitter, lowest intensity, highest frequency, Dysphonia Severity Index (DSI) and Voice Handicap Index (VHI) was applied before and after 18 months to evaluate the effect of voice training over time. A questionnaire on daily habits was presented before the lectures, and after 18 months to detect the long-term effect of the lectures. The objectively measured voice quality (DSI) of the trained group improved significantly over time (p < 0.001) due to training (p = 0.008), which was not the case in the untrained group. The self-assessed VHI, on the other hand, changed over time (p < 0.001) in both groups. For the trained group the VHI changed from 18.4 to 14.4 and in the untrained group from 20.1 to 15.3. It is important to note that the VHI scores of both groups remained high. The interpretation of the results of the daily habit questionnaire is disturbing: the initial high degree of smoking, vocal abuse, stress and late meals was not influenced by the lectures or training and remained high. This study proves the positive outcome and emphasizes the need for a well-organized voice training program in future professional voice users. However, the lectures and training on vocal hygiene failed to improve voice-conserving habits. Copyright 2004 S. Karger AG, Basel

EDITORIAL: Lectures from the European RTN Winter School on Strings, Supergravity and Gauge Theories, CERN, 21 25 January 2008

NASA Astrophysics Data System (ADS)

Derendinger, J.-P.; Orlando, D.; Uranga, A.

2008-11-01

This special issue is devoted to the proceedings of the conference 'RTN Winter School on Strings, Supergravity and Gauge Theories', which took place at CERN, the European Centre for Nuclear Research, in Geneva, Switzerland, on the 21 25 January 2008. This event was organized in the framework of the European Mobility Research and Training Network entitled 'Constituents, Fundamental Forces and Symmetries of the Universe'. It is part of a yearly series of scientific schools, which represents what is by now a well established tradition. The previous ones have been held at SISSA, in Trieste, Italy, in February 2005 and at CERN in January 2006. The next one will again take place at CERN, in February 2009. The school was primarily meant for young doctoral students and postdoctoral researchers working in the area of string theory. It consisted of several general lectures of four hours each, whose notes are published in the present proceedings, and five working group discussion sessions, focused on specific topics of the network research program. It was attended by approximatively 250 participants. The topics of the lectures were chosen to provide an introduction to some of the areas of recent progress, and to the open problems, in string theory. One of the most active areas in string theory in recent years is the AdS/CFT or gauge/gravity correspondence, which proposes the complete equivalence of string theory on (asymptotically) anti-de Sitter spacetimes with gauge theories. The duality relates the weak coupling regime of one system to the strongly coupled regime of the other, and is therefore very non-trivial to test beyond the supersymmetry-protected BPS sector. One of the key ideas to quantitatively match several quantities on both sides is the use of integrability, both in the gauge theory and the string side. The lecture notes by Nick Dorey provide a pedagogical introduction to the fascinating topic of integrability in AdS/CFT. On the string theory side, progress has been limited by the difficulties of quantizing the worldsheet theory in the presence of RR backgrounds. There is increasing hope that these difficulties can be overcome, using the pure spinor formulation of string theory. The lectures by Yaron Oz overview the present status of this proposal. The gauge/gravity correspondence is already leading to important insights into questions of quantum gravity, like the entropy of black holes and its interpretation in terms of microstates. These questions can be addressed in string theory, for certain classes of supersymmetric black holes. The lectures by Vijay Balasubramanian, Jan de Boer, Sheer El-Showk and Ilies Messamah review recent progress in this direction. Throughout the years, formal developments in string theory have systematically led to improved understanding on how it may relate to nature. In this respect, the lectures by Henning Samtleben describe how the formal developments on gauged supergravities can be used to describe compactification vacua in string theory, and their implications for moduli stabilization and supersymmetry breaking. Indeed, softly broken supersymmetry is one of the leading proposals to describe particle physics at the TeV energy range, as described in the lectures by Gian Giudice (not covered in this issue). This connection with TeV scale physics is most appropriate and timely, given that this energy range will shortly become experimentally accessible in the LHC at CERN. The conference was financially supported by the European Commission under contract MRTN-CT-2004-005104 and by CERN. It was jointly organized by the Physics Institute of the University of Neuchâtel and the Theory Unit of the Physics Division of CERN. It is a great pleasure for us to warmly thank the Theory Unit of CERN for its very kind hospitality and for the high quality of the assistance and the infrastructure that it has provided. We also acknowledge helpful administrative assistance from the Physics Institute of the University of Neuchâtel. Special thanks also go to Denis Frank, for his very valuable help in preparing the conference web pages. Group photo

Scaling a Survey Course in Extreme Weather

NASA Astrophysics Data System (ADS)

Samson, P. J.

2013-12-01

"Extreme Weather" is a survey-level course offered at the University of Michigan that is broadcast via the web and serves as a research testbed to explore best practices for large class conduct. The course has led to the creation of LectureTools, a web-based student response and note-taking system that has been shown to increase student engagement dramatically in multiple courses by giving students more opportunities to participate in class. Included in this is the capacity to pose image-based questions (see image where question was "Where would you expect winds from the south") as well as multiple choice, ordered list, free response and numerical questions. Research in this class has also explored differences in learning outcomes from those who participate remotely versus those who physically come to class and found little difference. Moreover the technologies used allow instructors to conduct class from wherever they are while the students can still answer questions and engage in class discussion from wherever they are. This presentation will use LectureTools to demonstrate its features. Attendees are encouraged to bring a mobile device to the session to participate.

It's Not the Way I Learned!

NASA Astrophysics Data System (ADS)

Mason, Diana S.

2003-11-01

Computer-enhanced learning as noted by Cole and Todd (5) is “somewhat less effective at the precollege level” (p 1339). Progress is slow due to a number of factors, including instructors who are resistant to change, the complexity of the subject, and the handling of chemistry laboratories. Many of our students politely go through the motions but are not actively engaged with the lesson. Simply listening to chemistry lectures may provide students with little in the way of substantial learning gains, because lectures do not necessarily actively involve students in the activity (9), yet with the incorporation of today’s technology into our curriculum and the flexible, asynchronous environment of online learning with the advantages immediate feedback provides (6) many students will expand their knowledge and skills. Careful monitoring by the instructor and setting of internal deadlines for students involved in online learning are known to encourage higher completion rates than are generally reported (10). We should take advantage of today’s advances, embrace them, and be the ones to change—set the pace and avoid the trap of “it’s not the way I learned to do it!”

Pedagogical progeniture or tactical translation? George Fordyce's additions and modifications to William Cullen's philosophical chemistry--Part I.

PubMed

Taylor, Georgette

2014-02-01

This article contributes to a growing body of research on the dissemination, dispersion or diffusion of scientific knowledge via pedagogical networks. By examining students' handwritten lecture notes, I compare the eighteenth-century chemistry lectures given by William Cullen (1710-1790) at Glasgow and Edinburgh Universities with those of his one-time student George Fordyce (1736-1802), in London, at first privately and then as part of the medical education of physicians at St. Thomas's Hospital. Part I examines the broad structure of Cullen's and Fordyce's courses, comparing both course content and pedagogical approaches to ask how far knowledge flowed directly 'downstream,' and the extent to which it was transformed, translated or transmuted in the process of transmission. Part II (forthcoming) will approach the affinity theories of Cullen and Fordyce in greater depth, revealing the dynamics of knowledge transfer. The results shed light on the transmission of knowledge and skills between master and student, and reflect on whether Fordyce can be better described as Cullen's pedagogical progeny, or less straightforwardly as a tactical translator.

A community-based partnership collaborative practice agreement project to teach innovation in care delivery.

PubMed

Hohmeier, Kenneth C; Spivey, Christina A; Chisholm-Burns, Marie

2017-05-01

To explore students' perceptions (self-assessment) of their preparedness to develop collaborative practice agreements (CPAs) before and after delivery of one CPA-focused classroom lectures and 2) a CPA development student project in partnership with a local community-based pharmacy. A CPA-focused didactic lecture and subsequent project were given to second-year (P2) pharmacy students enrolled in a community pharmacy elective course at the University of Tennessee College of Pharmacy. Pre- and post-surveys were administered using an online survey platform to assess student perceptions. Responses for each survey question were summarized using frequencies, and chi-square analysis was conducted to assess the association between pre- and post-scores on each question. Students were significantly more likely to rate themselves as prepared or completely prepared to develop a CPA in a community pharmacy setting (χ 2 =61.21, p<0.01) after the course and project. Students also noted that they felt they were prepared or very prepared to work within a team to develop and implement a CPA in a community pharmacy setting (χ 2 =37.60, p<0.01). This study demonstrated that a didactic classroom lecture series followed by a student project partnered with a local community pharmacy improved perceived knowledge, preparedness, and ability to implement CPAs in a community pharmacy. Through intentional exposure of students to scope-of-practice expanding opportunities like CPAs, pharmacy educators can potentially accelerate the evolution of community pharmacy practice. Copyright © 2017 Elsevier Inc. All rights reserved.

Riding a tsunami in ocean science education

NASA Astrophysics Data System (ADS)

Reed, Donald L.

1998-08-01

An experiment began in late 1994 in which the WWW plays a critical role in the instruction of students in an oceanography course for non-majors. The format of the course consists of an equal blend of traditional lectures, tutorial-style exercises delivered from the course WWW site, classroom activities, such as poster presentations and group projects, and field excursions to local marine environments. The driving force behind the technology component of the course is to provide high-quality educational materials that can be accessed at the convenience of the student. These materials include course information and handouts, lecture notes, self-paced exercises, a virtual library of electronic resources, information on newsworthy marine events, and late-breaking oceanographic research that impacts the population of California. The course format was designed to partially meet the demands of today's students, involve students in the learning process, and prepare students for using technology in work following graduation. Students have reacted favorably to the use of the WWW and comments by peers have been equally supportive. Students are more focused in their efforts during the computer-based exercises than while listening to lecture presentations. The implementation of this form of learning, however, has not, as yet, reduced the financial cost of the course or the amount of instructor effort in providing a high quality education. Interactions between the instructor and students have increased significantly as the informality of a computer laboratory promotes individual discussions and electronic communication provides students with easy (and frequent) access to the instructor outside of class.

Lecture capturing assisted teaching and learning experience

NASA Astrophysics Data System (ADS)

Chen, Li

2015-03-01

When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.

Focus on Electronics, Photonics and Renewable Energy.

PubMed

Goodnick, Stephen M; Nemanich, Robert J; Korkin, Anatoli

2018-06-21

This focus collection is based on the research papers presented at the NGC 2017 conference in Tomsk (Russia), the 7th conference in the Nano and Giga Forum series, dedicated to solving scientific and technological problems in several areas of electronics, photonics and renewable energy. As early as the first forum in Moscow, Russia, in 2002, the organizers realized that publication of the lectures notes and selected research papers would be a valuable legacy of the meeting, and a significant educational resource and knowledge base for students, young researchers, and experts alike. © 2018 IOP Publishing Ltd.

Hidden simplicity of gauge theory amplitudes

NASA Astrophysics Data System (ADS)

Drummond, J. M.

2010-11-01

These notes were given as lectures at the CERN Winter School on Supergravity, Strings and Gauge Theory 2010. We describe the structure of scattering amplitudes in gauge theories, focussing on the maximally supersymmetric theory to highlight the hidden symmetries which appear. Using the Britto, Cachzo, Feng and Witten (BCFW) recursion relations we solve the tree-level S-matrix in \\ {N}=4 super Yang-Mills theory and describe how it produces a sum of invariants of a large symmetry algebra. We review amplitudes in the planar theory beyond tree level, describing the connection between amplitudes and Wilson loops, and discuss the implications of the hidden symmetries.

Results from Two Years of Web-Based Astronomy Teaching

NASA Astrophysics Data System (ADS)

Wallin, J.

1996-12-01

During the last two years, course notes, supplemental material, bulletin boards, and an interactive quiz system have been developed for the introductory astronomy course at George Mason University. In this talk, I will present results about the level of Web literacy, Web usage, and educational effectiveness of this system based on in-class surveys and test results. The results presented are based on a 300 person survey course composed primarily of non-science majors. Although this course currently includes a lecture section, we plan to offer this as a web-based distance learning course within six months.

Generalized Kubo formulas for the transport properties of incommensurate 2D atomic heterostructures

NASA Astrophysics Data System (ADS)

Cancès, Eric; Cazeaux, Paul; Luskin, Mitchell

2017-06-01

We give an exact formulation for the transport coefficients of incommensurate two-dimensional atomic multilayer systems in the tight-binding approximation. This formulation is based upon the C* algebra framework introduced by Bellissard and collaborators [Coherent and Dissipative Transport in Aperiodic Solids, Lecture Notes in Physics (Springer, 2003), Vol. 597, pp. 413-486 and J. Math. Phys. 35(10), 5373-5451 (1994)] to study aperiodic solids (disordered crystals, quasicrystals, and amorphous materials), notably in the presence of magnetic fields (quantum Hall effect). We also present numerical approximations and test our methods on a one-dimensional incommensurate bilayer system.

Kuiper Prize Lecture - Present and past climates of the terrestrial planets

NASA Technical Reports Server (NTRS)

Pollack, James B.

1991-01-01

An evaluation is undertaken of the current understanding of factors shaping the current climates of Venus, Mars, and the earth, in conjunction with the ways in which these planetary climates may have been different in the past. Attention is given to modeling approaches of various levels of sophistication which both characterize current climates and elucidate prior climatic epochs; these are assessed in light of observational data in order to judge degrees of success thus far and formulate major remaining questions for future investigations. Venus is noted to offer excellent opportunities for modeling the greenhouse effect.

Assisting at-risk community college students' acquisition of critical thinking learning strategies in human anatomy and physiology

NASA Astrophysics Data System (ADS)

Arburn, Theresa Morkovsky

1998-11-01

The purpose of this study was to investigate whether learning thinking strategies within the context of a community college course in Human Anatomy and Physiology would result in increased academic performance and the incidence of critical thinking skills. Included in the study sample were 68 community college students, many of whom would be categorized as "at-risk," who were enrolled in four sections of a Human Anatomy and Physiology class. Two of the class sections served as the experimental group and two sections served as the control group. During the course of one semester, members of the experimental group participated in the use of a student-generated questioning technique in conjunction with lecture presentations, while members of the control group did not. All students were pretested using the Learning and Study Strategies Inventory (LASSI) and the California Critical Thinking Skills Test (CCTST). Posttesting was completed using these same instruments and an end-of-course comprehensive examination. Analysis of data revealed no significant differences between the experimental and control groups with regard to their overall achievement, their ability to process information, or their demonstration of critical thinking. It was interesting to note, however, that members of the experimental group did exhibit a change in their ability to select main ideas, apply deductive reasoning, and use inference. While the use of thinking strategies within the context of the course did not effect a significant change in academic achievement or critical thinking among at-risk community college students, it should be noted that application of a non-lecture method of class participation had no negative impact on student performance. Whether more abstruse changes have occurred with regard to the acquisition of cognitive skills remains to be elucidated.

Outcomes from building system courseware for teaching and testing in a discipline-based human structure curriculum.

PubMed

Reilly, Frank D

2011-01-01

This study investigated the educational benefits of system-based lecture notes and interactive learning objects in a peripheral nervous system component of a traditional first-year medical school human anatomy course. The impetus for the investigation was anecdotal evidence suggesting enhanced learner satisfaction with the learning resources. Retrospective review of existing data from 2006 to 2009 was undertaken to quantify (1) the effects of Web-based system courseware on examination item performance, and (2) differences among learner opinions regarding the benefit level of the five different types of interactive learning objects as evaluated by instructional design questionnaires. Interactive patient-based case studies (IPCS) and review games (Games), simulated interactive patients (SIP), flashcards, and unit quizzes (Quizzes) developed in-house have been peer-reviewed and published in MedEdPORTAL. Statistics included one-way analysis of variance, Tukey's post hoc test, and power meta-analysis (d). Examination item analysis scores remained significantly higher (P ≤ 0.05; d = 0.3938) for learners receiving the instructional treatment incorporating system-based lecture notes and interactive learning objects than for those not receiving this treatment. Using questionnaires with a five-point Likert scale, students reported favorably on the benefit level of all learning objects. They rated the SIP and IPCS significantly higher (P ≤0.05) and games significantly lower (P ≤ 0.05) than in previous years, indicating a change in learner preferences. This study reaffirms that online system-based instructional techniques improve student examination performance and overall student satisfaction. Learners indicated stronger preferences for SIP and IPCS over exercises encouraging passive memorization of anatomical content. Copyright © 2011 American Association of Anatomists.

Automatic lithofacies segmentation from well-logs data. A comparative study between the Self-Organizing Map (SOM) and Walsh transform

NASA Astrophysics Data System (ADS)

Aliouane, Leila; Ouadfeul, Sid-Ali; Rabhi, Abdessalem; Rouina, Fouzi; Benaissa, Zahia; Boudella, Amar

2013-04-01

The main goal of this work is to realize a comparison between two lithofacies segmentation techniques of reservoir interval. The first one is based on the Kohonen's Self-Organizing Map neural network machine. The second technique is based on the Walsh transform decomposition. Application to real well-logs data of two boreholes located in the Algerian Sahara shows that the Self-organizing map is able to provide more lithological details that the obtained lithofacies model given by the Walsh decomposition. Keywords: Comparison, Lithofacies, SOM, Walsh References: 1)Aliouane, L., Ouadfeul, S., Boudella, A., 2011, Fractal analysis based on the continuous wavelet transform and lithofacies classification from well-logs data using the self-organizing map neural network, Arabian Journal of geosciences, doi: 10.1007/s12517-011-0459-4 2) Aliouane, L., Ouadfeul, S., Djarfour, N., Boudella, A., 2012, Petrophysical Parameters Estimation from Well-Logs Data Using Multilayer Perceptron and Radial Basis Function Neural Networks, Lecture Notes in Computer Science Volume 7667, 2012, pp 730-736, doi : 10.1007/978-3-642-34500-5_86 3)Ouadfeul, S. and Aliouane., L., 2011, Multifractal analysis revisited by the continuous wavelet transform applied in lithofacies segmentation from well-logs data, International journal of applied physics and mathematics, Vol01 N01. 4) Ouadfeul, S., Aliouane, L., 2012, Lithofacies Classification Using the Multilayer Perceptron and the Self-organizing Neural Networks, Lecture Notes in Computer Science Volume 7667, 2012, pp 737-744, doi : 10.1007/978-3-642-34500-5_87 5) Weisstein, Eric W. "Fast Walsh Transform." From MathWorld--A Wolfram Web Resource. http://mathworld.wolfram.com/FastWalshTransform.html

Diversity of Students' background as a source for improving teaching Physics at a Liberal Arts Institution

NASA Astrophysics Data System (ADS)

Agrest, Mikhail

2001-11-01

Presented work is dedicated to improvement of teaching-learning process and classroom time utilization. What should students carry with them from the classroom? Enthusiasm of their teacher, understanding of the basic concepts, understanding of what they should work on at home and, of course, some notes Teaching materials, which relate concepts of Physics to each other and to a variety of concepts in other areas of knowledge and human activity were developed. This approach is based on my experience of interacting with students with diversity of backgrounds, educational goals and objectives. Those include Business and Politics, Literature and Media, everyday family and College life, etc. A supplement workbook based on teaching materials was developed to be available for students to make notes during the lectures. This method was tested in Introductory Physics classes at the College of Charleston during some past years. The teaching-learning effectiveness has been increased and positive feedback was received from students and faculty at the College and some other Universities.

Numerical Studies of Disordered Tight-Binding Hamiltonians

NASA Astrophysics Data System (ADS)

Scalettar, R. T.

2007-06-01

These are notes used for a set of lectures delivered at the Vietri summer school on Condensed Matter Physics in Fall 2006. They concern the general problem of the interplay of interactions and disorder in two dimensional electronic systems, as realized in the specific context of Quantum Monte Carlo simulations of the Anderson-Hubbard Hamiltonian. I wish to thank the organizers of this school for their hospitality during my visit, and their work in general in providing this educational opportunity for students over the years. It is a pleasure also to acknowledge the collaborators together with whom I have learned much of the physics and numerics presented in these notes: Zhaojun Bai, Andrew Baldwin, George Batrouni, Karim Bouadim, Wenbin Chen, Peter Denteneer, Fred Hébert, Norman Paris, Matt Schram, Nandini Trivedi, Martin Ulmke, Ichitaro Yamazaki and Gergely Zimanyi. This work was supported by the National Science Foundation (NSF-DMR-0312261 and NSF-ITR-0313390), and China Special Funds for Major State Basic Research Projects under contract 2005CB321700.

Education in Neurology Resident Documentation Using Payroll Simulation.

PubMed

Liang, John W; Shanker, Vicki L

2017-04-01

Approaches for teaching neurology documentation include didactic lectures, workshops, and face-to-face meetings. Few studies have assessed their effectiveness. To improve the quality of neurology resident documentation through payroll simulation. A documentation checklist was created based on Medicaid and Medicare evaluation and management (E/M) guidelines. In the preintervention phase, neurology follow-up clinic charts were reviewed over a 16-week period by evaluators blinded to the notes' authors. Current E/M level, ideal E/M level, and financial loss were calculated by the evaluators. Ideal E/M level was defined as the highest billable level based on the documented problems, alongside a supporting history and examination. We implemented an educational intervention that consisted of a 1-hour didactic lecture, followed by e-mail feedback "paystubs" every 2 weeks detailing the number of patients seen, income generated, income loss, and areas for improvement. Follow-up charts were assessed in a similar fashion over a 16-week postintervention period. Ten of 11 residents (91%) participated. Of 214 charts that were reviewed preintervention, 114 (53%) had insufficient documentation to support the ideal E/M level, leading to a financial loss of 24% ($5,800). Inadequate documentation was seen in all 3 components: history (47%), examination (27%), and medical decision making (37%). Underdocumentation did not differ across residency years. Postintervention, underdocumentation was reduced to 14% of 273 visits ( P < .001), with a reduction in the financial loss to 6% ($1,880). Improved documentation and increased potential reimbursement was attained following a didactic lecture and a 16-week period in which individual, specific feedback to neurology residents was provided.

Commentary: IDSA guidelines for improving the teaching of preclinical medical microbiology and infectious diseases.

PubMed

Southwick, Frederick; Katona, Peter; Kauffman, Carol; Monroe, Sara; Pirofski, Liise-anne; del Rio, Carlos; Gallis, Harry; Dismukes, William

2010-01-01

Preclinical microbiology and infectious diseases courses too often primarily depend on PowerPoint lectures and notes, combined with multiple-choice tests, as their primary teaching tools. This strategy sets low expectations for students, encouraging short-term memory and discouraging understanding and long-term memory. These methods also fail to stimulate active participation, collaborative learning, and two-way communication with the professor, and they do not respect the students' diverse talents and ways of learning. The Infectious Diseases Society of America Preclinical Curriculum Committee proposes a new approach that emphasizes active learning and understanding and that addresses all of these failures. It consists of five components: (1) "Just-in-time" teaching that requires students to e-mail the answers to two general questions as well as any areas of misunderstanding to the instructor several hours before each lecture, (2) peer instruction or large-group sessions consisting of student teams of four who electronically answer a conceptual question before each major section of the lecture, (3) teaching from edited textbooks and Internet sources, (4) small-group discussions that emphasize pathogenesis and differential diagnosis, and (5) essay questions that encourage and test understanding in addition to recognition. A national consensus on factual content is proposed, with the goals of reducing information overload and minimizing requirements for excessive memorization. These strategies promise to enhance learning and rekindle interest in the field of infectious diseases. Other subspecialty organizations should create similar teaching guidelines that will encourage future medical students to bring a richer understanding of clinical and basic science to the bedside.

A Study on Course Management System Implementation in Indonesian Higher Education Institutions

NASA Astrophysics Data System (ADS)

Saputra, Y. A.; Singgih, M. L.; Latiffianti, E.; Suryani, E.; Mudjahidin

2018-04-01

Information technology development nowadays has brought new colors in the higher education learning process. In Indonesia, the current trend showed a higher use of CMS to support the existing conventional learning method in the classrooms. This paper attempts to understand the characteristics of CMS implementation based on a survey at several higher education institutions in Indonesia. There were 9 selected higher education institutions observed in this study. The objectives were to find out the CMS implementation in terms of: 1) the management of CMS implementation, 2) the evaluation, 3) originality of materials, platform, and feature; and 4) participation level. The result showed that the use of CMS in these institutions, in general, was to support the classroom conventional learning method by providing a repository of lecture notes and communication forum/media outside the classroom. The management task mostly was taken care by a specific unit. A Moodle (freeware) was found as a typical platform in use, and none of the institutions chose to use paid platform i.e. Blackboard. The accessibility of CMS used was kept closed for limited group of people due to high cost of material originality assurance. Observation also found that there was not much attempts in evaluating the success of CMS implementation in each institution, whereas the success measurement was limited to the users’ satisfaction level. The majority of institutions claimed a good internal participation level (with lecturers and students as the main users), but in general we found that lecturer participation in most institutions were low or even very low.

The attitudes of undergraduate students and staff to the use of electronic learning.

PubMed

Gupta, B; White, D A; Walmsley, A D

2004-04-24

Computer-aided learning (CAL) offers advantages over traditional methods of learning as it allows students to work in their own time and pace. The School of Dentistry at the University of Birmingham has created an electronic learning website, named the Ecourse. This is designed to be a web-based supplement to the dental undergraduate curriculum. The aim of this study was to determine the attitudes of third year dental students and members of staff about the Ecourse website. A questionnaire was produced and piloted before being distributed to all 65 third year dental students to obtain their opinions about the Ecourse website. The views of Ecourse were sought from four members of staff by performing qualitative, semi-structured interviews. Lecture handouts and textbooks were reported as the sources used most often, by 96% of students. Eighty-six per cent of students are accessing the Ecourse mainly at the School of Dentistry, but 53% are also accessing it at home. Students liked the multiple-choice questions, downloading extra notes and looking at pictures and animation to explain clinical procedures. The majority of the students (79%) want the Ecourse to be used as a supplement to the undergraduate programme and 7% wanted it to replace formal lectures. Staff recognised the benefits of the Ecourse but were concerned about plagiarism, the effect on lecture attendance and the lack of feedback from students on existing CAL material. Students consider the Ecourse as a positive method of supplementing traditional methods of learning in the dental undergraduate programme. However in contrast teaching staff expressed negative views on the use of e-learning.

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.

Vortex modeling for rotor aerodynamics - The 1991 Alexander A. Nikolsky Lecture

NASA Technical Reports Server (NTRS)

Gray, Robin B.

1992-01-01

The efforts toward realistic vortex modeling for rotary wings which began under the guidance of professor A. A. Nikolsky of Princeton University in 1955-1956 are discussed. Attention is given to Nikolsky's flow-visualization studies and major theoretical considerations for vortex modeling. More recent efforts by other researchers have led to models of increasing complexity. The neglect of compressibility and viscous effects in the classical approach is noted to be a major limiting factor in full-scale rotor applications of the classical vortex theory; it has nevertheless been valuable for the delineation of problem areas and the guiding of both experimental and theoretical investigations.

Quantum error correcting codes and 4-dimensional arithmetic hyperbolic manifolds

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

Guth, Larry, E-mail: lguth@math.mit.edu; Lubotzky, Alexander, E-mail: alex.lubotzky@mail.huji.ac.il

2014-08-15

Using 4-dimensional arithmetic hyperbolic manifolds, we construct some new homological quantum error correcting codes. They are low density parity check codes with linear rate and distance n{sup ε}. Their rate is evaluated via Euler characteristic arguments and their distance using Z{sub 2}-systolic geometry. This construction answers a question of Zémor [“On Cayley graphs, surface codes, and the limits of homological coding for quantum error correction,” in Proceedings of Second International Workshop on Coding and Cryptology (IWCC), Lecture Notes in Computer Science Vol. 5557 (2009), pp. 259–273], who asked whether homological codes with such parameters could exist at all.

Microswimmers - From Single Particle Motion to Collective Behavior

NASA Astrophysics Data System (ADS)

Gompper, Gerhard; Bechinger, Clemens; Herminghaus, Stephan; Isele-Holder, Rolf; Kaupp, U. Benjamin; Löwen, Hartmut; Stark, Holger; Winkler, Roland G.

2016-11-01

Locomotion of autonomous microswimmers is a fascinating field at the cutting edge of science. It combines the biophysics of self-propulsion via motor proteins, artificial propulsion mechanisms, swimming strategies at low Reynolds numbers, the hydrodynamic interaction of swimmers, and the collective motion and synchronisation of large numbers of agents. The articles of this Special Issue are based on the lecture notes of an international summer school, which was organized by the DFG Priority Programme 1726 "Microswimmers - From Single Particle Motion to Collective Behaviour" in the fall of 2015. The minireviews provide a broad overview of the field, covering both elementary and advanced material, as well as selected areas from current research.

Radar cross section lectures

NASA Astrophysics Data System (ADS)

Fuhs, A. E.

A comprehensive account is given of the principles that can be applied in military aircraft configuration studies to minimize the radar cross section (RCS) that will be presented by the resulting design to advanced radars under various mission circumstances. It is noted that, while certain ECM techniques can be nullified by improved enemy electronics in a very short time, RCS reductions may require as much as a decade of radar development before prior levels of detectability can be reestablished by enemy defenses. Attention is given to RCS magnitude determinants, inverse scattering, the polarization and scattering matrix, the RCSs of flat plates and conducting cylinders, and antenna geometry and beam patterns.

Lecture Notes on Criticality Safety Validation Using MCNP & Whisper

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

Brown, Forrest B.; Rising, Michael Evan; Alwin, Jennifer Louise

Training classes for nuclear criticality safety, MCNP documentation. The need for, and problems surrounding, validation of computer codes and data area considered first. Then some background for MCNP & Whisper is given--best practices for Monte Carlo criticality calculations, neutron spectra, S(α,β) thermal neutron scattering data, nuclear data sensitivities, covariance data, and correlation coefficients. Whisper is computational software designed to assist the nuclear criticality safety analyst with validation studies with the Monte Carlo radiation transport package MCNP. Whisper's methodology (benchmark selection – C k's, weights; extreme value theory – bias, bias uncertainty; MOS for nuclear data uncertainty – GLLS) and usagemore » are discussed.« less

Studying the Earth's Environment from Space: Computer Laboratory Exercised and Instructor Resources

NASA Technical Reports Server (NTRS)

Smith, Elizabeth A.; Alfultis, Michael

1998-01-01

Studying the Earth's Environment From Space is a two-year project to develop a suite of CD-ROMs containing Earth System Science curriculum modules for introductory undergraduate science classes. Lecture notes, slides, and computer laboratory exercises, including actual satellite data and software, are being developed in close collaboration with Carla Evans of NASA GSFC Earth Sciences Directorate Scientific and Educational Endeavors (SEE) project. Smith and Alfultis are responsible for the Oceanography and Sea Ice Processes Modules. The GSFC SEE project is responsible for Ozone and Land Vegetation Modules. This document constitutes a report on the first year of activities of Smith and Alfultis' project.

Evaluation of an Integrated Curriculum in Physics, Mathematics, Engineering, and Chemistry

NASA Astrophysics Data System (ADS)

Beichner, Robert

1997-04-01

An experimental, student centered, introductory curriculum called IMPEC (for Integrated Mathematics, Physics, Engineering, and Chemistry curriculum) is in its third year of pilot-testing at NCSU. The curriculum is taught by a multidisciplinary team of professors using a combination of traditional lecturing and alternative instructional methods including cooperative learning, activity-based class sessions, and extensive use of computer modeling, simulations, and the world wide web. This talk will discuss the research basis for our design and implementation of the curriculum, the qualitative and quantitative methods we have been using to assess its effectiveness, and the educational outcomes we have noted so far.

Instruments and demonstrations in the astrological curriculum: evidence from the University of Vienna, 1500-1530.

PubMed

Hayton, Darin

2010-06-01

Historians have used university statutes and acts to reconstruct the official astrology curriculum for students in both the arts and medical faculties, including the books studied, their order, and their relation to other texts. Statutes and acts, however, cannot offer insight into what actually happened during lectures and in the classroom: in other words, how and why astrology was taught and learned in the medieval university. This paper assumes that the astrology curriculum is better understood as the set of practices that constituted it and gave it meaning for both masters and students. It begins to reconstruct what occurred in the classroom by drawing on published and unpublished lecture notes. These offer insight into how masters presented the material as they did, and why. The paper argues three points: first, the teaching of astrology centered on demonstrations involving astrological instruments: specifically, various kinds of paper astrolabes. Second, the astrological instruction focused on conveying the pragmatics of astrology rather than esoteric, theoretical issues. Finally, astrology as it was taught in the arts curriculum was explicitly intended to provide a foundation for students who would advance to study medicine at the university.

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

NASA Astrophysics Data System (ADS)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

JIP: Java image processing on the Internet

NASA Astrophysics Data System (ADS)

Wang, Dongyan; Lin, Bo; Zhang, Jun

1998-12-01

In this paper, we present JIP - Java Image Processing on the Internet, a new Internet based application for remote education and software presentation. JIP offers an integrate learning environment on the Internet where remote users not only can share static HTML documents and lectures notes, but also can run and reuse dynamic distributed software components, without having the source code or any extra work of software compilation, installation and configuration. By implementing a platform-independent distributed computational model, local computational resources are consumed instead of the resources on a central server. As an extended Java applet, JIP allows users to selected local image files on their computers or specify any image on the Internet using an URL as input. Multimedia lectures such as streaming video/audio and digital images are integrated into JIP and intelligently associated with specific image processing functions. Watching demonstrations an practicing the functions with user-selected input data dramatically encourages leaning interest, while promoting the understanding of image processing theory. The JIP framework can be easily applied to other subjects in education or software presentation, such as digital signal processing, business, mathematics, physics, or other areas such as employee training and charged software consumption.

A Case Study in the Misrepresentation of Applied Behavior Analysis in Autism: The Gernsbacher Lectures

PubMed Central

Morris, Edward K

2009-01-01

I know that most men, including those at ease with problems of the greatest complexity, can seldom accept the simplest and most obvious truth if it be such as would oblige them to admit the falsity of conclusions which they have proudly taught to others, and which they have woven, thread by thread, into the fabrics of their life. (Tolstoy, 1894) This article presents a case study in the misrepresentation of applied behavior analysis for autism based on Morton Ann Gernsbacher's presentation of a lecture titled “The Science of Autism: Beyond the Myths and Misconceptions.” Her misrepresentations involve the characterization of applied behavior analysis, descriptions of practice guidelines, reviews of the treatment literature, presentations of the clinical trials research, and conclusions about those trials (e.g., children's improvements are due to development, not applied behavior analysis). The article also reviews applied behavior analysis' professional endorsements and research support, and addresses issues in professional conduct. It ends by noting the deleterious effects that misrepresenting any research on autism (e.g., biological, developmental, behavioral) have on our understanding and treating it in a transdisciplinary context. PMID:22478522

PREFACE: Inverse Problems in Applied Sciences—towards breakthrough

NASA Astrophysics Data System (ADS)

Cheng, Jin; Iso, Yuusuke; Nakamura, Gen; Yamamoto, Masahiro

2007-06-01

These are the proceedings of the international conference `Inverse Problems in Applied Sciences—towards breakthrough' which was held at Hokkaido University, Sapporo, Japan on 3-7 July 2006 (http://coe.math.sci.hokudai.ac.jp/sympo/inverse/). There were 88 presentations and more than 100 participants, and we are proud to say that the conference was very successful. Nowadays, many new activities on inverse problems are flourishing at many centers of research around the world, and the conference has successfully gathered a world-wide variety of researchers. We believe that this volume contains not only main papers, but also conveys the general status of current research into inverse problems. This conference was the third biennial international conference on inverse problems, the core of which is the Pan-Pacific Asian area. The purpose of this series of conferences is to establish and develop constant international collaboration, especially among the Pan-Pacific Asian countries, and to lead the organization of activities concerning inverse problems centered in East Asia. The first conference was held at City University of Hong Kong in January 2002 and the second was held at Fudan University in June 2004. Following the preceding two successes, the third conference was organized in order to extend the scope of activities and build useful bridges to the next conference in Seoul in 2008. Therefore this third biennial conference was intended not only to establish collaboration and links between researchers in Asia and leading researchers worldwide in inverse problems but also to nurture interdisciplinary collaboration in theoretical fields such as mathematics, applied fields and evolving aspects of inverse problems. For these purposes, we organized tutorial lectures, serial lectures and a panel discussion as well as conference research presentations. This volume contains three lecture notes from the tutorial and serial lectures, and 22 papers. Especially at this flourishing time, it is necessary to carefully analyse the current status of inverse problems for further development. Thus we have opened with the panel discussion entitled `Future of Inverse Problems' with panelists: Professors J Cheng, H W Engl, V Isakov, R Kress, J-K Seo, G Uhlmann and the commentator: Elaine Longden-Chapman from IOP Publishing. The aims of the panel discussion were to examine the current research status from various viewpoints, to discuss how we can overcome any difficulties and how we can promote young researchers and open new possibilities for inverse problems such as industrial linkages. As one output, the panel discussion has triggered the organization of the Inverse Problems International Association (IPIA) which has led to its first international congress in the summer of 2007. Another remarkable outcome of the conference is, of course, the present volume: this is the very high quality online proceedings volume of Journal of Physics: Conference Series. Readers can see in these proceedings very well written tutorial lecture notes, and very high quality original research and review papers all of which show what was achieved by the time the conference was held. The electronic publication of the proceedings is a new way of publicizing the achievement of the conference. It has the advantage of wide circulation and cost reduction. We believe this is a most efficient method for our needs and purposes. We would like to take this opportunity to acknowledge all the people who helped to organize the conference. Guest Editors Jin Cheng, Fudan University, Shanghai, China Yuusuke Iso, Kyoto University, Kyoto, Japan Gen Nakamura, Hokkaido University, Sapporo, Japan Masahiro Yamamoto, University of Tokyo, Tokyo, Japan

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…

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.

Diagnostic imaging learning resources evaluated by students and recent graduates.

PubMed

Alexander, Kate; Bélisle, Marilou; Dallaire, Sébastien; Fernandez, Nicolas; Doucet, Michèle

2013-01-01

Many learning resources can help students develop the problem-solving abilities and clinical skills required for diagnostic imaging. This study explored veterinary students' perceptions of the usefulness of a variety of learning resources. Perceived resource usefulness was measured for different levels of students and for academic versus clinical preparation. Third-year (n=139) and final (fifth) year (n=105) students and recent graduates (n=56) completed questionnaires on perceived usefulness of each resource. Resources were grouped for comparison: abstract/low complexity (e.g., notes, multimedia presentations), abstract/high complexity (e.g., Web-based and film case repositories), concrete/low complexity (e.g., large-group "clicker" workshops), and concrete/high complexity (e.g., small-group interpretation workshops). Lower-level students considered abstract/low-complexity resources more useful for academic preparation and concrete resources more useful for clinical preparation. Higher-level students/recent graduates also considered abstract/low-complexity resources more useful for academic preparation. For all levels, lecture notes were considered highly useful. Multimedia slideshows were an interactive complement to notes. The usefulness of a Web-based case repository was limited by accessibility problems and difficulty. Traditional abstract/low-complexity resources were considered useful for more levels and contexts than expected. Concrete/high-complexity resources need to better represent clinical practice to be considered more useful for clinical preparation.

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

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 neutral-to-slightly favourably disposed to continue with the EVS technology. The 2 lecturers disagreed regarding the ease of preparation of the traditional lecture, their ability to keep to time in the EVS lecture, and personal satisfaction with the EVS lecture. The lecturers felt that EVS encouraged student participation and helped identify where students were having difficulty. Conclusion In this setting, EVS technology used in large group lectures did not offer significant advantages over the more traditional lecture format. PMID:17655773

Education in Neurology Resident Documentation Using Payroll Simulation

PubMed Central

Liang, John W.

2017-01-01

Background Approaches for teaching neurology documentation include didactic lectures, workshops, and face-to-face meetings. Few studies have assessed their effectiveness. Objective To improve the quality of neurology resident documentation through payroll simulation. Methods A documentation checklist was created based on Medicaid and Medicare evaluation and management (E/M) guidelines. In the preintervention phase, neurology follow-up clinic charts were reviewed over a 16-week period by evaluators blinded to the notes' authors. Current E/M level, ideal E/M level, and financial loss were calculated by the evaluators. Ideal E/M level was defined as the highest billable level based on the documented problems, alongside a supporting history and examination. We implemented an educational intervention that consisted of a 1-hour didactic lecture, followed by e-mail feedback “paystubs” every 2 weeks detailing the number of patients seen, income generated, income loss, and areas for improvement. Follow-up charts were assessed in a similar fashion over a 16-week postintervention period. Results Ten of 11 residents (91%) participated. Of 214 charts that were reviewed preintervention, 114 (53%) had insufficient documentation to support the ideal E/M level, leading to a financial loss of 24% ($5,800). Inadequate documentation was seen in all 3 components: history (47%), examination (27%), and medical decision making (37%). Underdocumentation did not differ across residency years. Postintervention, underdocumentation was reduced to 14% of 273 visits (P < .001), with a reduction in the financial loss to 6% ($1,880). Conclusions Improved documentation and increased potential reimbursement was attained following a didactic lecture and a 16-week period in which individual, specific feedback to neurology residents was provided. PMID:28439359

Distance learning and toxicology: new horizons for Paracelsus.

PubMed

Huggins, Jane; Morris, John; Peterson, C Erik

2005-09-01

Distance learning offers many advantages to students and teachers of almost any scientific discipline. Toxicology is no exception. For example, should Paracelsus be interested in learning more about toxicology at Drexel University, he would have the opportunity to take two courses in this subject utilizing the content management software, WebCT. The two courses would offer a website from which he could view and/or download his notes for each class. He could correspond with the instructor as well as fellow students, participate in discussions about timely topics, and make presentations to the class, all via electronic communication. Moreover, his examinations would also be computerized. Although he might have the option of attending traditional "face-to-face" lectures with other students in the class, he could also access these lectures at any time from a remote location by using the archive of taped lectures on the class website. Overall, Paracelsus would have access to many tools to enhance his understanding of toxicology, and he probably would never have to worry about parking before class (!). The two WebCT modules in toxicology that we have developed at Drexel represent the successful migration of two courses from a traditional "face-to-face" model of classroom instruction to hybrid models that combine "face-to-face" interaction with online instruction. Student and faculty evaluations of these courses have been very positive. Future plans include linking the two modules together so that students in the advanced class can do "review" or "remedial" work in the basic module. Furthermore, a library of video clips is also planned in which researchers will be discussing their work on various toxicologic topics. Students will be able to access these clips as resources from which to write research papers.

A study assessing the impact of different teaching modalities for pharmacy students in a Cardio-Pulmonary Resuscitation (CPR) course.

PubMed

Khan, Tahir Mehmood; Hassali, Mohamed Azmi; Rasool, Sahibzada Tasleem

2013-10-01

The current study aims to assess the effectiveness of different teaching methods adopted for the practical session of Cardio-Pulmonary Resuscitation (CPR). CPR training is one of the compulsory modules of the Public Health Pharmacy (PHP) course at Universiti Sains Malaysia. CPR training comprises of 10% of total marks of the PHP course. To test the effectiveness of the different teaching strategies, three groups were defined using a two-stage cohort distribution-i.e. based on grade point average (GPA) and different teaching modalities. Group One was instructed using images and PowerPoint lecture slides. Group Two was instructed using videos and PowerPoint lecture slides. Group Three was instructed using PowerPoint slides with white boards and videos. Students in Group Three were not provided with a hard/soft copy of the PowerPoint slides and were encouraged to write down all the information on their personal notebooks. A 20-item questionnaire was used to assess the students' understanding toward the CPR session. Data were analyzed using the Statistical Package for Social Science Students, SPSS version 13®. Based on the response attained, the comparison of the final score among the groups was undertaken using one way ANOVA. Twenty-seven students have participated in this study. Final evaluation using the questionnaire revealed that student's in Group Three had a better understanding of CPR (18.1 ± 1.5, p <0.001) than the other two. Students' note taking during the lecture and use of traditional chalkboard teaching were found significant to improve the students' understanding and learning in the CPR session.

Impact of teaching and assessment format on electrocardiogram interpretation skills.

PubMed

Raupach, Tobias; Hanneforth, Nathalie; Anders, Sven; Pukrop, Tobias; Th J ten Cate, Olle; Harendza, Sigrid

2010-07-01

Interpretation of the electrocardiogram (ECG) is a core clinical skill that should be developed in undergraduate medical education. This study assessed whether small-group peer teaching is more effective than lectures in enhancing medical students' ECG interpretation skills. In addition, the impact of assessment format on study outcome was analysed. Two consecutive cohorts of Year 4 medical students (n=335) were randomised to receive either traditional ECG lectures or the same amount of small-group, near-peer teaching during a 6-week cardiorespiratory course. Before and after the course, written assessments of ECG interpretation skills were undertaken. Whereas this final assessment yielded a considerable amount of credit points for students in the first cohort, it was merely formative in nature for the second cohort. An unannounced retention test was applied 8 weeks after the end of the cardiovascular course. A significant advantage of near-peer teaching over lectures (effect size 0.33) was noted only in the second cohort, whereas, in the setting of a summative assessment, both teaching formats appeared to be equally effective. A summative instead of a formative assessment doubled the performance increase (Cohen's d 4.9 versus 2.4), mitigating any difference between teaching formats. Within the second cohort, the significant difference between the two teaching formats was maintained in the retention test (p=0.017). However, in both cohorts, a significant decrease in student performance was detected during the 8 weeks following the cardiovascular course. Assessment format appeared to be more powerful than choice of instructional method in enhancing student learning. The effect observed in the second cohort was masked by an overriding incentive generated by the summative assessment in the first cohort. This masking effect should be considered in studies assessing the effectiveness of different teaching methods.

Inorganic chemical analysis of environmental materials—A lecture series

USGS Publications Warehouse

Crock, J.G.; Lamothe, P.J.

2011-01-01

At the request of the faculty of the Colorado School of Mines, Golden, Colorado, the authors prepared and presented a lecture series to the students of a graduate level advanced instrumental analysis class. The slides and text presented in this report are a compilation and condensation of this series of lectures. The purpose of this report is to present the slides and notes and to emphasize the thought processes that should be used by a scientist submitting samples for analyses in order to procure analytical data to answer a research question. First and foremost, the analytical data generated can be no better than the samples submitted. The questions to be answered must first be well defined and the appropriate samples collected from the population that will answer the question. The proper methods of analysis, including proper sample preparation and digestion techniques, must then be applied. Care must be taken to achieve the required limits of detection of the critical analytes to yield detectable analyte concentration (above "action" levels) for the majority of the study's samples and to address what portion of those analytes answer the research question-total or partial concentrations. To guarantee a robust analytical result that answers the research question(s), a well-defined quality assurance and quality control (QA/QC) plan must be employed. This QA/QC plan must include the collection and analysis of field and laboratory blanks, sample duplicates, and matrix-matched standard reference materials (SRMs). The proper SRMs may include in-house materials and/or a selection of widely available commercial materials. A discussion of the preparation and applicability of in-house reference materials is also presented. Only when all these analytical issues are sufficiently addressed can the research questions be answered with known certainty.

The flipped classroom allows for more class time devoted to critical thinking.

PubMed

DeRuisseau, Lara R

2016-12-01

The flipped classroom was utilized in a two-semester, high-content science course that enrolled between 50 and 80 students at a small liberal arts college. With the flipped model, students watched ~20-min lectures 2 days/wk outside of class. These videos were recorded via screen capture and included a detailed note outline, PowerPoint slides, and review questions. The traditional format included the same materials, except that lectures were delivered in class each week and spanned the entire period. During the flipped course, the instructor reviewed common misconceptions and asked questions requiring higher-order thinking, and five graded case studies were performed each semester. To determine whether assessments included additional higher-order thinking skills in the flipped vs. traditional model, questions across course formats were compared via Blooms Taxonomy. Application-level questions that required prediction of an outcome in a new scenario comprised 38 ± 3 vs. 12 ± 1% of summative assessment questions (<0.01): flipped vs. traditional. Final letter grades in both formats of the course were compared with major GPA. Students in the flipped model performed better than their GPA predicted, as 85.5% earned a higher grade (vs. 42.2% in the traditional classroom) compared with their major GPA. These data demonstrate that assessments transitioned to more application-level compared with factual knowledge-based questions with this particular flipped model, and students performed better in their final letter grade compared with the traditional lecture format. Although the benefits to a flipped classroom are highlighted, student evaluations did suffer. More detailed studies comparing the traditional and flipped formats are warranted. Copyright © 2016 the American Physiological Society.

Student learning and perceptions in a flipped linear algebra course

NASA Astrophysics Data System (ADS)

Love, Betty; Hodge, Angie; Grandgenett, Neal; Swift, Andrew W.

2014-04-01

The traditional lecture style of teaching has long been the norm in college science, technology, engineering, and mathematics (STEM) courses, but an innovative teaching model, facilitated by recent advances in technology, is gaining popularity across college campuses. This new model inverts or 'flips' the usual classroom paradigm, in that students learn initial course concepts outside of the classroom, while class time is reserved for more active problem-based learning and practice activities. While the flipped classroom model shows promise for improving STEM learning and increasing student interest in STEM fields, discussions to date of the model and its impact are more anecdotal than data driven - very little research has been undertaken to rigorously assess the potential effects on student learning that can result from the flipped classroom environment. This study involved 55 students in 2 sections of an applied linear algebra course, using the traditional lecture format in one section and the flipped classroom model in another. In the latter, students were expected to prepare for the class in some way, such as watching screencasts prepared by the instructor, or reading the textbook or the instructor's notes. Student content understanding and course perceptions were examined. Content understanding was measured by the performance on course exams, and students in the flipped classroom environment had a more significant increase between the sequential exams compared to the students in the traditional lecture section, while performing similarly in the final exam. Course perceptions were represented by an end-of-semester survey that indicated that the flipped classroom students were very positive about their experience in the course, and particularly appreciated the student collaboration and instructional video components.

From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education.

PubMed

Trelease, Robert B

2016-11-01

Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

NASA Astrophysics Data System (ADS)

Thurmond, Brandi

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related to renewable energy technologies and students' problem solving skills. Two purposefully selected Advanced Placement (AP) Environmental Science teachers were included in the study. Each teacher taught one class about RET in a lecture-based environment (control) and another class in a DRL environment (treatment), for a total of four classes of students (n=128). This study utilized a quasi-experimental, pretest/posttest, control-group design. The initial hypothesis that the treatment group would have a significant gain in knowledge of STEM concepts related to RET and be better able to solve problems when compared to the control group was not supported by the data. Although students in the DRL environment had a significant gain in knowledge after instruction, posttest score comparisons of the control and treatment groups revealed no significant differences between the groups. Further, no significant differences were noted in students' problem solving abilities as measured by scores on a problem-based activity and self-reported abilities on a reflective questionnaire. This suggests that the DRL environment is at least as effective as the lecture-based learning environment in teaching AP Environmental Science students about RET and fostering the development of problem solving skills. As this was a small scale study, further research is needed to provide information about effectiveness of DRL environments in promoting students' knowledge of STEM concepts and problem-solving skills.

Distance learning and toxicology: New horizons for Paracelsus

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

Huggins, Jane; Morris, John; Peterson, C. Erik

2005-09-01

Distance learning offers many advantages to students and teachers of almost any scientific discipline. Toxicology is no exception. For example, should Paracelsus be interested in learning more about toxicology at Drexel University, he would have the opportunity to take two courses in this subject utilizing the content management software, WebCT. The two courses would offer a website from which he could view and/or download his notes for each class. He could correspond with the instructor as well as fellow students, participate in discussions about timely topics, and make presentations to the class, all via electronic communication. Moreover, his examinations wouldmore » also be computerized. Although he might have the option of attending traditional 'face-to-face' lectures with other students in the class, he could also access these lectures at any time from a remote location by using the archive of taped lectures on the class website. Overall, Paracelsus would have access to many tools to enhance his understanding of toxicology, and he probably would never have to worry about parking before class ({exclamation_point}). The two WebCT modules in toxicology that we have developed at Drexel represent the successful migration of two courses from a traditional 'face-to-face' model of classroom instruction to hybrid models that combine 'face-to-face' interaction with online instruction. Student and faculty evaluations of these courses have been very positive. Future plans include linking the two modules together so that students in the advanced class can do 'review' or 'remedial' work in the basic module. Furthermore, a library of video clips is also planned in which researchers will be discussing their work on various toxicologic topics. Students will be able to access these clips as resources from which to write research papers.« less

Clusterization in Ternary Fission

NASA Astrophysics Data System (ADS)

Kamanin, D. V.; Pyatkov, Y. V.

This lecture notes are devoted to the new kind of ternary decay of low excited heavy nuclei called by us "collinear cluster tri-partition" (CCT) due to the features of the effect observed, namely, decay partners fly away almost collinearly and at least one of them has magic nucleon composition. At the early stage of our work the process of "true ternary fission" (fission of the nucleus into three fragments of comparable masses) was considered to be undiscovered for low excited heavy nuclei. Another possible prototype—three body cluster radioactivity—was also unknown. The most close to the CCT phenomenon, at least cinematically, stands so called "polar emission", but only very light ions (up to isotopes of Be) were observed so far.

Gamma Rays at Very High Energies

NASA Astrophysics Data System (ADS)

Aharonian, Felix

This chapter presents the elaborated lecture notes on Gamma Rays at Very High Energies given by Felix Aharonian at the 40th Saas-Fee Advanced Course on "Astrophysics at Very High Energies". Any coherent description and interpretation of phenomena related to gammarays requires deep knowledge of many disciplines of physics like nuclear and particle physics, quantum and classical electrodynamics, special and general relativity, plasma physics, magnetohydrodynamics, etc. After giving an introduction to gamma-ray astronomy the author discusses the astrophysical potential of ground-based detectors, radiation mechanisms, supernova remnants and origin of the galactic cosmic rays, TeV emission of young supernova remnants, gamma-emission from the Galactic center, pulsars, pulsar winds, pulsar wind nebulae, and gamma-ray loud binaries.

20-Year Status Report on the Human Systems Integration (HSI)/Manpower and Personnel Integration (MANPRINT) Soldier Survivability Domain

DTIC Science & Technology

2015-05-01

ARL/SLAD Electromagnetic Vulnerability Analysis Facility: provides the results of radio frequency detection and jamming susceptibility analysis of the...Lecture 10: Environment/Weather*  Lecture 11 : Habitability*  Lecture 12: Air Composition and Pressure*  Lecture 14: Communications ...Lecture 15: Radio Frequency /Microwave/E3I  Lecture 16: Vibration/Acoustic Noise  Lecture 17: Acceleration/Stabilization  Lecture 18

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.

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.

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

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.

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.

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.

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…

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

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.

Temporally contiguous pencast instruction promotes meaningful learning for dental and dental hygiene students in physiology.

PubMed

Roesch, Darren M

2014-01-01

Smartpens allow for the creation of computerized "pencasts" that combine voice narration with handwritten notes and illustrations. The purpose of this study was to test the effects of voluntary participation in extracurricular instruction with a pencast on student learning. Dental and dental hygiene students were given instruction in a complex physiological topic using lecture and static slides. An Internet link to a pencast that covered the complex topic in a more temporally contiguous fashion was also provided for voluntary review. The students were given a multiple-choice exam that consisted of retention and transfer test questions. Sixty-nine percent of the students who did not watch the pencast and 89 percent of the students who watched the pencast answered the retention test question correctly (p=0.08). Fifty-four percent of the students who did not watch the pencast and 90 percent of the students who watched the pencast answered the transfer test question correctly (p=0.005). This finding indicates that students who watched the pencast performed better on a transfer test, a measurement of meaningful learning, than students who received only the narrated instruction with static images. This supports the hypothesis that temporally contiguous instruction promotes more meaningful learning than lecture accompanied only by static slide images.

Impact of a Social Media Group Page on Undergraduate Medical Physiology Learning.

PubMed

Shakoori, Tania Ahmed; Mahboob, Usman; Strivens, Janet; Willis, Ian

2017-07-01

To investigate the impact of associating classroom learning of medical physiology with a Facebook group page in an all-women medical college of a conservative small city in Pakistan. Qualitative interpretivist study using semi-structured interviews. Women Medical College Abbottabad, Pakistan, from March to December 2014. Aclosed Facebook study group was established at a local medical college in Pakistan. It was used to upload learning resources and initiate discussions, coordinated with classroom lectures of physiology. Thirteen semistructured interviews were conducted with volunteer students according to a standard protocol. Five major themes were identified. Facebook group is something new and exciting; it motivated self-study, research, collaborative learning and improved class attendance. Convenience of easily accessible resources allowed the students to concentrate on the lecture rather than note taking. It was easier to communicate with the instructor through Facebook than face to face. Lurkers were also learning. High achievers who had adapted to the current didactic system of teaching were less receptive of the collaborative learning and favored teaching geared towards exam preparation. Using social media for e-learning in undergraduate medical education can enhance the student learning experience, especially in resource-limited regions where Information and communication technology is not an integrated part of the teaching process.

Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly

NASA Astrophysics Data System (ADS)

Williamson, Vickie M.; Rowe, Marvin W.

2002-09-01

The purpose of this semester-long study was to investigate the effect of replacing traditional lecture with cooperative group problem-solving sessions in a junior-level quantitative analysis course. The control and treatment groups had the same instructor, met on the same day, had the same reading assignments, and had common exams. The instructor worked sample problems for the control group. In the treatment group, students were assigned to heterogeneous cooperative groups of 4. The groups solved problems presented on an overhead that were the same or equivalent in content and number to those used in the control group. Students were responsible for making sure that all members of the group could work each problem. The students' reasoning abilities were measured by the Test of Logical Thinking (TOLT). Groups were compared on quiz, exam, final, and course grades. Other data included attitudinal surveys, observations, field notes, interviews, and open-response evaluations. No significant differences were found in content measures. Differences were found in the number of students dropping the course and in the attitudes and perceptions of the two groups. Qualitative measures support a number of assertions concerning more positive attitudes and lower withdrawal rates in the treatment group, and a case for mixed delivery modes.

From the Classroom to Facebook: A Fresh Approach for Youth Tobacco Prevention.

PubMed

Kousoulis, Antonis A; Kympouropoulos, Stylianos P; Pouli, Dimitra K; Economopoulos, Konstantinos P; Vardavas, Constantine I

2016-05-01

The explosive rise in Internet use calls for effective ways to utilize new forms of social media to enhance school smoking prevention programs. We attempted to design and test an educational intervention for youth tobacco prevention. Intervention design and posttest pilot implementation. A single high school in Athens, Greece. Two hundred twenty-five students (aged 15-18 years). A Facebook-integrated educational intervention in six simple steps was designed and tested during an ad hoc smoking prevention lecture to high school students in Greece in order to stimulate social mobilization in online networks. Number of students with an active Facebook account, percentage posting antismoking messages within a 72-hour period, number of Facebook friends reached. Descriptive statistics. Assessed 3 days after the lecture, 15.9% of students had posted a smoking-related sentence in their Facebook account, a take-home message that was spread as a note on their wall via news feed to their 20,095 cumulative Facebook friends. One smoking-related take-home message can spread virally to a large number of adolescents through their Facebook friends. This intervention provides insight into a novel way of providing health information to youth, a hard-to-reach and vulnerable population. © The Author(s) 2016.

[Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education].

PubMed

Lee, Soon Ok; Lee, Sang Yeoup; Baek, Sunyong; Woo, Jae Seok; Im, Sun Ju; Yune, So Jung; Lee, Sun Hee; Kam, Beesung

2015-06-01

We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education. Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later. The core words were "planning and execution," "daily reviews" in the study schedule category; "focusing in class" and "taking notes" among class-related category; and "lecture notes," "previous exams or papers," and "textbooks" in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores. In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.

Hamiltonian flows with random-walk behaviour originating from zero-sum games and fictitious play

NASA Astrophysics Data System (ADS)

van Strien, Sebastian

2011-06-01

In this paper we introduce Hamiltonian dynamics, inspired by zero-sum games (best response and fictitious play dynamics). The Hamiltonian functions we consider are continuous and piecewise affine (and of a very simple form). It follows that the corresponding Hamiltonian vector fields are discontinuous and multi-valued. Differential equations with discontinuities along a hyperplane are often called 'Filippov systems', and there is a large literature on such systems, see for example (di Bernardo et al 2008 Theory and applications Piecewise-Smooth Dynamical Systems (Applied Mathematical Sciences vol 163) (London: Springer); Kunze 2000 Non-Smooth Dynamical Systems (Lecture Notes in Mathematics vol 1744) (Berlin: Springer); Leine and Nijmeijer 2004 Dynamics and Bifurcations of Non-smooth Mechanical Systems (Lecture Notes in Applied and Computational Mechanics vol 18) (Berlin: Springer)). The special feature of the systems we consider here is that they have discontinuities along a large number of intersecting hyperplanes. Nevertheless, somewhat surprisingly, the flow corresponding to such a vector field exists, is unique and continuous. We believe that these vector fields deserve attention, because it turns out that the resulting dynamics are rather different from those found in more classically defined Hamiltonian dynamics. The vector field is extremely simple: outside codimension-one hyperplanes it is piecewise constant and so the flow phit piecewise a translation (without stationary points). Even so, the dynamics can be rather rich and complicated as a detailed study of specific examples show (see for example theorems 7.1 and 7.2 and also (Ostrovski and van Strien 2011 Regular Chaotic Dynf. 16 129-54)). In the last two sections of the paper we give some applications to game theory, and finish with posing a version of the Palis conjecture in the context of the class of non-smooth systems studied in this paper. To Jacob Palis on his 70th birthday.

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…

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.

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.

Memory for Lectures: How Lecture Format Impacts the Learning Experience

PubMed Central

Varao-Sousa, Trish L.; Kingstone, Alan

2015-01-01

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

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

PubMed

Varao-Sousa, Trish L; Kingstone, Alan

2015-01-01

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

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…

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…

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…

A Blackboard for the 21st Century: An Inexpensive Light Board Projection System for Classroom Use

ERIC Educational Resources Information Center

Skibinski, Erik S.; DeBenedetti, William J. I.; Ortoll-Bloch, Amnon G.; Hines, Melissa A.

2015-01-01

An inexpensive light board projection system that enables lecturers to face the classroom while lecturing is described. The lecturer's writing appears in high contrast in front of the lecturer; it is never blocked by the lecturer, even while writing. The projected image displays both the writing as well as the lecturer's gestures and facial…

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

Present Status of Medical Education in Poland

PubMed Central

Selzer, Arthur

1965-01-01

In the past few years medical education in Poland has undergone considerable change, particularly at the graduate and postgraduate levels, and has shown increasing Western influences. On the negative side, a physician who was trained in pre-war Poland and is now in the United States, noted mass production of physicians with modest clinical facilities and the preponderance of didactic lecturing over semi-individual instruction—conditions rather characteristic of most European medical schools. On the positive side were well-informed, up-to-date faculties and the thoughtful planning and organization of graduate and postgraduate medical education. The overall impression was a favorable one, but the system of schooling and of evaluation of students' work made it possible for indifferent students to progress to licensure. PMID:14288146

PRESENT STATUS OF MEDICAL EDUCATION IN POLAND.

PubMed

SELZER, A

1965-04-01

In the past few years medical education in Poland has undergone considerable change, particularly at the graduate and postgraduate levels, and has shown increasing Western influences. On the negative side, a physician who was trained in pre-war Poland and is now in the United States, noted mass production of physicians with modest clinical facilities and the preponderance of didactic lecturing over semi-individual instruction-conditions rather characteristic of most European medical schools. On the positive side were well-informed, up-to-date faculties and the thoughtful planning and organization of graduate and postgraduate medical education. The overall impression was a favorable one, but the system of schooling and of evaluation of students' work made it possible for indifferent students to progress to licensure.

Asymmetric skew Bessel processes and their applications to finance

NASA Astrophysics Data System (ADS)

Decamps, Marc; Goovaerts, Marc; Schoutens, Wim

2006-02-01

In this paper, we extend the Harrison and Shepp's construction of the skew Brownian motion (1981) and we obtain a diffusion similar to the two-dimensional Bessel process with speed and scale densities discontinuous at one point. Natural generalizations to multi-dimensional and fractional order Bessel processes are then discussed as well as invariance properties. We call this family of diffusions asymmetric skew Bessel processes in opposition to skew Bessel processes as defined in Barlow et al. [On Walsh's Brownian motions, Seminaire de Probabilities XXIII, Lecture Notes in Mathematics, vol. 1372, Springer, Berlin, New York, 1989, pp. 275-293]. We present factorizations involving (asymmetric skew) Bessel processes with random time. Finally, applications to the valuation of perpetuities and Asian options are proposed.

How Rosalind Franklin Discovered the Helical Structure of DNA: Experiments in Diffraction

NASA Astrophysics Data System (ADS)

Braun, Gregory; Tierney, Dennis; Schmitzer, Heidrun

2011-03-01

Rosalind Franklin, a chemical physicist (1920-1958), used x-ray diffraction to determine the structure of DNA. What exactly could she read out from her x-ray pattern, shown in Fig. 1? In lecture notes dated November 1951, R. Franklin wrote the following: "The results suggest a helical structure (which must be very closely packed) containing 2, 3 or 4 co-axial nucleic acid chains per helical unit, and having the phosphate groups near the outside."2 This was 16 months before J. D. Watson and F. Crick published their description of DNA, which was based on R. Franklin's x-ray photos. How they gained access to her x-ray photos is a fascinating tale of clashing personalities and male chauvinism.2,3

Final Report from The University of Texas at Austin for DEGAS: Dynamic Global Address Space programming environments

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

Erez, Mattan; Yelick, Katherine; Sarkar, Vivek

The Dynamic, Exascale Global Address Space programming environment (DEGAS) project will develop the next generation of programming models and runtime systems to meet the challenges of Exascale computing. Our approach is to provide an efficient and scalable programming model that can be adapted to application needs through the use of dynamic runtime features and domain-specific languages for computational kernels. We address the following technical challenges: Programmability: Rich set of programming constructs based on a Hierarchical Partitioned Global Address Space (HPGAS) model, demonstrated in UPC++. Scalability: Hierarchical locality control, lightweight communication (extended GASNet), and ef- ficient synchronization mechanisms (Phasers). Performance Portability:more » Just-in-time specialization (SEJITS) for generating hardware-specific code and scheduling libraries for domain-specific adaptive runtimes (Habanero). Energy Efficiency: Communication-optimal code generation to optimize energy efficiency by re- ducing data movement. Resilience: Containment Domains for flexible, domain-specific resilience, using state capture mechanisms and lightweight, asynchronous recovery mechanisms. Interoperability: Runtime and language interoperability with MPI and OpenMP to encourage broad adoption.« less

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…

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.

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).

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.

[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.

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.

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.

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…

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…

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

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.

Student assessment of the educational benefits of using a CD-ROM for instruction of basic surgical skills.

PubMed

Howe, Lisa M; Boothe, Harry W; Hartsfield, Sandee M

2005-01-01

At Texas A&M University, introductory-level surgical lecture and laboratory notes were converted to a CD-ROM format that included illustrative photographs as well as instructional videos demonstrating the basic surgical skills that all students were required to master. The CD-ROM was distributed to all students in place of traditional paper notes in the second-year surgical class in the professional veterinary curriculum. The study reported here was designed to evaluate the educational benefits of the use of the CD-ROM in place of traditional paper notes by examining the attitudes and practices of students before and after exposure to the CD-ROM format. An anonymous survey was distributed to students in the second-year introductory surgery course on the first day of class and again on the last day of class. Responses to questions were tabulated, response frequencies determined, and Chi-square analysis performed to determine differences between initial and final responses. On the final survey, 89 per cent of students responded that the instructional videos definitely helped them prepare for the laboratory, and 77 per cent responded that they were more likely to practice techniques learned from the CD-ROM videos than those learned from traditional study materials. The majority of students believed that the CD-ROM improved both the course (60 per cent) and their learning experience (62 per cent) as compared to traditional paper notes. Including instructional videos on the CD-ROM enhanced the educational experience of the students by promoting preparedness for laboratories and promoting practice of techniques learned from the videos outside of the laboratory.

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.

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…

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…

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…

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…

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…

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.

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.

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.

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

Audience-response systems for evaluation of pediatric lectures – comparison with a classic end-of-term online-based evaluation

PubMed Central

Bode, Sebastian Felix Nepomuk; Straub, Christine; Giesler, Marianne; Biller, Silke; Forster, Johannes; Krüger, Marcus

2015-01-01

Aim: Course evaluations are often conducted and analyzed well after the course has taken place. By using a digital audience response system (ARS), it is possible to collect, view and discuss feedback during or directly following a course or lecture session. This paper analyzes a student evaluation of a lecture course with ARS to determine if significant differences exist between the results of the ARS lecture evaluation and those of the online evaluation at the end of the semester. In terms of the overall evaluation, consideration is given to the level of students’ prior knowledge, the presentation of the lecture material by the lecturers and the relevance of the lecture topic for students. Method: During the 2011-12 winter semester, the lecture on Pediatrics at the Freiburg Center for Pediatric and Adolescent Medicine (Zentrum für Kinder- und Jugendmedizin (ZKJ) Freiburg) was evaluated using ARS. Thirty-four lectures were evaluated by an average of 22 (range 8-44) students, who responded to four questions each time an evaluation took place. Results: On a 6-point Likert scale (1=very good to 6=deficient), the students rated their level of preparedness with a mean of 3.18, the presentation of the lecture with 2.44, and the relevance of the lecture topic with 2.19. The overall evaluation of the lecture course by means of ARS resulted in 2.31. The online evaluation conducted at the end of the semester yielded a score of 2.45. Highly significant correlations were seen between the results of the ARS for the overall evaluation, assessment of prior knowledge, lecture presentation, and the estimated relevance of the lecture topic. Conclusion: The use of ARS is suitable for immediate evaluation of lectures, in particular regarding timely feedback for the individual lecturerlecturers. In comparison with an end-of-term evaluation, ARS yielded a better assessment. PMID:26038683

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.

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.

The role of observational research in improving faculty lecturing skills: A qualitative study in an Italian dental school.

PubMed

Visioli, Sonia; Lodi, Giovanni; Carrassi, Antonio; Zannini, Lucia

2009-08-01

This pilot study is based on observational research of lecturing skills during the annual Oral Medicine course at the Milan Dentistry School. Our goals were to explore how teachers exhibited desirable lecturing skills, to observe how their attitudes and lecturing skills affected students' attention and thereby learning, and to provide feedback. We prepared a structured observational grid divided into four categories: explaining, questioning, visual aids, and lecturer attitude. The grid was filled in by a participant, nonactive researcher. Two main types of lecture were observed: "traditional" and "interactive". Both of these can result in a high level of attention among students. Among the categories, only "lecturer attitude" appeared to affect student attention. In particular, the skills of "speaking aloud" and "sustaining verbal communication with vocal inflection" appeared to have the greatest impact on lecturer attitude. The data were then presented blindly to the five lecturers, who were able to identify their own lesson. Our grid proved to be a valid instrument although it was very expensive. When integrated with other strategies for improving lecturing, such as student scoring, peer evaluation, and microteaching, observational research can be a cost-effective method to stimulate guided reflection and to improve the lecturing skills of faculty members.

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

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,…

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…

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…

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…

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…

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…

Introducing technology into medical education: two pilot studies.

PubMed

George, Paul; Dumenco, Luba; Dollase, Richard; Taylor, Julie Scott; Wald, Hedy S; Reis, Shmuel P

2013-12-01

Educators are integrating new technology into medical curriculum. The impact of newer technology on educational outcomes remains unclear. We aimed to determine if two pilot interventions, (1) introducing iPads into problem-based learning (PBL) sessions and (2) online tutoring would improve the educational experience of our learners. We voluntarily assigned 26 second-year medical students to iPad-based PBL sessions. Five students were assigned to Skype for exam remediation. We performed a mixed-method evaluation to determine efficacy. Pilot 1: Seventeen students completed a survey following their use of an iPad during the second-year PBL curriculum. Students noted the iPad allows for researching information in real time, annotating lecture notes, and viewing sharper images. Data indicate that iPads have value in medical education and are a positive addition to the curriculum. Pilot 2: Students agreed that online tutoring is at least or more effective than in-person tutoring. In our pilot studies, students experienced that iPads and Skype are beneficial in medical education and can be successfully employed in areas such as PBL and remediation. Educators should continue to further examine innovative opportunities for introducing technology into medical education. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

The collected papers of Albert Einstein. Volume 2. The Swiss years: Writings, 1900-1909

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

Stachel, J.; Cassidy, D.C.; Renn, J.

1989-01-01

This second volume of the papers of Albert Einstein chronologically presents published articles, unpublished papers, research and lecture notes, reviews, and patent applications for the period 1900-1909 during which time Einstein had a two-year period of short-term employment and a permanent position at the Swiss Patent Office in Bern. There are 62 published documents reproduced. The writings of this period deal with seven general themes: molecular forces, the foundation of statistical physics, the quantum hypothesis, determining molecular dimensions, Brownian movement, the theory of relativity, and the electrodynamics of moving media. The book also presents all available letters written by Einsteinmore » along with all significant letters sent to him and many important third-party letters written about him. The editors have added substantial introduction and a set of eight editorial notes that place Einstein's writings within their immediate scientific context. Footnotes to Einstein texts designed to illuminate the sources of scientific problems that Einstein confronted and the ideas and techniques with which he addressed them have been added by the editors. A comprehensive index to Einstein's early writings is provided.« less

Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection

PubMed Central

Goff, Eric E.; Reindl, Katie M.; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G.; Schroeder, Noah L.; White, Alan R.

2017-01-01

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants (n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher (d = 0.40, p < 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for “flipping” undergraduate biology courses. PMID:28188282

Exploring student preferences with a Q-sort: the development of an individualized renal physiology curriculum

PubMed Central

Roberts, John K.; Hargett, Charles W.; Nagler, Alisa; Jakoi, Emma

2015-01-01

Medical education reform is underway, but the optimal course for change has yet to be seen. While planning for the redesign of a renal physiology course at the Duke School of Medicine, the authors used a Q-sort survey to assess students' attitudes and learning preferences to inform curricular change. The authors invited first-year medical students at the Duke School of Medicine to take a Q-sort survey on the first day of renal physiology. Students prioritized statements related to their understanding of renal physiology, learning preferences, preferred course characteristics, perceived clinical relevance of renal physiology, and interest in nephrology as a career. By-person factor analysis was performed using the centroid method. Three dominant factors were strongly defined by learning preferences: “readers” prefer using notes, a textbook, and avoid lectures; “social-auditory learners” prefer attending lectures, interactivity, and working with peers; and “visual learners” prefer studying images, diagrams, and viewing materials online. A smaller, fourth factor represented a small group of students with a strong predisposition against renal physiology and nephrology. In conclusion, the Q-sort survey identified and then described in detail the dominant viewpoints of our students. Learning style preferences better classified first-year students rather than any of the other domains. A more individualized curriculum would simultaneously cater to the different types of learners in the classroom. PMID:26330030

Exploring student preferences with a Q-sort: the development of an individualized renal physiology curriculum.

PubMed

Roberts, John K; Hargett, Charles W; Nagler, Alisa; Jakoi, Emma; Lehrich, Ruediger W

2015-09-01

Medical education reform is underway, but the optimal course for change has yet to be seen. While planning for the redesign of a renal physiology course at the Duke School of Medicine, the authors used a Q-sort survey to assess students' attitudes and learning preferences to inform curricular change. The authors invited first-year medical students at the Duke School of Medicine to take a Q-sort survey on the first day of renal physiology. Students prioritized statements related to their understanding of renal physiology, learning preferences, preferred course characteristics, perceived clinical relevance of renal physiology, and interest in nephrology as a career. By-person factor analysis was performed using the centroid method. Three dominant factors were strongly defined by learning preferences: "readers" prefer using notes, a textbook, and avoid lectures; "social-auditory learners" prefer attending lectures, interactivity, and working with peers; and "visual learners" prefer studying images, diagrams, and viewing materials online. A smaller, fourth factor represented a small group of students with a strong predisposition against renal physiology and nephrology. In conclusion, the Q-sort survey identified and then described in detail the dominant viewpoints of our students. Learning style preferences better classified first-year students rather than any of the other domains. A more individualized curriculum would simultaneously cater to the different types of learners in the classroom. Copyright © 2015 The American Physiological Society.

Cerebellum: from Fundamentals to Translational Approaches. The Seventh International Symposium of the Society for Research on the Cerebellum.

PubMed

Manto, Mario; Mariën, Peter

2016-02-01

In terms of cerebellar research and ataxiology, a most fascinating period is currently going on. Numerous academic groups are now focusing their innovative research on the so-called little brain, hidden at the bottom of our brain. Indeed, its unique anatomical features make the cerebellum a wonderful window to address major questions about the central nervous system. The seventh international symposium of the SRC was held in Brussels at the Palace of Academies from May 8 to 10, 2015. The main goal of this dense symposium was to gather in a 2-day meeting senior researchers of exceptional scientific quality and talented junior scientists from all over the world working in the multidisciplinary field of cerebellar research. Fundamental and clinical researchers shared the latest knowledge and developments in this rapidly growing field. New ideas, addressed in a variety of inspiring talks, provoked a vivid debate. Advances in genetics, development, electrophysiology, neuroimaging, neurocognition and affect, as well as in the cerebellar ataxias and the controversies on the roles and functions of the cerebellum were presented. The Ferdinando Rossi lecture and the key-note lecture were delivered by Jan Voogd and Chris De Zeeuw, respectively. Contacts between researchers of different neuroscientific disciplines established a robust basis for novel trends and promising new cooperations between researchers and their centers spread all over the world.

a Few Lines about Volodya

NASA Astrophysics Data System (ADS)

Schiff, Dominique

I would like to write a few words, in memory of Volodya, for the occasion of this workshop which is organized under his name and will start by publicly remembering his essential presence in our theoretical physics world. We had in Orsay (LPT, theoretical physics laboratory) the incredible luck to meet him in 1992 for the first time when we could finally invite this famous and celebrated figure of modern particle physics. He gave a series of lectures this year: Orsay lectures on confinement-in which he mainly developed the picture of confinement based on light quarks that led to many discussions which contributed to open the road of the search actually still going on...The way he was giving his talks nobody will forget. He always started by describing the field he would talk about in a very passionate and extraordinary way: he would say: "I have a picture" which would force even the most far away spectators to participate in an actively engaged vision of the problem he was talking about. He was building with enthusiasm the theoretical image which led to the result he wanted to show. He will remain in our memory as a rare model of intellectual passion. This led him to formulate in a unique way precious theoretical results. Thank you Volodya... Note from Publisher: This article contains the abstract only.

Personal Reflections on the Interaction of Science and Government and Possible Lessons for the Present Crisis (450th Brookhaven Lecture)

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

Samios, Nicholas

2009-05-06

The 450th Brookhaven Lecture, to be held today, Wednesday, May 6, will be given by BNL Distinguished Senior Physicist Nicholas Samios, director of the RIKEN BNL Research Center and former Lab Director. Samios will discuss "Personal Reflections on the Interaction of Science and Government and Possible Lessons for the Present Crisis" at 4 p.m. in Berkner Hall. As many members of his prospective audience know, Samios's distinguished achievements in science and administration qualify him more than most to take on this topic. Having received his B.A. and Ph.D. degrees in physics from Columbia University in 1953 and 1957, respectively, hemore » joined the Lab in 1959. In addition to his work in experimental physics, he served as Physics Department Chair from 1975 to 81 and Deputy Director for High-Energy & Nuclear Physics from 1981 to 82. As a researcher, Samios made many of the particle discoveries that have helped define and lead to the acceptance of the "Standard Model" of particle physics, the accepted theory that explains known particle interactions. In particular, he is noted for the discovery of the phi meson and the omega minus hyperon, crucial elements delineating the symmetry of hadrons, which ultimately led to the quark model of elementary particles, a pillar of the Standard Model.« less

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.

How to prepare and deliver a scientific presentation. Teaching course presentation at the 21st European Stroke Conference, Lisboa, May 2012.

PubMed

Alexandrov, Andrei V; Hennerici, Michael G

2013-01-01

A scientific presentation is a professional way to share your observation, introduce a hypothesis, demonstrate and interpret the results of a study, or summarize what is learned or to be studied on the subject. PRESENTATION METHODS: Commonly, presentations at major conferences include podium (oral, platform), poster or lecture, and if selected one should be prepared to Plan from the start (place integral parts of the presentation in logical sequence); Reduce the amount of text and visual aids to the bare minimum; Elucidate (clarify) methods; Summarize results and key messages; Effectively deliver; Note all shortcomings, and Transform your own and the current thinking of others. We provide tips on how to achieve this. PRESENTATION RESULTS: After disclosing conflicts, if applicable, start with a brief summary of what is known and why it is required to investigate the subject. State the research question or the purpose of the lecture. For original presentations follow a structure: Introduction, Methods, Results, Conclusions. Invest a sufficient amount of time or poster space in describing the study methods. Clearly organize and deliver the results or synopsis of relevant studies. Include absolute numbers and simple statistics before showing advanced analyses. Remember to present one point at a time. Stay focused. Discuss study limitations. In a lecture or a podium talk or when standing by your poster, always think clearly, have a logical plan, gain audience attention, make them interested in your subject, excite their own thinking about the problem, listen to questions and carefully weigh the evidence that would justify the punch-line. Rank scientific evidence in your presentation appropriately. What may seem obvious may turn erroneous or more complex. Rehearse your presentation before you deliver it at a conference. Challenge yourself to dry runs with your most critically thinking colleagues. When the time comes, ace it with a clear mind, precise execution and fund of knowledge. Copyright © 2013 S. Karger AG, Basel.

Teaching and Learning Communities through Online Annotation

NASA Astrophysics Data System (ADS)

van der Pluijm, B.

2016-12-01

What do colleagues do with your assigned textbook? What they say or think about the material? Want students to be more engaged in their learning experience? If so, online materials that complement standard lecture format provide new opportunity through managed, online group annotation that leverages the ubiquity of internet access, while personalizing learning. The concept is illustrated with the new online textbook "Processes in Structural Geology and Tectonics", by Ben van der Pluijm and Stephen Marshak, which offers a platform for sharing of experiences, supplementary materials and approaches, including readings, mathematical applications, exercises, challenge questions, quizzes, alternative explanations, and more. The annotation framework used is Hypothes.is, which offers a free, open platform markup environment for annotation of websites and PDF postings. The annotations can be public, grouped or individualized, as desired, including export access and download of annotations. A teacher group, hosted by a moderator/owner, limits access to members of a user group of teachers, so that its members can use, copy or transcribe annotations for their own lesson material. Likewise, an instructor can host a student group that encourages sharing of observations, questions and answers among students and instructor. Also, the instructor can create one or more closed groups that offers study help and hints to students. Options galore, all of which aim to engage students and to promote greater responsibility for their learning experience. Beyond new capacity, the ability to analyze student annotation supports individual learners and their needs. For example, student notes can be analyzed for key phrases and concepts, and identify misunderstandings, omissions and problems. Also, example annotations can be shared to enhance notetaking skills and to help with studying. Lastly, online annotation allows active application to lecture posted slides, supporting real-time notetaking during lecture presentation. Sharing of experiences and practices of annotation could benefit teachers and learners alike, and does not require complicated software, coding skills or special hardware environments.