Introduction of eLectures at the Medical University of Graz – Results and Experiences from a Pilot Trial

Directory of Open Access Journals (Sweden)

Herwig Erich Rehatschek

2013-01-01

Full Text Available In autumn 2011 we developed a concept for a new service to be offered for our teachers in connection with virtual lessons: eLectures. eLectures in general are defined as recorded lectures. We offer two kinds of services: InfoSnippets and InfoCasts. InfoSnippets represent short videos visualizing practical skills to be learned by medical students such as measuring the blood pressure or how to make a surgical suture. InfoCasts are recordings of entire lectures including interactive elements. Basic InfoCasts consist of voice recording in combination with synchronized slides. Video is offered only in form of short sections where e.g. practical skills or experiments are shown. With begin of summer semester 2012 we started with four pilot projects of lessons which were fully virtualized. In this paper we present the concept for our eLectures, the selection process of the production software, the realization of the four pilot projects and the evaluation results of the students.

v9 = ? The Answer Depends on Your Lecturer

Science.gov (United States)

Kontorovich, Igor'

2016-01-01

This article is concerned with the approaches to the root concept that lecturers in calculus, linear algebra and complex analysis employ in their instruction. Three highly experienced university lecturers participated in the study. In the individual interviews the participants referred to roots of real numbers, roots of complex numbers, roots as…

TA Mentorship in Lecture significantly enhances students' learning in mechanics in large introductory physics classes

Science.gov (United States)

Cheng, K.; Caglar, Mehmet

2011-10-01

Lab is an important component of students' learning in a traditional lecture-lab setting of introductory physics courses. Using standard mechanics concepts and baseline surveys as well as independent classroom observations, the effects of TA mentorship in Lecture on students' learning of physics concepts and problem-solving skills among different student subgroups taught by other TAs and lecturers using different level of student interactive engagement in classes have been analyzed. Our data indicate that in lecture training of TA promotes lecture/lab synergism in improvement students' learning of mechanics in large introductory physics classes.

Embedding a Virtual Patient Simulator in an Interactive Surgical lecture.

Science.gov (United States)

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

2016-01-01

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

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.

Science.gov (United States)

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.

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

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

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

2017-07-01

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

Public Lectures | Events | Indian Academy of Sciences

Indian Academy of Sciences (India)

Public and special lectures. Academy Public Lectures · Public and special lectures in Mid-Year and Annual Meetings · Platinum Jubilee Lectures. Academy's annual and mid-year meetings include a special lecture by a senior Fellow in the morning of each meeting day and one public lecture by an eminent person, from ...

Lectures in the history of mathematics

CERN Document Server

Bos, Henk J M

1993-01-01

"[These lectures] are about themes of the history of mathematics which, for various reasons, are dear to me. The early differential and integral calculus, the work of Christiaan Huygens, and the concept of construction in seventeenth- and eighteenth-century mathematics are the three themes around which much of my research has concentrated and which continue to fascinate me by the insights they offer in the development of that special human activity called mathematics." -from the Introduction This volume contains eleven lectures ranging over a variety of topics in the history of mathematics. The lectures, presented between 1970 and 1987, were delivered in a variety of venues and appeared only in less accessible publications. Those who teach mathematics, as well as mathematics historians, will appreciate this insightful, wide-ranging book.

Introduction lecture to magnetic resonance

International Nuclear Information System (INIS)

Conard, J.

1980-01-01

This lecture deals with all that is common either to electron paramagnetic resonance (E.P.R.) or to nuclear magnetic resonance (N.M.R.). It will present, in an as elementary form as possible, the main concepts used in magnetic resonance emphasizing some aspects, specific for interface science. (orig./BHO)

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

Science.gov (United States)

McWeeny, Roy

2007-01-01

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

Propriété, biens publics mondiaux, bien(s commun(s : Une lecture des concepts économiques

Directory of Open Access Journals (Sweden)

Jérôme Ballet

2008-03-01

Full Text Available La notion de bien public mondial s’est développée ces dernières années. Elle renvoie à un dépassement ambigu de la notion usuelle dans la théorie économique de bien public. A cette occasion elle ouvre le débat sur l’équité en complément de l’efficience. De ce fait, la confrontation de cette nouvelle notion avec l’analyse de l’efficience des régimes de propriété s’impose. Par ailleurs, la confrontation avec la notion de bien commun, notion elle aussi en développement, éclaire l’enjeu autour de l’équité.Property, Global Public Goods, Common Good(s : A Lecture. The concept of global public good emerged these last years. It proposes, in an ambiguous way, to go beyond the usual concept of public good. Then, added to usual questions on efficiency, the debate on fairness becomes a stake. Confrontation with analysis on property rights command attention, Furthermore, confrontation with the concept of common good, also a developing concept, highlight stake around fairness.

Metallurgy department publications and lectures 1987

International Nuclear Information System (INIS)

Schroeder Pedersen, A.; Bilde-Soerensen, J.B.

1988-04-01

A presentation (including abstract) of scientific and technical publications and lectures by the staff of the Metallurgy Department during 1987 is given. The list comprises journal papers, conference papers, reports, lectures and poster presentations in the following categories: Publications, Lectures and Poster Presentations. (author)

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

14, 15 and 16 May REGULAR LECTURE PROGRAMME 14, 15 May from 10:00 to 12:00 hrs - Main Auditorium bldg. 500 16 May from 11:00 to 12:00 hrs - Council Chamber, bldg 503 Modern Signal Processing: Wavelets vs. Fourier M. Vetterli / EPFL, Lausanne, CH and UC Berkeley Wavelets have established themselves as an important tool in modern signal processing as well as in applied mathematics. This is linked to several facts, among others: New theoretical advances have been achieved, like new forms of 4 time-frequency bases for signal analysis. Efficient computational algorithms are available. Many applications either used similar ideas, like for example the concept of multiresolution, or took advantage of the unified framework provided by wavelets. This combination of elegant theory, efficient algorithms, and successful applications makes the field of wavelets and signal processing quite exciting. It is the purpose of these lectures to establish the theory necessary to understand wavelets and related constructions. A...

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

14, 15 and 16 May REGULAR LECTURE PROGRAMME 14, 15 May from 10:00 to 12:00 hrs - Main Auditorium bldg. 500 16 May from 11:00 to 12:00 hrs - Council Chamber, bldg 503 Modern Signal Processing: Wavelets vs. Fourier M. Vetterli / EPFL, Lausanne, CH and UC Berkeley Wavelets have established themselves as an important tool in modern signal processing as well as in applied mathematics. This is linked to several facts, among others: i. New theoretical advances have been achieved, like new forms of 4 time-frequency bases for signal analysis. ii. Efficient computational algorithms are available. iii. Many applications either used similar ideas, like for example the concept of multiresolution, or took advantage of the unified framework provided by wavelets. This combination of elegant theory, efficient algorithms, and successful applications makes the field of wavelets and signal processing quite exciting. It is the purpose of these lectures to establish the theory necessary to understand wavelets and related construct...

A lecture on lecturing.

Science.gov (United States)

Calnan, J

1976-11-01

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

Lectures on torah and modern physics (the lectures in kabbalah series)

CERN Document Server

Ginsburgh, Harav Yitzchak

2013-01-01

Modern physics has forever changed the way we view and understand physical reality. With a wide spectrum of theories, from general relativity to quantum mechanics, our conceptions of the very big and the very small are no longer intuitively obvious. Many philosophers, even scientists have expressed the opinion that the counterintuitive conclusions posited in modern physics are best understood using spiritual terminology. In the 11 lectures in this volume, Harav Ginsburgh, one of our generation's foremost scholars, innovators, and teachers of Kabbalah, reveals how modern physics reflects foundational concepts in the Torah's inner dimension. A wide range of topics from relativity (special and general), quantum mechanics, and string theory are addressed. Elegantly and gracefully, Harav Ginsburgh's exposition of the topics switches back and forth between the scientific and Torah perspectives. With his deep insight, Harav Ginsburgh gives even well-known physical concepts a refreshing and new treatment. Apart from ...

Analysis of the Effect of Sequencing Lecture and Laboratory Instruction on Student Learning and Motivation Towards Learning Chemistry in an Organic Chemistry Lecture Course

Science.gov (United States)

Pakhira, Deblina

2012-01-01

Exposure to organic chemistry concepts in the laboratory can positively affect student performance, learning new chemistry concepts and building motivation towards learning chemistry in the lecture. In this study, quantitative methods were employed to assess differences in student performance, learning, and motivation in an organic chemistry…

Teaching self-concept and self-esteem in a clinical communications course.

Science.gov (United States)

Medina, Melissa S

2006-10-15

Effective interpersonal communication skills are needed for pharmacists to deliver patient-centered care. To achieve this outcome with pharmacists, communication skills are emphasized in pharmacy school in required coursework, such as a clinical communication course. One important concept to include in communication coursework is content on perceptions because perceptions influence communication interactions. Specific emphasis should include a focus on self-perceptions and self-concept, because related empirical literature demonstrates that accurate academic self-concepts predict academic success. These results were extrapolated to a pharmacy clinical communications course where a lecture and laboratory series was designed to emphasize self-concept and facilitate communication skills improvement. The instructional design of this series promoted the advancement of students' communication skills by using communication inventories, self-reflection activities, peer and class discussion, and lecture content. Class discussions, self-reflections, and baseline, and follow-up counseling activities throughout the semester provided evidence of improvements.

Teaching Self-concept and Self-esteem in a Clinical Communications Course

Science.gov (United States)

2006-01-01

Effective interpersonal communication skills are needed for pharmacists to deliver patient-centered care. To achieve this outcome with pharmacists, communication skills are emphasized in pharmacy school in required coursework, such as a clinical communication course. One important concept to include in communication coursework is content on perceptions because perceptions influence communication interactions. Specific emphasis should include a focus on self-perceptions and self-concept, because related empirical literature demonstrates that accurate academic self-concepts predict academic success. These results were extrapolated to a pharmacy clinical communications course where a lecture and laboratory series was designed to emphasize self-concept and facilitate communication skills improvement. The instructional design of this series promoted the advancement of students’ communication skills by using communication inventories, self-reflection activities, peer and class discussion, and lecture content. Class discussions, self-reflections, and baseline, and follow-up counseling activities throughout the semester provided evidence of improvements. PMID:17149428

Using whiteboards to support college students' learning of complex physiological concepts.

Science.gov (United States)

Inouye, Caron Y; Bae, Christine L; Hayes, Kathryn N

2017-09-01

Research underscores the importance of retrieval-based practice and application of knowledge for meaningful learning. However, the didactic lecture format continues to persist in traditional university physiology courses. A strategy called whiteboarding, where students use handheld dry erase boards and work in small groups to actively retrieve, discuss, and apply concepts presented in the lecture, has the potential to address challenges associated with actively engaging students in science courses for greater learning. The purpose of this study was to empirically examine the potential benefits of whiteboarding for increasing students' understanding of animal physiology concepts. Student performance on physiology questions assessing concepts taught using lecture only vs. concepts taught using lecture and whiteboarding were compared within the term that whiteboarding was used, as well as across whiteboard and lecture-only terms taught by the same instructor. Results showed that when whiteboarding was incorporated in the course, student performance on items that assessed concepts corresponding to the whiteboarding activities were significantly higher compared with performance on items that assessed concepts taught through lecture only. These patterns in student performance were found within and across terms. Taken together, findings point to whiteboarding as an effective tool that can be integrated in traditional lecture courses to promote students' understanding of physiology. Copyright © 2017 the American Physiological Society.

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

Science.gov (United States)

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.

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

Directory of Open Access Journals (Sweden)

Kassab SE

2016-01-01

Full Text Available Salah Eldin Kassab,1 Nahla Hassan,1 Marwan F Abu-Hijleh,2 Reginald P Sequeira3 1Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; 2College of Medicine, Qatar University, Doha, Qatar; 3College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain Purpose: Recruitment of tutors to work in problem-based learning (PBL programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods: This study included evaluation of faculty (n=69 who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS, Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring using structured evaluation forms based on a Likert-type scale (poor to excellent. The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results: Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000. Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion: Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. Keywords: PBL, tutor, tutoring skills, lecturing skills

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

Science.gov (United States)

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…

Interactive Lecture Experiments in Large Introductory Physics Classes

Science.gov (United States)

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

2006-12-01

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

Academic Training: Real Time Process Control - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING LECTURE REGULAR PROGRAMME 7, 8 and 9 June From 11:00 hrs to 12:00 hrs - Main Auditorium bldg. 500 Real Time Process Control T. Riesco / CERN-TS What exactly is meant by Real-time? There are several definitions of real-time, most of them contradictory. Unfortunately the topic is controversial, and there does not seem to be 100% agreement over the terminology. Real-time applications are becoming increasingly important in our daily lives and can be found in diverse environments such as the automatic braking system on an automobile, a lottery ticket system, or robotic environmental samplers on a space station. These lectures will introduce concepts and theory like basic concepts timing constraints, task scheduling, periodic server mechanisms, hard and soft real-time.ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

Argonne lectures on particles accelerator magnets

International Nuclear Information System (INIS)

Devred, A.

1999-09-01

The quest for elementary particles has promoted the development of particle accelerators producing beams of increasingly higher energies. In a synchrotron, the particle energy is directly proportional to the product of the machine's radius times the bending magnets' field strength. Present proton experiments at the TeV scale require facilities with circumferences ranging from a few to tens of kilometers and relying on a large number (several hundred to several thousand) high field dipole magnets and high field gradient quadrupole magnets. These electro-magnets use high-current-density, low-critical-temperature superconducting cables and are cooled down at liquid helium temperature. They are among the most costly and the most challenging components of the machine. After explaining what are the various types of accelerator magnets and why they are needed (lecture 1), we briefly recall the origins of superconductivity and we review the parameters of existing superconducting particle accelerators (lecture 2). Then, we review the superconducting materials that are available at industrial scale (chiefly, NbTi and Nb 3 Sn) and we explain in details the manufacturing of NbTi wires and cables (lecture 3). We also present the difficulties of processing and insulating Nb 3 Sn conductors, which so far have limited the use of this material in spite of its superior performances. We continue by discussing the two dimensional current distributions which are the most appropriate for generating pure dipole and quadrupole fields and we explain how these ideal distributions can be approximated by so called cosθ and cos 2θ coil designs (lecture 4). We also present a few alternative designs which are being investigated and we describe the difficulties of realizing coil ends. Next, we present the mechanical design concepts that are used in existing accelerator magnets (lecture 5) and we describe how the magnets are assembled (lecture 6). Some of the toughest requirements on the

Argonne lectures on particles accelerator magnets

Energy Technology Data Exchange (ETDEWEB)

Devred, A

1999-09-01

The quest for elementary particles has promoted the development of particle accelerators producing beams of increasingly higher energies. In a synchrotron, the particle energy is directly proportional to the product of the machine's radius times the bending magnets' field strength. Present proton experiments at the TeV scale require facilities with circumferences ranging from a few to tens of kilometers and relying on a large number (several hundred to several thousand) high field dipole magnets and high field gradient quadrupole magnets. These electro-magnets use high-current-density, low-critical-temperature superconducting cables and are cooled down at liquid helium temperature. They are among the most costly and the most challenging components of the machine. After explaining what are the various types of accelerator magnets and why they are needed (lecture 1), we briefly recall the origins of superconductivity and we review the parameters of existing superconducting particle accelerators (lecture 2). Then, we review the superconducting materials that are available at industrial scale (chiefly, NbTi and Nb{sub 3}Sn) and we explain in details the manufacturing of NbTi wires and cables (lecture 3). We also present the difficulties of processing and insulating Nb{sub 3}Sn conductors, which so far have limited the use of this material in spite of its superior performances. We continue by discussing the two dimensional current distributions which are the most appropriate for generating pure dipole and quadrupole fields and we explain how these ideal distributions can be approximated by so called cos{theta} and cos 2{theta} coil designs (lecture 4). We also present a few alternative designs which are being investigated and we describe the difficulties of realizing coil ends. Next, we present the mechanical design concepts that are used in existing accelerator magnets (lecture 5) and we describe how the magnets are assembled (lecture 6). Some of the toughest

Lecture Note on Discrete Mathematics: Predicates and Quantifiers

DEFF Research Database (Denmark)

Nordbjerg, Finn Ebertsen

2016-01-01

This lecture note supplements the treatment of predicates and quantifiers given in standard textbooks on Discrete Mathematics (e.g.: [1]) and introduces the notation used in this course. We will present central concepts that are important, when predicate logic is used for specification...

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

Science.gov (United States)

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.

Enhancing the Lecture: Revitalizing the Traditional Format.

Science.gov (United States)

Bonwell, Charles C.

1996-01-01

The traditional lecture format of college courses can be enhanced by including active learning designed to further course goals of learning knowledge, developing skills, or fostering attitudes. Techniques suggested include using pauses, short writing periods, think-pair-share activities, formative quizzes, lecture summaries, and several assessment…

‘The concept of information in physics’: an interdisciplinary topical lecture

International Nuclear Information System (INIS)

Dittrich, T

2015-01-01

I present a didactical project, introducing the concept of information with all its interdisciplinary ramifications to students of physics and the neighbouring sciences. Proposed by Boltzmann as entropy, information has evolved into a common paradigm in science, economy, and culture, superseding energy in this role. As an integrating factor of the natural sciences at least, it lends itself as guiding principle for innovative teaching that transcends the frontiers of the traditional disciplines and emphasizes general viewpoints. Based on this idea, the postgraduate topical lecture presented here is intended to provide a firm conceptual basis, technically precise but versatile enough to be applied to specific topics from a broad range of fields. Basic notions of physics like causality, chance, irreversibility, symmetry, disorder, chaos, complexity can be reinterpreted on a common footing in terms of information and information flow. Dissipation and deterministic chaos, exemplifying information currents between macroscopic and microscopic scales, receive special attention. An important part is dedicated to quantum mechanics as an approach to physics that takes the finiteness of information systematically into account. Emblematic features like entanglement and non-locality appear as natural consequences. The course has been planned and tested for an audience comprising, besides physicists, students of other natural sciences as well as mathematics, informatics, engineering, sociology, and philosophy. I sketch history and objectives of this project, provide a resume of the course, report on experiences gained teaching it in various formats, and indicate possible future developments. (paper)

Lectures on Chevalley groups

CERN Document Server

Steinberg, Robert

2016-01-01

Robert Steinberg's Lectures on Chevalley Groups were delivered and written during the author's sabbatical visit to Yale University in the 1967-1968 academic year. The work presents the status of the theory of Chevalley groups as it was in the mid-1960s. Much of this material was instrumental in many areas of mathematics, in particular in the theory of algebraic groups and in the subsequent classification of finite groups. This posthumous edition incorporates additions and corrections prepared by the author during his retirement, including a new introductory chapter. A bibliography and editorial notes have also been added. This is a great unsurpassed introduction to the subject of Chevalley groups that influenced generations of mathematicians. I would recommend it to anybody whose interests include group theory. -Efim Zelmanov, University of California, San Diego Robert Steinberg's lectures on Chevalley groups were given at Yale University in 1967. The notes for the lectures contain a wonderful exposition of ...

Lectures on quasiconformal mappings

CERN Document Server

Ahlfors, Lars V

2006-01-01

Lars Ahlfors's Lectures on Quasiconformal Mappings, based on a course he gave at Harvard University in the spring term of 1964, was first published in 1966 and was soon recognized as the classic it was shortly destined to become. These lectures develop the theory of quasiconformal mappings from scratch, give a self-contained treatment of the Beltrami equation, and cover the basic properties of Teichm�ller spaces, including the Bers embedding and the Teichm�ller curve. It is remarkable how Ahlfors goes straight to the heart of the matter, presenting major results with a minimum set of prerequisites. Many graduate students and other mathematicians have learned the foundations of the theories of quasiconformal mappings and Teichm�ller spaces from these lecture notes. This edition includes three new chapters. The first, written by Earle and Kra, describes further developments in the theory of Teichm�ller spaces and provides many references to the vast literature on Teichm�ller spaces and quasiconformal ...

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

Directory of Open Access Journals (Sweden)

Trish L Varao-Sousa

Full Text Available 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.

Khan's lectures handbook of the physics of radiation therapy

CERN Document Server

Khan, Faiz M; Mihailidis, Dimitris

2011-01-01

Khan's Lectures: Handbook of the Physics of Radiation Therapy will provide a digest of the material contained in The Physics of Radiation Therapy. Lectures will be presented somewhat similar to a PowerPoint format, discussing key points of individual chapters. Selected diagrams from the textbook will be used to initiate the discussion. New illustrations will used, wherever needed, to enhance the understanding of important concepts. Discussion will be condensed and often bulleted. Theoretical details will be referred to the textbook and the cited literature. A problem set (practice questions) w

Albert Einstein memorial lectures

CERN Document Server

Mechoulam, Raphael; The Israel Academy for Sciences and Humanities

2012-01-01

This volume consists of a selection of the Albert Einstein Memorial Lectures presented annually at the Israel Academy of Sciences and Humanities. Delivered by eminent scientists and scholars, including Nobel laureates, they cover a broad spectrum of subjects in physics, chemistry, life science, mathematics, historiography and social issues. This distinguished memorial lecture series was inaugurated by the Israel Academy of Sciences and Humanities following an international symposium held in Jerusalem in March 1979 to commemorate the centenary of Albert Einstein's birth. Considering that Einstein's interests, activities and influence were not restricted to theoretical physics but spanned broad fields affecting society and the welfare of humankind, it was felt that these memorial lectures should be addressed to scientists, scholars and erudite laypersons rather than to physicists alone.

Lectures on Black Hole Quantum Mechanics

Science.gov (United States)

Wilczek, Frank

The lectures that follow were originally given in 1992, and written up only slightly later. Since then there have been dramatic developments in the quantum theory of black holes, especially in the context of string theory. None of these are reflected here. The concept of quantum hair, which is discussed at length in the lectures, is certainly of permanent interest, and I continue to believe that in some generalized form it will prove central to the whole question of how information is stored in black holes. The discussion of scattering and emission modes from various classes of black holes could be substantially simplified using modern techniques, and from currently popular perspectives the choice of examples might look eccentric. On the other hand fashions have changed rapidly in the field, and the big questions as stated and addressed here, especially as formulated for "real" black holes (nonextremal, in four-dimensional, asymptotically flat space-time, with supersymmetry broken), remain pertinent even as the tools to address them may evolve. The four lectures I gave at the school were based on two lengthy papers that have now been published, "Black Holes as Elementary Particles," Nuclear Physics B380, 447 (1992) and "Quantum Hair on Black Holes," Nuclear Physics B378, 175 (1992). The unifying theme of this work is to help make plausible the possibility that black holes, although they are certainly unusual and extreme states of matter, may be susceptible to a description using concepts that are not fundamentally different from those we use in describing other sorts of quantum-mechanical matter. In the first two lectures I discussed dilaton black holes. The fact that apparently innocuous changes in the "matter" action can drastically change the properties of a black hole is already very significant: it indicates that the physical properties of small black holes cannot be discussed reliably in the abstract, but must be considered with due regard to the rest of

Work All Day, Study at Night: The Interactive Evening Lecture to Invigorate Working Students

Science.gov (United States)

Stone, Gerard

2014-01-01

Gerard Stone was asked to present the evening lecture in a first-year undergraduate accounting subject. The aim of the subject matter was to provide students with an understanding of fundamental accounting issues and concepts. The subject coordinator advised Stone that, from past experience, most students who attend the evening lecture would be…

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

Science.gov (United States)

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.

Surveyable Representations, the "Lecture on Ethics", and Moral Philosophy

Directory of Open Access Journals (Sweden)

Benjamin De Mesel

2014-12-01

Full Text Available I argue that it is possible and useful for moral philosophy to provide surveyable representations (as the later Wittgenstein understands the concept of moral vocabulary. I proceed in four steps. First, I present two dominant interpretations of the concept “surveyable representation”. Second, I use these interpretations as a background against which I present my own interpretation. Third, I use my interpretation to support the claim that Wittgenstein’s “Lecture on Ethics” counts as an example of a surveyable representation. I conclude that, since the lecture qualifies as a surveyable representation, it is possible to provide surveyable representations of moral vocabulary. Fourth, I argue that it is useful for contemporary moral philosophy to provide surveyable representations, because it may help to dissolve problems in current debates. I provide an example of such a debate, namely, the debate between cognitivists and non-cognivitists.

Lectures in medical educaton: what students think?

Science.gov (United States)

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.

Five Lectures on Photosynthesis

International Nuclear Information System (INIS)

Broda, E.

1979-01-01

These five lectures were held by E. Broda during the International Symposium on Alternative Energies, in September 1979. Lecture 1 – The Great Physicists and Photosynthesis; Lecture 2 – The Influence of Photosynthesis on the Biosphere. Past, Present and Future; Lecture 3 – The Origin of Photosynthesis; Lecture 4 – The Evolution from Photosynthetic Bacteria to Plants; Lecture 5 – Respiration and Photorespiration. (nowak)

Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

International Nuclear Information System (INIS)

Georgiou, H; Sharma, M D

2015-01-01

Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures. (paper)

CANDU lectures

International Nuclear Information System (INIS)

Rouben, B.

1984-06-01

This document is a compilation of notes prepared for two lectures given by the author in the winter of 1983 at the Institut de Genie Nucleaire, Ecole Polytechnique, Montreal. The first lecture gives a physical description of the CANDU reactor core: the nuclear lattice, the reactivity mechanisms, their functions and properties. This lecture also covers various aspects of reactor core physics and describes different calculational methods available. The second lecture studies the numerous facets of fuel management in CANDU reactors. The important variables in fuel management, and the rules guiding the refuelling strategy, are presented and illustrated by means of results obtained for the CANDU 600

The Stanley Melville Memorial Lectures 1937-1945

International Nuclear Information System (INIS)

Brian Bentley, H.

2006-01-01

The Archibald Reid Memorial Competition theses have been precised in a previous edition of Radiography (Vol 11 Issue 3 Aug 2005). A great deal of information about the development of the profession and techniques was highlighted. In this edition (Vol 12 Issue 1 February 2006) we have looked at the Stanley Melville Memorial Lectures from 1937 to 1945. Unfortunately the First lecture, which took place in 1937, was not published. Eminent speakers, radiologists, radiographers, physicists and industrialists presented papers based on the background of radiography or radiotherapy of that period. There was obviously no point in reprinting the full lecture/paper but in selecting interesting information, quotations and ideas it was hoped to stimulate further reading and to continue the database. The exercise was also undertaken to show the progress made from the beginning to the present day procedures and practice. It will be seen that some of the concepts we hold today were in fact outlined 50 or 60 years ago. The other important thing to note is how the enthusiasm and foresight which people like Stanley Melville exhibited, has brought radiology and radiography, and radiologists and radiographers to the present. Seven of the Melville lectures appear in this paper and those delivered between 1946 and 1950 will form the basis of the next paper in the series

Online Lectures in Undergraduate Medical Education: Scoping Review.

Science.gov (United States)

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

2018-04-10

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

Expository lectures on topology, geometry, and gauge theories

International Nuclear Information System (INIS)

Akyildiz, Y.

1983-01-01

The article provides an extremely useful and clear explanation of applications of topology and differential geometry in modern gauge theories. Basic concepts like invariants, manifolds, (co)homology, etc. are explained. The author has prepared this lecture with physicists in mind and the level of mathematical sophistication has been kept to a minimum. (S.J.P.)

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

Science.gov (United States)

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.

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

Science.gov (United States)

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 physiology. Copyright © 2016 The American Physiological Society.

Exploring the Concept of Learner Autonomy in Cross-Cultural Research

OpenAIRE

Nga Thanh Nguyen; Donna Tangen; Denise Beutel

2014-01-01

This research explores how the concept of learner autonomy is understood and used in Vietnamese higher educational settings. Data were collected through interviews in Vietnamese with four university lecturers in Hanoi, Vietnam and then reported in an English language thesis. The problems confronted by the lecturers were in understanding the concept of learner autonomy, the complexities of translation equivalence for the concept from one language to another, and the impact of culture in interp...

Vocal intensity in lecturers: Results of measurements conducted during lecture sessions

Directory of Open Access Journals (Sweden)

Witold Mikulski

2013-12-01

Full Text Available Background: Occupational voice users (inter alia: lecturers speak with different levels of vocal intensity. Speakers adjust this intensity knowingly (e.g. to underline the importance of fragments of the speech or unknowingly. The unknown adjustment of voice intensity occurs e.g. in the presence of high acoustic background noise (so-called Lombard effect, but it also results from many other factors: hearing loss, construction of the vocal tract, habits and others. The aim of the article is to confirm the thesis that in similar conditions of acoustic properties of the room different lecturers speak with different levels of vocal intensity. Materials and Methods: The study was conducted in a group of 10 lecturers in the same conference room. A-weighted sound pressure level determined at 1 m from the lecturer's mouth was adopted as a parameter defining the intensity of the lecturer's voice. The levels of all lecturers' voice intensity were compared and evaluated according to the criteria defined in EN ISO 9921. Results: Nine in ten lecturers were speaking with normal voice intensity (60-65 dB and only one full-time university lecturer was speaking with raised voice (66-71 dB. Conclusions: It was found that in the room of the same acoustic conditions the lecturers spoke with different intensities of voice. Some lecturers occasionally, and one all the time spoke with the voice intensity specified by PN-EN ISO 9921 as a raised voice. The results of the preliminary study warrant further studies in a larger group of teachers. Med Pr 2013;64(6:797–804

SUMMER STUDENT LECTURE PROGRAMME

CERN Multimedia

Françoise Benz

2002-01-01

SUMMER STUDENT LECTURE PROGRAMME Main Auditorium, bldg. 500   DATE TIME LECTURER TITLE Monday 29 July 09:15 - 10:00 R. RATTAZZI Beyond the Standard Model (3/3) 10:15 - 11:00 P. WELLS Experimental test of the SM - LEP (3/3) 11:15 - 12:00 P. WELLS Discussion Session 14:00 - 16:00 R. ASSMANN The CLIC Concept for a Future Particle Collider at the Energy Frontier Tuesday 30 July 09:15 - 10:00 F. ANTINORI Heavy Ions (1/2) 10:15 - 12:00 F. DYDAK Neutrino Physics (1&2/4) Wednesday 31 July  09:15 - 10:00 F. ANTINORI Heavy Ions (2/2) 10:15 - 11:00 F. DYDAK Neutrino Physics (3/4) 11:15 - 12:00 F. DYDAK / F. ANTINORI Discussion Session Thursday 1 August 09:15 - 10:00 T. NAKADA CP Violation (1/4) 10:15 - 11:00 F. DYDAK Neutrino Physics (4/4) 11:15 - 12:00 F. BEDESCHI Experimental test of the SM Tevatron (1/2) Friday 2 August 09:15 - 10:00 T. NAKADA CP Violation (2/4) 10:15 ? 11:00 F. BEDESCHI Experimental test of the SM Tevatron (2/2) 11:15 ? 12:00 F. BEDESCHI / T. NAKADA Di...

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

Science.gov (United States)

Bradbury, Neil A

2016-12-01

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

Lectures on advances in combinatorics

CERN Document Server

Ahlswede, Rudolf

2008-01-01

The main focus of these lectures is basis extremal problems and inequalities – two sides of the same coin. Additionally they prepare well for approaches and methods useful and applicable in a broader mathematical context. Highlights of the book include a solution to the famous 4m-conjecture of Erdös/Ko/Rado 1938, one of the oldest problems in combinatorial extremal theory, an answer to a question of Erdös (1962) in combinatorial number theory "What is the maximal cardinality of a set of numbers smaller than n with no k+1 of its members pair wise relatively prime?", and the discovery that the AD-inequality implies more general and sharper number theoretical inequalities than for instance Behrend's inequality. Several concepts and problems in the book arise in response to or by rephrasing questions from information theory, computer science, statistical physics. The interdisciplinary character creates an atmosphere rich of incentives for new discoveries and lends Ars Combinatoria a special status in mathemat...

Lectures on strings and dualities

International Nuclear Information System (INIS)

Vafa, C.

1997-01-01

In this set of lectures I review recent developments in string theory emphasizing their non-perturbative aspects and their recently discovered duality symmetries. The goal of the lectures is to make the recent exciting developments in string theory accessible to those with no previous background in string theory who wish to join the research effort in this area. Topics covered include a brief review of string theory, its compactifications, solitons and D-branes, black hole entropy and wed of string dualities. (author)

Lectures on functor homology

CERN Document Server

Touzé, Antoine

2015-01-01

This book features a series of lectures that explores three different fields in which functor homology (short for homological algebra in functor categories) has recently played a significant role. For each of these applications, the functor viewpoint provides both essential insights and new methods for tackling difficult mathematical problems. In the lectures by Aurélien Djament, polynomial functors appear as coefficients in the homology of infinite families of classical groups, e.g. general linear groups or symplectic groups, and their stabilization. Djament’s theorem states that this stable homology can be computed using only the homology with trivial coefficients and the manageable functor homology. The series includes an intriguing development of Scorichenko’s unpublished results. The lectures by Wilberd van der Kallen lead to the solution of the general cohomological finite generation problem, extending Hilbert’s fourteenth problem and its solution to the context of cohomology. The focus here is o...

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel 73127

2001-01-01

28, 29, 30, 31 May and 1 June REGULAR LECTURE PROGRAMME From 11:00 hrs - Main Auditorium bldg. 500 Quantum computing and Quantum cryptography T. Hey / University of Southampton, GB, and D. Ross / CERN-TH This course will give both an overview and a detailed introduction to quantum computing and quantum cryptography. The first lecture will survey the field, starting from its origins in Feyman's lecture in 1981. The next three lectures will explain in detail the relevance of Bell states and the workings of Grover's Quantum Search and Shor's quantum factorization algorithms. In addition, an explanation of quantum teleportation will be given. The last lecture will survey the recent progress towards realizing working quantum computers and quantum cryptographic systems.

Lecture 4: Cloud Computing in Large Computer Centers

CERN Multimedia

CERN. Geneva

2013-01-01

This lecture will introduce Cloud Computing concepts identifying and analyzing its characteristics, models, and applications. Also, you will learn how CERN built its Cloud infrastructure and which tools are been used to deploy and manage it. About the speaker: Belmiro Moreira is an enthusiastic software engineer passionate about the challenges and complexities of architecting and deploying Cloud Infrastructures in ve...

Academic Training Lecture Regular Programme: Cloud Computing

CERN Multimedia

2012-01-01

Cloud Computing (1/2), by Belmiro Rodrigues Moreira (LIP Laboratorio de Instrumentacao e Fisica Experimental de Part).   Wednesday, May 30, 2012 from 11:00 to 12:00 (Europe/Zurich) at CERN ( 500-1-001 - Main Auditorium ) Cloud computing, the recent years buzzword for distributed computing, continues to attract and keep the interest of both the computing and business world. These lectures aim at explaining "What is Cloud Computing?" identifying and analyzing it's characteristics, models, and applications. The lectures will explore different "Cloud definitions" given by different authors and use them to introduce the particular concepts. The main cloud models (SaaS, PaaS, IaaS), cloud types (public, private, hybrid), cloud standards and security concerns will be presented. The borders between Cloud Computing and Grid Computing, Server Virtualization, Utility Computing will be discussed and analyzed.

Lecture-free biochemistry: A Process Oriented Guided Inquiry Approach.

Science.gov (United States)

Minderhout, Vicky; Loertscher, Jennifer

2007-05-01

Biochemistry courses at Seattle University have been taught exclusively using process oriented guided inquiry learning (POGIL) without any traditional lecture component since 1997. In these courses, students participate in a structured learning environment, which includes a preparatory assignment, an in-class activity, and a follow-up skill exercise. Instructor-designed learning activities provide the content of the course while the cooperative learning structure provides the content-free procedures that promote development of critical process skills needed for learning. This format enables students to initially explore a topic independently, work together in groups to construct and refine knowledge, and eventually develop deep understanding of the essential concepts. These stages of exploration and concept development form the foundation for application to high level biochemical problems. At the end of this course, most students report feeling confident in their knowledge of biochemistry and report substantial gains in independence, critical thinking, and respect for others. Copyright © 2007 International Union of Biochemistry and Molecular Biology, Inc.

Lectures on quantum information

International Nuclear Information System (INIS)

Bruss, D.; Leuchs, G.

2007-01-01

Quantum Information Processing is a young and rapidly growing field of research at the intersection of physics, mathematics, and computer science. Its ultimate goal is to harness quantum physics to conceive - and ultimately build - 'quantum' computers that would dramatically overtake the capabilities of today's 'classical' computers. One example of the power of a quantum computer is its ability to efficiently find the prime factors of a large integer, thus shaking the supposedly secure foundations of standard encryption schemes. This comprehensive textbook on the rapidly advancing field introduces readers to the fundamental concepts of information theory and quantum entanglement, taking into account the current state of research and development. It thus covers all current concepts in quantum computing, both theoretical and experimental, before moving on to the latest implementations of quantum computing and communication protocols. With its series of exercises, this is ideal reading for students and lecturers in physics and informatics, as well as experimental and theoretical physicists, and physicists in industry. (orig.)

Exploring the Concept of Learner Autonomy in Cross-Cultural Research

Directory of Open Access Journals (Sweden)

Nga Thanh Nguyen

2014-09-01

Full Text Available This research explores how the concept of learner autonomy is understood and used in Vietnamese higher educational settings. Data were collected through interviews in Vietnamese with four university lecturers in Hanoi, Vietnam and then reported in an English language thesis. The problems confronted by the lecturers were in understanding the concept of learner autonomy, the complexities of translation equivalence for the concept from one language to another, and the impact of culture in interpreting the concept of learner autonomy. The paper concludes with recommendations for educators to be sensitive to cultural and linguistic considerations when transferring concepts from one culture to another.

Impostor Syndrome 2014 lecture

OpenAIRE

Drew, Joshua

2014-01-01

A lecture given at the University of Rochester outlining what the Impostor Syndrome is, as well as how it can impact graduate student success. Other topics include how to build support networks in school as well as picking appropriately scaled projects

Web-based lecture technologies and learning and teaching: a study of change in four Australian universities

Directory of Open Access Journals (Sweden)

M. Gosper

2010-12-01

Full Text Available The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning – freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about the quality of learning are of concern to many, lecturers have largely responded by simply modifying lectures. For most, the challenges of catering for the learning needs of a cohort with variable lecture attendance have not been addressed at a whole of the curriculum level. The technologies have been added on, rather than integrated into the curriculum. This paper will review the changes taking place in learning and teaching, explore the reluctance to embrace more wholesale change to the curriculum, and discuss the implications for institutions in the face of ongoing change.

Water Technology Lecture 3: Water Distribution

OpenAIRE

Gray, Nicholas Frederick

2017-01-01

This is the third lecture in the course Water Technology dealing with water distribution. This is a PowerPoint lecture which is free to use and modify. It was designed to be used in conjunction with the course text Gray, N.F. (2017) Water Science and Technology: An Introduction, published by CRC Press, Oxford. The basis of water distribution is explored including water pipe materials, distribution systems, leakage, water quality problems, pressure issue, water hydrants, effect of floods,...

Lecture series LHC: An exciting physics future for CERN

CERN Multimedia

2001-01-01

All of us at CERN are working towards the same goal, a better understanding of the structure of matter, the forces which control it and thus a clearer picture of the behaviour of the entire Universe. Therefore I believe it is very important that everyone has a clear picture of the fascinating programme of physics that we can look forward to with the LHC and I have asked Professor Egil Lillestøl to give a short series of talks on this theme. Professor Lillestøl has long experience in simplifying the most complex concepts in physics and I know his talks will be both instructive and entertaining. The lectures will be targetted at people who have a scientific, engineering or technical background but are not specialists in the field of particle physics. Anyone who is curious about CERN physics and its future will find something of interest. The first lecture will be given on 31st January at 16.00 in the Main Auditorium. I encourage you all to attend. See also the lecture abstract and sche...

Interactive lectures: Clickers or personal devices?

Science.gov (United States)

Morrell, Lesley J; Joyce, Domino A

2015-01-01

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

Interactive lectures in engineering education

NARCIS (Netherlands)

van Dijk, L.A.; van den Berg, G.C.; van Keulen, H.

2001-01-01

This article discusses an alternative approach to lecturing: the interactive lecture. In the literature, interactive teaching is forwarded as a means to increase the effectiveness of lectures. Members of lecturing staff still seem, however, reluctant to incorporate interactive teaching in their

Topical Articles: Attention during Lectures--Beyond Ten Minutes

Science.gov (United States)

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…

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

Science.gov (United States)

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…

Academic Training Lecture - Regular lecture programme

CERN Multimedia

PH Department

2011-01-01

Wednesday 28, Thursday 29 and Friday 30 September 2011 Supersymmetric Recipes by Prof. Ben Allanech / University of Cambridge, UK  from 11:00 to 12:00 (Europe/Zurich) at CERN ( Main Auditorium, Bldg. 500 ) In these lectures, I shall describe the theory of supersymmetry accessible to people with a knowledge of basic quantum field theory. The lectures will contain recipes of how to calculate which interactions (and which special relations) are in supersymmetry, without providing detailed proofs of where they come from. We shall also cover: motivation for weak-scale supersymmetry and the minimal supersymmetric standard model.

Academic Training Lectures - QCD for Postgraduates

CERN Multimedia

Maureen Prola-Tessaur

2010-01-01

by Giulia Zanderighi (University of Oxford) Monday 12 to Friday 16 April 2010 From 11:00 to 12:00 - Main Auditorium, Bldg. 500-1-001 Monday 12 - Modern QCD - Lecture 1 Starting from the QCD Lagrangian we will revisit some basic QCD concepts and derive fundamental properties like gauge invariance and isospin symmetry and will discuss the Feynman rules of the theory. We will then focus on the gauge group of QCD and derive the Casimirs CF and CA and some useful color identities. Tuesday 13 - Modern QCD - Lecture 2 We will start discussing the matter content of the theory and revisit the experimental measurements that led to the discovery of quarks. We will then consider a classic QCD observable, the R-ratio, and use it to illustrate the appearance of UV divergences and the need to renormalize the coupling constant of QCD. We will then discuss asymptotic freedom and confinement. Finally, we will examine a case where soft and collinear infrared divergences appear, will discuss the soft approximation in QCD ...

Students’ opinions about modern lecture: development path

Directory of Open Access Journals (Sweden)

Tatyana A. Astashova

2017-01-01

Full Text Available As an objective of the research, the author set the task of identifying students’ opinion and opinion of lecturers about the purpose of the lectures at the university, about the role of the lecturer and preferred form of lectures. As a result of the research, it was necessary to answer the following important questions: What are the objectives of the lecture and the role of the lecturer? Which lectures are more preferable: traditional or interactive? What do lecturers expect from the lecture, do they consider it an advantage or an unnecessary educational activity?The materials were developed for the survey (questionnaire to conduct the research and analyze the results obtained. The students were surveyed before training and after completion of the semester. The study involved 200 students of all areas of Mechanics and Technology Faculty of Novosibirsk State Technical University. Statistical analysis was used for the analysis of the results.As a result, the experiment revealed nonconformity of opinions of students about the purpose of the lecture and the role of a lecturer before the training and after the end of the semester. Lectures, according to students, should help to implement all kinds of practical and independent assignments.Educational standards imply a reduction in the hours of classroom training and an increase in independent work, and the majority of students are not ready (do not want to to study the materials on the topics of discipline completely independently or partially.It revealed a contradiction in opinion, what form of organization of the lecture classes is more interesting to students, which can increase the motivation of the visit and work on the lectures.The technology of designing the educational process in the conditions of the mixed training is proposed, applying the technological map.The technological map is presented in the form of stages of designing the educational process, including recommendations on the use of

National seminar on nuclear energy in everyday life: lectures

Energy Technology Data Exchange (ETDEWEB)

NONE

1994-06-01

The document includes 8 lectures presented at the National Seminar on Nuclear Energy in Everyday Life organized by the International Atomic Energy Agency (Vienna) and the Atomic Energy Authority (Egypt) between 28-29 June 1994 in Cairo. A separate abstract was prepared for each lecture.

National seminar on nuclear energy in everyday life: lectures

International Nuclear Information System (INIS)

1994-06-01

The document includes 8 lectures presented at the National Seminar on Nuclear Energy in Everyday Life organized by the International Atomic Energy Agency (Vienna) and the Atomic Energy Authority (Egypt) between 28-29 June 1994 in Cairo. A separate abstract was prepared for each lecture

Academic Training Lecture - Regular Programme

CERN Multimedia

PH Department

2011-01-01

Regular Lecture Programme 9 May 2011 ACT Lectures on Detectors - Inner Tracking Detectors by Pippa Wells (CERN) 10 May 2011 ACT Lectures on Detectors - Calorimeters (2/5) by Philippe Bloch (CERN) 11 May 2011 ACT Lectures on Detectors - Muon systems (3/5) by Kerstin Hoepfner (RWTH Aachen) 12 May 2011 ACT Lectures on Detectors - Particle Identification and Forward Detectors by Peter Krizan (University of Ljubljana and J. Stefan Institute, Ljubljana, Slovenia) 13 May 2011 ACT Lectures on Detectors - Trigger and Data Acquisition (5/5) by Dr. Brian Petersen (CERN) from 11:00 to 12:00 at CERN ( Bldg. 222-R-001 - Filtration Plant )

Review of the Accordia Lectures 2014–2015

Directory of Open Access Journals (Sweden)

Silvia Amicone

2015-11-01

Full Text Available Accordia is an independent research institute that operates in association with the UCL Institute of Archaeology and with the Institute of Classical Studies, the School of Advanced Study, and the University of London. It is dedicated to the promotion and co-ordination of research in all aspects of Italy, from the earliest settlements to the recent past. Accordia organises lectures, research seminars, conferences and exhibitions on aspects of Italian archaeology and history, and publishes a journal, 'Accordia Research Papers', as well as research publications including specialist volumes, conference papers and excavation reports. A subscription is charged for those who want the journal, but all Accordia events are free and open to the public (for more information see the Accordia website: http://www.ucl.ac.uk/accordia/index.htm. The annual lecture series, now in its 27th year, is a regular feature of the academic calendar. Seven lectures take place between October and May, each held at either the UCL Institute of Archaeology or the Institute of Classical Studies (Senate House. The lecturers include both early career and established scholars, and their topics range widely across Italian archaeology, history and art history. The lectures are aimed at both Italian specialists and the general public. This paper offers a review of the 2014–2015 Accordia Lectures. The series was particularly interesting, and covered a wide range of topics related to the archaeology and history of Italy, from prehistoric settlements to the reception of the Etruscan world.

Academic Training Lecture: Statistical Methods for Particle Physics

CERN Multimedia

PH Department

2012-01-01

2, 3, 4 and 5 April 2012 Academic Training Lecture  Regular Programme from 11:00 to 12:00 -  Bldg. 222-R-001 - Filtration Plant Statistical Methods for Particle Physics by Glen Cowan (Royal Holloway) The series of four lectures will introduce some of the important statistical methods used in Particle Physics, and should be particularly relevant to those involved in the analysis of LHC data. The lectures will include an introduction to statistical tests, parameter estimation, and the application of these tools to searches for new phenomena.  Both frequentist and Bayesian methods will be described, with particular emphasis on treatment of systematic uncertainties.  The lectures will also cover unfolding, that is, estimation of a distribution in binned form where the variable in question is subject to measurement errors.

Interdisciplinary seminar on nondestructive testing and fracture mechanics. Lectures

International Nuclear Information System (INIS)

1998-01-01

The proceedings volume contains 17 lectures presented at a DGZfP seminar held in Berlin/Germany, 2-3 November 1998. Fracture mechanics data are of interest with respect to determining maximum permissible limits for non-destructive materials evaluation, and as quantitative NDE test results indicating existing materials flaws in a system component, delivering information for assessement of remaining service life and safety risks. The topics of lectures are: Quality concepts for welded joints; NDE for service life assessment of engine components, shown for evaluation of engine pales and disks; NDE and crack detection at pressurized gas cylinders; fracture mechanics requirements for NDE in nuclear installations, discussion of practical examples (T. Seidenkranz); failure of off-shore constructions seen in the light of a novel fracture mechanics technical code. (orig./CB) [de

Recently Published Lectures and Tutorials for ATLAS

CERN Multimedia

J. Herr

2006-01-01

As reported in the September 2004 ATLAS eNews, the Web Lecture Archive Project, a collaboration between the University of Michigan and CERN, has developed a synchronized system for recording and publishing educational multimedia presentations, using the Web as medium. The current system, including future developments for the project and the field in general, was recently presented at the CHEP 2006 conference in Mumbai, India. The relevant presentations and papers can be found here: The Web Lecture Archive Project A Web Lecture Capture System with Robotic Speaker Tracking This year, the University of Michigan team has been asked to record and publish all ATLAS Plenary sessions, as well as a large number of Physics and Computing tutorials. A significant amount of this material has already been published and can be accessed via the links below. All lectures can be viewed on any major platform with any common internet browser, either via streaming or local download (for limited bandwidth). Please enjoy the l...

Recently Published Lectures and Tutorials for ATLAS

CERN Multimedia

Goldfarb, S.

2006-01-01

As reported in the September 2004 ATLAS eNews, the Web Lecture Archive Project, WLAP, a collaboration between the University of Michigan and CERN, has developed a synchronized system for recording and publishing educational multimedia presentations, using the Web as medium. The current system, including future developments for the project and the field in general, was recently presented at the CHEP 2006 conference in Mumbai, India. The relevant presentations and papers can be found here: The Web Lecture Archive Project. A Web Lecture Capture System with Robotic Speaker Tracking This year, the University of Michigan team has been asked to record and publish all ATLAS Plenary sessions, as well as a large number of Physics and Computing tutorials. A significant amount of this material has already been published and can be accessed via the links below. All lectures can be viewed on any major platform with any common internet browser, either via streaming or local download (for limited bandwidth). Please e...

Laughter in University Lectures

Science.gov (United States)

Nesi, Hilary

2012-01-01

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

Lectures on pulsed NMR

International Nuclear Information System (INIS)

Pines, A.

1986-09-01

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

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

Science.gov (United States)

Sciullo, Nick J.

2017-01-01

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

A Geminoid as Lecturer

DEFF Research Database (Denmark)

Abildgaard, Julie Rafn; Schärfe, Henrik

2012-01-01

In this paper we report our findings from an experiment with the teleoperated android Geminoid-DK. The geminoid took up the role of a university lecturer and delivered a 45 minute lecture in front of 150 freshmen students at Aalborg University. While considering the role of the geminoid in this e......In this paper we report our findings from an experiment with the teleoperated android Geminoid-DK. The geminoid took up the role of a university lecturer and delivered a 45 minute lecture in front of 150 freshmen students at Aalborg University. While considering the role of the geminoid...

Lectures on cosmic topological defects

Energy Technology Data Exchange (ETDEWEB)

Vachaspati, T [Department of Astronomy and Astrophysics, Colaba, Mumbai (India) and Physics Department, Case Western Reserve University, Cleveland (United States)

2001-11-15

These lectures review certain topological defects and aspects of their cosmology. Unconventional material includes brief descriptions of electroweak defects, the structure of domain walls in non-Abelian theories, and the spectrum of magnetic monopoles in SU(5) Grand Unified theory. (author)

Lectures on pulsed NMR

International Nuclear Information System (INIS)

Pines, A.

1988-08-01

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

When FE Lecturers Go the Extra Mile: The Rhetoric and the Reality

Science.gov (United States)

Lobb, Rhonda

2017-01-01

This paper explores the concept of "going the extra mile" from the perceptions of 30 lecturers and six middle managers working within the further education (FE) sector. Until now, the phenomena of discretionary behaviour has only been researched using a scientific, positivist approach adopting the construct of organisational citizenship…

Cooperative learning combined with short periods of lecturing: A good alternative in teaching biochemistry.

Science.gov (United States)

Fernández-Santander, Ana

2008-01-01

The informal activities of cooperative learning and short periods of lecturing has been combined and used in the university teaching of biochemistry as part of the first year course of Optics and Optometry in the academic years 2004-2005 and 2005-2006. The lessons were previously elaborated by the teacher and included all that is necessary to understand the topic (text, figures, graphics, diagrams, pictures, etc.). Additionally, a questionnaire was prepared for every chapter. All lessons contained three parts: objectives, approach and development, and the assessment of the topic. Team work, responsibility, and communication skills were some of the abilities developed with this new methodology. Students worked collaboratively in small groups of two or three following the teacher's instructions with short periods of lecturing that clarified misunderstood concepts. Homework was minimized. On comparing this combined methodology with the traditional one (only lecture), students were found to exhibit a higher satisfaction with the new method. They were more involved in the learning process and had a better attitude toward the subject. The use of this new methodology showed a significant increase in the mean score of the students' academic results. The rate of students who failed the subject was significantly inferior in comparison with those who failed in the previous years when only lecturing was applied. This combined methodology helped the teacher to observe the apprenticeship process of students better and to act as a facilitator in the process of building students' knowledge. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.

Academic Training Lectures | Introduction to Parallelism, Concurrency and Acceleration | 19-20 January

CERN Multimedia

2016-01-01

Please note that the next series of Academic Training Lectures will take place on 19 and 20 January 2016. The lectures will be given by Andrzej Nowak (TIK Services, Switzerland).   An Introduction to Parallelism, Concurrency and Acceleration (1/2) on Tuesday, 19 January from 11 a.m. to 12 noon https://indico.cern.ch/event/404682/ An Introduction to Parallelism, Concurrency and Acceleration (2/2) on Wednesday, 20 January from 11 a.m. to 12 noon https://indico.cern.ch/event/404683/ at CERN IT Amphitheatre (31-3-004) Description: Concurrency and parallelism are firm elements of any modern computing infrastructure, made even more prominent by the emergence of accelerators. These lectures offer an introduction to these important concepts. We will begin with a brief refresher of recent hardware offerings to modern-day programmers. We will then open the main discu...

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

12, 13, 14, 15 & 16 March REGULAR LECTURE PROGRAMME From 11:00 hrs - Main Auditorium bldg. 500 Telecommunication for the future Rob Parker / CERN-IT Few fields have experienced such a high level of technical advance over the last few decades as that of telecommunications. This lecture series will track the evolution of telecommunications systems since their inception, and consider how technology is likely to advance over the next years. A personal view will also be given of the effect of these innovations on our work and leisure activities.The lecture series will be aimed at an audience with no specific technical knowledge of telecommunications.

Lectures on string theory

International Nuclear Information System (INIS)

Thorn, C.B.

1988-01-01

Several topics are discussed in string theory presented as three lectures to the Spring School on Superstrings at the ICTP at Trieste, Italy, in April, 1988. The first lecture is devoted to some general aspects of conformal invariance and duality. The second sketches methods for carrying out perturbative calculations in string field theory. The final lecture presents an alternative lattice approach to a nonperturbative formulation of the sum over world surfaces. 35 refs., 12 figs

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

9, 10 and 11 May REGULAR LECTURE PROGRAMME From 10:00 to 12:00 hrs on 9 and 10 May and on 11 May from 11:00 to 12:00 hrs - Main Auditorium bldg. 500 Cosmology and Particle Physics K. Olive / CERN-TH A general overview of the standard big bang model will be presented with special emphasis on astro-particle physics. Specific topics will include: Inflation, Baryoogenesis, Nucleosynthesis and Dark Matter.

Lectures on Higgs Boson Physics in the Standard Model and Beyond

CERN Document Server

Wells, James D

2009-01-01

These lectures focus on the structure of various Higgs boson theories. Topics in the first lectures include: mass generation in chiral theories, spontaneous symmetry breaking, neutrino masses, perturbative unitarity, vacuum stability, vacuum alignment, flavor changing neutral current solutions with multiple Higgs doublets, analysis of type I theory with Z2 symmetry, and rephasing symmetries. After an Essay on the Hierarchy Problem, additional topics are covered that more directly relate to naturalness of the electroweak theory. Emphasis is on their connection to Higgs boson physics. Topics in these later lectures include: supersymmetry, supersymmetric Higgs sector in the Runge basis, leading-order radiative corrections of supersymmetric light Higgs boson mass, theories of extra dimensions, and radion mixing with the Higgs boson in warped extra dimensions. And finally, one lecture is devoted to Higgs boson connections to the hidden sector.

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

Science.gov (United States)

Fifield, Steve; Peifer, Rick

1994-01-01

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

The Oskar Klein memorial lectures

CERN Document Server

1994-01-01

The series of Oskar Klein Memorial Lectures is a must-read for those keenly involved or simply interested in exploring the many fascinating aspects of Physics. This volume presents two landmark lectures given by Hans Bethe in October 1990 and Alan H. Guth in June 1991 under the series of Oskar Klein Memorial Lectures. Hans Bethe's lectures dealt with two themes: the astrophysical importance of neutrinos in supernova outbursts and a theoretical account of neutrinos through observations of the neutrino flux from the centre of the sun. Anyone interested in understanding the processes involved in

“ALGORITHMIC SUSTAINABLE DESIGN: THE FUTURE OF ARCHITECTURAL THEORY”, A SERIES OF 12 LECTURES BY NIKOS A. SALINGAROS.

Directory of Open Access Journals (Sweden)

Nicola Giacomo A.G. Linza IV

2008-07-01

Full Text Available Professor Nikos A. Salingaros, a practicing Urbanist and Architectural Theorist, presents a powerful series of compelling hour-long lectures that apply cutting-edge mathematical techniques to architectural design. This breakthrough lecture series seeks to explain the foundations of architectural form using scientific concepts from hierarchical scaling to memes. Dr. Salingaros has applied the most exciting scientific developments of the past decade, such as fractals, complexity theory, evolutionary biology, and artificial intelligence to produce a series of lectures explaining in great detail the mathematical and scientific basis behind structure, and how structures affect the way in which human beings interact with the built environment. The twelve lectures were integrated to relate topics such as algorithmic processes, cellular automata, Sierpinski carpets, harmony-seeking computations, generative codes, and New Urbanist codes. The lectures were transmitted live via streaming video to participating institutions throughout the world, and have now been made freely available.

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

21, 22, 23 November LECTURES FOR POSTGRADUATE STUDENTS From 11:00 hrs - Council Chamber bldg. 503 on 21 November Auditorium, bldg 500 on 22, 23 November Introduction to symmetry breaking phenomena in physics E. Brezin / ENS, Paris, F. The notion of broken symmetries started slowly to emerge in the 19th century. The early studies of Pasteur on the parity asymmetry of life, the studies of Curie on piezoelectricity and on the symmetries of effects versus the symmetry of causes (which clearly excluded spontaneous symmetry breaking), are important historical landmarks. However the possibility of spontaneous symmetry breaking within the usual principles of statistical mechanics, waited for the work of Peierls and Onsager. The whole theory of phase transitions and critical phenomena, as well as the construction of field theoretic models as long distance limit of yet unknown physics, relies nowadays on the concept of criticality associated to spontaneous symmetry breaking. The phenomena of Goldstone bosons, of Meissn...

Authentic Astronomical Discovery in Planetariums: Data-Driven Immersive Lectures

Science.gov (United States)

Wyatt, Ryan Jason

2018-01-01

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

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

Science.gov (United States)

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…

Sarnet lecture notes on nuclear reactor severe accident phenomenology

International Nuclear Information System (INIS)

Trambauer, K.; Adroguer, B.; Fichot, F.; Muller, C.; Meyer, L.; Breitung, W.; Magallon, D.; Journeau, C.; Alsmeyer, H.; Housiadas, C.; Clement, B.; Ang, M.L.; Chaumont, B.; Ivanov, I.; Marguet, S.; Van Dorsselaere, J.P.; Fleurot, J.; Giordano, P.; Cranga, M.

2008-01-01

The 'Severe Accident Phenomenology Short Course' is part of the Excellence Spreading activities of the European Severe Accident Research NETwork of Excellence SARNET (project of the EURATOM 6. Framework programme). It was held at Cadarache, 9-13 January 2006. The course was divided in 14 lectures covering all aspects of severe accident phenomena that occur during a scenario. It also included lectures on PSA-2, Safety Assessment and design measures in new LWR plants for severe accident mitigation (SAM). This book presents the lecture notes of the Severe Accident Phenomenology Short Course and condenses the essential knowledge on severe accident phenomenology in 2008. (authors)

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

Science.gov (United States)

Thornton, Ronald

2010-10-01

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

Lectures on algebraic statistics

CERN Document Server

Drton, Mathias; Sullivant, Seth

2009-01-01

How does an algebraic geometer studying secant varieties further the understanding of hypothesis tests in statistics? Why would a statistician working on factor analysis raise open problems about determinantal varieties? Connections of this type are at the heart of the new field of "algebraic statistics". In this field, mathematicians and statisticians come together to solve statistical inference problems using concepts from algebraic geometry as well as related computational and combinatorial techniques. The goal of these lectures is to introduce newcomers from the different camps to algebraic statistics. The introduction will be centered around the following three observations: many important statistical models correspond to algebraic or semi-algebraic sets of parameters; the geometry of these parameter spaces determines the behaviour of widely used statistical inference procedures; computational algebraic geometry can be used to study parameter spaces and other features of statistical models.

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

Science.gov (United States)

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

2014-01-01

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

Effect Of Accounting Lecturer Lecturer Commitment To The Development Of Professional Accounting Empirical Study Lecturer Accounting Faculty Of Economics University Of Muhammadiyah Tangerang 2013

Directory of Open Access Journals (Sweden)

Endraria

2015-04-01

Full Text Available Abstract The purpose of the study in which the researcher is interested in conducting research by taking the title The Effect of Commitment Against Lecturer - Lecturer in Accounting Accounting Profession Development Empirical Study of Accounting Lecturer Faculty of Economics University of Muhammadiyah Tangerang in 2013 . This research was conducted at the Faculty of Economics University of Muhammadiyah Tangerang is located at Independence Pioneer Road I No.33 Cikokol Tangerang City. The experiment was conducted at the research site easily accessible for the author. The method used in this research is descriptive quantitative methods which aim to describe the descriptive method of data distribution of each variable.There are significant accounting lecturers commitment to the development of the accounting profession Empirical Study of Accounting Lecturer Faculty of Economics University of Muhammadiyah Tangerang in 2013 this is evidenced by the results of hypothesis testing that has been done obtained tcount ttable value 5.7193 and with a significance level of 5 and df n - 2 40-2 38 is equal to 1.686 with the statement concluded that t count t table. Thus Ha Ho accepted and rejected. The conclusion was that there are significant accounting lecturers commitment to the development of the accounting profession Empirical Study of Accounting Lecturer Faculty of Economics University of Muhammadiyah Tangerang in 2013. As for advice to be conveyed in this study is the government as a regulator should be able to evaluate the development of the accounting profession especially in Indonesia with the influence of commitment accounting lecturers are expected to improve and develop the accounting profession especially in the Faculty of Economics University of Muhammadiyah Tangerang.

Putting radiation in perspective. Appendix A. Savannah River Chapter, Health Physics Society, public lecture

International Nuclear Information System (INIS)

Cofer, C.H.

1981-06-01

The Savannah River Chapter of the Health Physics Society has prepared and presented lectures to more than 20 civic groups in the Central Savannah River Area during the last half of 1980. The purpose of the lectures is to improve public understanding of the risks associated with ionizing radiation. Methods of preparation and presentation of the lectures are discussed along with methods used to obtain speaking invitations. Excerpts from the lectures, response to the lectures, and some typical questions from the question and answer sessions are also included

Monte Carlo Techniques for Nuclear Systems - Theory Lectures

International Nuclear Information System (INIS)

Brown, Forrest B.; Univ. of New Mexico, Albuquerque, NM

2016-01-01

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

Monte Carlo Techniques for Nuclear Systems - Theory Lectures

Energy Technology Data Exchange (ETDEWEB)

Brown, Forrest B. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Monte Carlo Methods, Codes, and Applications Group; Univ. of New Mexico, Albuquerque, NM (United States). Nuclear Engineering Dept.

2016-11-29

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

The use of recorded lectures in education and the impact on lecture attendance and exam performance

NARCIS (Netherlands)

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

2017-01-01

Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embed- ded in many institutions, the impact of the usage of recorded lectures on exam perfor- mance is not clear. The purpose of the

Lectures on the inverse scattering method

International Nuclear Information System (INIS)

Zakharov, V.E.

1983-06-01

In a series of six lectures an elementary introduction to the theory of inverse scattering is given. The first four lectures contain a detailed theory of solitons in the framework of the KdV equation, together with the inverse scattering theory of the one-dimensional Schroedinger equation. In the fifth lecture the dressing method is described, while the sixth lecture gives a brief review of the equations soluble by the inverse scattering method. (author)

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

Science.gov (United States)

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

1983-08-01

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

Lecture capture: enhancing learning through technology at the Kent State University College of Podiatric Medicine.

Science.gov (United States)

DiBacco, Priscilla M; Hetherington, Vincent J; Putman, David

2012-01-01

The intent of this research was to evaluate the Mediasite lecture capture system at the Kent State University College of Podiatric Medicine (formerly the Ohio College of Podiatric Medicine) to determine the acceptance, use and benefits to both students and faculty and to identify any concerns, limitations, and suggestions for expansion. There is extreme debate on the effect of lecture capture on student attendance included in the research. Two surveys were compiled, one each for students and faculty. These were distributed by email to the entire student body and all full-time and part-time faculty. Responses were voluntary. The questions sought to identify the priorities of the participant, reasons for viewing lectures compiled by course, to assess any effect on class attendance and to evaluate the ease and use of the technical function. There was also a section for subjective responses and suggestions. The tabulations proved a very high use of the program with the most important reason being to prepare for exams. The question of class attendance is still open to interpretation. Technically, the Mediasite system was ranked easy to use by both groups. The results of this survey confirm the concept of lecture capture as an integral segment of advanced education. Though this system should not replace class attendance, it is a vital supplement to course work and study. By reviewing all of the components of the survey those who may have concerns on its effectiveness are also aware of the advantages. The results of this study met all the objectives to evaluate use and obtain viewpoints to improve and expand the program.

The Feynman lectures on physics

International Nuclear Information System (INIS)

Feynman, R.P.

1979-01-01

This set of lectures tries to elucidate from the beginning those features of the quantum mechanics which are most general. The first lectures tackle head on the ideas of a probability amplitude, the interference of amplitudes, the abstract notion of a state, and the superposition and resolution of states - and the Dirac notation is used from the start. In each instance the ideas are introduced together with a detailed discussion of some specific examples - to try to make the physical ideas as real as possible. The time dependence of states including states of definite energy comes next, and the ideas are applied at once to the study of two-state systems. A detailed discussion of the ammonia maser provides the framework for the introduction to radiation absorption and induced transitions. The lectures then go on to consider more complex systems, leading to a discussion of the propagation of electrons in a crystal, and to a rather complete treatment of the quantum mechanics of angular momentum. Our introduction to quantum mechanics ends in Chapter 20 with a discussion of the Schroedinger wave function, its differential equation, and the solution for the hydrogen atom. The last Chapter of this volume is not intended to be a part of the 'course.' It is a 'seminar' on superconductivity and was given in the spirit of some of the entertainment lectures of the first two volumes, with the intent of opening to the students a broader view of the relation of what they were learning to the general culture of physics. Feynman's 'epilogue' serves as the period to the three-volume series [fr

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

Directory of Open Access Journals (Sweden)

Stefanie Hassel

2018-01-01

Full Text Available 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

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

Science.gov (United States)

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

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

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

Explicit constructivism: a missing link in ineffective lectures?

Science.gov (United States)

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.

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

Science.gov (United States)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

Introductory lecture series for first-year radiology residents: implementation, investment and assessment.

Science.gov (United States)

Chapman, Teresa; Chew, Felix S

2013-03-01

A lecture series aimed at providing new radiology residents a rapid course on the fundamental concepts of professionalism, safety, and interpretation of diagnostic imaging was established. Evaluation of the course's educational value was attempted through surveys. Twenty-six live 45-minute lectures presented by 16 or 17 faculty members were organized exclusively for the first class of radiology residents, held over a 2-month period at the beginning of certain weekdays. Online surveys were conducted after the course to gather feedback from residents. Average resident rotation evaluation scores were measured over the first semester for the two classes before and after this new course implementation. The lecture series was successfully organized and implemented. A total of 33 residents sat through the course over three summers. Faculty reported a reasonable number of preparation hours, and 100% of residents indicated they valued the course. Comparison of class average evaluation scores before and after the existence of this 2-month course did not significantly change. This collection of introductory lectures on professionalism, safety, and diagnostic imaging, delivered early in the first year of the radiology residency, requires a reasonable number of invested preparation hours by the faculty but results in a universal increase in resident confidence. However, we were unable to demonstrate an objective improvement in resident performance on clinical rotations. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Flipped classroom or an active lecture?

Science.gov (United States)

Pickering, James D; Roberts, David J H

2018-01-01

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

Improving Lecture Quality through Training in Public Speaking

Science.gov (United States)

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…

Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students

Science.gov (United States)

Dukes, Michael Dickey

The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.

What makes lecturers in higher education use emerging technologies in their teaching?

Directory of Open Access Journals (Sweden)

Judy Backhouse

2013-09-01

Full Text Available What makes lecturers in higher education use emerging technologies in their teaching? From the literature we know that lecturers make use of teaching and learning technologies in response to top-down initiatives, and that some also initiate bottom-up experiments with their own teaching practice, driven by both pragmatic and pedagogical concerns. This study is particularly interested in what motivates lecturers to try emerging technologies – those teaching and learning technologies that are new, or are used in new ways, or in new contexts to change teaching practices. This paper analyses the responses of university lecturers in South Africa, who use emerging technologies in their teaching, to a national survey which asked what motivates their practice. The rationales that lecturers use to explain their practices include a mix of pedagogic concerns, pragmatism and external imperatives. These rationales speak to common higher education discourses: effective learning, the welfare of students, and oversight and control; efficiency in the face of the conditions of higher education; as well as the external “imperatives” of the knowledge economy and labour market. Alongside these a discourse of empowerment emerged, including resourcefulness in under-resourced contexts, and creative individual responses to higher education challenges. Such discourses seem to imply that lecturers who engage with emerging technologies are asserting themselves creatively and claiming a more positive positioning in the challenging landscape of modern higher education.

Water Technology Lecture 1: Introducing Water Technology

OpenAIRE

Gray, Nicholas Frederick

2017-01-01

This is a full set of PowerPoint lectures for a course in Water Technology currently given at Trinity College, University of Dublin by professor N.F. Gray. The lectures cover all aspects of water and wastewater treatment and are available for use to lecturers or those interested in the subject. The lecture series is to be used in conjunction with the new textbook ?Water Science and Technology? (4th edition) published by CRC Press in 2017. Lecture 1 is an introduction to the water indust...

Demonstrating the unit hydrograph and flow routing processes involving active student participation - a university lecture experiment

Science.gov (United States)

Schulz, Karsten; Burgholzer, Reinhard; Klotz, Daniel; Wesemann, Johannes; Herrnegger, Mathew

2018-05-01

The unit hydrograph (UH) has been one of the most widely employed hydrological modelling techniques to predict rainfall-runoff behaviour of hydrological catchments, and is still used to this day. Its concept is based on the idea that a unit of effective precipitation per time unit (e.g. mm h-1) will always lead to a specific catchment response in runoff. Given its relevance, the UH is an important topic that is addressed in most (engineering) hydrology courses at all academic levels. While the principles of the UH seem to be simple and easy to understand, teaching experiences in the past suggest strong difficulties in students' perception of the UH theory and application. In order to facilitate a deeper understanding of the theory and application of the UH for students, we developed a simple and cheap lecture theatre experiment which involved active student participation. The seating of the students in the lecture theatre represented the hydrological catchment in its size and form. A set of plastic balls, prepared with a piece of magnetic strip to be tacked to any white/black board, each represented a unit amount of effective precipitation. The balls are evenly distributed over the lecture theatre and routed by some given rules down the catchment to the catchment outlet, where the resulting hydrograph is monitored and illustrated at the black/white board. The experiment allowed an illustration of the underlying principles of the UH, including stationarity, linearity, and superposition of the generated runoff and subsequent routing. In addition, some variations of the experimental setup extended the UH concept to demonstrate the impact of elevation, different runoff regimes, and non-uniform precipitation events on the resulting hydrograph. In summary, our own experience in the classroom, a first set of student exams, as well as student feedback and formal evaluation suggest that the integration of such an experiment deepened the learning experience by active

Emotional Intelligence and Job Satisfaction among Lecturers of Universities in Kano State: Empirical Evidence

Science.gov (United States)

Kassim, Sulaiman Ibrahim; Bambale, Abdu Jafaru; Jakada, Balarabe A.

2016-01-01

Emotional intelligence and job satisfaction are two concepts of high interest in modern work environment. They serve as a competitive edge in personal and organizational life. The educational system or lecturing profession is one of those within which the individuals could reap great advantage from the knowledge of emotional intelligence owing to…

Göttingen Lectures

CERN Document Server

Woyczyński, Wojbor A

1998-01-01

These lecture notes are woven around the subject of Burgers' turbulence/KPZ model of interface growth, a study of the nonlinear parabolic equation with random initial data. The analysis is conducted mostly in the space-time domain, with less attention paid to the frequency-domain picture. However, the bibliography contains a more complete information about other directions in the field which over the last decade enjoyed a vigorous expansion. The notes are addressed to a diverse audience, including mathematicians, statisticians, physicists, fluid dynamicists and engineers, and contain both rigorous and heuristic arguments. Because of the multidisciplinary audience, the notes also include a concise exposition of some classical topics in probability theory, such as Brownian motion, Wiener polynomial chaos, etc.

Co-ordinated Classroom Lectures.

Science.gov (United States)

Harmon, Darell Boyd

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

The efficiency of the "flipped classroom" technology in the lecturers teaching process

Directory of Open Access Journals (Sweden)

Nataliya Prykhodkina

2015-04-01

Full Text Available The concept of the flipped classroom which is described in the article is based on the ideas of active learning, students' occupation in the general activity, combined learning system, podcast. The flipped classroom is important because the learning time is used for a group study, where the students can discuss the contents of a lecture, check their knowledge and interact with each other practically

Demonstrating the facticity of facts: university lectures and chemistry as a science in Germany around 1800.

Science.gov (United States)

Frercks, Jan

2010-03-01

In this article, I argue that chemical lectures at universities played a crucial role in the establishment of chemistry as a well-defined science in Germany around 1800. In particular, lecture demonstrations served to secure the facticity of facts. This was important, because the concept of the chemical fact was at the centre of the prevailing epistemology, which itself partly reflected the social order of chemistry as a science in Germany, and partly served to foster it. In the dialectic constellation of research and teaching, professor-chemists took the lead in the social and epistemological definition of chemistry.

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

Science.gov (United States)

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

2017-11-27

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

The Use of Pre-Recorded Lectures on Student Performance in Physiology

Science.gov (United States)

Hadgu, Rim Mekonnen; Huynh, Sophia Hoang-Vy; Gopalan, Chaya

2016-01-01

There has been an increase in reliance on pre-recorded lectures (PRL) as a source of learning in place of live-lectures (LL) in higher education today but whether PRL can effectively replace LL remains unknown. We tested how students performed in the exam questions when PRL replaced LL. While PRL+ group included those students who watched the…

Video Lecture Capture Technology Helps Students Study without Affecting Attendance in Large Microbiology Lecture Courses?

OpenAIRE

McLean, Jennifer L.; Suchman, Erica L.

2016-01-01

Recording lectures using video lecture capture software and making them available for students to watch anytime, from anywhere, has become a common practice in many universities across many disciplines. The software has become increasingly easy to use and is commonly provided and maintained by higher education institutions. Several studies have reported that students use lecture capture to enhance their learning and study for assessments, as well as to catch up on material they miss when they...

Electronic voting to encourage interactive lectures: a randomised trial

Science.gov (United States)

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 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

The 1979 Bernard Gregory lectures

International Nuclear Information System (INIS)

Weisskopf, V.F.

1980-02-01

This volume contains the texts of the lectures given by Professor V.F. Weisskopf at CERN and in Paris in the autumn of 1979, as the first Gregory lecturer. The titles of the three different texts are 'Growing up with Field Theory', 'Recent Trends in Particle Physics' and 'L'Art et la Science'. While the latter lecture was given in French, an English text here follows the French one. The volume starts with a short biographical note about Bernard Gregory. (orig.)

10. VDE/ABB lightning protection conference. Lectures

International Nuclear Information System (INIS)

2013-01-01

The proceedings of the 10. VDE/ABB lightning protection conference include lectures on the following issues: Status on the standardization and resulting consequences; lightning protection of specific facilities; electrical grounding and potential equalization; lightning research; personal security and protection.

Summer Student Lecture Programme

CERN Multimedia

2004-01-01

Main Auditorium, bldg. 500 DATE TIME LECTURER TITLE Monday 2 August 09:15 - 10:00 P. Wells (CERN) The Higgs Saga at LEP 10:15 - 11:00 G. Cowan (Univ. of London) Introduction to Statistics (2/3) 11:15 - 12:00 G. Cowan (Univ. of London) Introduction to Statistics (3/3) DATE TIME LECTURER TITLE Tuesday 3 August 09:15 - 10:00 P. Sphicas (CERN) Trigger and Data Acquisition Systems (1/2) 10:15 - 11:00 R. Jacobsen (LBLN) From Raw Data to Physics Results (1/2) 11:15 - 12:00 R. Jacobsen (LBLN) G. Cowan (University of London) Discussion Session DATE TIME LECTURER TITLE Wednesday 4 August 09:15 - 10:00 P. Sphicas (CERN) Trigger and Data Acquisition Systems (2/2) 10:15 - 11:00 R. Jacobsen (LBLN) From Raw Data to Physics Results (2/2) 11:15 - 12:00 N. Palanque-Delabrouille (CEA) Astroparticle Physics (1/3) DATE TIME LECTURER TITLE Thursday 5 August 09:15 - 10:00 N. Palanque-Delabrouille (CEA) Astroparticle Physics (2/3) 10:15 - 11:00 N. Palanque-Delabrouille (CEA) A...

Gender, status and 'powerless' speech: interactions of students and lecturers.

Science.gov (United States)

McFadyen, R G

1996-09-01

The present study investigated whether the use of 'powerless' speech was affected by role status, speaker's gender and gender of another participant. Fifty-two university lecturers and 156 students participated. Students were paired with a lecturer or student of the same or opposite sex. The findings placed a question mark over the link between powerless speech and individuals of low role status. Moreover, against hypothesis, speaker's gender and gender of partner did not affect the use of qualifiers or fillers, although they affected the use of tag questions and some types of hesitation. A qualitative analysis was also conducted which suggested that the powerless features were, in fact, multi-functional with respect to power. In addition, the importance of a variety of interactional techniques, such as credibility techniques, in the creation or negotiation of relational power was documented. As a whole, these findings highlight problems with the concept of 'powerless' speech, at least with respect to relational power.

Using Concept Mapping to Improve Poor Readers' Understanding of Expository Text

Science.gov (United States)

Morfidi, Eleni; Mikropoulos, Anastasios; Rogdaki, Aspasia

2018-01-01

The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to…

Assessment of vocal intensity in lecturers depending on acoustic properties of lecture rooms

Directory of Open Access Journals (Sweden)

Witold Mikulski

2015-08-01

Full Text Available Background: Lombard’s effect increases the level of vocal intensity in the environment, in which noise occurs. This article presents the results of the author’s own study of vocal intensity level and A-weighted sound pressure level of background noise during normal lectures. The aim of the study was to define whether above-mentioned parameters depend on acoustic properties of rooms (classrooms or lecture rooms and to define how many lectors speak with raised voice. Material and Methods: The study was performed in a group of 50 teachers and lecturers in 10 classrooms with cubature of 160–430 m3 and reverberation time of 0.37–1.3 s (group A consisted of 3 rooms which fulfilled, group B consisted of 3 rooms which almost fulfilled and group C consisted of 4 rooms which did not fulfill criteria based on reverberation time (maximum permissible value is 0.6–0.8 s according to PN-B-02151-4:2015. Criteria of raising voice were based on vocal intensity level (maximum value: 65 dB according to EN ISO 9921:2003. The values of above-mentioned parameters were determined from modes of A-weighted sound pressure level distributions during lectures. Results: Great differentiation of vocal intensity level between lectors was found. In classrooms of group A lectors were not using raised voice, in group B – 21%, and in group C – 60% of lectors were using raised voice. Conclusions: It was observed that acoustic properties of classrooms (defined by reverberation time exert their effect on lecturer’s vocal intensity level (i.e., raising voice, which may contribute to the increased risk of vocal tract illnesses. The occurrence of Lombard’s effect in groups of teachers and lecturers, conducting lectures in rooms, was evidenced. Med Pr 2015;66(4:487–496

Public Lecture: Human Space Exploration

CERN Multimedia

CERN. Geneva

2015-01-01

Should you wish to attend to this lecture only (and not the full colloquium), please register here: https://indico.cern.ch/event/386996/registration/ Participants to the full colloquium are automatically registered to the public lectures.

The Self-Education Concept: General Notions and Structure

Directory of Open Access Journals (Sweden)

I. F. Medvedev

2012-01-01

Full Text Available The paper is devoted to the developing approach to students’ training based on the concept of self-education. The aim of the study is defined as developing the theoretical basis for self-education at Higher School. The initial research positions are derived from the methodology approach; the terminology analysis is being applied for defining the conceptual field of the research; the systematic approach gives the ground for the integral consideration of the self-education issue. The author specifies the categories and attributes of the self-education concept, its methodology basis, as well as the essence and practical conclusions, including the didactic conformities, principles and method requirements. The content of the concept in question substantiates organizational methodic arrangements of educational process including the complex of procedures for working out the normative documents, planning and organizing students’ self-educational activity, application of modern educational technologies. The re- search findings can be used by scientists, lectures, teaching staff and post-graduates in the process of implementing the innovation education technologies at Higher School. 

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

5, 6, 7, 8 and 9 March REGULAR LECTURE PROGRAMME From 11:00 hrs - Main Auditorium bldg. 500 Tracking at the LHC K. Safarik / CERN-EP The lecture will start with a short history of particle tracking in high-energy physics. Then we will concentrate on tracking in the LHC experiments. We will discuss various tracking devices proposed for these experiments, dividing them into two large groups: solid state detectors and gas detectors. Their characteristics, as well as their behaviour in different external conditions (i.e. magnetic field, radiation) will be compared. Furthermore, we will turn to the question: how to design a tracker using these various technologies, what are the essential parameters to be taken into account and we will apply these considerations to the proposed the LHC detectors. The last part of the lecture will be devoted to tracking software. We will mention simulation and concentrate on track finding and reconstruction, reviewing different algorithms prototyped for the LHC experiments. We will ...

PLACEMENT APPLICATIONS SCHEDULING LECTURE IN INTERNATIONAL PROGRAM UNIKOM BASED ANDROID

Directory of Open Access Journals (Sweden)

Andri Sahata Sitanggang

2017-12-01

Full Text Available One who determines life of a classroom namely mapping scheduling courses especially at college. The process scheduling has included time or schedule of a class of available, room available, lecture who is scheduled for, and schedule for lecturer going to teach. Hopefully with a scheduling it will facilitate the students and teachers in obtaining information lecture schedule. With the emergence of the android application ( is implanted in mobile phones , the public can now use the internet so fast that is based .So with that researchers give one a technology based solutions to build android application .This is because one of the technology has given the functions which may make it easier for students and university lecturers in terms of access to information. In building this application used method of the prototype consisting 2 access namely access user and admin , where module user consisting of modules register , login , scheduling module , while for admin given module login , register and arrangement information scheduling courses both the administration and lecturers .Application made will be integrated with internet so that this program is real-time application.

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

Science.gov (United States)

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…

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

Science.gov (United States)

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

2017-01-01

A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the…

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

Science.gov (United States)

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.

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

Science.gov (United States)

Smith, David P

2016-01-01

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

Film documentaire, lecture documentarisante

Directory of Open Access Journals (Sweden)

Roger Odin

2012-06-01

Full Text Available Réfléchir sur la relation entre le cinéma et la réalité n’est pas, bien sûr, tenter de distinguer l’espace du documentaire de celui de la fiction, au point que l’opposition avec le film de fiction est devenu le critère de définition privilégié du film documentaire. Prenant acte l’existence, dans le espace de la lecture des films, d’une lecture documentaire ou, plus exactement, d’une lecture documentarisante, nous pensons qu’il y a un ensemble de films que s’affiche comme documentaire (tout le problème est précisément étudier comment s’effetue cet affichage.

Topological Aspects of Condensed Matter Physics : Lecture Notes of the Les Houches Summer School : Session CIII

CERN Document Server

Chamon, Claudio; Goerbig, Mark O; Moessner, Roderich; Cugliandolo, Leticia F

2017-01-01

Topological condensed matter physics is a recent arrival among the disciplines of modern physics of a distinctive and substantive nature. Its roots reach far back, but much of its current importance derives from exciting developments in the last half-century. The field is advancing rapidly, growing explosively, and diversifying greatly. There is now a zoo of topological phenomena–the quantum spin Hall effect, topological insulators, Coulomb spin liquids, non-Abelian anyonic statistics and their potential application in topological quantum computing, to name but a few–as well as an increasingly sophisticated set of concepts and methods underpinning their understanding. The aim of this Les Houches Summer School was to present an overview of this field, along with a sense of its origins and its place on the map of advances in fundamental physics. The school comprised a set of basic lectures (Part I) aimed at a pedagogical introduction to the fundamental concepts, which was accompanied by more advanced lectur...

Lecturer on tour!

Science.gov (United States)

1998-11-01

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

Anthropocentric Video Segmentation for Lecture Webcasts

Directory of Open Access Journals (Sweden)

Rojas Raul

2007-01-01

Full Text Available Abstract Many lecture recording and presentation systems transmit slides or chalkboard content along with a small video of the instructor. As a result, two areas of the screen are competing for the viewer's attention, causing the widely known split-attention effect. Face and body gestures, such as pointing, do not appear in the context of the slides or the board. To eliminate this problem, this article proposes to extract the lecturer from the video stream and paste his or her image onto the board or slide image. As a result, the lecturer acting in front of the board or slides becomes the center of attention. The entire lecture presentation becomes more human-centered. This article presents both an analysis of the underlying psychological problems and an explanation of signal processing techniques that are applied in a concrete system. The presented algorithm is able to extract and overlay the lecturer online and in real time at full video resolution.

Anthropocentric Video Segmentation for Lecture Webcasts

Directory of Open Access Journals (Sweden)

Raul Rojas

2008-03-01

Full Text Available Many lecture recording and presentation systems transmit slides or chalkboard content along with a small video of the instructor. As a result, two areas of the screen are competing for the viewer's attention, causing the widely known split-attention effect. Face and body gestures, such as pointing, do not appear in the context of the slides or the board. To eliminate this problem, this article proposes to extract the lecturer from the video stream and paste his or her image onto the board or slide image. As a result, the lecturer acting in front of the board or slides becomes the center of attention. The entire lecture presentation becomes more human-centered. This article presents both an analysis of the underlying psychological problems and an explanation of signal processing techniques that are applied in a concrete system. The presented algorithm is able to extract and overlay the lecturer online and in real time at full video resolution.

Three lectures on Newton's laws

OpenAIRE

Kokarev, Sergey S.

2009-01-01

Three small lectures are devoted to three Newton's laws, lying in the foundation of classical mechanics. These laws are analyzed from the viewpoint of our contemporary knowledge about space, time and physical interactions. The lectures were delivered for students of YarGU in RSEC "Logos".

Envisioning the Transformative Role of IT in Lectures

Directory of Open Access Journals (Sweden)

Telmo Zarraonandia

2013-02-01

Full Text Available One of the most widely used methods for teaching is the lecture. During the last few decades lecturers and students have taken advantage of the progressive introduction of new technology for supporting these lectures. As this trend is very likely to continue, in this paper we will try to anticipate some possible technology enriched future lecture scenarios. We also present ALFs, a system which aims to improve the communication between participants in a lecture making use of augmented reality techniques.

Evaluation of receptivity of the medical students in a lecture of a large group

Directory of Open Access Journals (Sweden)

Vidyarthi SurendraK, Nayak RoopaP, GuptaSandeep K

2014-04-01

Full Text Available Background: Lecturing is widely used teaching method in higher education. Instructors of large classes may have only option to deliver lecture to convey informations to large group students.Aims and Objectives: The present study was to evaluate the effectiveness/receptivity of interactive lecturing in a large group of MBBS second year students. Material and Methods: The present study was conducted in the well-equipped lecture theater of Dhanalakshmi Srinivasan Medical College and Hospital (DSMCH, Tamil Nadu. A fully prepared interactive lecture on the specific topic was delivered by using power point presentation for second year MBBS students. Before start to deliver the lecture, instructor distributed multiple choice 10 questionnaires to attempt within 10 minutes. After 30 minutes of delivering lecture, again instructor distributed same 10 sets of multiple choice questionnaires to attempt in 10 minutes. The topic was never disclosed to the students before to deliver the lecture. Statistics: We analyzed the pre-lecture & post-lecture questions of each student by applying the paired t-test formula by using www.openepi.com version 3.01 online/offline software and by using Microsoft Excel Sheet Windows 2010. Results: The 31 male, 80 female including 111 students of average age 18.58 years baseline (pre-lecture receptivity mean % was 30.99 ± 14.64 and post-lecture receptivity mean % was increased upto 53.51± 19.52. The only 12 students out of 111 post-lecture receptivity values was less (mean % 25.8± 10.84 than the baseline (mean % 45± 9.05 receptive value and this reduction of receptivity was more towards negative side. Conclusion: In interactive lecture session with power point presentation students/learners can learn, even in large-class environments, but it should be active-learner centered.

Diversity dynamics operating between students lecturers and management in a historically Black university: The lecturers perspective

Directory of Open Access Journals (Sweden)

Michelle S. May

2012-03-01

Research purpose: The purpose of the research was to describe the experiences of nine lecturers in a particular HBU. This was undertaken to analyse and interpret the conscious and unconscious diversity dynamics operating in the relationship between the students, lecturers and management, from the lecturers’ perspective. Motivation for the study: The researcher was interested in the nature of the diversity dynamics operating in the relationship between students, lecturers and management in an HBU, as a platform towards understanding diversity dynamics in educational institutions and South African organisations. Research design, approach and method: Qualitative and descriptive research approaches were used. Hermeneutic phenomenology, using the systems psychodynamic perspective, allowed for the description and interpretation of diversity dynamics operating in the relationship between the students, lecturers and management. The data were obtained through in-depth interviews with nine lecturers. Thematic analysis resulted in two broad themes for which a discussion was provided and a research hypothesis formulated. Main findings: Two broad themes manifested, firstly diversity characteristics and secondly struggle skills entrenching the Black and White divide. Practical/managerial implications: The research highlighted the importance of understanding the diversity dynamics operating in the relationship between students, lecturers and management. This was in order to develop our understanding of diversity dynamics operating in educational institutions specifically, and organisations in general. Contribution/value-add: The understanding about diversity dynamics is available for application, by lecturers and management, to form a different understanding of conscious and unconscious factors impacting on the relationship between the three stakeholders, and subsequently the effectiveness of the three stakeholders in their respective roles. This understanding can also be

Video Lecture Capture Technology Helps Students Study without Affecting Attendance in Large Microbiology Lecture Courses

Directory of Open Access Journals (Sweden)

Jennifer Lynn McLean

2016-12-01

Full Text Available Recording lectures using video lecture capture software and making them available for students to watch anytime, from anywhere, has become a common practice in many universities across many disciplines. The software has become increasingly easy to use and is commonly provided and maintained by higher education institutions. Several studies have reported that students use lecture capture to enhance their learning and study for assessments, as well as to catch up on material they miss when they cannot attend class due to extenuating circumstances. Furthermore, students with disabilities and students from non-English Speaking Backgrounds (NESB may benefit from being able to watch the video lecture captures at their own pace. Yet, the effect of this technology on class attendance remains a controversial topic and largely unexplored in undergraduate microbiology education. Here, we show that when video lecture captures were available in our large enrollment general microbiology courses, attendance did not decrease. In fact, the majority of students reported that having the videos available did not encourage them to skip class, but rather they used them as a study tool. When we surveyed NESB students and nontraditional students about their attitudes toward this technology, they found it helpful for their learning and for keeping up with the material.

Nanophysics and nanotechnology an introduction to modern concepts in nanoscience

CERN Document Server

Wolf, Edward L

2015-01-01

The long-awaited new edition of the highly successful textbook, which was the first to coherently present in a tutorial fashion the thread of physical concepts that lie at the heart of nanotechnology. Expanded by around 10-15 %, a completely new section has been added on graphene, covering physical and electrical properties, synthesis and applications, as well as discussions of computer logic devices and silicon technology. There are updates and corrections to every chapter, including the references, while the modern-day examples are chosen to represent important concepts and research tools. Finally, a free solutions manual is available for lecturers. Well illustrated, including explanatory diagrams to assist in the understanding of scientific principles, this is a self-contained text for upper-level undergraduate engineering or science students looking for a concise, easy-to-read introduction to this fascinating field of research.

Young Children's Self-Concepts Include Representations of Abstract Traits and the Global Self.

Science.gov (United States)

Cimpian, Andrei; Hammond, Matthew D; Mazza, Giulia; Corry, Grace

2017-11-01

There is debate about the abstractness of young children's self-concepts-specifically, whether they include representations of (a) general traits and abilities and (b) the global self. Four studies (N = 176 children aged 4-7) suggested these representations are indeed part of early self-concepts. Studies 1 and 2 reexamined prior evidence that young children cannot represent traits and abilities. The results suggested that children's seemingly immature judgments in previous studies were due to peculiarities of the task context not the inadequacy of children's self-concepts. Similarly, Studies 3 and 4 revealed that, contrary to claims of immaturity in reasoning about the global self, young children update their global self-evaluations in flexible, context-sensitive ways. This evidence suggests continuity in the structure of self-concepts across childhood. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

[Postdoctoral lecturer thesis in medicine: academic competence or career booster?].

Science.gov (United States)

Sorg, H; Betzler, C; Grieswald, C; Schwab, C G G; Tilkorn, D J; Hauser, J

2016-06-01

The postdoctoral lecturer thesis in medicine represents an essential success factor for the career of a physician; however, there is controversial discussion on whether this reflects academic competence or is more a career booster. In this context we conducted a survey among postdoctoral medical lecturers with the aim to evaluate the significance of this qualification. The online survey was performed using a questionnaire requesting biographical parameters and subjective ratings of topics concerning the postdoctoral lecturer thesis. Overall 628 questionnaires were included in the study. The significance of the postdoctoral qualification was rated high in 68.6 % and was seen to be necessary for professional advancement in 71.0 %. The chances of obtaining a full professorship after achieving a postdoctoral qualification were rated moderate to low (68.1 %); nevertheless, 92.3 % would do it again and 86.5 % would recommend it to colleagues. Accordingly, 78.8 % were against its abolishment. Wishes for reforms included standardized federal regulations, reduced dependency on professors and more transparency. The postdoctoral lecturer qualification in medicine is highly valued and the majority of responders did not want it to be abolished. Although the chances for a full professorship were only rated low, successful graduation seems to be beneficial for the career; however, there is a need for substantial structural and international changes.

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

26, 27, 28 February and 1, 2 March REGULAR LECTURE PROGRAMME From 11:00 hrs - Main Auditorium bldg. 500 Recent Results on CP Violation and B Physics P.F. HARRISON / QMW, London, UK With the advent of the asymmetric B factories in Japan and the US, exciting new results on CP Violation and B Physics are starting to be achieved. In these lectures, we review the existing experimental and phenomenological context of these measurements, we compare and contrast the new experimental facilities and discuss the implications of the recent results on our understanding. Finally we summarise the prospects for future developments.

Investigating Veterinary Medicine Faculty Perceptions of Lecture Capture: Issues, Concerns, and Promises.

Science.gov (United States)

Kwiatkowski, Alison C; Demirbilek, Muhammet

Lecture capture technology is becoming more pervasive in today's classrooms. Students are demanding their lectures be recorded, but many instructors remain resistant. The goal of this study was to investigate faculty perceptions of lecture capture and to understand their concerns with the technology. Through a review of the existing literature, three common reasons for not recording were identified: impact on class attendance, incompatible pedagogy, and technical concerns. To test the hypotheses, an electronic survey was created and distributed to the faculty of a veterinary college in the southeastern US. The survey included both quantitative and qualitative questions. An invitation was emailed to all 134 faculty members, garnering 50 responses. Results were consistent with the hypotheses. Impact on class attendance, teaching styles, and technical considerations have dissuaded many instructors from adopting lecture capture technology. However, a fourth theme that emerged was faculty lack of awareness/familiarity. According to the qualitative responses, many faculty either did not know lecture recording was available in their teaching spaces or were not trained in how to use the technology. Recommendations for future research include distributing the survey campus-wide and providing more opportunities for faculty training. It would also be worthwhile to repeat the survey after providing more information and training materials to faculty, or after switching from an opt-in to an opt-out approach, to see whether perceptions have changed among the college's faculty.

Lectures for CERN pensioners

CERN Multimedia

GS Department

2009-01-01

The CERN Medical Service and the Pensioners Association are pleased to invite CERN pensioners to a series of lectures given by professors and specialists from the Teaching Hospitals and the Faculty of Medicine of the University of Geneva on the following topic: PROMOTION OF OPTIMUM BRAIN AGEING The lectures will take place in the Main CERN Auditorium (Building 60) from 2.30 p.m. to 4.30 p.m. on the following dates: Thursday 15 January 2009: Diagnosing and treating Alzheimer’s disease Pr Gabriel GOLD Wednesday 25 February 2009: What is the brain reserve? Speaker’s name to be announced at a later date. The lectures will be given in French, with transparencies in English, and will be followed by a wide-ranging debate with the participants. CERN Medical Service - Pensioners Association - CERN-ESO (GAC-EPA)

Feynman Lectures on Gravitation

International Nuclear Information System (INIS)

Borcherds, P

2003-01-01

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

Digital Storytelling: Conveying the Essence of a Face-to-Face Lecture in an Online Learning Environment

Science.gov (United States)

Baim, Susan A

2015-01-01

As the percentage of university-level courses delivered online continues to increase, instructors who rely on storytelling approaches to convey key concepts in lecture-based coursework will likely face the need to translate their oral storytelling modules into one or more formats that are suitable for use in an online learning environment. While…

Introductory lectures on conformal field theory and strings

International Nuclear Information System (INIS)

Randjbar-Daemi, S.; Strathdee, J.

1990-01-01

The aim of these lectures is to provide an introduction to a first quantized formulation of string theory. This amounts to developing a consistent set of prescriptions for the perturbative computation of on-shell string amplitudes. The principal tool in this development is 2-dimensional conformal field theory on oriented manifolds of finite genus without boundaries (we treat only closed strings). This class of theory is much simpler than 4-dimensional quantum gravity with which it has many similarities. The geometry is not dynamical in this case, and the matter fields are not sensitive to local features of the geometry but only to global properties which can be characterized by a finite set of parameters (moduli). This can be formulated as field theory on a Riemann surface. We specialize mainly to free field theories for which the quantization problem can be completely solved by elementary means. An introduction to the general case will be given in Lectures II and III where the algebraic approach is discussed. The mathematics of Riemann surfaces is a well developed subject whose formalism is reviewed along with some of the principal theorems in Lecture IV. Physical string states are realized in the Hilbert space of a conformal field theory by the action of so-called ''vertex operators'' on the field theory vacuum state. Correlation functions of these vertex operators serve as ingredients for the computation of string amplitudes. They are to be integrated so as to include the contributions of all conformally inequivalent geometries, and a further manipulation (the GSO projection) is to be performed. These steps are to be regarded as part of the string prescription. The are introduced ad hoc to meet invariance and unitarity requirements. However, in these introductory lectures we give a description only of the integration over geometries (Lecture VII). The GSO projection, and related questions of modular invariance and unitarity are beyond the scope of these lectures

Introductory lectures on Conformal Field Theory and Strings

International Nuclear Information System (INIS)

Randjbar-Daemi, S.; Strathdee, J.

1990-01-01

The aim of these lectures is to provide an introduction to a first quantized formulation of string theory. This amounts to developing a consistent set of prescriptions for the perturbative computation of on-shell string amplitudes. The principal tool in this development is 2-dimensional conformal field theory on oriented manifolds of finite genus without boundaries (we treat only closed strings). This class of theory is much simpler than 4-dimensional quantum gravity with which it has many similarities. The geometry is not dynamical in this case, and the matter fields are not sensitive to local features of the geometry but only to global properties which can be characterized by a finite set of parameters (moduli). This can be formulated as field theory on a Riemann surface. We specialize mainly to free field theories for which the quantization problem can be completely solved by elementary means. An introduction to the general case will be given in Lectures II and III where the algebraic approach is discussed. The mathematics of Riemann surfaces is a well developed subject whose formalism is reviewed along with some of the principal theorems in Lecture IV. Physical string states are realized in the Hilbert space of a conformal field theory by the action of so-called ''vertex operators'' on the field theory vacuum state. Correlation functions of these vertex operators serve as ingredients for the computation of string amplitudes. They are to be integrated so as to include the contributions of all conformally inequivalent geometries, and a further manipulation (the GSO projection) is to be performed. These steps are to be regarded as part of the string prescription. They are introduced ad hoc to meet invariance and unitarity requirements. However, in these introductory lectures we give a description only of the integration over geometries (Lecture VII). The GSO projection, and related questions of modular invariance and unitarity are beyond the scope of these

Electronic voting to encourage interactive lectures: a randomised trial

Directory of Open Access Journals (Sweden)

Palmer Edward

2007-07-01

Full Text Available Abstract 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 Conclusion In this setting, EVS technology used in large group lectures did not offer significant advantages over the more traditional lecture format.

Lecture notes for criticality safety

International Nuclear Information System (INIS)

Fullwood, R.

1992-03-01

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

Public Lecture: The Odyssey of Voyager

CERN Multimedia

CERN. Geneva

2015-01-01

Should you wish to attend to this lecture only (and not the full colloquium), please register here: https://indico.cern.ch/event/387001/registration/ Participants to the full colloquium are automatically registered to the public lectures.

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

Science.gov (United States)

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

2014-12-15

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

A pilot study to evaluate the use of virtual lectures for undergraduate radiology teaching

International Nuclear Information System (INIS)

Sendra-Portero, Francisco; Torales-Chaparro, Oscar E.; Ruiz-Gómez, Miguel J.; Martínez-Morillo, Manuel

2013-01-01

Purpose: To demonstrate that virtual lectures can substitute conventional lectures in radiology education for medical students. Methods and materials: During the course 2005–2006, 89 out from 191 (46.6%) third year students of a subject entitled “General Radiology”, participated voluntarily in a pilot study including 22 virtual lectures (Flash presentations translated from the same PowerPoint presentations of conventional lectures, adding recorded narration and navigation tools). Participants (P) studied by means of virtual lectures, while non-participants (NP) assisted to conventional lectures. The results of the final oral exam classified from 0 to 3, and a 60-questions evaluation on image interpretation were used to compare both groups after training. Finally, 34 students from the group P (38.2%) fulfilled a 10-points scale quality survey about the project. Results: Final exam qualifications were significantly higher for P than for NP (2.11 ± 0.85 versus 1.73 ± 1.04) as well as the number of correct answers of the evaluation on image interpretation (24.2 ± 6.2 versus 21.2 ± 5.4), but differences could obey to different attitudes between both groups. The usefulness of virtual lectures to learn General Radiology obtained the highest global scoring (8.82 ± 1.00). Contents were generally better evaluated than the design of the presentations. Conclusion: Virtual lectures can substitute conventional lectures in radiology education for medical students with no detriment to students’ learning. Their potential advantage is that magisterial lectures can be used to discuss contents with students in a more participative way if virtual lectures are provided before

A pilot study to evaluate the use of virtual lectures for undergraduate radiology teaching

Energy Technology Data Exchange (ETDEWEB)

Sendra-Portero, Francisco, E-mail: sendra@uma.es [Departamento de Radiología y Medicina Física, Facultad de Medicina, Universidad de Málaga, Boulevar Louis Pasteur, 32, 29071 Málaga (Spain); Torales-Chaparro, Oscar E., E-mail: oetjft@terra.es [Departamento de Radiología y Medicina Física, Facultad de Medicina, Universidad de Málaga, Boulevar Louis Pasteur, 32, 29071 Málaga (Spain); Ruiz-Gómez, Miguel J., E-mail: mjrg@uma.es [Departamento de Radiología y Medicina Física, Facultad de Medicina, Universidad de Málaga, Boulevar Louis Pasteur, 32, 29071 Málaga (Spain); Martínez-Morillo, Manuel, E-mail: mmorillo@uma.es [Departamento de Radiología y Medicina Física, Facultad de Medicina, Universidad de Málaga, Boulevar Louis Pasteur, 32, 29071 Málaga (Spain)

2013-05-15

Purpose: To demonstrate that virtual lectures can substitute conventional lectures in radiology education for medical students. Methods and materials: During the course 2005–2006, 89 out from 191 (46.6%) third year students of a subject entitled “General Radiology”, participated voluntarily in a pilot study including 22 virtual lectures (Flash presentations translated from the same PowerPoint presentations of conventional lectures, adding recorded narration and navigation tools). Participants (P) studied by means of virtual lectures, while non-participants (NP) assisted to conventional lectures. The results of the final oral exam classified from 0 to 3, and a 60-questions evaluation on image interpretation were used to compare both groups after training. Finally, 34 students from the group P (38.2%) fulfilled a 10-points scale quality survey about the project. Results: Final exam qualifications were significantly higher for P than for NP (2.11 ± 0.85 versus 1.73 ± 1.04) as well as the number of correct answers of the evaluation on image interpretation (24.2 ± 6.2 versus 21.2 ± 5.4), but differences could obey to different attitudes between both groups. The usefulness of virtual lectures to learn General Radiology obtained the highest global scoring (8.82 ± 1.00). Contents were generally better evaluated than the design of the presentations. Conclusion: Virtual lectures can substitute conventional lectures in radiology education for medical students with no detriment to students’ learning. Their potential advantage is that magisterial lectures can be used to discuss contents with students in a more participative way if virtual lectures are provided before.

Integrating Collaborative Learning Groups in the Large Enrollment Lecture

Science.gov (United States)

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

1998-12-01

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

Lecture notes: string theory and zeta-function

Energy Technology Data Exchange (ETDEWEB)

Toppan, Francesco [Centro Brasileiro de Pesquisas Fisicas (CBPF), Rio de Janeiro, RJ (Brazil). E-mail: toppan@cbpf.br

2001-11-01

These lecture notes are based on a revised and LaTexed version of the Master thesis defended at ISAS. The research part being omitted, they included a review of the bosonic closed string a la Polyakov and of the one-loop background field method of quantisation defined through the zeta-function. In an appendix some basic features of the Riemann zeta-function are also reviewed. The pedagogical aspects of the material here presented are particularly emphasized. These notes are used, together with the Scherk's article in Rev. Mod. Phys. and the first volume of the Polchinski book, for the mini-course on String Theory (16-hours of lectures) held at CBPF. In this course the Green-Schwarz-Witten two-volumes book is also used for consultative purposes. (author)

Lecturers as an element of higher education marketing

Directory of Open Access Journals (Sweden)

Pluta-Olearnik Mirosława

2017-03-01

Full Text Available The goal of this article is to identify the scope and results of already conducted research on the perception of lecturers from the internal and external perspective of Polish universities , as well as to assess the utilization of these resources in light of the marketing knowledge of a service organization. Research methods used for the purpose of this article include: the analysis of Polish and foreign periodicals from the area of university management and marketing, diagnosis of the utilization of lecturers as a special marketing asset of a university and formulating conditions for efficient marketing management of university employees for the purpose of building and strengthening university brand on the Polish and foreign market.

Towards Automated Lecture Capture, Navigation and Delivery System for Web-Lecture on Demand

OpenAIRE

Kannan, Rajkumar; Andres, Frederic

2010-01-01

Institutions all over the world are continuously exploring ways to use ICT in improving teaching and learning effectiveness. The use of course web pages, discussion groups, bulletin boards, and e-mails have shown considerable impact on teaching and learning in significant ways, across all disciplines. ELearning has emerged as an alternative to traditional classroom-based education and training and web lectures can be a powerful addition to traditional lectures. They can even serve as a main c...

Construction and reconstruction concept in mathematics instruction

Science.gov (United States)

Mumu, Jeinne; Charitas Indra Prahmana, Rully; Tanujaya, Benidiktus

2017-12-01

The purpose of this paper is to describe two learning activities undertaken by lecturers, so that students can understand a mathematical concept. The mathematical concept studied in this research is the Vector Space in Linear Algebra instruction. Classroom Action Research used as a research method with pre-service mathematics teacher at University of Papua as the research subject. Student participants are divided into two parallel classes, 24 students in regular class, and remedial class consist of 18 students. Both approaches, construct and reconstruction concept, are implemented on both classes. The result shows that concept construction can only be done in regular class while in remedial class, learning with concept construction approach is not able to increase students' understanding on the concept taught. Understanding the concept of a student in a remedial class can only be carried out using the concept reconstruction approach.

Lectures on neutron scattering techniques: 1

International Nuclear Information System (INIS)

Carlile, C.J.

1988-08-01

The lecture on the production of neutrons was presented at a Summer School on neutron scattering, Rome, 1986. A description is given of the production of neutrons by natural radioactive sources, fission, and particle accelerator sources. Modern neutron sources with high intensities are discussed including the ISIS pulsed neutron source at the Rutherford Appleton Laboratory and the High Flux Reactor at the Institut Laue Langevin. (U.K.)

Lectures for CERN pensioners

CERN Multimedia

SC Unit

2008-01-01

The CERN Medical Service and the Pensioners Association are pleased to invite CERN pensioners to a series of lectures given by professors and specialists from the Teaching Hospitals and the Faculty of Medicine of the University of Geneva on the following topic: PROMOTION OF OPTIMUM BRAIN AGEING The lectures will take place in the Main CERN Auditorium (Building 60) from 2.30 p.m. to 4.30 p.m. on the following dates: Wednesday 12 November 2008: Assessing the extent of brain ageing Dr Dina ZEKRY Friday 12 December 2008: Can memory decline be prevented? Pr Jean-Pierre MICHEL Thursday 15 January 2009: Diagnosing and treating Alzheimer’s disease Pr Gabriel GOLD Wednesday 25 February 2009: What is the brain reserve? Speaker’s name to be announced at a later date The lectures will be given in French, with transparencies in English, and will be followed by a wide-ranging debate with the participants. CERN Medical Service - Pensioners Association - CERN-ESO (GAC-EPA)

The Impact of Online Lecture Recordings on Student Performance

Science.gov (United States)

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…

Lectures given at the 3rd Session of the Centro Internazionale Matematico Estivo (C.I.M.E.)

CERN Document Server

Pulvirenti, Mario

1993-01-01

This volume contains the text of four sets of lectures delivered at the third session of the Summer School organized by C.I.M.E. (Centro Internazionale Matematico Estivo). These texts are preceded by an introduction written by C. Cercignani and M. Pulvirenti which summarizes the present status in the area of Nonequilibrium Problems in Many-Particle Systems and tries to put the contents of the different sets of lectures in the right perspective, in order to orient the reader. The lectures deal with the global existence of weak solutions for kinetic models and related topics, the basic concepts of non-standard analysis and their application to gas kinetics, the kinetic equations for semiconductors and the entropy methods in the study of hydrodynamic limits. CONTENTS: C. Cercignani, M. Pulvirenti: Nonequilibrium Problems in Many-Particle Systems. An Introduction.- L. Arkeryd: Some Examples of NSA in Kinetic Theory.- P.L. Lions: Global Solutions of Kinetic Models and Related Problems.- P.A. Markowich: Kinetic Mod...

Lecturers' experience of postgraduate supervision in a distance ...

African Journals Online (AJOL)

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

Could Neurolecturing Address the Limitations of Live and Recorded Lectures?

Directory of Open Access Journals (Sweden)

David Gamez

2018-05-01

Full Text Available Lectures are a common teaching method in higher education. However, they have many serious limitations, including boredom, attendance, short attention span, low knowledge transmission and the passivity of students. This paper suggests how a combination of electroencephalography (EEG and eye-tracking technology could address some of these limitations – an approach that I have called neurolecturing. Neurolecturing could measure students’ attention, learning and cognitive load and provide real time feedback to students and lecturers. It could also play a role in the flipped classroom and artificial intelligence tutoring.

Hiding data selected topics : Rudolf Ahlswede’s lectures on information theory 3

CERN Document Server

Althöfer, Ingo; Deppe, Christian; Tamm, Ulrich

2016-01-01

Devoted to information security, this volume begins with a short course on cryptography, mainly based on lectures given by Rudolf Ahlswede at the University of Bielefeld in the mid 1990s. It was the second of his cycle of lectures on information theory which opened with an introductory course on basic coding theorems, as covered in Volume 1 of this series. In this third volume, Shannon’s historical work on secrecy systems is detailed, followed by an introduction to an information-theoretic model of wiretap channels, and such important concepts as homophonic coding and authentication. Once the theoretical arguments have been presented, comprehensive technical details of AES are given. Furthermore, a short introduction to the history of public-key cryptology, RSA and El Gamal cryptosystems is provided, followed by a look at the basic theory of elliptic curves, and algorithms for efficient addition in elliptic curves. Lastly, the important topic of “oblivious transfer” is discussed, which is strongly conne...

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

Science.gov (United States)

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.

Active Learning in ASTR 101 Lectures

Science.gov (United States)

Deming, Grace L.

1998-12-01

The lecture is the most common teaching method used at colleges and universities, but does this format facilitate student learning? Lectures can be brilliantly delivered, but they are received by a passive audience. As time passes during a lecture, student attention and effective notetaking diminish. Many students become more interested in a subject and retain information longer in courses that rely on active rather than passive teaching methods. Interactive teaching strategies such as the think-pair-share-(write), the 3-minute paper, and the misconception confrontation can be used to actively engage students during lecture. As a cooperative learning strategy, the think-pair-share-(write) technique requires active discussion by everyone in the class. The "write" component structures individual accountability into the activity. The 3-minute paper is an expansion of the standard 1-minute paper feedback technique, but is required of all students rather than voluntary or anonymous. The misconception confrontation technique allows students to focus on how their pre- conceived notions differ from the scientific explanation. These techniques can be easily adopted by anyone currently using a standard lecture format for introductory astronomy. The necessary components are a commitment by the instructor to require active participation by all students and a willingness to try new teaching methods.

Twenty lectures on thermodynamics

CERN Document Server

Buchdahl, H A

2013-01-01

Twenty Lectures on Thermodynamics is a course of lectures, parts of which the author has given various times over the last few years. The book gives the readers a bird's eye view of phenomenological and statistical thermodynamics. The book covers many areas in thermodynamics such as states and transition; adiabatic isolation; irreversibility; the first, second, third and Zeroth laws of thermodynamics; entropy and entropy law; the idea of the application of thermodynamics; pseudo-states; the quantum-static al canonical and grand canonical ensembles; and semi-classical gaseous systems. The text

Lectures on Quantum Mechanics

CERN Document Server

Dirac, Paul Adrien Maurice

1964-01-01

The author of this concise, brilliant series of lectures on mathematical methods in quantum mechanics was one of the shining intellects in the field, winning a Nobel prize in 1933 for his pioneering work in the quantum mechanics of the atom. Beyond that, he developed the transformation theory of quantum mechanics (which made it possible to calculate the statistical distribution of certain variables), was one of the major authors of the quantum theory of radiation, codiscovered the Fermi-Dirac statistics, and predicted the existence of the positron.The four lectures in this book were delivered

Lectures in Micro Meteorology

DEFF Research Database (Denmark)

Larsen, Søren Ejling

This report contains the notes from my lectures on Micro scale meteorology at the Geophysics Department of the Niels Bohr Institute of Copenhagen University. In the period 1993-2012, I was responsible for this course at the University. At the start of the course, I decided that the text books...... available in meteorology at that time did not include enough of the special flavor of micro meteorology that characterized the work of the meteorology group at Risø (presently of the Institute of wind energy of the Danish Technical University). This work was focused on Boundary layer flows and turbulence...

Lectures given at the C.I.M.E. Summer School

CERN Document Server

2007-01-01

The present Cime volume includes four lectures by Bressan, Serre, Zumbrun and Williams and an appendix with a Tutorial on Center Manifold Theorem by Bressan. Bressan’s notes start with an extensive review of the theory of hyperbolic conservation laws. Then he introduces the vanishing viscosity approach and explains clearly the building blocks of the theory in particular the crucial role of the decomposition by travelling waves. Serre focuses on existence and stability for discrete shock profiles, he reviews the existence both in the rational and in the irrational cases and gives a concise introduction to the use of spectral methods for stability analysis. Finally the lectures by Williams and Zumbrun deal with the stability of multidimensional fronts. Williams’ lecture describes the stability of multidimensional viscous shocks: the small viscosity limit, linearization and conjugation, Evans functions, Lopatinski determinants etc. Zumbrun discusses planar stability for viscous shocks with a realistic physic...

The Effect of Instant Messaging on Lecture Retention

Science.gov (United States)

McVaugh, Nathan Kant

2012-01-01

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

Should Undergraduate Lectures be Compulsory? The Views of Dental and Medical Students from a UK University

Directory of Open Access Journals (Sweden)

Alaa Daud

2017-03-01

Full Text Available Formal lectures have been a traditional part of medical and dental education, but there is debate as to their compulsory status. This study was designed to explore dental and medical students’ views on compulsory lectures and the use of Video-Recorded Lectures (VRL. A cross-sectional study of University of Bristol students in Years 2 to 4 was conducted using an online questionnaire. The majority of both dental (76% and medical (66% students felt lectures should be non-compulsory. The most common learning resources used by both dental and medical students were live lectures, lecture handouts and VRL. The majority of both dental (84% and medical (88% students used VRL. Most students attended lectures all of the time both before and after the introduction of VRL, even though most dental and medical students believe lectures should be non-compulsory. VRL is a popular learning resource. These findings tie-in with General Dental Council and General Medical Council recommendations that encourage self-directed learning. Dental and Medical schools should offer a range of learning resources and make use of current technology, including the use of VRL.

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

Science.gov (United States)

Breckler, Jennifer; Yu, Justin R.

2011-01-01

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

Evaluating Computer-Based Simulations, Multimedia and Animations that Help Integrate Blended Learning with Lectures in First Year Statistics

Science.gov (United States)

Neumann, David L.; Neumann, Michelle M.; Hood, Michelle

2011-01-01

The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the…

A multinational randomised study comparing didactic lectures with case scenario in a severe sepsis medical simulation course.

Science.gov (United States)

Li, Chih-Huang; Kuan, Win-Sen; Mahadevan, Malcolm; Daniel-Underwood, Lynda; Chiu, Te-Fa; Nguyen, H Bryant

2012-07-01

Medical simulation has been used to teach critical illness in a variety of settings. This study examined the effect of didactic lectures compared with simulated case scenario in a medical simulation course on the early management of severe sepsis. A prospective multicentre randomised study was performed enrolling resident physicians in emergency medicine from four hospitals in Asia. Participants were randomly assigned to a course that included didactic lectures followed by a skills workshop and simulated case scenario (lecture-first) or to a course that included a skills workshop and simulated case scenario followed by didactic lectures (simulation-first). A pre-test was given to the participants at the beginning of the course, post-test 1 was given after the didactic lectures or simulated case scenario depending on the study group assignment, then a final post-test 2 was given at the end of the course. Performance on the simulated case scenario was evaluated with a performance task checklist. 98 participants were enrolled in the study. Post-test 2 scores were significantly higher than pre-test scores in all participants (80.8 ± 12.0% vs 65.4 ± 12.2%, pdidactic lectures followed by simulation experience.

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

Science.gov (United States)

Parker, Jonathan K.

1993-01-01

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

Summer Student Lecture Programme

CERN Multimedia

2004-01-01

Main Auditorium, bldg. 500 More Information DATE TIME LECTURER TITLE Wednesday 7 July 09:15 - 10:00 L. Fayard, O. Ullaland, D. Heagerty (CERN) Programme Presentation Workshops presentation Information on Computing Rules 10:15 - 11:00 R. Aymar (CERN) Introduction to CERN (1/2) 11:15 - 12:00 J. Engelen (CERN) Introduction to CERN (2/2) 15:00 - 16:30 H. Menzel (CERN) An Introduction to Radiation Protection DATE TIME LECTURER TITLE Thursday 8 july 09:15 - 10:00 L. Di Lella (CERN) Introduction to Particle Physics (1/4) 10:15 - 11:00 L. Di Lella (CERN) Introduction to Particle Physics (2/4) 11:15 - 12:00 P. Chomaz (GANIL / CERN) Fundamental questions in modern nuclear physics: The challenge of exotic nuclei (1/2) DATE TIME LECTURER TITLE Friday 9 July 09:15 - 10:00 L. Di Lella (CERN) Introduction to Particle Physics (3/4) 10:15 - 11:00 P. Chomaz (GANIL / CERN) Fundamental questions in modern nuclear physics: The challenge of exotic nuclei (2/2) 11:15 - 12:00 P....

Keynote Addresses from the Horace Mann Lecture Series and the Paul Masoner International Lecture Series 1972-1978.

Science.gov (United States)

Bender, Mary, Ed.

The document contains eight lectures addressing a variety of educational trends, issues, and concerns. The objective is to heighten the awareness of educational challenges that must be met and to promote continued professional renewal activities. Lecture I discusses fundamental problems concerning world education, concentrating on hunger and…

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

Science.gov (United States)

Levintova, Ekaterina M.; Mueller, Daniel W.

2015-01-01

One of the difficulties in teaching global sustainability in the introductory political science classes is the different emphases placed on this concept and the absence of the consensus on where the overall balance between environmental protection, economic development, and social justice should reside. Like many fuzzy concepts with which students…

The Trieste Lecture of John Stewart Bell

Energy Technology Data Exchange (ETDEWEB)

Bassi, Angelo; Ghirardi, GianCarlo

2007-03-23

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

The Trieste Lecture of John Stewart Bell

International Nuclear Information System (INIS)

Bassi, Angelo; Ghirardi, GianCarlo

2007-01-01

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

Student Use of Mobile Devices in University Lectures

Science.gov (United States)

Roberts, Neil; Rees, Michael

2014-01-01

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

Angle Concept: A High School and Tertiary Longitudinal Perspective to Minimize Obstacles

Science.gov (United States)

Barabash, Marita

2017-01-01

The concept of angle emerges in numerous forms as the learning of mathematics and its applications advances through the high school and tertiary curriculum. Many difficulties and misconceptions in the usage of this multifaceted concept might be avoided or at least minimized should the lecturers in different areas of pure and applied mathematics be…

Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

Science.gov (United States)

Rinaningsih; Kadarohman, A.; Firman, H.; Sutoyo

2018-05-01

Individual-based independent curriculum as one of target of national education of Indonesia in XXI century can be achieved with the implementation of Sorogan-Bandongan model. This kind of learning model highly facilitates students in understanding various concepts with their own, respective learning styles. This research aims to perceive the effectiveness of Sorogan-Bandongan in increasing the mastery of concept in various learning styles. The samples of this research are students majoring in chemistry amounted to 31 students. Using pre-test and post-test instrument, data are analyzed in descriptive-qualitative method. Based on the result of the data analysis, it is found that 16% of students have mathematical/logical learning style, 22.6% naturalist, 9.7% visual/spatial, 13% kinesthetic, 6% linguistic, 13% intrapersonal, 9.7% interpersonal, and 10% musical. After the implementation of Sorogan-Bandongan model in the Organic Chemistry lectures, improvement of classical learning outcomes as 11,07 is obtained. Six out of eight learning styles of students experienced increase in mastery of concept, where 7 students have the naturalist learning style, 4 students experienced decrease in mastery of concept while 1 student is stagnant (0); meanwhile, 2 out of 4 students that have the interpersonal learning style experienced decrease in mastery of concept.

Activities in KURRI. Aim to realize the concept of 'Kumatori science park'

International Nuclear Information System (INIS)

Shiroya, S.

2007-01-01

In Kyoto University Research Reactor Institute (KURRI), activities for the dissemination of knowledge on radiation and atomic energy are considered to be important to realize the future plan based on the conception of Kumatori science park', which will open to the world with roots in the neighboring area. Activities include technical tours of facilities in KURRI, science experiments for kids, lectures on fruits of research for public, courses of reactor physics experiments for the graduate and under-graduate students majoring nuclear engineering, and so on. (author)

Molecular biology - Part I: Techniques, terminology, and concepts

International Nuclear Information System (INIS)

Brown, J. Martin

1996-01-01

Purpose/Objective: One of the barriers to understanding modern molecular biology is the lack of a clear understanding of the relevant terminology, techniques, and concepts. This refresher course is intended to address these deficiencies starting from a basic level. The lecture will cover many of the common uses of recombinant DNA, including gene cloning and manipulation. The goal is to enable the nonspecialist to increase his or her understanding of molecular biology in order to more fully enjoy reading current publications and/or listening seminars. Radiation biologists trying to understand a little more molecular biology should also benefit. The following concepts will be among those explained and illustrated: restriction endonucleases, gel electrophoresis, gene cloning, use of vectors such as plasmids, bacteriophage, cosmids and viruses, cDNA and genomic libraries, Southern, Northern, and Western blotting, fluorescent in situ hybridization, polymerase chain reaction (PCR), gel retardation, and reporter gene assays

Concepts in particle physics a concise introduction to the standard model

CERN Document Server

Nair, V Parameswaran

2018-01-01

The 2013 discovery of the Higgs boson posed a challenge to both physics undergraduates and their instructors. Since particle physics is seldom taught at the undergraduate level, the question "what is the Higgs and why does its discovery matter?" is a common question among undergraduates. Equally, answering this question is a problem for physics instructors. This book is an attempt to put the key concepts of particle physics together in an appealing way, and yet give enough extra tidbits for students seriously considering graduate studies in particle physics. It starts with some recapitulation of relativity and quantum mechanics, and then builds on it to give both conceptual ideas regarding the Standard Model of particle physics as well as technical details. It is presented in an informal lecture style, and includes "remarks" sections where extra material, history, or technical details are presented for the interested student. The last lecture presents an assessment of the open questions, and where the future...

How Do Nursing Students Use Digital Tools during Lectures?

Science.gov (United States)

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.

How Do Nursing Students Use Digital Tools during Lectures?

Directory of Open Access Journals (Sweden)

Isabelle Sebri

Full Text Available 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.

Overcoming the Drawbacks of the Large Lecture Class.

Science.gov (United States)

Geske, Joel

1992-01-01

Techniques developed to improve student participation and student evaluation in a large-group college course in advertising include role playing in talk-show-style discussions of controversial issues, breaks in lectures to play a trivia game, a three-minute writing assignment, teacher movement among students, and changes in testing policies and…

Towards a modern concept for teaching control engineering

DEFF Research Database (Denmark)

Niemann, Hans Henrik; Andersen, Jens Christian; Ravn, Ole

2009-01-01

A new concept for teaching an introduction course in control engineering is described. The main issue is that the concept is based directly on the students’ knowledge from previous courses in math, physics and electronics. This will provid the students with a more direct and clear link between...... these previous courses and athe introduction course in control theory. As a direct consequence, it is now possible to introduce and use feedback control from the first lecture. The new teaching concept has had a major effect on the exam results. In the two semesters before the changes, only 53% of the students...

Perceptions of Students and Self- assessment of Lecturers on ...

African Journals Online (AJOL)

assessments of lecturers on written essay error feedback. Overall 153 University of Botswana students and 20 lecturers participated in this study. All the students and 12 lecturers completed different but related questionnaires with both closed and ...

Lectures Abandoned: Active Learning by Active Seminars

DEFF Research Database (Denmark)

Christensen, Henrik Bærbak; Corry, Aino Vonge

2012-01-01

Traditional lecture-based courses are widely criticised for be- ing less eective in teaching. The question is of course what should replace the lectures and various active learning tech- niques have been suggested and studied. In this paper, we report on our experiences of redesigning a software ......- tive seminars as a replacement of traditional lectures, an activity template for the contents of active seminars, an ac- count on how storytelling supported the seminars, as well as reports on our and the students' experiences....

The Challenges of Listening to Academic Lectures for EAP Learners and the Impact of Metacognition on Academic Lecture Listening Comprehension

Directory of Open Access Journals (Sweden)

Maryam Rahimirad

2015-06-01

Full Text Available Academic listening skill is an indispensable necessity for English for academic purposes (EAP students in English-medium universities and also critical for their future success in comprehending conference lectures. But due to the specific nature of such academic lectures, nonnative students all too often face challenges in getting a full command of this task. This study investigates the challenges of listening to academic lectures and the impact of related metacognitive strategies on academic lecture listening comprehension on a group of Iranian learners in an EAP workshop. Fifteen academic staff who took part in two intact classes at the University of Qom, Iran, were randomly assigned to treatment (N = 8 and control (N = 7 groups. The treatment group received 16 hr of metacognitive strategy instruction based on the models proposed by Vandergrift during academic listening instruction, while the control group was just exposed to academic lectures with no explicit strategy instruction. The academic listening sections of the British International English Language Testing System (IELTS were utilized to measure the listening comprehension of both groups before and after the treatment. The results of the data analysis determined that the experimental group significantly outperformed the control group in the listening posttest. The interviews before and after the treatment revealed details of challenges in academic lecture comprehension and also shed light on the perception of the learners regarding metacognitive strategy instruction and the frequency of main metacognitive strategies used in comprehending academic lectures.

Lectures on magnetism and neutron scattering

International Nuclear Information System (INIS)

Gunn, J.M.F.

1983-12-01

The paper contains six lectures given to the Neutron Division of the Rutherford Appleton laboratory in 1983. The aim was to explain fundamental physics of neutron scattering and basic magnetism to the non-specialist scientist. The text includes: origin of neutron's magnetic moment and spin-dependent interactions with electrons and nuclei, why are solids magnetic, magnetic anistropy and domain structure, phenomenological spin waves, magnetic phase transitions and electronic excitations in magnets. (U.K.)

Impact of University Lecturers' Intervention in School MathTeaching

Indian Academy of Sciences (India)

Some schools in the neighbourhood of Sefako MakgathoHealth Sciences University (SMU) in South Africa persistentlyyielded poor mathematics results in the past years. Thiswas of concern since maths is the main subject for manyopportunities, including admissiontoSMUstudy programmes.Some SMU maths lecturers ...

Lectures on the soliton theory of nucleons

International Nuclear Information System (INIS)

Ripka, G.

1984-04-01

In these lectures we describe models in which the pion field or, more precisely, the chiral fields, are responsible for the binding of quarks in the nucleon. Such bound states in which the quarks constitute a source for the chiral fields, which, in turn, bind the quarks to each other, are called solitons. The starting point for such theories or models are chiral invariant lagrangians. They are not derived from QCD. The Skyrme lagrangian is simpler in that it involves only chiral fields and no quarks. However it may be understood as an effective lagrangian from which the quark degrees of freedom have been integrated out. It is not yet clear to what extent various models are equivalent. The description of the nucleon in these lectures may be viewed as an extension of the T.D. Lee solitons so as to include the pionic degree of freedom

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.

Science.gov (United States)

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.

Taxonomy of Lecture Note-Taking Skills and Subskills

Science.gov (United States)

Al-Musalli, Alaa M.

2015-01-01

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

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

Science.gov (United States)

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.

Practical Application of Fundamental Concepts in Exercise Physiology

Science.gov (United States)

Ramsbottom R.; Kinch, R. F. T.; Morris, M. G.; Dennis, A. M.

2007-01-01

The collection of primary data in laboratory classes enhances undergraduate practical and critical thinking skills. The present article describes the use of a lecture program, running in parallel with a series of linked practical classes, that emphasizes classical or standard concepts in exercise physiology. The academic and practical program ran…

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

23, 24, 25, 26 and 27 April REGULAR LECTURE PROGRAMME From 11:00 hrs - Main Auditorium bldg. 500, on 23 April from 11:15 to 12:15 hrs Searches for Dark Matter F. Feinstein / CPPM, Marseille, F The fact that the mass of the visible stars could not account for the gravitational cohesion of the galaxy clusters was the first manifestation of non-radiating matter in the Universe. Since then, many observations imply that most of the matter is indeed dark. Its nature is still unknown and likely to have several contributions. Recent results indicate that most of it may not be composed of normal matter. These lectures will review the experimental methods, which have been developed to unravel this 70-year long mystery and confront their results with the current theoretical framework of cosmology.

How we used two social media tools to enhance aspects of active learning during lectures.

Science.gov (United States)

George, Daniel R; Dreibelbis, Tomi D; Aumiller, Betsy

2013-12-01

Medical education is evolving to include active learning approaches, yet some courses will remain lecture-based. Social media tools used by students may foster collaborative learning during lectures. We present preliminary results from a pilot study that integrated two 'social' technologies, Google Docs and SurveyMonkey, into 22 hour-long lectures for a course called "Social Influences on Health" attended by 154 students. At the conclusion of the semester, we reviewed student usage patterns with both technologies and collected data from students via course evaluations that included a standard Likert Scale. We used thematic analysis to identify emergent themes from evaluations. On average, students contributed 6 comments/questions to the Google Doc in each lecture, and 35 students participated in SurveyMonkey. Engagement with both technologies increased throughout the semester and no unprofessional incidents were observed. The mean student rating for integration of Google Docs and SurveyMonkey was 3.4 or "above average" (SD = 1.17). Thematic analysis identified perceived strengths of this approach as well as areas for improvement. Social media such as Google Docs and SurveyMonkey can facilitate interaction and provide students with control over content and flow of lecture-based courses, but educators must be mindful of practical and conceptual limitations.

Academic Training: Summer Student Lecture Programme

CERN Multimedia

2004-01-01

Main Auditorium, bldg. 500 DATE TIME LECTURER TITLE Monday 26 July 09:15 - 10:00 A. Pich (IFIC) The Standard Model (7/8) 10:15 - 11:00 R. Rattazzi (CERN) Beyond the Standard Model (1/3) 11:15 - 12:00 K. Jacobs (Universität Freiburg) Physics in Hadronic Colliders (1/4) DATE TIME LECTURER TITLE Tuesday 27 July 09:15 - 10:00 A. Pich (IFIC) The Standard Model (8/8) 10:15 - 11:00 R. Rattazzi (CERN) Beyond the Standard Model (2/3) 11:15 - 12:00 R. Rattazzi (CERN) A. Pich (IFIC) Discussion Session DATE TIME LECTURER TITLE Wednesday 28 July 09:15 - 10:00 K. Jacobs (Universität Freiburg) Physics in Hadronic Colliders (2/4) 10:15 - 11:00 K. Jacobs (Universität Freiburg) Physics in Hadronic Colliders (3/4) 11:15 - 12:00 R. Rattazzi (CERN) Beyond the Standard Model (3/3) 14:00 - 15:00 R. Assmann (CERN) The CLIC project DATE TIME LECTURER TITLE Thursday 29 July 09:15 - 10:00 K. Jacobs (Universität Freiburg) Physics in Hadronic ...

Crew coordination concepts: Continental Airlines CRM training

Science.gov (United States)

Christian, Darryl; Morgan, Alice

1987-01-01

The outline of the crew coordination concepts at Continental airlines is: (1) Present relevant theory: Contained in a pre-work package and in lecture/discussion form during the work course, (2) Discuss case examples: Contained in the pre-work for study and use during the course; and (3) Simulate practice problems: Introduced during the course as the beginning of an ongoing process. These concepts which are designed to address the problem pilots have in understanding the interaction between situations and their own theories of practice are briefly discussed.

Modeling of the time sharing for lecturers

Directory of Open Access Journals (Sweden)

E. Yu. Shakhova

2017-01-01

Full Text Available In the context of modernization of the Russian system of higher education, it is necessary to analyze the working time of the university lecturers, taking into account both basic job functions as the university lecturer, and others.The mathematical problem is presented for the optimal working time planning for the university lecturers. The review of the documents, native and foreign works on the study is made. Simulation conditions, based on analysis of the subject area, are defined. Models of optimal working time sharing of the university lecturers («the second half of the day» are developed and implemented in the system MathCAD. Optimal solutions have been obtained.Three problems have been solved:1 to find the optimal time sharing for «the second half of the day» in a certain position of the university lecturer;2 to find the optimal time sharing for «the second half of the day» for all positions of the university lecturers in view of the established model of the academic load differentiation;3 to find the volume value of the non-standardized part of time work in the department for the academic year, taking into account: the established model of an academic load differentiation, distribution of the Faculty number for the positions and the optimal time sharing «the second half of the day» for the university lecturers of the department.Examples are given of the analysis results. The practical application of the research: the developed models can be used when planning the working time of an individual professor in the preparation of the work plan of the university department for the academic year, as well as to conduct a comprehensive analysis of the administrative decisions in the development of local university regulations.

Professionalism of Lecturers at Faculty of Education

Science.gov (United States)

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

2018-02-01

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

Computing for Decentralized Systems (lecture 1)

CERN Multimedia

CERN. Geneva

2018-01-01

With the rise of Bitcoin, Ethereum, and other cryptocurrencies it is becoming apparent the paradigm shift towards decentralized computing. Computer engineers will need to understand this shift when developing systems in the coming years. Transferring value over the Internet is just one of the first working use cases of decentralized systems, but it is expected they will be used for a number of different services such as general purpose computing, data storage, or even new forms of governance. Decentralized systems, however, pose a series of challenges that cannot be addressed with traditional approaches in computing. Not having a central authority implies truth must be agreed upon rather than simply trusted and, so, consensus protocols, cryptographic data structures like the blockchain, and incentive models like mining rewards become critical for the correct behavior of decentralized system. This series of lectures will be a fast track to introduce these fundamental concepts through working examples and pra...

Computing for Decentralized Systems (lecture 2)

CERN Multimedia

CERN. Geneva

2018-01-01

With the rise of Bitcoin, Ethereum, and other cryptocurrencies it is becoming apparent the paradigm shift towards decentralized computing. Computer engineers will need to understand this shift when developing systems in the coming years. Transferring value over the Internet is just one of the first working use cases of decentralized systems, but it is expected they will be used for a number of different services such as general purpose computing, data storage, or even new forms of governance. Decentralized systems, however, pose a series of challenges that cannot be addressed with traditional approaches in computing. Not having a central authority implies truth must be agreed upon rather than simply trusted and, so, consensus protocols, cryptographic data structures like the blockchain, and incentive models like mining rewards become critical for the correct behavior of decentralized system. This series of lectures will be a fast track to introduce these fundamental concepts through working examples and pra...

The Hues of English. NCTE Distinguished Lectures 1969.

Science.gov (United States)

National Council of Teachers of English, Champaign, IL.

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

Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

Science.gov (United States)

Fraser, Sharon P.

2016-02-01

In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

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

Science.gov (United States)

Hundley, Stacey A.

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

"Because Sometimes Your Failures Can Also Teach You Certain Skills": Lecturer and Student Perceptions of Employability Skills at a Transnational University

Science.gov (United States)

Paterson, Richard

2017-01-01

This exploratory study investigates lecturers' and students' understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an…

Lecture on Female Masturbation Harassed Him, Male Student Says.

Science.gov (United States)

Wilson, Robin

1995-01-01

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

Making of Evalution’s Information System of Lecturer's Lecture and Major’s Service-Based Web in PTIK Major FKIP UNS

Directory of Open Access Journals (Sweden)

Irma Nuur Rochmah

2017-12-01

Full Text Available The quality of education of a study program can be measured from the level of customer satisfaction with the existing service. In accordance with ISO 9001: 2008, an organization should measure and obtain information related to customers and customers. Measurements and information that can be done survey data on customer satisfaction. From this survey data, Informatics and Computer Education Study Program can follow which aspect need improvement for program quality. One way to get survey data by doing the evaluation. In the Study Program of Informatics and Computer Engineering, evaluation using application form online form. The study program does not yet have its own evaluation information system. Therefore, the purpose of this research is to produce information technology and pelaynaan web-based program in the Study Program (Prodi Educational Engineering and Computer Informatics and to determine the level of the feasibility of information. In this study used research and development model with the first phase of the preliminary study, the second stage of product development and the last stage. At the product development stage is done by using software development model. From the stages of inputs obtained from the assessment of students on lecturers' lectures and prodi services in Education Program Informatics and Computer Engineering. The result of evaluation of lecturers' lectures and prodi services by selected students with their rena as output that can be seen by lecturer and admin. A system that can be used to help the services that have been given to the students, both in lecturers' lectures and prodi services. The results of this study, first, has created information and web-based programming services in Informatics and Computer Engineering Education Program, FKIP, UNS. Second, the feasibility of information and product and service development, Informatics and Computer Engineering Education Study Program, FKIP, UNS conducted by expert

Impact of a concept map teaching approach on nursing students' critical thinking skills.

Science.gov (United States)

Kaddoura, Mahmoud; Van-Dyke, Olga; Yang, Qing

2016-09-01

Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students. © 2016 John Wiley & Sons Australia, Ltd.

Jubilee Lecture

Indian Academy of Sciences (India)

2017-08-07

Aug 7, 2017 ... E up V As a \\ Nipio with students, teachers and researchers in India. Nsp1 Nup8C Nup57. Nup57. Nup145N. High tea will be served after the lecture. For details contact: M. Ananth, Molecular Biophysics Unit, Indian Institute of Science. Email: ananthmuthiah Ogmail.com/ananthmOmbu..iscernet.in Mob. 984 ...

Live lectures or online videos: students' resource choices in a first-year university mathematics module

Science.gov (United States)

Howard, Emma; Meehan, Maria; Parnell, Andrew

2018-05-01

In Maths for Business, a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the preferences they exhibit. In 2015-2016, we collected quantitative data on each student's resource usage (attendance at live lectures and access of online videos) for the entire class of 522 students and employed model-based clustering which identified four distinct resource usage patterns with lectures and/or videos. We also collected qualitative data on students' perceptions of resource usage through a survey administered at the end of the semester, to which 161 students responded. The 161 survey responses were linked to each cluster and analysed using thematic analysis. Perceived benefits of videos include flexibility of scheduling and pace, and avoidance of large, long lectures. In contrast, the main perceived advantages of lectures are the ability to engage in group tasks, to ask questions, and to learn 'gradually'. Students in the two clusters with high lecture attendance achieved, on average, higher marks in the module.

The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities

Directory of Open Access Journals (Sweden)

Jamie Costley

2017-05-01

Full Text Available Aim/Purpose: The number of students enrolled in online courses that use video lectures is on the rise. However, research shows that the number of students watching video lectures is low, and the number watching videos to completion is even lower. Background: This paper seeks to understand this problem by looking for correlations between instructional design and student engagement with video lectures. Methodology: Students at a cyber-university in South Korea (n=1801 were surveyed on their perception of the instructional design used in the courses they took and their engagement with online video lectures. Contribution: This paper contributes to the body of knowledge by demonstrating positive correlations between instructional design, watching, and finishing video lectures. Findings: While most other research has found low levels of online lecture viewership, this paper found significantly higher numbers watching and finishing videos. Other major findings of the paper are that five key elements of instructional design for online learning environments (designing methods, setting the curriculum, establishing time parameters, establishing netiquette, and utilizing the medium effectively all correlated positively with students watching and finishing video lectures. Recommendations for Practitioners\t: Based on findings in this paper, it is recommended that practitioners consider taking actions when designing their instruction for online courses. These include batching their video lectures together by topic, devoting greater resources to helping students utilize the medium, and communicate time parameters in a way that encourages students to view video lectures in a timely manner. Recommendation for Researchers: As the watching of video lectures in this study was mandatory for learners, an interesting area of further research would be to examine whether that decision led to higher numbers of students watching them. Future Research: It is important for

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

Science.gov (United States)

2010-10-01

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

Features of using multimedia technologies at lecturing programming

Directory of Open Access Journals (Sweden)

G. S. Ivanova

2014-01-01

Full Text Available The subject of study of this paper is multimedia capabilities, which are used for lectures on programming for undergraduate students to learn Computer Science and Engineering.The objective is to analyze the factors affecting the efficiency of lectures on programming, readable using multimedia, identifying the advantages and disadvantages of using presentations and process of creating and debugging programs in software environments demonstration, and to make recommendations on the use of illustrative material aimed at improving student's handout with the knowledge readable material.Scientific novelty of the material is to identify and analyze the factors influencing the effectiveness of teaching programming using multimedia as well as to make recommendations on the creation of illustrative material in the form of lecture presentations, analyse the negative side effects of presentations and opportunities to address them.It is stated that even at the initial stage of teaching in programming the amount of learning material and associated details in their records to which student's attention should be drawn, commensurate with the restrictions of psycho physiological capabilities defined for modern undergraduate students to remember and learn. The conclusion about expediency to improve lectures efficiency through the use of multimedia equipment capabilities is made.The types of illustrative material used in lectures on programming are listed and named, examples of illustrative material for presentation slides are analyzed. The positive results of the process of program creating, debugging and running directly in the programming environment during the lecture are underlined .As the merits of the multimedia-based lectures are marked a significant reduction of time to be required for material presentation ( from 10 to 30 % and the structured and with no errors in the program texts of lectures available for students. Negative effects of the multimedia

Academic Training: Summer Student Lecture Programme

CERN Multimedia

2004-01-01

Main Auditorium, bldg. 500 DATE TIME LECTURER TITLE Monday 19 July 09:15 - 10:00 A. PICH (IFIC) The Standard Model (1/8) 10:15 - 11:00 O. ULLALAND (CERN) Detectors (2/5) 11:15 - 12:00 O. ULLALAND (CERN) Detectors (3/5) DATE TIME LECTURER TITLE Tuesday 20 July 09:15 - 10:00 A. PICH (IFIC) The Standard Model (2/8) 10:15 - 11:00 O. ULLALAND (CERN) Detectors (4/5) 11:15 - 12:00 O. ULLALAND (CERN) A. PICH (IFIC) Discussion Session DATE TIME LECTURER TITLE Wednesday 21 July 09:15 - 10:00 A. PICH (IFIC) The Standard Model (3/8) 10:15 - 11:00 A. PICH (IFIC) The Standard Model (4/8) 11:15 - 12:00 O. ULLALAND (CERN) Detectors (5/5) 14:00 - 15:00 R. BRUN (CERN) ROOT: Introduction and Demonstration DATE TIME LECTURER TITLE Thursday 22 July 09:15 - 10:00 A. PICH (IFIC) The Standard Model (5/8) 10:15 - 11:00 C. De La Taille (Laboratoire de l'Accélérateur Linéaire) Introduction to Electronics (1/3) 11:15 - 12:00 A. PICH (IFIC) C. De La Taille (Laboratoi...

One hundred years after Sigmund Freud's lectures in America: towards an integration of psychoanalytic theories and techniques within psychiatry.

Science.gov (United States)

Hoffman, Leon

2010-12-01

The impact of Sigmund Freud's lectures in America in 1909 is discussed. Some of the roots of psychoanalysis and their contemporary relevance are addressed: neurological ideas, the discussions of the sexologists, and the degeneration theories at the turn of the twentieth century. Factors which led to the dominance of psychoanalysis in psychiatry included, in particular, its arguments against the hopelessness of degeneracy theories;yet,by isolating itself from mainstream academic psychiatry and psychology,organized psychoanalysis itself contributed to its own subsequent marginalization. In order to re-integrate itself with mainstream psychiatry, psychoanalysis needs to appreciate the importance of systematic demonstrations of the therapeutic power of psychodynamic/psychoanalytic concepts and techniques when caring for individuals.

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

Science.gov (United States)

Larkin, Helen E.

2010-01-01

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

Students' Perception of Live Lectures' Inherent Disadvantages

Science.gov (United States)

Petrovic, Juraj; Pale, Predrag

2015-01-01

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

The Use of Blog as Supporting Media for Competence of Lecturer

Directory of Open Access Journals (Sweden)

Anne Ratnasari

2015-12-01

Full Text Available Competence is one of the important parts of brand study, while brand it is a part of the marketing that has an important position by selling product and services. So brand itself not only for the company, it can also manage individual brands, public figures, and lecturer. This research aimed for determining the use of blogs as a medium to support the competence of lecturers from the aspect trustworthiness, commitment, ability to develop themselves practicing a profession, and a limiting factor in building the competence of lecturers. This research uses a qualitative approach with a single case study through observation, interviews, focus group discussions, and literature. The study found that lecturer use blogs to share lectures, ideas about contemporary events, and upload Islamic articles. Lecturer assessed reliably, because the lecturer writing on a blog is the result of his work, and a lot of consultation requests from various circles. The lecturer is committed to making a change for the better in every way when communicating via blog to maintain conformity with the words of his behavior, and lecturer has the ability to develop themselves in their profession as a lecturer, that gives him the strength to continue working.

Examining the Affects of Student Multitasking with Laptops during the Lecture

Science.gov (United States)

Kraushaar, James M.; Novak, David C.

2010-01-01

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

Dynamic e-learning modules for student lecture preparation

Directory of Open Access Journals (Sweden)

Timothy McIntyre

2018-03-01

Full Text Available We have developed and demonstrated the effectiveness of a set of online interactive learning modules to accompany physics courses at first- and second-year university levels. Students access the modules prior to attending lectures to familiarize themselves with content which is then discussed and reaffirmed in class. Student surveys and access data show that students were much more likely to use material presented in this form, rather than a textbook, when preparing for lectures given in an active learning format. The students found that interactive simulations, videos of problem-solving approaches prepared by course staff, and quick-check immediate feedback questions were all useful tools for lecture preparation–none of which are available when using a traditional textbook for lecture preparation.

Eight lectures on theoretical physics

CERN Document Server

Planck, Max

1997-01-01

In 1909 the great German physicist and Nobel Prize winner Max Planck (1858-1947) delivered a series of eight lectures at Columbia University giving a fascinating overview of the new state of physics, which he had played a crucial role in bringing about. The first, third, fifth, and sixth lectures present his account of the revolutionary developments occasioned when he first applied the quantum hypothesis to blackbody radiation. The reader is given an invaluable opportunity to witness Planck's thought processes both on the level of philosophical principles as well as their application to physi

Medical students' perceptions of video-linked lectures and video-streaming

Directory of Open Access Journals (Sweden)

Karen Mattick

2010-12-01

Full Text Available Video-linked lectures allow healthcare students across multiple sites, and between university and hospital bases, to come together for the purposes of shared teaching. Recording and streaming video-linked lectures allows students to view them at a later date and provides an additional resource to support student learning. As part of a UK Higher Education Academy-funded Pathfinder project, this study explored medical students' perceptions of video-linked lectures and video-streaming, and their impact on learning. The methodology involved semi-structured interviews with 20 undergraduate medical students across four sites and five year groups. Several key themes emerged from the analysis. Students generally preferred live lectures at the home site and saw interaction between sites as a major challenge. Students reported that their attendance at live lectures was not affected by the availability of streamed lectures and tended to be influenced more by the topic and speaker than the technical arrangements. These findings will inform other educators interested in employing similar video technologies in their teaching.Keywords: video-linked lecture; video-streaming; student perceptions; decisionmaking; cross-campus teaching.

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

Science.gov (United States)

Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

2014-02-01

Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

Jerusalem lectures on black holes and quantum information

Science.gov (United States)

Harlow, D.

2016-01-01

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

Lecture classes in human anatomy: the students' perceptions.

Science.gov (United States)

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

2013-06-01

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

Special lecture

International Nuclear Information System (INIS)

Yoshikawa, H.

1998-01-01

In his special lecture, given at the Artsimovich-Kadomtsev Memorial Session of the 17th IAEA Fusion Energy Conference in Yokohama, October 1998, Prof. H. Yoshikawa stated that the fusion program had come to a crossroads. He was wondering whether the future would lead to cooperation between nations, striving to overcome the difficulties the world is confronted with, or if it would lead to despair

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

19, 20, 21, 22 and 23 February REGULAR LECTURE PROGRAMME From 11:00 hrs - 19, 20 and 21 February Main Auditorium bldg. 500, 22 and 23 February Council Chamber, bldg 503 Introduction to Cryogenic Engineering J.G. Weisend / SLAC, Stanford, USA Cryogenic engineering is an important speciality at CERN. With the construction of LHC, this technology will have an even greater impact on machine operations. The goal of the course is to give people not working in cryogenics an appreciation of the basic principals and problems associated with the field. The course will also provide a foundation for future learning in cryogenics. Topics to be covered will include: properties of cryogenic fluids and materials, refrigeration, cryostat design, instrumentation, safety and propertiesof He II. Examples of working cryogenic systems, many of them from high energy physics, will be presented.

What Predicts Skill in Lecture Note Taking?

Science.gov (United States)

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

2007-01-01

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

Lectures of the 4th national meeting on engineering geology

International Nuclear Information System (INIS)

1983-01-01

The 25 lectures discuss a variety of problems: problems of subsidence and landfall, including the effects on mines and buildings; geotechnical problems in tunnels and roadways, slopes and open pits; topical problems concerning disposal; underground storage and final storage of radioactive waste. (HP) [de

Software approach to minimizing problems of student-lecturer ...

African Journals Online (AJOL)

Lecturer Interaction in Higher institutions of learning. The Software was developed using PHP and hosted in the University web server, and the interaction between students and their lecturers was compared using both the traditional approaches ...

ACADEMIC TRAINING LECTURE

CERN Multimedia

Françoise Benz

2002-01-01

18, 19, 20, 21, 22 November LECTURE FOR POSTGRADUATE STUDENTS From 11:00 hrs - Main Auditorium bldg. 500 Telling the Truth with Statistics R. Barlow / Univ. of Manchester, UK This course of lectures will cover probability, distributions, fitting, errors and confidence levels, for practising High Energy Physicists who need to use Statistical techniques to express their results. Concentrating on these appropriate specialist techniques means that they can be covered in appropriate depth, while assuming only the knowledge and experience of a typical Particle Physicist. The different definitions of probability will be explained, and it will be appear why this basic subject is so controversial; there are several viewpoints and it is important to understand them all, rather than abusing the adherents of different beliefs. Distributions will be covered: the situations they arise in, their useful properties, and the amazing result of the Central Limit Theorem. Fitting a parametrisation to a set of data is one of the m...

Globe: Lecture series

CERN Multimedia

2007-01-01

The LHC: an accelerator of science This series of lectures is all about understanding the scientific and technological challenges of the phenomenal LHC project and assessing its innovations through their everyday applications. Come and take a sneak preview of the LHC! Communicate: the Grid, a computer of global dimensions François Grey, head of communication in CERN’s Information Technology Department How will it be possible for the 15 million billion bytes of data generated by the LHC every year to be handled and stored by a computer that doesn’t have to be the size of a skyscraper? The computer scientists have the answer: the Grid, which will harness the power of tens of thousands of computers all over the world by creating a network of computers and making them operate as one. >>> Lectures are free and require no specialist knowledge. In french. 
 >>> By reservation only: tel. +41 (0)22 767 76 76

Teaching innovation in organic chemistry: An inquiry into what happens when the lecturer stops lecturing

Science.gov (United States)

Bauer, Richard Charles

1998-12-01

In this dissertation the author presents findings from a study of an organic chemistry class in which the instructor changed his mode of content delivery. Instead of using a traditional lecture, the professor engaged students in discussions about chemical behavior, required students to complete cooperative learning activities in and out of class, and altered his examination format. The purpose of the research was to investigate the implementation of the changes made in content delivery, describe subsequent classroom interactions, and discuss participant responses to the innovations. Because of the research focus the author used a qualitative methodology to investigate this unique organic chemistry course. The study showed that the instructor's belief system and skills played an important role in overcoming barriers to implementation. Analysis of class transcripts revealed that the class was highly interactive with students freely offering responses to the instructor's questions and sometimes submitting insightful comments. The discussion format of the class also revealed some student misunderstanding that other teaching structures may not have identified. In general the instructor was able to pursue some concepts in more depth than allowed by a typical lecture mode of content delivery. Analysis of class transcripts also showed characteristics of organic chemistry teaching by Prof. Loudon that might be described as exemplary. He focused student attention on molecular structure and the chemical behavioral patterns that emerge from organic compounds that are structurally similar. Student response to Prof. Loudon's teaching style was quite favorable. A common remark from students was that his personal knowledge of them contributed to their class preparation and desire to learn. In general, students appreciated the opportunity to discuss exam questions in their groups before individual exam administration. On the final course evaluation, however, a couple students

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

Science.gov (United States)

Seery, Michael K.

2015-01-01

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

Short lecture series in sustainable product development

DEFF Research Database (Denmark)

McAloone, Tim C.

2005-01-01

Three lectures in sustainable product development models, methods and mindsets should give insight into the way of thinking about the environment when developing products. The first two lectures will guide you through: . Environmental problems in industry & life-cycle thinking . Professional...... methods for analysing and changing products’ environmental profiles . Sustainability as a driver for innovation...

SOCIAL MEDIA USE AND PERCEPTION OF LIVE LECTURES BY MEDICAL STUDENTS

Directory of Open Access Journals (Sweden)

Nisha Narendran

2017-02-01

Full Text Available BACKGROUND The current generation is rightly described as generation M (edia highlighting the increasing time spent with media on any given day. The availability of mobiles and the absence of mobile jammers in lecture classes will seriously interfere with lecture attendance or concentration in lecture hours. We intend to take a survey on the level of social media use or use of smartphone for other non-academic uses by medical students during their lecture hours. We expect them to put forward their views as to how they perceive live lectures and what can be done to improve the effect of live lectures in this era of widespread and anytime media use. Aims of the study were- 1. To conduct a survey among medical students in preclinical postings regarding use of social media use during live lecture hours. 2. To assess their perception regarding conventional lecture duration and the factors, which could improve their concentration during lecture hours. MATERIALS AND METHODS A cross-sectional descriptive study was conducted among the participants. Approval was obtained from the Institutional Research Committee. All the 135 participants of the study were administered a semi-structured prevalidated questionnaire to assess their perception regarding live lecture and a survey regarding use of social media was taken. The collected data was entered into MS Excel and analysed using Epiinfo version 7. Percentages were used to quantify the results. Settings and Design- The study was conducted among third semester students attending pharmacology lectures in Government Medical College, Thrissur. RESULTS 77 (57% participants agreed of using social media regularly in lecture hours. Majority used it to chat or connect with friends and in gaming either because of addiction or to avoid boredom. They were a majority in opinion that the hot noon time lectures should be cut short in duration. They preferred the use of newer technology based methods to be adopted for

Exploring physics concepts among novice teachers through CMAP tools

Science.gov (United States)

Suprapto, N.; Suliyanah; Prahani, B. K.; Jauhariyah, M. N. R.; Admoko, S.

2018-03-01

Concept maps are graphical tools for organising, elaborating and representing knowledge. Through Cmap tools software, it can be explored the understanding and the hierarchical structuring of physics concepts among novice teachers. The software helps physics teachers indicated a physics context, focus questions, parking lots, cross-links, branching, hierarchy, and propositions. By using an exploratory quantitative study, a total 13-concept maps with different physics topics created by novice physics teachers were analysed. The main differences of scoring between lecturer and peer-teachers’ scoring were also illustrated. The study offered some implications, especially for physics educators to determine the hierarchical structure of the physics concepts, to construct a physics focus question, and to see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map.

Programmed Multi-Image Lectures for College Biology Instruction.

Science.gov (United States)

Jensen, William A.; Knauft, Robert L.

1977-01-01

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

Reviewing Organizational Communication Concepts with the Movie "Office Space"

Science.gov (United States)

Bunz, Ulla

2006-01-01

Undergraduate students often memorize a keyword or definition for an exam without a deeper understanding or the ability to apply the meaning of the concept. While using examples during a lecture may help, the combination of movies and verbal review has been shown to be a valuable instructional tool, increasing recall (Elischberger & Roebers, 2001)…

The Web Lecture Archive Project: Archiving ATLAS Presentations and Tutorials

CERN Multimedia

Herr, J

2004-01-01

The geographical diversity of the ATLAS Collaboration presents constant challenges in the communication between and training of its members. One important example is the need for training of new collaboration members and/or current members on new developments. The Web Lecture Archive Project (WLAP), a joint project between the University of Michigan and CERN Technical Training, has addressed this challenge by recording ATLAS tutorials in the form of streamed "Web Lectures," consisting of synchronized audio, video and high-resolution slides, available on demand to anyone in the world with a Web browser. ATLAS software tutorials recorded by WLAP include ATHENA, ATLANTIS, Monte Carlo event generators, Object Oriented Analysis and Design, GEANT4, and Physics EDM and tools. All ATLAS talks, including both tutorials and meetings are available at http://www.wlap.org/browser.php?ID=atlas. Members of the University of Michigan Physics Department and Media Union, under the framework of the ATLAS Collaboratory Project ...

Lecturers' Experience of Using Social Media in Higher Education Courses

Science.gov (United States)

Seechaliao, Thapanee

2015-01-01

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

Lectures on general relativity

CERN Document Server

Papapetrou, Achille

1974-01-01

This book is an elaboration of lecture notes for the graduate course on General Rela­ tivity given by the author at Boston University in the spring semester of 1972. It is an introduction to the subject only, as the time available for the course was limited. The author of an introduction to General Relativity is faced from the beginning with the difficult task of choosing which material to include. A general criterion as­ sisting in this choice is provided by the didactic character of the book: Those chapters have to be included in priority, which will be most useful to the reader in enabling him to understand the methods used in General Relativity, the results obtained so far and possibly the problems still to be solved. This criterion is not sufficient to ensure a unique choice. General Relativity has developed to such a degree, that it is impossible to include in an introductory textbook of a reasonable length even a very condensed treatment of all important problems which have been discussed unt...

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

Science.gov (United States)

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

2007-06-01

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

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

Science.gov (United States)

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

2011-08-01

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

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

Science.gov (United States)

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 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.

A marriage of continuance: professional development for mathematics lecturers

Science.gov (United States)

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

2015-06-01

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

Active learning in the lecture theatre using 3D printed objects [version 2; referees: 2 approved

Directory of Open Access Journals (Sweden)

David P. Smith

2016-06-01

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

Utilisation of Electronic Information Resources By Lecturers in ...

African Journals Online (AJOL)

This study assesses the use of information resources, specifically, electronic databases by lecturers/teachers in Universities and Colleges of Education in South Western Nigeria. Information resources are central to teachers' education. It provides lecturers/teachers access to information that enhances research and ...

ACADEMIC TRAINING LECTURES-QUESTIONNAIRE

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch SUGGEST AND WIN! Its time to plan the 2004-2005 lecture series. From today until March 19 you have the chance to give your contribution to planning for next year's Academic Training Lecture Series. At the web site: http://cern.ch/Academic.Training/questionnaire you will find questionnaires proposing topics in high energy physics, applied physics and science and society. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at the CERN bookshop.

Lectures on radiation protection

International Nuclear Information System (INIS)

Wachsmann, F.; Consentius, K.

1981-01-01

All important subjects of radiation protection are presented in concise form; the explanations may serve as lecture manuscripts. The lectures are divided into 16 to 19 teaching units. Each teaching unit is supplemented by a slide to be projected on a screen while the text is read. This method of visual teaching has already been tried with good results in medicine and medical engineering. Pictures of the slides are given in the text so that the book may also be used for self-studies. The main facts are summarized at the end of each lesson. The finished book will consist of 8 lessons; the first three of these discuss 1. Radiation effects and hazards 2. Dose definitions and units and their role in radiology and radiation protection 3. Dose limits and legal specifications. (orig.) [de

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

Science.gov (United States)

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.

Feynman Lectures on Computation

CERN Document Server

Feynman, Richard Phillips; Allen, Robin W

1999-01-01

"When, in 1984-86, Richard P. Feynman gave his famous course on computation at the California Institute of Technology, he asked Tony Hey to adapt his lecture notes into a book. Although led by Feynman,"

Day 2 closing lecture: Anthropocene's archive?

International Nuclear Information System (INIS)

Van Wyck, Peter

2015-01-01

Prof. Peter van Wyck's lecture drew from Crutzen and Stoermer's concept of the Anthropocene and argued for its theoretical, practical, and rhetorical value with regard to the broad set of concerns that brought participants to Verdun. As an ontological claim, the Anthropocene offers a conceptual challenge to any meaningful distinction between 'human' and 'natural' history: the human and natural are globally merged like never before (referring to issues such as global warming, biodiversity, space debris, etc.). The Anthropocene is a new fundamental concept and a philosophical event. It marks, for instance, the time when we ask for consideration of time scales beyond anthropometric dimensions. Within the geological, social, and human sciences, one of the questions of the Anthropocene circles around when it would have started. There are various competing ideas about this. Some date it back to the acquisition of fire, others to the Industrial Revolution, and others to the great acceleration of science and technology in the mid-20. century. Nuclear energy has also been suggested as a signature. Overall, Prof. van Wyck suggested that the Anthropocene, as a kind of cultural memo, offers a moment in which cultural awareness around questions relating to nuclear energy may be broadened and enhanced

Re-living anatomy: medical student use of lecture capture

OpenAIRE

Diss, L; Sharp, A; Scott, F; Moore, L; Daniel, P; Memon, S; Smith, C

2017-01-01

Lecture capture resources have become common place within UK Higher education to enhance and support learning in addition to the tradition lecture. These resources can be particularly useful for medical students in anatomy teaching where time dedicated to anatomy within the curriculum has been reduced compared to previous generations(1).\\ud \\ud This study aimed to investigate how lecture capture aided student learning Qualitative feedback was also collected in view to further improve the reso...

ACADEMIC TRAINING LECTURES QUESTIONNAIRE: SUGGEST AND WIN!

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

Time to plan for the 2001-02 lecture series. From today until April 9 you have the chance to give your contribution to improved planning for next year's Academic Training Lectures Series. At the web site: http://wwwinfo/support/survey/academic-training/ you will find questionnaires concerning the following different categories: high energy physics, applied physics, science and society and post-graduate students lectures. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at CERN bookshop.

Advice for New and Student Lecturers on Probability and Statistics

Science.gov (United States)

Larsen, Michael D.

2006-01-01

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

A Hydrological Concept including Lateral Water Flow Compatible with the Biogeochemical Model ForSAFE

Directory of Open Access Journals (Sweden)

Giuliana Zanchi

2016-03-01

Full Text Available The study presents a hydrology concept developed to include lateral water flow in the biogeochemical model ForSAFE. The hydrology concept was evaluated against data collected at Svartberget in the Vindeln Research Forest in Northern Sweden. The results show that the new concept allows simulation of a saturated and an unsaturated zone in the soil as well as water flow that reaches the stream comparable to measurements. The most relevant differences compared to streamflow measurements are that the model simulates a higher base flow in winter and lower flow peaks after snowmelt. These differences are mainly caused by the assumptions made to regulate the percolation at the bottom of the simulated soil columns. The capability for simulating lateral flows and a saturated zone in ForSAFE can greatly improve the simulation of chemical exchange in the soil and export of elements from the soil to watercourses. Such a model can help improve the understanding of how environmental changes in the forest landscape will influence chemical loads to surface waters.

The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study

Directory of Open Access Journals (Sweden)

Jasmina Sterz

2016-11-01

Full Text Available Abstract Background Lectures remain an important teaching method to present and structure knowledge to many students concurrently. Adequate measures are necessary to maintain the quality of the lectures. The aim of this study was to determine the impact on the lecture quality using written structured feedback and to compare the ratings of surgical lectures between students and surgical peers. Methods Prospective analysis of two consecutive surgical lecture series for undergraduate students at Goethe-University Medical School was performed before and after evaluation of the lecturers via independent written feedback from trained undergraduate students and surgeons. The 22-item feedback instrument covered three areas of performance: content, visualization, and delivery. Additional suggestions for improvement were provided from both students and surgical peers who anonymously attended the lectures. The lecturers, experienced surgeons, as well as the student and peer raters were blinded in terms of the aim and content of the study. Their response to the feedback was collected using a web-based 13-item questionnaire. The Kendall’s-W coefficient was computed to calculate inter-rater reliability (IRR. Differences between ratings before and after feedback were analyzed using Student’s t-test for dependent samples. The Kolmogorov-Smirnov-test was used for independent samples. Results A total of 22 lectures from a possible 32 given by 13 lecturers were included and analyzed by at least three surgeons and two students. There were significant improvements in overall score as well as in the details of 9 of the 13 items were found. The average inter-rater reliability was 0.71. There were no differences in the ratings as a function of the rater’s level of expertise (peers vs. students. We found that 13/23 lecturers (56.5% answered the questionnaire, and 92% strongly agreed that the written feedback was useful. 76.9% of the lecturers revised their lecture

Optoelectronic lessons as an interdisciplinary lecture

Science.gov (United States)

Wu, Dan; Wu, Maocheng; Gu, Jihua

2017-08-01

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

Sir Robert Ball: Victorian Astronomer and Lecturer par excellence

Science.gov (United States)

Jones, R. I. G.

2005-12-01

Between 1875 and 1910 Sir Robert Stawell Ball gave an estimated 2,500 lectures in towns and cities all over the British Isles and abroad. This paper traces his lecturing career from its beginnings in Ireland to the triumphs of the Royal Institution, and on lecture tours in the United States of America. After a period in mathematics and mechanics, he became a populariser of science, especially astronomy, and found fame and fortune among the working classes and the aristocracy. What motivated him to tireless travels is uncertain, but it might have been that it was rewarding, financially and to his reputation. Whatever his motives, contemporary accounts are clear that BallÕs lectures were extremely popular and well-received.

MATLAB-Based Program for Teaching Autocorrelation Function and Noise Concepts

Science.gov (United States)

Jovanovic Dolecek, G.

2012-01-01

An attractive MATLAB-based tool for teaching the basics of autocorrelation function and noise concepts is presented in this paper. This tool enhances traditional in-classroom lecturing. The demonstrations of the tool described here highlight the description of the autocorrelation function (ACF) in a general case for wide-sense stationary (WSS)…

The Lecture as a Transmedial Pedagogical Form: A Historical Analysis

Science.gov (United States)

Friesen, Norm

2011-01-01

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

Maintaining Students’ Involvement in a Math Lecture Using Countdown Timers

Directory of Open Access Journals (Sweden)

Ann Krizzel A. Aban

2015-12-01

Full Text Available Involving students in a lecture is an important but not an easy task that every lecturer must encourage. This task becomes even greater in a math class that is composed of eighty to a hundred sixty students. In 2007, the University of the Philippines Los Baños (UPLB started offering some of its basic math courses in lecture-recitation set-up. This shift and many other factors drove most math instructors of UPLB to widely use presentation software, such as the PowerPoint (PPT, to deliver their lectures. The non-stop use of these softwares, however, seems to have negative effects on the students when it comes to maintaining their involvement in a lecture discussion for they tend to be more passive spectators. On the other hand, adding countdown timers strategically on some parts of the discussion seems to lessen such negative effects. This study determined the effectiveness of using countdown timers in maintaining students’ involvement in a lecture of MATH 27 (Analytic Geometry and Calculus II, a course in UPLB commonly taken by sophomore students. Results show that the effectiveness of countdown timers, as perceived by the students, is independent to students’ genders and degree programs, but is dependent to the colleges where the students belong to. Also, some effects of countdown timers are significantly correlated to various data from students’ profiles. It was concluded in the study that the use of countdown timers is effective in maintaining student’s involvement in MATH 27 lectures and might also be useful in other math lecture classes

Lectures on the mathematics of quantum mechanics I

CERN Document Server

Dell'Antonio, Gianfausto

2015-01-01

The first volume (General Theory) differs from most textbooks as it emphasizes the mathematical structure and mathematical rigor, while being adapted to the teaching the first semester of an advanced course in Quantum Mechanics (the content of the book are the lectures of courses actually delivered.). It differs also from the very few texts in Quantum Mechanics that give emphasis to the mathematical aspects because this book, being written as Lecture Notes, has the structure of lectures delivered in a course, namely introduction of the problem, outline of the relevant points, mathematical tools needed, theorems, proofs. This makes this book particularly useful for self-study and for instructors in the preparation of a second course in Quantum Mechanics (after a first basic course). With some minor additions it can be used also as a basis of a first course in Quantum Mechanics for students in mathematics curricula. The second part (Selected Topics) are lecture notes of a more advanced course aimed at giving th...

Automatic Camera Control System for a Distant Lecture with Videoing a Normal Classroom.

Science.gov (United States)

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…

Agriculture Lecturers' Perception of the Benefits of Professional ...

African Journals Online (AJOL)

The study assessed Agriculture lecturer's perception of the benefits of professional meetings in Nigeria. The study was conducted in Southeast and southsouth geo political zone of Nigeria. Multistage sampling technique was used to select eighty agriculture lecturers for the study. Data were collected with the aid of ...

How to move beyond lecture capture: Pedagogy guide

NARCIS (Netherlands)

Moes, S.; Young, C.

2014-01-01

This guide gives you an introduction to the phenomenon of lecture capture, the impact it can have, student and teacher attitudes towards this technology in past years, and it also discusses questions like "What is the effect on attendance of students and on the lecture itself?". The guide explains

ACADEMIC TRAINING LECTURES-QUESTIONNAIRE: SUGGEST AND WIN!

CERN Multimedia

Françoise Benz

2002-01-01

Its time to plan for the 2002-2003 lecture series. From today until April 26 you have the chance to give your contribution to improved planning for next year's Academic Training Lectures Series. At the web site, you will find questionnaires concerning the following different categories: high energy physics, applied physics, science and society and post-graduate student lectures. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee is offering 10 prizes of a self-teach web based training course to people who provide their email address when filling in the questionnaire. The 10 winners will be chosen randomly from the replies received before the closing date.

Mathematical omnibus thirty lectures on classic mathematics

CERN Document Server

Fuchs, Dmitry; Fuchs, Dmitry

2007-01-01

The book consists of thirty lectures on diverse topics, covering much of the mathematical landscape rather than focusing on one area. The reader will learn numerous results that often belong to neither the standard undergraduate nor graduate curriculum and will discover connections between classical and contemporary ideas in algebra, combinatorics, geometry, and topology. The reader's effort will be rewarded in seeing the harmony of each subject. The common thread in the selected subjects is their illustration of the unity and beauty of mathematics. Most lectures contain exercises, and solutions or answers are given to selected exercises. A special feature of the book is an abundance of drawings (more than four hundred), artwork by an accomplished artist, and about a hundred portraits of mathematicians. Almost every lecture contains surprises for even the seasoned researcher.

Effects of e-learning, lectures, and role playing on nursing students' knowledge acquisition, retention and satisfaction.

Science.gov (United States)

Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

2015-01-01

Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students' learning, retention, and satisfaction. Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students' ideas about the whole course. The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students' satisfaction from e-learning was significantly lower than lecturing and role playing. Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students' satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran.

The Comparison of Learning Radiographic Extraoral Anatomic Landmarks through Lecture and blended method(Computer-Assisted teaching and Lecture:An interventional Study

Directory of Open Access Journals (Sweden)

T ahmine Razi

2013-05-01

Full Text Available Introduction: One of the main problems in learning extraoral radiographic anatomic indexes is the long interval between presentation of radiology and human anatomy courses, resulting in forgetting anatomic regions. Therefore, radiographic indexes are formed as complete abstract and transient images in students’ minds; as a result, their learning and retention decrease. The aim of this study was to compare lecture with combination of computer-assisted learning and lecture of extra-oral radiographic landmarks among dental students. Methods: This interventional study was carried out in 2009 on 51 dental students of Tabriz University of Medical Sciences. Students were randomly allocated into two groups. The first group was taught through a teaching method which involved lectures in the classroom. In the second group, a CD was given to the students. The teaching was accomplished through presentation using skull. Six months after finishing the teaching, both groups took a similar test for evaluation of long term learning. The data was analyzed by SPSS 16 using U Mann-Whitney test. Results: There was no significant differences in the mean scores between the two groups in the first exam after teaching (P=0.13, yet it was significant in the second exam (regarding retention (P=0.006, and average of non-traditional teaching method group (20.89±10.23 was higher than that of lecture group (13.48±6.39. Conclusion: Based on the results, non-traditional technique of teaching was not more effective than the lecture in short-term learning but in longterm learning, non-traditional technique was more effective than the lecture.

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

11, 12, 13, 14 and 15 June REGULAR LECTURE PROGRAMME From 11:00 hrs - Main Auditorium bldg. 500 What have we learned from LEP J. Ellis / CERN-TH The basic formalism of the Standard Model will be reviewed, and the limited state of our knowledge before the start-up of LEP will be recalled. Neutrino counting at LEP will be compared with astrophysical and cosmological constraints. The interpretation of precision electroweak data will be discussed, including their predictions for the top quark and the Higgs boson, and the hints they offer for the future direction beyond the Standard Model: probably a weakly-interacting theory that may be extrapolated up to a grand unification scale. Topics in QCD and heavy-flavour physics will be discussed briefly, and topics in W physics at greater length. Direct LEP searches for the Higgs boson and supersymmetric particles will be discussed, and the prospects for their discoveries at future accelerators will be previewed.

Automatic Online Lecture Highlighting Based on Multimedia Analysis

Science.gov (United States)

Che, Xiaoyin; Yang, Haojin; Meinel, Christoph

2018-01-01

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

Human resources management and lecturer's job satisfaction in ...

African Journals Online (AJOL)

The study examines the extent to which the management of human resources by the administrators influence lecturers' job satisfaction in tertiary institutions in Akwa Ibom and Cross River States, Nigeria. The ex-post-facto research design was used for the study. The population of the study was 2286 lecturers from nine (9) ...

College Students' Perceptions of the Traditional Lecture Method

Science.gov (United States)

Covill, Amy E.

2011-01-01

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

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

Science.gov (United States)

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

2010-10-01

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

A Brief History of the Lecture: A Multi-Media Analysis

Directory of Open Access Journals (Sweden)

Norm Friesen

2014-09-01

Full Text Available The lecture has been much maligned as a pedagogical form. It has been denigrated as a «hot ‎medium» that has long been «superseded» by the cooler dialogical and televisual forms. Yet the lecture ‎persists and even flourishes today in the form of the podcast, the TED Talk, Kahn Academy and the «smart» ‎lecture hall (outfitted with audio, video and student feedback technologies. This persistence ‎should lead us to re-evaluate both the lecture and the role of the media that have been related to it over time. This paper examines the lecture as a site of intersecting media, as «a site where differences between media are negotiated» as these media ‎evolve (Franzel 2010. This study shows the lecture as bridging oral ‎communication with writing and newer media technologies, rather than as being superseded ‎by newer electronic and digital forms. The result is a remarkably adaptable and robust form ‎that combines textual record and ephemeral event. It is that is capable of addressing a range of ‎different demands and circumstances, both in terms of classroom pragmatics and more abstractly, of the circulation of knowledge itself. The Web, which ‎brings multiple media together with new and established forms and genres, presents fertile ‎grounds for the continuation and revitalization of the lecture as a dominant pedagogical form.

Opening lecture

International Nuclear Information System (INIS)

Thomas, J.B.

1997-01-01

The opening lecture on the results of fifty years in the nuclear energy field, deals with the main principles underlying the CEA policy concerning the fission nuclear energy transformation, i.e. the design of a nuclear industry that is a safe, high-performance and reliable source of electric power, the development of an adaptive power generation tool with the capacity to progress according to new constraints, and the necessary anticipation for preparing to the effects of the next 50 year technological leaps

Evaluation eines Trainingskonzepts "Plenardidaktik" für Dozenten in Vorlesungen [Evaluation of a “train-the-trainer” concept for lecturers

Directory of Open Access Journals (Sweden)

Heussen, Nicole

2010-05-01

Full Text Available [english] Goals: Driven by state and federal agencies and by an increasing shortage of medical doctors in Germany, German medical schools and educational professionals are striving to improve the didactic skills of their lecturers, in addition to making other curricular modifications. This study evaluates the effectiveness and feasibility of a two-day training workshop which aims at improving didactic core competencies in the design and delivery of lectures. Methods: In small training groups of eight participants, medical lecturers presented several prepared microteaching exercises from their individual medical field. After receiving video-supported feedback and suggestions for improvement from co-trainees and facilitators, they had the opportunity to try modified or new teaching techniques. In addition, they also visited each other's lectures in groups of three participants, in order to apply the trained techniques in “real” teaching interactions with medical students/residents. The trainees rated ten didactic core competencies with self-evaluations at the beginning and at the end of the workshop, as well as six to nine months afterwards. MME professionals also joined and rated all teaching activities based on standardized rating and feedback criteria. Results: On average, the self-evaluations of 86 participants showed an improvement of 1.5 grades (P < 0.0001 on a 5-grade scale with no major change after 6 to 9 months, which correlated to the external ratings by MME professionals (+1.1, P < 0.0001 on a 5-grade scale. The results highlighted especially the value of video-supported microteaching exercises and the opportunity to practice interactive teaching techniques in multiple teaching encounters under supervision. Conclusion: The combination of a two-day training workshop with multiple teaching interventions after the workshop provides an effective and efficient approach to improving the lecturing skills of medical teachers at a

Lectures on dark matter

International Nuclear Information System (INIS)

Seljak, U.

2001-01-01

These lectures concentrate on evolution and generation of dark matter perturbations. The purpose of the lectures is to present, in a systematic way, a comprehensive review of the cosmological parameters that can lead to observable effects in the dark matter clustering properties. We begin by reviewing the relativistic linear perturbation theory formalism. We discuss the gauge issue and derive Einstein's and continuity equations for several popular gauge choices. We continue by developing fluid equations for cold dark matter and baryons and Boltzmann equations for photons, massive and massless neutrinos. We then discuss the generation of initial perturbations by the process of inflation and the parameters of that process that can be extracted from the observations. Finally we discuss evolution of perturbations in various regimes and the imprint of the evolution on the dark matter power spectrum both in the linear and in the nonlinear regime. (author)

Lectures on dark matter

Energy Technology Data Exchange (ETDEWEB)

Seljak, U [Department of Physics, Princeton University, Princeton, NJ (United States)

2001-11-15

These lectures concentrate on evolution and generation of dark matter perturbations. The purpose of the lectures is to present, in a systematic way, a comprehensive review of the cosmological parameters that can lead to observable effects in the dark matter clustering properties. We begin by reviewing the relativistic linear perturbation theory formalism. We discuss the gauge issue and derive Einstein's and continuity equations for several popular gauge choices. We continue by developing fluid equations for cold dark matter and baryons and Boltzmann equations for photons, massive and massless neutrinos. We then discuss the generation of initial perturbations by the process of inflation and the parameters of that process that can be extracted from the observations. Finally we discuss evolution of perturbations in various regimes and the imprint of the evolution on the dark matter power spectrum both in the linear and in the nonlinear regime. (author)

Lecture Notes in Statistics. 3rd Semester

DEFF Research Database (Denmark)

The lecture note is prepared to meet the requirements for the 3rd semester course in statistics at the Aarhus School of Business. It focuses on multiple regression models, analysis of variance, and log-linear models.......The lecture note is prepared to meet the requirements for the 3rd semester course in statistics at the Aarhus School of Business. It focuses on multiple regression models, analysis of variance, and log-linear models....

Effect of lecture instruction on student performance on qualitative questions

Science.gov (United States)

Heron, Paula R. L.

2015-06-01

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

New Perspectives in Planetarium Lectures: How to Tell Science under the Dome while Preserving the "Enchantment"

Science.gov (United States)

Gandolfi, G.; Catanzaro, G.; Giovanardi, S.; Masi, G.; Vomero, V.

2005-12-01

We discuss the philosophy and strategy of a modern planetarium lecture within the larger frame of the communication of astronomy. The planetarium is a peculiar medium that requires a creative and rigorous approach in order to balance the three motivating forces behind the 'planetarium experience': scientific knowledge (method and contents); technological 'sense of wonder' and a pre-rational (not necessarily anti-rational) sense of 'enchantment'. While scientific and technological resources are typically fully exploited in state-of-the-art domes, the latter concept-introduced by Max Weber in order to categorize the mystic/aesthetic impact of nature on the human mind-has not been sufficiently explored. To use it effectively demands an understanding of the public perception of astronomy, stressing the crucial role of professional communication skills for the effective communication of science. Rather than enforcing a narrow focus on pure science and/or a crusade against astrology, we believe that the planetarium experience should be a stimulating reawakening of curiosity and a holistic awareness of the sky and hence of the Universe. Fine tuning of the above three components makes the classical confl ict between the boring academic lecture under the stars versus disneyish, supertechnological shows obsolete. We present some approaches for creating "fine-tuned lectures", with examples from our experience at the Rome Planetarium.

D’une convergence remarquable entre phénoménologie et philosophie analytique: la lecture ricœurienne des thèses de Sartre et Ryle sur l’imagination

Directory of Open Access Journals (Sweden)

Jean-Luc Amalric

2014-07-01

Full Text Available The aim of this article is to analyse the meaning and the implications of the comparative interpretation of Sartre’s and Ryle’s theses on imagination that Ricœur undertook in the still unpublished text of his Lectures on Imagination. These lectures were delivered at the University of Chicago in 1975. First, the article shows how Ricœur brings out a strong convergence, both in the method and in the presuppositions, of the Sartrean and Rylean conceptions of imagination : the choice of a descriptive method leads the two philosophers to a common critique of the mental image. Secondly, the article analyses the properly critical side of the Ricœurian interpretation by showing how it eventually brings to light the common theoretical limitation of Sartre’s and Ryle’s theses on imagination. According to Ricœur, those theses lead to a conception of image as picture and fail to consider the image as fiction, and so they remain locked in a theory of reproductive imagination and of the primacy of perception.RésuméCet article se propose d’analyser le sens et les enjeux de la lecture croisée des thèses de Sartre et Ryle sur l’imagination à laquelle se livre Ricœur dans le texte encore inédit des Lectures on imagination professées en 1975 à l’Université de Chicago. Dans un premier temps, il montre comment Ricœur met en relief une convergence forte, de méthode et de présupposés entre les conceptions sartrienne et rylienne de l’imagination : le choix d’une méthode  descriptive conduisant les deux philosophes à une commune critique de l’image mentale. Puis, dans un second temps, il analyse le versant proprement critique de la lecture ricœurienne en montrant comment elle en vient à dénoncer une commune limitation théorique des thèses de Sartre et Ryle sur l’imagination. Selon Ricœur, ces thèses débouchent sur une conception de l’image comme tableau qui échoue à penser l’image comme fiction et elles restent

Lecture Videos in Online Courses: A Follow-Up

Science.gov (United States)

Evans, Heather K.; Cordova, Victoria

2015-01-01

In a recent study regarding online lecture videos, Evans (2014) shows that lecture videos are not superior to still slides. Using two Introduction to American Government courses, taught in a 4-week summer session, she shows that students in a non-video course had higher satisfaction with the course and instructor and performed better on exams than…

Just Do It: Flipped Lecture, Determinants and Debate

Science.gov (United States)

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

2016-01-01

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

Lectures on holographic methods for condensed matter physics

International Nuclear Information System (INIS)

Hartnoll, Sean A

2009-01-01

These notes are loosely based on lectures given at the CERN Winter School on Supergravity, Strings and Gauge theories, February 2009, and at the IPM String School in Tehran, April 2009. I have focused on a few concrete topics and also on addressing questions that have arisen repeatedly. Background condensed matter physics material is included as motivation and easy reference for the high energy physics community. The discussion of holographic techniques progresses from equilibrium, to transport and to superconductivity.

Electron scattering. Lectures given at Argonne National Laboratory

International Nuclear Information System (INIS)

Walecka, J.D.

1984-01-01

This report is an almost verbatim copy of lectures on Electron Scattering given at Argonne National Laboratory in the Fall of 1982 by John Dirk Walecka. Professor Walecka was an Argonne Fellow in the Physics Division from October 1982 to January 1983. Broad headings include general considerations, coincidence cross section (e,e'x), quantum electrodynamics and radiative corrections, unification of electroweak interactions, relativistic models of nuclear structure, electroproduction of pions and nucleon resonances, and deep inelastic (e,e')

A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?

Directory of Open Access Journals (Sweden)

LillAnne Jackson

2013-12-01

Full Text Available In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1 face-to-face instruction in-class versus an (2 online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.

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

Science.gov (United States)

Woo, M A; Kimmick, J V

2000-01-01

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

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

Science.gov (United States)

Gottlieb, Michael; Riddell, Jeff; Njie, Abdoulie

2017-01-01

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

The effectiveness of process oriented guided inquiry learning to reduce alternate conceptions in secondary chemistry

Science.gov (United States)

Barthlow, Michelle J.

2011-12-01

A nonequivalent, control group, pretest-posttest design was used to investigate student achievement in secondary chemistry. This study investigated the effect of process oriented guided inquiry learning (POGIL) in high school chemistry to reduce alternate conceptions related to the particulate nature of matter versus traditional lecture pedagogy. Data were collected from chemistry students in four large high schools and analyzed using ANCOVA. The results show that POGIL pedagogy, as opposed to traditional lecture pedagogy, resulted in fewer alternate conceptions related to the particulate nature of matter. Male and female students in the POGIL group posted better posttest scores than their traditional group peers. African-American and Hispanic students in the POGIL group exhibited achievement gains consistent with Caucasian and Asian students. Further studies are needed to determine the value of POGIL to address achievement gap concerns in chemistry.

Lectures on Quantum Gravity

CERN Document Server

Gomberoff, Andres

2006-01-01

The 2002 Pan-American Advanced Studies Institute School on Quantum Gravity was held at the Centro de Estudios Cientificos (CECS),Valdivia, Chile, January 4-14, 2002. The school featured lectures by ten speakers, and was attended by nearly 70 students from over 14 countries. A primary goal was to foster interaction and communication between participants from different cultures, both in the layman’s sense of the term and in terms of approaches to quantum gravity. We hope that the links formed by students and the school will persist throughout their professional lives, continuing to promote interaction and the essential exchange of ideas that drives research forward. This volume contains improved and updated versions of the lectures given at the School. It has been prepared both as a reminder for the participants, and so that these pedagogical introductions can be made available to others who were unable to attend. We expect them to serve students of all ages well.

Lecture 2: Software Security

CERN Multimedia

CERN. Geneva

2013-01-01

Computer security has been an increasing concern for IT professionals for a number of years, yet despite all the efforts, computer systems and networks remain highly vulnerable to attacks of different kinds. Design flaws and security bugs in the underlying software are among the main reasons for this. This lecture addresses the following question: how to create secure software? The lecture starts with a definition of computer security and an explanation of why it is so difficult to achieve. It then introduces the main security principles (like least-privilege, or defense-in-depth) and discusses security in different phases of the software development cycle. The emphasis is put on the implementation part: most common pitfalls and security bugs are listed, followed by advice on best practice for security development, testing and deployment. Sebastian Lopienski is CERN’s deputy Computer Security Officer. He works on security strategy and policies; offers internal consultancy and audit services; develops and ...

Path integrals in quantum physics. Lectures given at ETH Zurich during summer semester 1997; Pfadintegrale in der Quantenphysik. Vorlesung im Sommersemester 1997 an der ETH Zuerich

Energy Technology Data Exchange (ETDEWEB)

Rosenfelder, R. [Paul Scherrer Inst. (PSI), Villigen (Switzerland)

1997-12-01

This lectures aim at giving graduate students an introduction to a working knowledge of path integral methods in a wide variety of fields in physics. Consequently, the the lecture notes are organized in three main parts dealing with non-relativistic quantum mechanics, many-body physics and field theory. In the first part the basic concepts of path integrals are developed in the usual heuristic, non-mathematical way followed by the standard examples of quadratic Lagrangians for which the path integrals can be solved exactly. Applications include semi-classical expansions, scattering problems and the representation of Green functions as path integrals. In the last chapter of this part it is shown how (euclidean) path integrals can be treated numerically by Monte-Carlo methods with a program for the anharmonic oscillator as an explicit example. The second part deals with the application of path integrals in statistical mechanics and many-body problems. Various chapters treat the partition functions, the polaron problem as a non-relativistic field theory and path integrals over ordinary and Grassmannian coherent states. Perturbation theory and the diagrammatic rules are derived in an unified way for both bosons and fermions and illustrated by simple examples. Finally, in the third part path integrals in relativistic quantum field theory are discussed. Standard topics like the generating functional for Green functions, perturbative expansions, effective actions and quantization of gauge theories are treated. Some special applications (the wordline formalism and spin in relativistic path integrals, the derivation of anomalies by path integral methods) are contained in additional chapters. The last section tries to give a simple introduction into lattice (gauge) field theory including a numerical example which can be run on a PC. The set of problems which accompanied the lectures is also included in the present notes. (author) 15 figs., refs.

Values in Higher Education. The Wilson Lecture Series.

Science.gov (United States)

Wilson, O. Meredith

The text of a lecture in the University of Arizona Wilson Lecture Series on values in higher education is presented, with responses by Richard H. Gallagher, Jeanne McRae McCarthy, and Raymond H. Thompson. The theme of the talk is that man is by evolution and by necessity a thinking animal, who now finds himself in a technologically dependent…

Comparison of Concept Mapping and Conventional Teaching Methods on Critical Thinking Skills of Nursing Students

Directory of Open Access Journals (Sweden)

Masoumeh Delaram

2017-06-01

Full Text Available Background and Objective: Development of critical thinking and practical skills has remained a serious and considerable challenge throughout the nursing educational system in Iran. Conventional methods of teaching such as lectures as the dominant method used in higher education system is a passive style which ignores critical thinking. Therefore, the aim of this study was to compare the effect of instruction by Concept-Mapping and conventional Method on critical thinking skills of nursing students. Materials and Methods:This quasi-experimental study was carried out on 70 nursing students of Tehran Nursing and Midwifery schoolwho were selected through convenient sampling method, then were divided randomly into the two equal Experimental and Control groups. Educational content was presented in the form of Concept-Mapping in the Experimental group and Lecture,Demonstration and Practicalexercises in the control group. Data collection included a demographic information and California Critical Thinking Skills (form B questionnairewhich was completed at the beginning and at the end of the fourth week of Instructional period. Data were analyzed using SPSS software (V: 21, descriptive and analytical Statistics; at the significant level P<0.05. Results: Before the intervention, the mean of critical thinking skill score was 9.71±2.66 in concept mapping group and 9.64 ± 2.14 in conventional group and the difference was not significant (P=0.121, but after the intervention, a significant difference was found between the intervention and conventionalgroup (15.20±2.71 vs 10.25±2.06, P=0.003. Conclusion: Using Concept mapping strategy in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher education. So it is recommended to usethis method in clinical nursing education.

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

Science.gov (United States)

Clarke, Richard

2010-01-01

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

Investigating a model for lecturer training that enables lecturers to plan and carry out meaningful e-learning activities

DEFF Research Database (Denmark)

Kjær, Christopher; Hansen, Pernille Stenkil; Christensen, Inger-Marie F.

2014-01-01

This paper reports on the effect of a lecturer training model in the shape of an e-learning project based on research on adult and work-based learning. A survey was conducted to explore participants’ learning experiences. Findings show high overall satisfaction, motivation and engagement. Suggest......This paper reports on the effect of a lecturer training model in the shape of an e-learning project based on research on adult and work-based learning. A survey was conducted to explore participants’ learning experiences. Findings show high overall satisfaction, motivation and engagement...

Using Online Lectures to Make Time for Active Learning

Science.gov (United States)

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

2012-01-01

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

Lecture programme The reality of science today

CERN Multimedia

2007-01-01

What are the new challenges and realities facing scientific research? What is its place in society today? To answer these questions, the History and Philosophy of Sciences Unit of Geneva University, in collaboration with ASPERA, the European network for astroparticle physics research, has organised a programme of lectures entitled La réalité de la science d’aujourd’hui, enjeux et défis de la diversité. This series of lectures will provide researchers and members of the public with a snapshot of the state of science today from the perspective of laboratories and institutes, and on subjects such as funding policy and technological and legal impact. The first lecture will be given by science historian Dominique Pestre (EHESS & Centre Koyré, Paris), renowned for his contributions to the analysis of science past and present, and notably one of the authors of the work "History of CERN". He will discuss the modern methods of producing scientific knowledge which have been develop...

Recently Published Lectures and Tutorials for ATLAS

CERN Multimedia

Herr, J.

2006-01-01

As reported in the September 2004 ATLAS eNews, the Web Lecture Archive Project, WLAP, a collaboration between the University of Michigan and CERN, has developed a synchronized system for recording and publishing educational multimedia presentations, using the Web as medium. This year, the University of Michigan team has been asked to record and publish all ATLAS Plenary sessions, as well as a large number of Physics and Computing tutorials. A significant amount of this material has already been published and can be accessed via the links below. The WLAP model is spreading. This summer, the CERN's High School Teachers program has used WLAP's system to record several physics lectures directed toward a broad audience. And a new project called MScribe, which is essentially the WLAP system coupled with an infrared tracking camera, is being used by the University of Michigan to record several University courses this academic year. All lectures can be viewed on any major platform with any common internet browser...

Lecture programme The reality of science today

CERN Multimedia

2008-01-01

John Ellis (CERN): Gauguin’s questions in the context of particle physics.John Ellis (CERN) will speak about: Gauguin’s questions in the context of particle physics In a famous painting, Paul Gauguin asked the universal and eternal questions: Where do we come from? What are we? Where are we going? In this lecture, John Ellis will comment on the prospects of particle physics in an attempt to provide elements of answers to these questions. This is the second in the series of lectures organised by the History and Philosophy of Sciences Unit of Geneva University, in collaboration with ASPERA, the European network for astroparticle physics research, which began with a contribution from Dominique Pestre (EHESS and Centre Koyré, Paris). What are the new challenges and realities facing research? What is its place in today’s society? In this series of lectures covering a range of topics, researchers and members of the general public are invited to think about the state of sc...

LECTURE CANCELLED - Academic Training Lecture: Implications of LHC Data to New Physics (1/3)

CERN Multimedia

2013-01-01

PLEASE NOTE THAT THIS LECTURE IS CANCELLED by Alex Pomarol Clotet (Universitat Autònoma de Barcelona, Spain). Monday, March 18, 2013 from 11:00 to 12:00 (Europe/Zurich) at CERN ( 4-3-006 - TH Conference Room ) More information here.

Universal Design for Learning in Teaching Large Lecture Classes

Science.gov (United States)

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

2017-01-01

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

Analysing Lecturer Practice: The Role of Orientations and Goals

Science.gov (United States)

Hannah, John; Stewart, Sepideh; Thomas, Mike

2011-01-01

This article continues a fairly recent trend of research examining the teaching practice of university mathematics lecturers. A lecturer's pedagogical practices in a course in linear algebra were discussed via a supportive community of inquiry. We use Schoenfeld's framework describing the relationship of resources, orientations and goals to…

Algorithms and Data Structures (lecture 1)

CERN Multimedia

CERN. Geneva

2018-01-01

Algorithms have existed, in one form or another, for as long as humanity has. During the second half of the 20th century, the field was revolutionised with the introduction of ever faster computers. In these lectures we discuss how algorithms are designed, how to evaluate their speed, and how to identify areas of improvement in existing algorithms. An algorithm consists of more than just a series of instructions; almost as important is the memory structure of the data on which it operates. A part of the lectures will be dedicated to a discussion of the various ways one can store data in memory, and their advantages and disadvantages.

Algorithms and Data Structures (lecture 2)

CERN Multimedia

CERN. Geneva

2018-01-01

Algorithms have existed, in one form or another, for as long as humanity has. During the second half of the 20th century, the field was revolutionised with the introduction of ever faster computers. In these lectures we discuss how algorithms are designed, how to evaluate their speed, and how to identify areas of improvement in existing algorithms. An algorithm consists of more than just a series of instructions; almost as important is the memory structure of the data on which it operates. A part of the lectures will be dedicated to a discussion of the various ways one can store data in memory, and their advantages and disadvantages.

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

Science.gov (United States)

Bhaskar, Anand

2014-01-01

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

Exploring lecturers' views of first-year health science students' misconceptions in biomedical domains.

Science.gov (United States)

Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G

2015-05-01

Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge about the human body. This explorative study analysed lecturers' perceptions of first-year health science students' misconceptions in anatomy and physiology to gain a deeper understanding of how and why misconceptions could potentially arise, by attempting to link sources of misconceptions with four schools of thought, namely theories on concept formation, complexity, constructivism and conceptual change. This was a qualitative study where ten lecturers involved in teaching anatomy and physiology in the health science curricula at the University of Cape Town were interviewed to explore perceptions of students' misconceptions. Analytical induction was used to uncover categories within the interview data by using a coding system. A deeper analysis was done to identify emerging themes that begins to explore a theoretical understanding of why and how misconceptions arise. Nine sources of misconceptions were identified, including misconceptions related to language, perception, three dimensional thinking, causal reasoning, curricula design, learning styles and moving between macro and micro levels. The sources of misconceptions were then grouped together to assist educators with finding educational interventions to overcome potential misconceptions. This explorative study is an attempt in theory building to understand what is at the core of biomedical misconceptions. Misconceptions identified in this study hold implications for educators as not all students have the required building blocks and cognitive skills to successfully navigate their way through biomedical courses. Theoretical insight into the sources of misconceptions can

Concepts in surface physics

CERN Document Server

Desjonquères, M -C

1993-01-01

This textbook is intended as an introduction to surface science for graduate students. It began as a course of lectures that we gave at the University of Paris (Orsay). Its main objectives are twofold: to provide the reader with a compre­ hensive presentation of the basic principles and concepts of surface physics and to show the usefulness of these concepts in the real world by referring to experiments. It starts at a rather elementary level since it only requires a knowledge of solid state physics, quantum mechanics, thermodynamics and statistical physics which does not exceed the background usually taught to students early in their university courses. However, since it finally reaches an advanced level, we have tried to render it as self-contained as possible so that it remains accessible even to an unexperienced reader. Furthermore, the emphasis has been put on a pedagogical level rather than on a technical level. In this spirit, whenever possible, models which are simplified, but which contain the featu...

Student-generated questions during chemistry lectures: Patterns, self-appraisals, and relations with motivational beliefs and achievement

Science.gov (United States)

Bergey, Bradley W.

Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context.

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

Science.gov (United States)

Abate, Karen S

2013-01-01

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

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

Science.gov (United States)

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

2013-11-01

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

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

Science.gov (United States)

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…

Effect of Modeling Instruction on Concept Knowledge Among Ninth Grade Physics Students

Science.gov (United States)

Ditmore, Devin Alan

A basic knowledge of physics concepts is the gateway to success through high-paying careers in science, technology, engineering, and mathematics (STEM). Many students show little understanding of concepts following traditional physics instruction. As an alternative to current lecture-based approaches for high school physics instruction, Piaget's theory of cognitive development supports using real scientific experiences to lead learners from concrete to formal understanding of complex concepts. Modeling instruction (MI) is a pedagogy that guides learners through genuine scientific experiences. This project study analyzed the effects of MI on 9th grade physics students' gains on the test measuring mastery of physics concepts, Force Concept Inventory (FCI). A quasi-experimental design was used to compare the FCI scores of a traditional lecture-taught control group to a treatment group taught using MI. A t test t(-.201) = 180.26, p = .841 comparing the groups and an analysis of variance F(2,181) = 5.20 comparing female to male students indicated MI had no significant positive effect on students. A partial eta squared of the effect size showed that 5.4% of the variance in FCI gains was accounted for by gender, favoring female participants for both groups. The significant relationship between content and gender bears further inquiry. A lesson plan guide was designed to help teachers use computer simulation technology within the MI curriculum. The project promotes positive social change by exploring further ways to help adolescents experience success in physics at the beginning of high school, leading to future success in all STEM areas.

Learning and Celebrating: The Glamour of Design Lecture Series

Science.gov (United States)

Popov, Lubomir

2013-01-01

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

Lecture versus DVD and Attitude Change toward Female Masturbation

Science.gov (United States)

Keels, Megan; Lee, Zoey; Knox, David; Wilson, Ken

2013-01-01

Four-hundred and ninety eight female undergraduate students at a large southeastern university participated in a study to assess how lecture versus DVD format affected attitude change towards female masturbation. All groups were given a pre and post test to assess masturbatory attitudes. Group 1 experienced a masturbation lecture. Group 2…

Nathaniel Merriman's Lecture: “Shakspeare, as Bearing on English ...

African Journals Online (AJOL)

article placing the lectures in their local context appeared in Shakespeare in Southern Africa 20 (2008): 25-37, accompanying an annotated edition of the first lecture, “On the Study of Shakspeare”. Internal evidence suggests that the second was not contemplated at the time the first was delivered: Shakespeare and history is ...

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

Science.gov (United States)

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…

STUDENTS’ COMMUNICATION SKILLS ASSESSMENT BY EXTERNAL LECTURERS AND INDUSTRY REPRESENTATIVES

Directory of Open Access Journals (Sweden)

NOORFAZILA KAMAL

2016-11-01

Full Text Available Soft skills, especially communication skills, are important skills which each graduate must possess. Accordingly, several courses and approaches have been carried out in universities to train students in communication skills. The skills are normally evaluated by course lecturers. However, assessments by a third party from outside the university are valuable so that the students’ ahievements may be weighed against external evaluators’ point of views. In the Department of Electrical, Electronic and Systems Engineering (DEESE, Universiti Kebangsaan Malaysia (UKM, communication skills assessment by external lecturers and industry representatives are performed on Hari Poster JKEES, where students present their final year project poster. There are two categories of evaluation, namely project and communication skills. The project evaluation covers content, result and impact, while communication skills evaluation covers poster layout and design, and delivery. This study only analyse the students’ communication skills achievement. The participants of this study consists of 109 final year students from two batches, of which 51 students are from year 2014 and the other 58 students from year 2015. The results show that for the year 2014 students, the mean mark given by external lecturers in layout and design category is 6.7, while the mean mark from industry evaluators is 6.5. For the 2015 batch, the mean mark in the layout and design category is 6.3 from external lecturers and 5.9 from industry evaluators. In the delivery category, the mean marks for the 2014 batch are 7.1 and 6.6 from external lecturers and industry evaluators, espectively. Meanwhile, for the 2015 batch, the mean marks by external lecturers and industry evaluators are 6.3 and 5.8, respectively. The results show that both external lecturers and industry representatives judged DEESE students’ communication skills to be good.

Factors Affecting Female Lecturer Retention in Private Higher Institution in Perak

OpenAIRE

Juliana Abu Bakar; Zam Zuriyati Mohamad; S.A. Sharmeela-Banu

2015-01-01

The contribution of female lecturer in education profession is undeniable and their satisfaction is crucial to retain them in this field. This research was conducted with the aim to investigate the factors that influence the female lecturer satisfaction in private higher education institution in Perak, Malaysia. Subsequently it intends to examine the effect of female lecturer satisfaction on their job retention. Perceived Organization Support Theory and Theory of Organizational Equilibrium ha...

Lecture notes on Chern-Simons-Witten theory

CERN Document Server

Hu, Sen

2001-01-01

This invaluable monograph has arisen in part from E Witten's lectures on topological quantum field theory in the spring of 1989 at Princeton University. At that time Witten unified several important mathematical works in terms of quantum field theory, most notably the Donaldson polynomial, the Gromov-Floer homology and the Jones polynomials. In his lectures, among other things, Witten explained his intrinsic three-dimensional construction of Jones polynomials via Chern-Simons gauge theory. He provided both a rigorous proof of the geometric quantization of the Chern-Simons action and a very ill

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

Science.gov (United States)

Billings-Gagliardi, Susan; Mazor, Kathleen M

2007-10-01

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

1995 Edward teller lecture. Patience and optimism

International Nuclear Information System (INIS)

Miley, G.H.

1996-01-01

Remarks made in the author close-quote s acceptance lecture for the 1995 Edward Teller Medal are presented and expanded. Topics covered include research on nuclear-pumped lasers, the first direct e-beam-pumped laser, direct energy conversion and advanced fuel fusion, plus recent work on inertial electrostatic confinement. open-quote open-quote Patience close-quote close-quote and open-quote open-quote optimism close-quote close-quote are viewed as essential elements needed by scientists following the open-quote open-quote zig-zag close-quote close-quote path to fusion energy production. copyright 1996 American Institute of Physics

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

2, 3, 4, 5 and 6 April REGULAR LECTURE PROGRAMME From 11:00 hrs - Main Auditorium bldg. 500 New Developments in Supersymmetry S. Raby / CERN-TH Introduction to supersymmetric grand unified theories. An introduction to the MSSM and different mechanisms for supersymmetry breaking. Then the details of SU(5) and SO(10) unification, the new gauge sector beyond the standard model, representations of quarks and leptons. Gauge and Yukawa coupling unification and some predictions.

Lecture note on circuit technology for high energy physics experiment

International Nuclear Information System (INIS)

Ikeda, Hirokazu.

1992-07-01

This lecture gives basic ideas and practice of the circuit technology for high energy physics experiment. The program of this lecture gives access to the integrated circuit technology to be applied for a high luminosity hadron collider experiment. (author)

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

Science.gov (United States)

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,…

Just do it: flipped lecture, determinants and debate

Science.gov (United States)

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

2016-08-01

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

Lectures on Lie groups

CERN Document Server

Hsiang, Wu-Yi

2017-01-01

This volume consists of nine lectures on selected topics of Lie group theory. We provide the readers a concise introduction as well as a comprehensive 'tour of revisiting' the remarkable achievements of S Lie, W Killing, É Cartan and H Weyl on structural and classification theory of semi-simple Lie groups, Lie algebras and their representations; and also the wonderful duet of Cartans' theory on Lie groups and symmetric spaces.With the benefit of retrospective hindsight, mainly inspired by the outstanding contribution of H Weyl in the special case of compact connected Lie groups, we develop the above theory via a route quite different from the original methods engaged by most other books.We begin our revisiting with the compact theory which is much simpler than that of the general semi-simple Lie theory; mainly due to the well fittings between the Frobenius-Schur character theory and the maximal tori theorem of É Cartan together with Weyl's reduction (cf. Lectures 1-4). It is a wonderful reality of the Lie t...

Lectures on Quantum Mechanics

CERN Document Server

Basdevant, Jean-Louis

2007-01-01

Beautifully illustrated and engagingly written, Lectures on Quantum Mechanics presents theoretical physics with a breathtaking array of examples and anecdotes. Basdevant's style is clear and stimulating, in the manner of a brisk classroom lecture that students can follow with ease and enjoyment. Here is a sample of the book's style, from the opening of Chapter 1: "If one were to ask a passer-by to quote a great formula of physics, chances are that the answer would be 'E = mc2'. Nevertheless, the formula 'E=hV' which was written in the same year 1905 by the same Albert Einstein, and which started quantum theory, concerns their daily life considerably more. In fact, of the three watershed years for physics toward the beginning of the 20th century - 1905: the Special Relativity of Einstein, Lorentz and Poincaré; 1915: the General Relativity of Einstein, with its extraordinary reflections on gravitation, space and time; and 1925: the full development of Quantum Mechanics - it is surely the last which has the mos...

Enhancing learning: A comparison of lecture and gaming outcomes.

Science.gov (United States)

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.

Extension lectures: the effects of radiation from atomic bombing

International Nuclear Information System (INIS)

Okumura, Yutaka; Mine, Mariko

1999-01-01

About 56,000 A-bomb survivors are living in Nagasaki city even today. Nagasaki citizens, whether they are A-bomb survivors or not, can not live without concerns on the existence of radiation effects. They have fears of any amount of radiation and are afraid that it may harm their life. As results of studies in the university on radiation effects are not familiar to the citizens, we have started extension lectures on 'the effects of radiation from A-bombing' to them since 1990. We discuss the problems as well as significance of the extension lectures by reporting the details of the extension lectures which we have managed in the past. (author)

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

Science.gov (United States)

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

2017-09-01

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

The Anatomy Lecture Then and Now: A Foucauldian Analysis

Science.gov (United States)

Friesen, Norm; Roth, Wolff-Michael

2014-01-01

Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how…

Level of Perceived Stress Among Lectures in Nigerian Universities

Science.gov (United States)

Ofoegbu, Felicia; Nwadiani, Mon

2006-01-01

The purpose of the study was to provide empirical evidence on the level of stress among lecturers in Nigerian universities. On the whole eight universities were used for the study. A sample of 228 (123 male and 105 female) lecturers was selected according to the variables of age, sex, marital status, experience, domicile, areas of specialization,…

Academic Training Lectures | The Cosmological Constant Problem | 12-13 November

CERN Multimedia

2015-01-01

Please note that the next series of Academic Training Lectures will take place on the 12 and 13 November. The lectures will be given by Antonio Padilla (University of Nottingham, UK). The Cosmological Constant Problem (1/2) on Thursday, 12 November from 11:00 a.m. to 12:30 p.m. https://indico.cern.ch/event/453187/ The Cosmological Constant Problem (2/2) on Friday, 13 November from 11:00 a.m. to 12:30 p.m. https://indico.cern.ch/event/453188/ at CERN, Council Chamber (503-1-001)  Description: I will review the cosmological constant problem as a serious challenge to our notion of naturalness in Physics. Weinberg’s no go theorem is worked through in detail. I review a number of proposals possibly including Linde's universe multiplication, Coleman's wormholes, the fat graviton, and SLED, to name a few. Large distance modifications of gravity are also discussed, with causality considerations pointi...

Towards Research University through Ambidexterity Practice: A Lecturer Perspective

Directory of Open Access Journals (Sweden)

Retno Kusumastuti

2017-05-01

Full Text Available The concept of ambidexterity in organization theory refers to an organization's ability to innovate in explorative manners (Duncan, 1980. Ambidexterity can be identified into structural ambidexterity and contextual ambidexterity (Tushman, O'Reilly, 1990. In small medium enterprises, for example, innovation activities take contextual form since most owners act both as entrepreneurs and business leaders (Kusumastuti, et.al., 2015, while in established corporations innovation activities generally occur in structural form. Thus research takes academic institution as its locus, within which innovation activities are mandatory for all civitas academica (academic community. The study uses mixed method for collecting data through questionnaires and in-depth interviews. It shows that university has the capacity to provide context in institutional support and remuneration system as a means stimulate lecturers and researchers to be more innovative. The scheme also provided structure at the university and faculty level as tools to coordinate and integrate research projects. The organizational learning at the individual level reflects the pattern of contextual ambidexterity process.

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

Science.gov (United States)

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

2016-01-01

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

Effective Communication between Students and Lecturers: Improving Student-Led Communication in Educational Settings

Science.gov (United States)

Merdian, Hannah Lena; Warrior, John Kyle

2015-01-01

This study investigated students' communication preferences in educational settings, resulting in an empirical model of effective communication between students and lecturers. Students from a psychology department at a UK university were asked about their preferred communication tool for academic purposes, including social networking, emails,…

Introduction to the theory of fiber bundles and connections I

International Nuclear Information System (INIS)

Socolvsky, M.

1990-01-01

In lectures 1 and 2 we discuss basic concepts of topology and differential geometry: definition of a topological space and of Hausdorff, compact, connected and paracompact spaces; topological groups and actions of groups on spaces; differentiable manifolds, tangent vectors and 1 forms; partitions of unity and Lie groups. In lecture 3 we present the concept of a fiber bundle and discuss vector bundles and principal bundles. The concept of a connection on a smooth vector bundle is defined in lecture 4, together with the associated concepts of curvature and parallel transport; as an illustration we present the Levi-Civita connection on a Riemannian manifold. Finally, in lecture 5 we define connections on principal bundles and present examples with the Lie groups U(1) and SU(2). For reasons of space the present article only includes lectures 1, 2 and 3. Lectures 4 and 5 will be published in a forthcoming paper. (Author)

Lecture notes on ideal magnetohydrodynamics

International Nuclear Information System (INIS)

Goedbloed, J.P.

1983-03-01

Notes, prepared for a course of lectures held at the Instituto de Fisica, Universidade Estadual de Campinas, Brazil (June-August 1978). An extensive theoretical treatment of the behaviour of hot plasmas caught in equations and mathematical models is presented in 12 chapters

Adding Live-Streaming to Recorded Lectures in a Non-Distributed Pre-Clerkship Medical Education Model.

Science.gov (United States)

Sandhu, Amanjot; Fliker, Aviva; Leitao, Darren; Jones, Jodi; Gooi, Adrian

2017-01-01

Live-streaming video has had increasing uses in medical education, especially in distributed education models. The literature on the impact of live-streaming in non-distributed education models, however, is scarce. To determine the attitudes towards live-streaming and recorded lectures as a resource to pre-clerkship medical students in a non-distributed medical education model. First and second year medical students were sent a voluntary cross-sectional survey by email, and were asked questions on live-streaming, recorded lectures and in person lectures using a 5-point Likert and open answers. Of the 118 responses (54% response rate), the data suggested that both watching recorded lectures (Likert 4.55) and live-streaming lectures (4.09) were perceived to be more educationally valuable than face-to-face attendance of lectures (3.60). While responses indicated a statistically significant increase in anticipated classroom attendance if both live-streaming and recorded lectures were removed (from 63% attendance to 76%, p =0.002), there was no significant difference in attendance if live-streaming lectures were removed but recorded lectures were maintained (from 63% to 66%, p=0.76). The addition of live-streaming lectures in the pre-clerkship setting was perceived to be value added to the students. The data also suggests that the removal of live-streaming lectures would not lead to a statistically significant increase in classroom attendance by pre-clerkship students.

Lectures on a theory of computation and complexity over the reals (or an arbitrary ring)

International Nuclear Information System (INIS)

Blum, L.

1990-01-01

These lectures will discuss a new theory of computation and complexity which attempts to integrate key ideas from the classical theory in a setting more amenable to problems defined over continuous domains. The approach taken here is both algebraic and concrete; the underlying space is an arbitrary ring (or field) and the basic operations are polynominal (or rational) maps and tests. This approach yields results in the continuous setting analogous to the pivotal classical results of undecidability and NP-completeness over the integers, yet reflecting the special mathematical character of the underlying space. The goal of these lectures is to highlight key aspects of the new theory as well as to give exposition, in this setting, of classical ideas and results. Indeed, since this new theory is more mathematical, perhaps less dependent on logic than the classical theory, a number of key results have more straightforward and transparent proofs in this setting. One of our themes will be the comparison of results over the integers with results over the reals and complex numbers. Contrasting one theory with the other will help illuminate each, and give deeper understanding to such basic concepts as decidability, definability, computability, and complexity. 53 refs

Workshop on industrial isotope radiography: Programme and lectures

International Nuclear Information System (INIS)

1979-01-01

The booklet contains the texts of lectures delivered in the Workshop on Industrial Radiography held at Bombay during 24-25 July 1979. The lectures cover some topics of relevance to industrial radiography. The topics are radiation protection and legislative aspects in industrial radiography; problems in field radiography in fertilizer industry, petrochemical industry and heavy engineering industry; occupational exposures in industrial radiography; and a review of the progress and recent trends in industrial radiographic techniques and equipment. (M.G.B.)

ICTP lectures on covariant quantization of the superstring

International Nuclear Information System (INIS)

Berkovits, N.

2003-01-01

These ICTP Trieste lecture notes review the pure spinor approach to quantizing the superstring with manifest D=10 super-Poincare invariance. The first section discusses covariant quantization of the superparticle and gives a new proof of equivalence with the Brink-Schwarz superparticle. The second section discusses the superstring in a flat background and shows how to construct vertex operators and compute tree amplitudes in a manifestly super-Poincare covariant manner. And the third section discusses quantization of the superstring in curved backgrounds which can include Ramond-Ramond flux. (author)

ICTP lectures on covariant quantization of the superstring

Energy Technology Data Exchange (ETDEWEB)

Berkovits, N [Instituto de Fisica Teorica, Universidade Estadual Paulista, Sao Paulo, SP (Brazil)

2003-08-15

These ICTP Trieste lecture notes review the pure spinor approach to quantizing the superstring with manifest D=10 super-Poincare invariance. The first section discusses covariant quantization of the superparticle and gives a new proof of equivalence with the Brink-Schwarz superparticle. The second section discusses the superstring in a flat background and shows how to construct vertex operators and compute tree amplitudes in a manifestly super-Poincare covariant manner. And the third section discusses quantization of the superstring in curved backgrounds which can include Ramond-Ramond flux. (author)

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

Science.gov (United States)

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

2017-12-01

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

Rawls on Dewey before the Dewey Lectures.

Science.gov (United States)

Botti, Daniele

2017-01-01

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

Overview of Didactic Methodical Organization of University Teaching by Bologna Concept of Higher Education

Directory of Open Access Journals (Sweden)

Nedim Čirić

2016-01-01

Full Text Available Reassessment of the existing didactic-methodological organization within the University lectures as well as the role of students and University lecturers is a result of the current process of higher education reforms. The advancement of pedagogical and didactic-methodological competences of university lecturers represents an imperative in reaching a high quality education. The results of this research may function as a starting point in the self-evaluation of University lecturers. The point of this work was to present didactic and methodical elements of contemporary university teaching, according to Bologna concept of higher education, and position of students. Taking into consideration the very definition and didactic methodological structure and legality of teaching, researches related to representation of individual didactic and methodical elements of contemporary university teaching are presented, which relate to forms of teaching, methods of teaching and application of teaching and technical aids. In the context of the current reform of the high education and considering the Bologna Declaration it could be concluded that contemporary university teaching is marked with cooperative interactive teaching in which the position of students and teachers is defined as partnership.

Teaching Principles of Economics Without Lectures

Science.gov (United States)

McConnell, Campbell R.; Lamphear, Charles

1969-01-01

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

Cultural Contrasts--A Broader Concept

Science.gov (United States)

Hahn, Sidney L.

1975-01-01

This article describes various attempts at teaching and learning cross-cultural understanding through workshops; preparing instructional materials, including magazine advertisements, to be analyzed; and interdisciplinary lectures and programs. Aspects of German culture are emphasized. (CHK)

The Role of Episodic Memory in Learning from University Lectures.

Science.gov (United States)

Lapadat, Judith C.; Martin, Jack

1994-01-01

Results from a study involving 34 undergraduates supported the prediction from Paivo's dual coding theory (1986) that imaginal elaborations during lectures assist students' recall of both episodic and declarative information. The prediction that episodic memories would mediate retention of declarative information from the lecture was not…

The Effectiveness of Process-Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry

Science.gov (United States)

Barthlow, Michelle J.; Watson, Scott B.

2014-01-01

A nonequivalent, control group design was used to investigate student achievement in secondary chemistry. This study investigated the effect of process-oriented guided inquiry learning (POGIL) in high school chemistry to reduce alternate conceptions related to the particulate nature of matter versus traditional lecture pedagogy. Data were…

Lectures on the mathematics of quantum mechanics II selected topics

CERN Document Server

Dell'Antonio, Gianfausto

2016-01-01

The first volume (General Theory) differs from most textbooks as it emphasizes the mathematical structure and mathematical rigor, while being adapted to the teaching the first semester of an advanced course in Quantum Mechanics (the content of the book are the lectures of courses actually delivered.). It differs also from the very few texts in Quantum Mechanics that give emphasis to the mathematical aspects because this book, being written as Lecture Notes, has the structure of lectures delivered in a course, namely introduction of the problem, outline of the relevant points, mathematical tools needed, theorems, proofs. This makes this book particularly useful for self-study and for instructors in the preparation of a second course in Quantum Mechanics (after a first basic course). With some minor additions it can be used also as a basis of a first course in Quantum Mechanics for students in mathematics curricula. The second part (Selected Topics) are lecture notes of a more advanced course aimed at giving th...

The last ATLAS overview week now available on Web Lectures

CERN Multimedia

Jeremy Herr

2006-01-01

As reported in the September 2004 ATLAS eNews, the Web Lecture Archive Project, WLAP, a collaboration between the University of Michigan and CERN, has developed a synchronized system for recording and publishing educational multimedia presentations, using the Web as medium. This year, the University of Michigan team has been asked to record and publish all ATLAS Plenary sessions, as well as a large number of Physics and Computing tutorials. A significant amount of this material has already been published and can be accessed via the links below. All lectures can be viewed on any major platform with any common internet browser, either via streaming or local download (for limited bandwidth). Please enjoy the lectures and send us a note at wlap@umich.edu to tell us what you think. The newly available WLAP items relating to ATLAS is the following: ATLAS Week Plenary, CERN, 2-3 October 2006 All previous WLAP lectures are also avilable on the web.

Lectures given at the C.I.M.E. Summer School

CERN Document Server

Stefani, Gianna

2008-01-01

The lectures gathered in this volume present some of the different aspects of Mathematical Control Theory. Adopting the point of view of Geometric Control Theory and of Nonlinear Control Theory, the lectures focus on some aspects of the Optimization and Control of nonlinear, not necessarily smooth, dynamical systems. Specifically, three of the five lectures discuss respectively: logic-based switching control, sliding mode control and the input to the state stability paradigm for the control and stability of nonlinear systems. The remaining two lectures are devoted to Optimal Control: one investigates the connections between Optimal Control Theory, Dynamical Systems and Differential Geometry, while the second presents a very general version, in a non-smooth context, of the Pontryagin Maximum Principle. The arguments of the whole volume are self-contained and are directed to everyone working in Control Theory. They offer a sound presentation of the methods employed in the control and optimization of nonlinear d...

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

Science.gov (United States)

Purcell, William M.

1986-01-01

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

Three lectures on macroscopic aspects of nuclear dynamics

International Nuclear Information System (INIS)

Swiatecki, W.J.

1979-03-01

These lectures concentrate on macroscopic aspects of nuclear dynamics, those aspects that come into prominence when the number of nucleons, A, is large, A >> 1. An attempt is made to set up a theory of the dynamics of nuclear shape changes, for small (sub-sonic) collective velocities. To set up the equations of motion one needs three forces: conservative, dissipative, and inertial. The first lecture deals with statics, i.e., it discusses methods of treating the Potential Energy Function of nuclear systems. From the Potential Energy the conservative forces that drive the time evolution of a nuclear configuration can be deduced. The division of the underlying potential energy into Local, Proximity, and Global terms is stressed. The second lecture deals with dynamical aspects, especially with the nuclear Dissipation Function, which describes how dissipative frictional forces oppose the conservative driving forces. The underlying physics is the approximate validity of the Independent-Particle model. This, combined with the Randomization Hypothesis, leads to simple formulas that suggest that dissipative forces may often overshadow the inertial forces. The third lecture outlines the kind of dynamics that results from the balance of these forces, and describes a number of applications to nuclear fission and heavy-ion collisions of this New Dynamics. Particularly simple equations of motion are set up, and some of the consequences are explored. 18 references, 31 figures, 3 tables

Contextual Categorisation of Academics’ Conceptions of Teaching

Directory of Open Access Journals (Sweden)

Scott Daniel

2017-04-01

Full Text Available Background: Despite large-class research-based instructional strategies being firmly established in the literature, traditional teacher-centred lecturing remains the norm. This is particularly the case in physics, where Physics Education Research (PER has blossomed as a discipline in its own right over the last few decades, but research-based strategies are not widely implemented. This variation in practice is underpinned by variations in beliefs and understandings about teaching. Studies investigating the spectrum of conceptions of teaching held by teachers and, in particular, academics have almost uniformly identified a single dimension from teacher-centred to student-centred. These studies have used a phenomenographic approach to capture the variety of conceptions of teaching, but have excluded contextual issues like class size. Research Question: How does class size affect academics’ conceptions of teaching? Method: This study used an online survey to compare and contrast respondents’ experiences of small and large classes, and in particular lectures. The survey was promoted to Australian university academics from a range of disciplines, predominantly science, technology, engineering, and mathematics (STEM. Responses to the sets of small-class questions were analysed independently from the sets of equivalent large-class questions. For each respondent their small-class responses were categorised, where possible, as either being student-centred or teacher-centred, and likewise, independently, for their large-class responses. Results: In total, 107 survey responses were received. Of these, 51 had the sets of both their large- and small-class responses unambiguously categorised. Five of these were student-centred regardless of class size, and 17 of these were teacher-centred regardless of class size. All of the remaining 29 responses were teacher-centred in large classes, but student-centred in small classes. Conversely, none of the

Lectures given at the C.I.M.E. Summer School

CERN Document Server

D'Agnolo, Andrea; Picardello, Massimo

2008-01-01

Six leading experts lecture on a wide spectrum of recent results on the subject of the title, providing both a solid reference and deep insights on current research activity. Michael Cowling presents a survey of various interactions between representation theory and harmonic analysis on semisimple groups and symmetric spaces. Alain Valette recalls the concept of amenability and shows how it is used in the proof of rigidity results for lattices of semisimple Lie groups. Edward Frenkel describes the geometric Langlands correspondence for complex algebraic curves, concentrating on the ramified case where a finite number of regular singular points is allowed. Masaki Kashiwara studies the relationship between the representation theory of real semisimple Lie groups and the geometry of the flag manifolds associated with the corresponding complex algebraic groups. David Vogan deals with the problem of getting unitary representations out of those arising from complex analysis, such as minimal globalizations realized o...

SUMMER STUDENT LECTURE PROGRAMME

CERN Multimedia

2004-01-01

Main Auditorium, bldg. 500 DATE TIME LECTURER TITLE Monday 16 August 09:15 - 10:00 Student sessions (1/6) 10:15 - 11:00 Student sessions (2/6 11:15 - 12:00 Student sessions (3/6) Tuesday 17 August 09:15 - 10:00 Student sessions (4/6) 10:15 - 11:00 Student sessions (5/6) 11:15 - 12:00 Student sessions (6/6

Joseph Mountin Lecture

Centers for Disease Control (CDC) Podcasts

2009-10-26

In this podcast, William H. Foege, MD, MPH delivers the 29th Annual Joseph W. Mountin Lecture. Dr. Foege was a key leader in the smallpox effort and worked as an epidemiologist in the successful eradication campaign in the 1970s. Dr. Foege became chief of the Smallpox Eradication Program at CDC, and was appointed director of CDC in 1977.  Created: 10/26/2009 by Centers for Disease Control and Prevention (CDC).   Date Released: 10/29/2009.

Students Approach to Learning and Their Use of Lecture Capture

Science.gov (United States)

Vajoczki, Susan; Watt, Susan; Marquis, Nick; Liao, Rose; Vine, Michelle

2011-01-01

This study examined lecture capture as a way of enhancing university education, and explored how students with different learning approaches used lecture capturing (i.e., podcasts and vodcasts). Results indicate that both deep and surface learners report increased course satisfaction and better retention of knowledge in courses with traditional…

Coping strategies for marital stress as reported by lecturers of ...

African Journals Online (AJOL)

The study investigated coping strategies for marital stress as reported by lecturers of a college of education. Lecturers were stratified into different strata of schools in the college i.e School of Education, Science, Arts and Social Sciences, Vocational Technology and Languages, after which a simple random sampling ...

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

Science.gov (United States)

Daws, Laura Beth

2018-01-01

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

Weak interactions at high energies. [Lectures, review

Energy Technology Data Exchange (ETDEWEB)

Ellis, J.

1978-08-01

Review lectures are presented on the phenomenological implications of the modern spontaneously broken gauge theories of the weak and electromagnetic interactions, and some observations are made about which high energy experiments probe what aspects of gauge theories. Basic quantum chromodynamics phenomenology is covered including momentum dependent effective quark distributions, the transverse momentum cutoff, search for gluons as sources of hadron jets, the status and prospects for the spectroscopy of fundamental fermions and how fermions may be used to probe aspects of the weak and electromagnetic gauge theory, studies of intermediate vector bosons, and miscellaneous possibilities suggested by gauge theories from the Higgs bosons to speculations about proton decay. 187 references. (JFP)

Evaluating learning and teaching using the Force Concept Inventory

Science.gov (United States)

Zitzewitz, Paul

1997-04-01

Teaching methods used in the calculus-based mechanics course for engineers and scientists (P150) at the University of Michigan-Dearborn were markedly changed in September, 1996. Lectures emphasize active learning with Mazur's ConcepTests, Sokoloff's Interactive Demonstrations, and Van Heuvelen's ALPS Kit worksheets. Students solve context-rich problems using Van Heuvelen's multiple representation format in cooperative groups in discussion sections. Labs were changed to use MBL emphasizing concepts and Experiment Problems to learn lab-based problem solving. Pre- and post-testing of 400 students with the Force Concept Inventory has demonstrated considerable success. The average increase in score has been 35-45methods as defined by Hake. The methods and results will be discussed. Detailed analyses of the FCI results will look at success in teaching specific concepts and the effect of student preparation in mathematics and high school physics.

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

Science.gov (United States)

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

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

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

Science.gov (United States)

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

Academic Training: Search for Dark Matter - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

28, 29, 30 June, 1 & 2 July ACADEMIC TRAINING LECTURE REGULAR PROGRAMME From 11:00 hrs - 28, 29 June, 1, 2 July, Main Auditorium bldg. 500. 30 June, Council Chamber bldg. 503 Search for Dark Matter B. Sadoulet / Univ. of California, Berkeley, USA In the first lecture, I will review the most recent cosmological evidence for the pervading dark matter in the universe and the emerging consensus that it is not ordinary matter. We will then focus on thermal particle candidates, which may have been produced in the hot early universe and stayed around to constitute dark matter: neutrinos and Weakly Interacting Massive Particles (WIMPs). I will emphasize what can be learnt from cosmology (e.g. the evidence for cold dark matter and the limits on neutrino masses). The third and the fourth lectures will be devoted the direct detection of WIMPs, its technical challenges and the present status. I will describe the recent advances from phonon-mediated detectors which currently provide the best limits and revi...

BRICS. Promises of an elusive concept

Directory of Open Access Journals (Sweden)

Pio Garcia

2014-06-01

Full Text Available This paper looks for new innovative concepts and theories to improve in development’s planning knowledge, it ‘s sustained in the lecture and analysis of new innovative development fields papers to make order and interrelate them for building a new structural base to stand a contemporary economic and social development science that be able to introduce and embody spatial and regional analysis, it tries to point out the strategic place played today by world cities, the migration flows and science and technology in the development and integration of countries, particularly in the Asia Pacific region.

SUMMER STUDENT LECTURE PROGRAMME

CERN Multimedia

Françoise Benz

2002-01-01

Main Auditorium, bldg. 500   DATE TIME LECTURER TITLE Monday 5 August 09:15-10:00 F. GIANOTTI LHC Physics (1/3) 10:15-12:00 T. NAKADA CP Violation (3&4/4) Tuesday 6 August 09:15-10:00 F. GIANOTTI LHC Physics (2/3) 10:15-11:00 R. JACOBSEN From Raw Data to Physics Results (1/3) 11:15-12:00 R. JACOBSEN / T. NAKADA Discussion Session Wednesday 7 August 09:15-10:00 F. GIANOTTI LHC Physics (3/3) 10:15-11:00 R. JACOBSEN From Raw Data to Physics Results (2/3) 11:15-12:00 J. LESGOURDES Cosmology (1/4) 14:00-16:00 C. BENVENUTI Basic Science, Society, and Technological Innovation (Council Chamber, bldg. 503) Thursday 8 August 09:15-10:00 J. LESGOURDES Cosmology (2/4) 10:15-11:00 R. JACOBSEN From Raw Data to Physics Results (3/3) 11:15-12:00 J. CARR / J. LESGOURDES Discussion Session Friday 9 August 09:15-11:00 J. LESGOURDES Cosmology (3&4/4) 11:15-12:00 C. JARLSKOG Historic Lecture 14:00-16:00 Course Review Monday 12 August 09:15-12:00 Students Sessi...

Lectures on the Topological Vertex

CERN Document Server

Mariño, M

2008-01-01

In this lectures, I will summarize the approach to Gromov–Witten invariants on toric Calabi–Yau threefolds based on large N dualities. Since the large N duality/topological vertex approach computes Gromov–Witten invariants in terms of Chern–Simons knot and link invariants, Sect. 2 is devoted to a review of these. Section 3 reviews topological strings and Gromov–Witten invariants, and gives some information about the open string case. Section 4 introduces the class of geometries we will deal with, namely toric (noncompact) Calabi–Yau manifolds, and we present a useful graphical way to represent these manifolds which constitutes the geometric core of the theory of the topological vertex. Finally, in Sect. 5, we define the vertex and present some explicit formulae for it and some simple applications. A brief Appendix contains useful information about symmetric polynomials. It has not been possible to present all the relevant background and physical derivations in this set of lectures. However, these...

Lectures on matrix field theory

CERN Document Server

Ydri, Badis

2017-01-01

These lecture notes provide a systematic introduction to matrix models of quantum field theories with non-commutative and fuzzy geometries. The book initially focuses on the matrix formulation of non-commutative and fuzzy spaces, followed by a description of the non-perturbative treatment of the corresponding field theories. As an example, the phase structure of non-commutative phi-four theory is treated in great detail, with a separate chapter on the multitrace approach. The last chapter offers a general introduction to non-commutative gauge theories, while two appendices round out the text. Primarily written as a self-study guide for postgraduate students – with the aim of pedagogically introducing them to key analytical and numerical tools, as well as useful physical models in applications – these lecture notes will also benefit experienced researchers by providing a reference guide to the fundamentals of non-commutative field theory with an emphasis on matrix models and fuzzy geometries.

Lecture archiving on a larger scale at the University of Michigan and CERN

Energy Technology Data Exchange (ETDEWEB)

Herr, Jeremy; Lougheed, Robert; Neal, Homer A, E-mail: herrj@umich.ed [University of Michigan, 450 Church St., Ann Arbor, MI 48109 (United States)

2010-04-01

The ATLAS Collaboratory Project at the University of Michigan has been a leader in the area of collaborative tools since 1999. Its activities include the development of standards, software and hardware tools for lecture archiving, and making recommendations for videoconferencing and remote teaching facilities. Starting in 2006 our group became involved in classroom recordings, and in early 2008 we spawned CARMA, a University-wide recording service. This service uses a new portable recording system that we developed. Capture, archiving and dissemination of rich multimedia content from lectures, tutorials and classes are increasingly widespread activities among universities and research institutes. A growing array of related commercial and open source technologies is becoming available, with several new products introduced in the last couple years. As the result of a new close partnership between U-M and CERN IT, a market survey of these products was conducted and a summary of the results are presented here. It is informing an ambitious effort in 2009 to equip many CERN rooms with automated lecture archiving systems, on a much larger scale than before. This new technology is being integrated with CERN's existing webcast, CDS, and Indico applications.

Lecture archiving on a larger scale at the University of Michigan and CERN

International Nuclear Information System (INIS)

Herr, Jeremy; Lougheed, Robert; Neal, Homer A

2010-01-01

The ATLAS Collaboratory Project at the University of Michigan has been a leader in the area of collaborative tools since 1999. Its activities include the development of standards, software and hardware tools for lecture archiving, and making recommendations for videoconferencing and remote teaching facilities. Starting in 2006 our group became involved in classroom recordings, and in early 2008 we spawned CARMA, a University-wide recording service. This service uses a new portable recording system that we developed. Capture, archiving and dissemination of rich multimedia content from lectures, tutorials and classes are increasingly widespread activities among universities and research institutes. A growing array of related commercial and open source technologies is becoming available, with several new products introduced in the last couple years. As the result of a new close partnership between U-M and CERN IT, a market survey of these products was conducted and a summary of the results are presented here. It is informing an ambitious effort in 2009 to equip many CERN rooms with automated lecture archiving systems, on a much larger scale than before. This new technology is being integrated with CERN's existing webcast, CDS, and Indico applications.

Computer-science guest-lecture series at Langston University sponsored by the U.S. Geological Survey; abstracts, 1992-93

Science.gov (United States)

Steele, K. S.

1994-01-01

Langston University, a Historically Black University located at Langston, Oklahoma, has a computing and information science program within the Langston University Division of Business. Since 1984, Langston University has participated in the Historically Black College and University program of the U.S. Department of Interior, which provided education, training, and funding through a combined earth-science and computer-technology cooperative program with the U.S. Geological Survey (USGS). USGS personnel have presented guest lectures at Langston University since 1984. Students have been enthusiastic about the lectures, and as a result of this program, 13 Langston University students have been hired by the USGS on a part-time basis while they continued their education at the University. The USGS expanded the offering of guest lectures in 1992 by increasing the number of visits to Langston University, and by inviting participation of speakers from throughout the country. The objectives of the guest-lecture series are to assist Langston University in offering state-of-the-art education in the computer sciences, to provide students with an opportunity to learn from and interact with skilled computer-science professionals, and to develop a pool of potential future employees for part-time and full-time employment. This report includes abstracts for guest-lecture presentations during 1992-93 school year.

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

Science.gov (United States)

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

2013-01-01

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

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

Science.gov (United States)

Chan, Lap Ki

2010-01-01

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

Graduate student driven efforts to increase diversity of department lecture series

Science.gov (United States)

Bryant, R.; Keisling, B. A.

2017-12-01

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

A lecture on nuclear physics in primary school

International Nuclear Information System (INIS)

Arh, S.

2004-01-01

I am going to propose the contents of a lecture on nuclear physics and radioactivity in primary school. Contemporary technology, medicine and science exploit intensively the discovered knowledge about processes in atoms and in a nucleus. Mankind has gained huge profit from peaceful applications of nuclear reactions and ionizing radiation. We use the products of nuclear industry every day. But about half of the school population never hears a professional explanation about what is going on in nuclear power plants. Only on some secondary schools students learn about nuclear physics. The lack of knowledge about nuclear processes is the main reason why people show great fear when hearing the words: radiation, radioactivity, nuclear, etc. At last it is now time to give some fundamental lessons on nuclear physics and radioactivity also to pupils in primary school. From my four-year teaching experience in primary school I am suggesting a programme of lectures on nuclear physics and radioactivity. At the end of the lessons we would visit the Krsko Nuclear Power Plant or the Nuclear Training Centre Milan Copic. This could be included in the so called natural science day. Pupils come from the eight class (14 years old) of primary school and have no problems following the explanation. (author)

Observing the Testing Effect using Coursera Video-recorded Lectures: A Preliminary Study

Directory of Open Access Journals (Sweden)

Paul Zhihao eYONG

2016-01-01

Full Text Available We investigated the testing effect in Coursera video-based learning. One hundred and twenty-three participants either (a studied an instructional video-recorded lecture four times, (b studied the lecture three times and took one recall test, or (c studied the lecture once and took three tests. They then took a final recall test, either immediately or a week later, through which their learning was assessed. Whereas repeated studying produced better recall performance than did repeated testing when the final test was administered immediately, testing produced better performance when the final test was delayed until a week after. The testing effect was observed using Coursera lectures. Future directions are documented.

[My work giving university-funded lectures launched after Great East Japan Earthquake].

Science.gov (United States)

Hisamura, Masaki

2014-01-01

On March 11, 2011, a mega earthquake shook the eastern part of Japan, recording a magnitude of 9.0. I have written about my work experience at the university hospital-funded lectures, set up to provide support in the disaster areas. When the lecture was launched, the university did not give official approval to it. For me, it was almost like I had just landed a job at a hospital in a rural area. Now, there are a number of funded lectures mainly in and around disaster-hit areas. I expect that these lectures will narrow down their objectives so that people involved in them will be able to end their tenure happily.

Changing the Nature of Lectures Using a Personal Response System

Science.gov (United States)

Masikunis, George; Panayiotidis, Andreas; Burke, Linda

2009-01-01

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

Assessment of the Optimization of E-Learning Facilities to Lecturers ...

African Journals Online (AJOL)

The study assessed the optimization of e-learning facilities to lecturers and students in Federal Colleges of Education in North West Zone of Nigeria. A descriptive survey was used. The population comprised all the lecturers and students in five (5) Federal Colleges of Education in the zone – numbering about 3,650 ...

Lecturer's Gender and Their Valuation of Student Evaluation of Teaching

Science.gov (United States)

Atek, Engku Suhaimi Engku; Salim, Hishamuddin; Halim, Zulazhan Ab.; Jusoh, Zailani; Yusuf, Mohd Ali Mohd

2015-01-01

Student evaluation of teaching (SET) is carried out every semester at Malaysian universities and lecturers are evaluated based on student ratings. But very little is researched about what lecturers actually think about SET and whether it serves any meaningful purpose at all. This quantitative study involving six public universities on the East…

Nathaniel Merriman's Lecture: “On the Study of Shakspeare” (Edited ...

African Journals Online (AJOL)

Nathaniel Merriman's Lecture: “On the Study of Shakspeare” (Edited by L. Wright. ... The Anglo-African newspaper was started by C.T. Campbell in 1853, and his press undertook jobbing printing as a side-line. A general background to the lectures in the context of nineteenth century Grahamstown is provided in the ...

Lecture Recording: Structural and Symbolic Information vs. Flexibility of Presentation

Science.gov (United States)

Stolzenberg, Daniel; Pforte, Stefan

2007-01-01

Rapid eLearning is an ongoing trend which enables flexible and cost-effective creation of learning materials. Especially, lecture recording has turned out to be a lightweight method particularly suited for existing lectures and blended learning strategies. In order to not only sequentially play back but offer full fledged navigation, search and…

Koshiba, Tanaka give Nobel lectures

CERN Multimedia

2002-01-01

Masatoshi Kosiba and Koichi Tanaka presented lectures in English on Sunday, touching on topics ranging from particle physics, to teamwork to commemorate their reception of this year's Nobel Prize for Physics and Chemistry. The two will receive their respective prizes in an awards ceremony scheduled for Tuesday (1 page).

Bayesian Data Analysis (lecture 2)

CERN Multimedia

CERN. Geneva

2018-01-01

framework but we will also go into more detail and discuss for example the role of the prior. The second part of the lecture will cover further examples and applications that heavily rely on the bayesian approach, as well as some computational tools needed to perform a bayesian analysis.

Bayesian Data Analysis (lecture 1)

CERN Multimedia

CERN. Geneva

2018-01-01

framework but we will also go into more detail and discuss for example the role of the prior. The second part of the lecture will cover further examples and applications that heavily rely on the bayesian approach, as well as some computational tools needed to perform a bayesian analysis.

Lectures on electromagnetism

CERN Document Server

Das, Ashok

2013-01-01

These lecture notes on electromagnetism have evolved from graduate and undergraduate EM theory courses given by the author at the University of Rochester, with the basics presented with clarity and his characteristic attention to detail. The thirteen chapters cover, in logical sequence, topics ranging from electrostatics, magnetostatics and Maxwell's equations to plasmas and radiation. Boundary value problems are treated extensively, as are wave guides, electromagnetic interactions and fields. This second edition comprises many of the topics expanded with more details on the derivation of vari

Academic Training: Academic Training Lectures-Questionnaire

CERN Multimedia

2004-01-01

ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch SUGGEST AND WIN! Its time to plan the 2004-2005 lecture series. From today until March 19 you have the chance to give your contribution to planning for next year's Academic Training Lecture Series. At the web site: http://cern.ch/Academic.Training/questionnaire you will find questionnaires proposing topics in high energy physics, applied physics and science and society. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at the CERN bookshop.

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

Science.gov (United States)

Žeravíková, Iveta; Tirpáková, Anna; Markechová, Dagmar

2015-01-01

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

Replacing Lecture with Peer-led Workshops Improves Student Learning

OpenAIRE

Preszler, Ralph W.

2009-01-01

Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop versio...

Integrated lecturing within clerkship course, a new learning method in nurse-anesthesia teaching

Directory of Open Access Journals (Sweden)

Mahmood Akhlaghi

2015-06-01

Full Text Available Background and purpose: Traditional lecture-based teaching has been long used to transit theoretical knowledge to the participants. Due to some problems of this didactic approach, some believe that integration within an active method is more valuable in nursing education. In this study, we hypothesized that integrating lecture-based teaching within clerkship course would enhance nurse-anesthesia students’ knowledge.Methods: A prospective randomized study was conducted. Twenty four students of two-year nurse-anesthesia participated in the study. All of the students received either didactic lectures or integrated lectures within clerkship course during a four-month semester of their educational curriculum. Their knowledge of anesthesia course was assessed at the end of the course using Wilcoxon Rank test.Results: The integrated method improved students’ final scores at the end of the semester (p=0.004. Moreover, their scores was much better when taxonomy-2 questions were compared (p=0.001.Conclusion: Incorporating didactic lecture within anesthesia clerkship course improves participants’ knowledge of anesthesia course.Keywords:  Anesthesia, Lecture, Knowledge, Anesthesia course, Clerkship course

EFFECT OF PROBLEM BASED LEARNING IN COMPARISION WITH LECTURE BASED LEARNING IN FORENSIC MEDICINE

Directory of Open Access Journals (Sweden)

Padmakumar

2015-09-01

Full Text Available BACKGROUND: Problem based learning (PBL is an approach to learning and instruction in which students tackle problems in small groups under the supervision of a teacher. This style of learning assumed to foster increased retention of knowledge, improve student’s gene ral problem solving skills, enhance integration of basic science concepts in to clinical problems, foster the development of self - directed learning skills and strengthen student’s intrinsic motivation. AIM: The study was conducted to compare the effect of Problem based learning in comparison with lecture based learning. SETTING: A cross - sectional study was conducted among 2nd year MBBS students of Jubilee Mission Medical College and Research Institute, Thrissur during the period of December 2014 to March 20 15. METHODOLOGY: The batch is divided into two groups (A & B, 45 in each group. By using PBL method, blunt force injuries were taught to Group - A and sharp weapon injuries to group - B. By using lecture based learning (LBL method blunt force injuries were t aught to Group - B and sharp weapon injuries to group - A. At the end of the session a test in the form of MCQ was conducted on the students to evaluate their learning outcome. OBSERVATION AND RESU LTS: In session I, the average test score of LBL group was 8.16 and PBL group was 12. The difference was statistically significant. In session - II also 45 students has participated each in LBL and PBL classes. The average of test score of LBL group was 7.267 and PBL was 11.289, which was highly significant statistical ly . CONCLUSION: Study has proven that problem based learning is an effective teaching learning method when compared to conventional lecture based learning.

Public lecture | "Science and society" by Bob Jones | 22 May

CERN Multimedia

2014-01-01

Public lecture: "Science and society: the impact of computing at CERN on society" by Bob Jones 22 May at 7.30 p.m. Globe of Science and Innovation Lecture in English, translated in French. Entrance free. Limited number of seats. Reservation essential: +41 22 767 76 76 or cern.reception@cern.ch

Lectures on the basis of physics

International Nuclear Information System (INIS)

Cook, A.

1990-09-01

The paper contains the following three lectures given by Alan Cook at ICTP Trieste in August, 1990: ''Metrology and the Structure of Physics'', ''Why does Mathematical Physics Work?'' and ''Probability, Chaos and the Environment. 9 refs

Engagement in Digital Lecture Halls: A Study of Student Course Engagement and Mobile Device use During Lecture

Directory of Open Access Journals (Sweden)

Gwendolyn Witecki

2015-01-01

Full Text Available Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for non-academic activities during lectures. We explored the relationship between student course engagement and the use of smartphones, laptops, cell phones, and tablets during lecture. Undergraduate students responded to an online survey asking about both course engagement and mobile device habits. Results show that smartphone use was most strongly related to lowered course engagement and while laptop use was related to lowered engagement, it was to a lesser extent. In contrast, overall engagement of students using tablets or cell phones was not significantly different than those who did not.

The Abraham Pais Prize Lecture: The historical Development of the Physical Concept of Time

Science.gov (United States)

Jammer, Max

2007-04-01

The Irish physicist and mathematician John Lighton Synge once (1959) proclaimed that of all physical measurements that of time is the most fundamental and its theory ``the most basic theory of all.'' Twenty years later the Belgian physicist and chemist Ilya Prigogine declared that ``the concept of time is much more complex than we thought.'' Indeed, having studied the basic notions in physics like space, mass, force, simultaneity and written on each of them a detailed monograph, I always postponed a similar treatment of the concept of time because I realized that just by being the ``most basic'' it is also the most ``complex'' of all notions in physics and therefore a rather complicated subject of research. In fact, time, as perceived by us, is both ``flowing'' and ``enduring'' and its ``passing'' always ``lasts.'' If I venture nevertheless to offer herewith a survey of the conceptual development of the notion of time, I do so because I delimit myself to the role of time only in physics and ignore as far as possible general metaphysical, psychological or biological issues. The presentation thus ignores the history of the notion of time as conceived in the myths and religions of ancient civilizations and begins, after some brief remarks about the Pythagoreans, with the theories of time as proposed by the Pre-Socratics, Plato and Aristotle. After a critical discourse on the early proponents of an idealistic interpretation of the notion of time, like that of St. Augustine, medieval theories of time, like those which proposed the atomicity of time, are discussed. After a presentation of sixteenth century discussions of time, like that by Bruno or Gassendi, Isaac Barrow's and Isaac Newton's theories of physical time are critically analyzed. This is followed by a brief study of the conceptions of time by Locke and Berkeley and subsequently by Leibniz, who is often regarded as the first proponent of a relational or causal theory of time. Following some brief remarks about

Eleven lectures on the physics of the quark-gluon plasma

International Nuclear Information System (INIS)

McLerran, L.

1984-10-01

These lectures are intended to be an introduction to the physics of the quark-gluon plasma, and were presented at a workshop on The Physics of the Quark-Gluon Plasma held at Hua-Zhong Normal University in Wuhan, People's Republic of China in September, 1983. The lectures cover perturbation theory of the plasma at high temperature as well as the non-perturbative methods and results of lattice gauge theory computations. Physical models of the confinement-deconfinement phase transition and the modes of chiral symmetry breaking are presented. The possibility that a quark-gluon plasma might be produced in ultra-relativistic nuclear collisions is analyzed. Separate entries were prepared for the data base for the eleven lectures

The 1978 Macmillan Education Lecture

Science.gov (United States)

Williams, Shirley

1978-01-01

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

A Lecture Supporting System Based on Real-Time Learning Analytics

Science.gov (United States)

Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

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

The Use of Lecture Capture and Student Performance in Physiology

Science.gov (United States)

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

2016-01-01

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

Food for thought: Five lectures on lattice gauge theory

International Nuclear Information System (INIS)

Gupta, R.

1987-01-01

The topics covered in these lectures are the heavy anti qq potential, glueballs, the chiral transition with dynamical fermions, Weak interaction matrix elements on the lattice and Monte Carlo renormalization group. Even though for the most part these lectures are reviews, many new results and ideas are also presented. The emphasis is on critical analysis of existing data, exposing bottlenecks and a discussion of open problems. Five individual papers have been indexed separately

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

Directory of Open Access Journals (Sweden)

Anudeep Singh

2017-03-01

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

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

Science.gov (United States)

Singh, Anudeep; Min, Aung Ko Ko

2017-03-01

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

Lecture 3: Web Application Security

CERN Multimedia

CERN. Geneva

2013-01-01

Computer security has been an increasing concern for IT professionals for a number of years, yet despite all the efforts, computer systems and networks remain highly vulnerable to attacks of different kinds. Design flaws and security bugs in the underlying software are among the main reasons for this. This lecture focuses on security aspects of Web application development. Various vulnerabilities typical to web applications (such as Cross-site scripting, SQL injection, cross-site request forgery etc.) are introduced and discussed. Sebastian Lopienski is CERN’s deputy Computer Security Officer. He works on security strategy and policies; offers internal consultancy and audit services; develops and maintains security tools for vulnerability assessment and intrusion detection; provides training and awareness raising; and does incident investigation and response. During his work at CERN since 2001, Sebastian has had various assignments, including designing and developing software to manage and support servic...

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

Directory of Open Access Journals (Sweden)

Jovan F. Groen

2016-06-01

Full Text Available This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades. Results showed that 63% of students were satisfied with lecture capture and 75% of students indicated that it had facilitated their learning. Students primarily used the recordings to learn what they had missed while in class (79% or because they were absent (72%. 70% of students reported having watched at least 50% of the recorded material (27% watched all the material, and only 8% of students did not view any recordings. Student satisfaction had a significant positive relationship with the number of lectures viewed. In regards to attendance, the self-reported data from students indicated that 61% of students did not miss classes (none or just one class. Students with the greatest number of missed classes viewed the recordings more frequently. As for student achievement, 68% of students indicated that lecture capture helped them to achieve better grades. Students with lower course marks accessed the recordings more frequently than those with higher marks. Instructor perceptions were that lecture capture predominately helped average to below average students achieve slightly better marks, but had less of an impact on the grades for particularly low and high achieving students. Cette étude avait pour but de fournir une meilleure compréhension de la manière dont la capture de cours en vidéo est utilisée par les étudiants et comment son utilisation est reliée à la satisfaction des étudiants, à leur assiduité et à leurs résultats académiques. Grâce à un concept de méthodes mixtes comprenant des méthodes quantitatives et

ACADEMIC TRAINING LECTURES-QUESTIONNAIRE: SUGGEST AND WIN!

CERN Multimedia

2003-01-01

Its time to plan for the 2003-2004 lecture series. From today until April 25 you have the chance to give your contribution to planning for next year's Academic Training Lectures Series. At the web site : http://cern.ch/Academic.Training/questionnaire you will find questionnaires proposing topics in high energy physics, applied physics and science and society. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at the CERN bookshop.

ACADEMIC TRAINING LECTURES-QUESTIONNAIRE: SUGGEST AND WIN !

CERN Multimedia

2003-01-01

Its time to plan for the 2003-2004 lecture series. From today until April 25 you have the chance to give your contribution to planning for next year's Academic Training Lectures Series. At the web site : http://cern.ch/Academic.Training/questionnaire you will find questionnaires proposing topics in high energy physics, applied physics and science and society. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at the CERN bookshop.

Trial lectures for accelerator operators in SPring-8

International Nuclear Information System (INIS)

Ohshima, T.

2004-01-01

In case of the SPring-8, accelerator operators are working in three shifts of eight hours. They are making the scheduled beam injection to the storage ring, routine measurements of beam parameters such as the COD, the betatron tunes, the bunch current of stored beam and so on. They are keeping watch on operational state every time. In case of something wrong, they will take measures to meet the situation. Newcomer of operator works with an experienced one to learn sequence of the beam injection, how to operate Graphical User Interface and (GUI) so on. In addition, we organise preliminary lectures on accelerator for operators. Topics done in the lectures are RF system, vacuum system, magnet system, monitors, beam diagnostics, accelerator and beamline control system etc. The contents of the lecture can be seen through web browser again and again. It is useful for operators to understand the SPring-8 facility and details of their work because some of them are not familiar with the accelerator field before being an operator of SPring-8. (author)

Comparison between Simulation-based Training and Lecture-based Education in Teaching Situation Awareness. A Randomized Controlled Study.

Science.gov (United States)

Lee Chang, Alfredo; Dym, Andrew A; Venegas-Borsellino, Carla; Bangar, Maneesha; Kazzi, Massoud; Lisenenkov, Dmitry; Qadir, Nida; Keene, Adam; Eisen, Lewis Ari

2017-04-01

Situation awareness has been defined as the perception of the elements in the environment within volumes of time and space, the comprehension of their meaning, and the projection of their status in the near future. Intensivists often make time-sensitive critical decisions, and loss of situation awareness can lead to errors. It has been shown that simulation-based training is superior to lecture-based training for some critical scenarios. Because the methods of training to improve situation awareness have not been well studied in the medical field, we compared the impact of simulation vs. lecture training using the Situation Awareness Global Assessment Technique (SAGAT) score. To identify an effective method for teaching situation awareness. We randomly assigned 17 critical care fellows to simulation vs. lecture training. Training consisted of eight cases on airway management, including topics such as elevated intracranial pressure, difficult airway, arrhythmia, and shock. During the testing scenario, at random times between 4 and 6 minutes into the simulation, the scenario was frozen, and the screens were blanked. Respondents then completed the 28 questions on the SAGAT scale. Sample items were categorized as Perception, Projection, and Comprehension of the situation. Results were analyzed using SPSS Version 21. Eight fellows from the simulation group and nine from the lecture group underwent simulation testing. Sixty-four SAGAT scores were recorded for the simulation group and 48 scores were recorded for the lecture group. The mean simulation vs. lecture group SAGAT score was 64.3 ± 10.1 (SD) vs. 59.7 ± 10.8 (SD) (P = 0.02). There was also a difference in the median Perception ability between the simulation vs. lecture groups (61.1 vs. 55.5, P = 0.01). There was no difference in the median Projection and Comprehension scores between the two groups (50.0 vs. 50.0, P = 0.92, and 83.3 vs. 83.3, P = 0.27). We found a significant, albeit

Perceptions of Engineering students, lecturers and academic ...

African Journals Online (AJOL)

Perceptions of Engineering students, lecturers and academic development practitioners about academic development classes at a university of technology. ... development, engineering education, scaffolding, self-regulated learning, students ...

Student and faculty perceptions of lecture recording in a doctor of pharmacy curriculum.

Science.gov (United States)

Maynor, Lena M; Barrickman, Ashleigh Landis; Stamatakis, Mary K; Elliott, David P

2013-10-14

To describe students' and faculty members' perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Second- and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (pstudents reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance.

Changing University Students’ Alternative Conceptions of Optics by Active Learning

Directory of Open Access Journals (Sweden)

Zalkida Hadžibegović

2013-01-01

Full Text Available Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of theSCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000. In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1 helping students to learn from interactive lecture experiment; (2 guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3 developing a conceptual question sequencedesigned for use in an interactive lecture with students answering questions in worksheets by writing and drawing; (4 evaluating students’ conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session.The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning, shifting from a passive role they usually play during teacher’s lectures.

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

Science.gov (United States)

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.

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

Science.gov (United States)

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.

Lecture Notes for the Course in Water Wave Mechanics

DEFF Research Database (Denmark)

Andersen, Thomas Lykke; Frigaard, Peter; Burcharth, Hans F.

knowledge. The course is at the same time an introduction to the course in coastal hydraulics on the 8th semester. The notes cover the first four lectures of the course: • Definitions. Governing equations and boundary conditions. • Derivation of velocity potential for linear waves. Dispersion relationship...... Particle velocities and accelerations. • Particle paths, pressure variation, deep and shallow water waves, wave energy and group velocity. • Shoaling, refraction, diffraction and wave breaking. The last part of the course is on analysis of irregular waves and was included in the first two editions...

Interactive lectures: Clickers or personal devices? [v1; ref status: indexed, http://f1000r.es/54w

Directory of Open Access Journals (Sweden)

Lesley J. Morrell

2015-03-01

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

Introductory lectures on quantum field theory

International Nuclear Information System (INIS)

Alvarez-Gaume, L.; Vasquez-Mozo, M.A.

2011-01-01

In these lectures we present a few topics in quantum field theory in detail. Some of them are conceptual and some more practical. They have been selected because they appear frequently in current applications to particle physics and string theory. (author)

Highlights lecture EANM 2014: ''Gimme gimme gimme those nuclear Super Troupers''

Energy Technology Data Exchange (ETDEWEB)

Jong, Marion de [Erasmus MC Rotterdam, Departments of Nuclear Medicine and Radiology, Rotterdam (Netherlands); Laere, Koen van [University Hospital and KU Leuven, Division of Nuclear Medicine, Department of Imaging and Pathology, Leuven (Belgium)

2015-04-01

The EANM Congress 2014 took place in Gothenburg, Sweden, from 18 to 22 October under the presidency of Prof. Wim Oyen, chair of the EANM Scientific Committee. Prof. Peter Gjertsson chaired the Local Organizing Committee, according to the standardized EANM congress structure. The meeting was a highlight for the multidisciplinary community that forms the heart and soul of nuclear medicine; attendance was exceptionally high. In total almost 5,300 participants came to Gothenburg, and 1,397 colleagues participated via the EANM LIVE sessions (http://eanmlive.eanm.org/index.php). Participants from all continents were presented with an excellent programme consisting of symposia, scientific and featured sessions, CME sessions, and plenary lectures. These lectures were devoted to nuclear medicine therapy, hybrid imaging and molecular life sciences. Two tracks were included in the main programme, clustering multi-committee involvement: the 5th International Symposium on Targeted Radionuclide-therapy and Dosimetry (ISTARD) and the first Molecules to Man (M2M) track, an initiative of the EANM Committees for Translational Molecular Imaging, Radiopharmacy and Drug Development. The industry made a substantial contribution to the success of the congress demonstrating the latest technology and innovations in the field. During the closing Highlights Lecture, a selection of the best-rated abstracts was presented including diverse areas of nuclear medicine: physics and instrumentation, radiopharmacy, preclinical imaging, oncology (with a focus on the clinical application of newly developed tracers) and radionuclide therapy, cardiology and neurosciences. This Highlights Lecture could only be a brief summary of the large amount of data presented and discussed during the meeting, which can be found in much greater detail in the congress proceedings book, published as Volume 41, Supplement 2 of the European Journal of Nuclear Medicine and Molecular Imaging in October 2014. (orig.)

Highlights lecture EANM 2014: ''Gimme gimme gimme those nuclear Super Troupers''

International Nuclear Information System (INIS)

Jong, Marion de; Laere, Koen van

2015-01-01

The EANM Congress 2014 took place in Gothenburg, Sweden, from 18 to 22 October under the presidency of Prof. Wim Oyen, chair of the EANM Scientific Committee. Prof. Peter Gjertsson chaired the Local Organizing Committee, according to the standardized EANM congress structure. The meeting was a highlight for the multidisciplinary community that forms the heart and soul of nuclear medicine; attendance was exceptionally high. In total almost 5,300 participants came to Gothenburg, and 1,397 colleagues participated via the EANM LIVE sessions (http://eanmlive.eanm.org/index.php). Participants from all continents were presented with an excellent programme consisting of symposia, scientific and featured sessions, CME sessions, and plenary lectures. These lectures were devoted to nuclear medicine therapy, hybrid imaging and molecular life sciences. Two tracks were included in the main programme, clustering multi-committee involvement: the 5th International Symposium on Targeted Radionuclide-therapy and Dosimetry (ISTARD) and the first Molecules to Man (M2M) track, an initiative of the EANM Committees for Translational Molecular Imaging, Radiopharmacy and Drug Development. The industry made a substantial contribution to the success of the congress demonstrating the latest technology and innovations in the field. During the closing Highlights Lecture, a selection of the best-rated abstracts was presented including diverse areas of nuclear medicine: physics and instrumentation, radiopharmacy, preclinical imaging, oncology (with a focus on the clinical application of newly developed tracers) and radionuclide therapy, cardiology and neurosciences. This Highlights Lecture could only be a brief summary of the large amount of data presented and discussed during the meeting, which can be found in much greater detail in the congress proceedings book, published as Volume 41, Supplement 2 of the European Journal of Nuclear Medicine and Molecular Imaging in October 2014. (orig.)

Everyday Attention and Lecture Retention: The Effects of Time, Fidgeting, and Mind Wandering

Directory of Open Access Journals (Sweden)

James eFarley

2013-09-01

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

Lecture note on digital circuit design for high energy physics experiment

International Nuclear Information System (INIS)

Ikeda, Hirokazu.

1993-08-01

This lecture gives basic ideas and practice of the digital circuit design for high energy physics experiment. The lecture has a special emphasis on a simulation study with a hardware description language. The student could complete a design of a simple RISC based computer after finishing this course. (author)

Implementing Research in Professional Higher Education: Factors That Influence Lecturers' Perceptions

Science.gov (United States)

Griffioen, Didi M. E.; de Jong, Uulkje

2015-01-01

Higher professional education in Europe has changed from teaching-only institutes to hybrids of teaching and research. The purpose of this study was to examine factors that influence the judgements of lecturers about new organisational goals and perceptions of their new research-related competencies. Lecturers' judgements of new organisational…

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

Science.gov (United States)

Lom, Barbara

2012-01-01

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

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

Science.gov (United States)

Lom, Barbara

2012-01-01

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

The Oskar Klein memorial lectures

CERN Document Server

Bergström, Lars

1991-01-01

This is an invaluable collection of colloquium-type lectures given by some of the most prominent theoretical physicists of today. In a form accessible to the interested general physicist, it covers topics ranging from the use of field-theoretical methods in different contexts via duality symmetries between various field theories, to the Ads/CFT correspondence and cosmology.

Lectures on algebraic model theory

CERN Document Server

Hart, Bradd

2001-01-01

In recent years, model theory has had remarkable success in solving important problems as well as in shedding new light on our understanding of them. The three lectures collected here present recent developments in three such areas: Anand Pillay on differential fields, Patrick Speissegger on o-minimality and Matthias Clasen and Matthew Valeriote on tame congruence theory.

Lecture I. Introduction to charm