The Use of Slides in Psychology Classes: Do They Help or Are They an Invitation to Sleep?

Science.gov (United States)

Beins, Barney

1984-01-01

The effectiveness of a Sensation and Perception course was improved when the teacher used slides in his presentations. Using slides allows smoother presentation of the material, speeds the pace of the class without confusing students, and provides them with a more positive experience in dealing with a difficult psychology course. (RM)

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 Role of Attendance in Lecture Classes: You Can Lead a Horse to Water...

Science.gov (United States)

Golding, Jonathan M.

2011-01-01

A review of prior research on the role of attendance policies in large lecture classes (including psychology) is presented. This research showed that although students often did not attend class, various policies were effective in getting students to the classroom. Moreover, some research showed that an attendance policy did not lower instructor…

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

Science.gov (United States)

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2015-01-01

At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would focus students during large class lectures. After each lecture on three basic histology tissues, a guided draw-along mapping session covering the work from the lecture was introduced in the form of a click-advance PowerPoint presentation which was used to demonstrate the unfolding of an "ideal" map. The lecturer simultaneously drew a similar map using an overhead projector allowing the students to draw their own maps on blank sheets of paper along with the lecturer. Students remained attentive during the activity and many participated in answering informal questions posed by the lecturer as the map-making session progressed. After the last session, students completed an anonymous, voluntary questionnaire (response rate of 78%). The majority of students found the draw-along maps useful (94%) and believed that its use should be continued in the future (93%). A significant increase (P < 0.001) was found in the test results of student cohorts who were given the current intervention compared to cohorts from previous years who were given mind maps as handouts only or had no intervention. The use of the draw-along mapping sessions were successful in focusing students during large class lectures while also providing them with a useful tool for their studies. © 2015 American Association of Anatomists.

Impact of Students’ Class Attendance on Recalling Previously Acquired Information

Directory of Open Access Journals (Sweden)

Camellia Hemyari

2018-03-01

Full Text Available Background: In recent years, availability of class material including typed lectures, the professor’s Power Point slides, sound recordings, and even videos made a group of students feel that it is unnecessary to attend the classes. These students usually read and memorize typed lectures within two or three days prior to the exams and usually pass the tests even with low attendance rate. Thus, the question is how effective is this learning system and how long the one-night memorized lessons may last.Methods: A group of medical students (62 out of 106 students, with their class attendance and educational achievements in the Medical Mycology and Parasitology course being recorded since two years ago, was selected and their knowledge about this course was tested by multiple choice questions (MCQ designed based on the previous lectures.Results: Although the mean re-exam score of the students at the end of the externship was lower than the corresponding final score, a significant association was found between the scores of the students in these two exams (r=0.48, P=0.01. Moreover, a significant negative association was predicted between the number of absences and re-exam scores (r=-0.26, P=0.037.Conclusion: As our findings show, the phenomenon of recalling the acquired lessons is preserved for a long period of time and it is associated with the students’ attendance. Many factors including generation effect (by taking notes and cued-recall (via slide picture might play a significant role in the better recalling of the learned information in students with good class attendance.Keywords: STUDENT, MEMORY, LONG-TERM, RECALL, ABSENTEEISM, LEARNING

Pedagogic discourse in introductory classes: Multi-dimensional analysis of textbooks and lectures in biology and macroeconomics

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Carkin, Susan

The broad goal of this study is to represent the linguistic variation of textbooks and lectures, the primary input for student learning---and sometimes the sole input in the large introductory classes which characterize General Education at many state universities. Computer techniques are used to analyze a corpus of textbooks and lectures from first-year university classes in macroeconomics and biology. These spoken and written variants are compared to each other as well as to benchmark texts from other multi-dimensional studies in order to examine their patterns, relations, and functions. A corpus consisting of 147,000 words was created from macroeconomics and biology lectures at a medium-large state university and from a set of nationally "best-selling" textbooks used in these same introductory survey courses. The corpus was analyzed using multi-dimensional methodology (Biber, 1988). The analysis consists of both empirical and qualitative phases. Quantitative analyses are undertaken on the linguistic features, their patterns of co-occurrence, and on the contextual elements of classrooms and textbooks. The contextual analysis is used to functionally interpret the statistical patterns of co-occurrence along five dimensions of textual variation, demonstrating patterns of difference and similarity with reference to text excerpts. Results of the analysis suggest that academic discourse is far from monolithic. Pedagogic discourse in introductory classes varies by modality and discipline, but not always in the directions expected. In the present study the most abstract texts were biology lectures---more abstract than written genres of academic prose and more abstract than introductory textbooks. Academic lectures in both disciplines, monologues which carry a heavy informational load, were extremely interactive, more like conversation than academic prose. A third finding suggests that introductory survey textbooks differ from those used in upper division classes by being

Optimizing Student Learning: Examining the Use of Presentation Slides

Science.gov (United States)

Strauss, Judy; Corrigan, Hope; Hofacker, Charles F.

2011-01-01

Sensory overload and split attention result in reduced learning when instructors read slides with bullet points and complex graphs during a lecture. Conversely, slides containing relevant visual elements, when accompanied by instructor narration, use both the visual and verbal channels of a student's working memory, thus improving the chances of…

A short lecture on Open Licensing

OpenAIRE

Barba, Lorena A.

2017-01-01

Also on SpeakerDeck, for nicer viewing.A lecture as part of the workshop "Essential skills for reproducible research computing," at Universidad Técnica Federico Santa María (January 2017).[slide 3]Syllabus of the workshop.[slide 5]In an October-2015 interview by mathematics professor and blogger Robert Talbert, I answer this question … “Why do you advocate so strongly for open-source technology in research and education?” … I start by first clarifying WHAT WE MEAN by “open.” [slide 6]"Free an...

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

Science.gov (United States)

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

2017-09-01

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

Gif 2011 school: neutrinos. Slides of the presentations

International Nuclear Information System (INIS)

Smirnov, A.; Pascoli, S.; Piquemal, F.; Lasserre, T.; Kouchner, A.; Patzak, T.; Lavignac, S.; Volpe, C.; Katsanevas, S.; Rubbia, A.

2012-01-01

This document gathers the slides of the lectures given at the GIF 2011 school. These lectures were pedagogical reviews of both theoretical and experimental physics around neutrino issues. There were 9 lectures: 1) the origin of the neutrino mass, 2) theory of neutrino oscillations, 3) measuring the neutrino mass, 4) measuring the neutrino oscillation parameters, 5) astronomy with neutrinos, 6) the story of the neutrino, 7) neutrinos beyond the standard model, 8) neutrinos in cosmology, and 9) future experiments. (A.C.)

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers.

Science.gov (United States)

Karim, Habib Md Reazaul; Yunus, Md; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum.

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers

Science.gov (United States)

Karim, Habib Md. Reazaul; Yunus, Md.; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Background: Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. Objectives: This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. Methods: After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Conclusion: Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum. PMID:27308252

Selected Landscape Plants. Slide Script.

Science.gov (United States)

McCann, Kevin

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with commercially important woody ornamental landscape plants. Included in the script are narrations for use with a total of 253 slides illustrating 92 different plants. Several slides are used to illustrate each plant: besides a view of…

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…

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

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

Using LectureTools to enhance student–instructor relations and student engagement in the large class

OpenAIRE

Jerie Shaw; Sofiya Kominko; Jenepher Lennox Terrion

2015-01-01

Positive student–instructor relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. This study explores LectureTools – a web-based student response and learning platform that facilitates communication between instructors and students – as a possible solution to this issue by analysing survey data collected from students in a second-year communication class at a large Cana...

Using LectureTools to Enhance Student-Instructor Relations and Student Engagement in the Large Class

Science.gov (United States)

Shaw, Jerie; Kominko, Sofiya; Terrion, Jenepher Lennox

2015-01-01

Positive student-instructor relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. This study explores LectureTools--a web-based student response and learning platform that facilitates communication between instructors and…

The Impact of Providing Web-Based PowerPoint Slides as Study Guides in Undergraduate Business Classes

Science.gov (United States)

Frank, Jonathan; Shaw, Lewis; Wilson, Elizabeth

2009-01-01

This study examines undergraduate business students' use of PowerPoint slides provided as a supplement to class attendance, textbook reading, and other traditional course resources. We survey students in 4 diverse (accounting, marketing, management, and information systems) lower-level undergraduate courses in which the instructor provided…

Enhancing student motivation using LectureTools: A cloud-based teaching and learning platform

Directory of Open Access Journals (Sweden)

P. H. Patrio Chiu

2015-06-01

Full Text Available A cloud-based teaching and learning platform, LectureTools, was piloted at City University of Hong Kong in the 2012-13 academic year. LectureTools is an online platform that provides a suite of cloud-based teaching and learning applications. It combines the functions of interactive presentation, real-time student response system, student inquiry and online note-taking synchronised with the presentation slides, into one cloud-based platform. A comprehensive study investigated the effectiveness of the platform for enhancing student motivation among graduate (n=158 and undergraduate (n=96 students. Both groups of students reported enhanced motivation when using LectureTools. The scores on all six learning motivation scales of the Motivated Strategies for Learning Questionnaire, a psychometric instrument based on the cognitive view of motivation, increased when students engaged with the tool in class. Those who used the tool scored significantly higher on intrinsic goal orientation than those who did not use the tool. The students’ quantitative feedback showed that they found the tool useful and that it improved their motivation. Qualitative feedback from the instructors indicated that the tool was useful for engaging passive students. They reported that the most useful function was the interactive online questions with real-time results, while the in-class student inquiry function was difficult to use in practice.

Adaptive Sliding Mode Observer for a Class of Systems

OpenAIRE

D.Elleuch; T.Damak

2010-01-01

In this paper, the performance of two adaptive observers applied to interconnected systems is studied. The nonlinearity of systems can be written in a fractional form. The first adaptive observer is an adaptive sliding mode observer for a Lipchitz nonlinear system and the second one is an adaptive sliding mode observer having a filtered error as a sliding surface. After comparing their performances throughout the inverted pendulum mounted on a car system, it was shown tha...

Fractional-order sliding mode control for a class of uncertain nonlinear systems based on LQR

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Dong Zhang

2017-03-01

Full Text Available This article presents a new fractional-order sliding mode control (FOSMC strategy based on a linear-quadratic regulator (LQR for a class of uncertain nonlinear systems. First, input/output feedback linearization is used to linearize the nonlinear system and decouple tracking error dynamics. Second, LQR is designed to ensure that the tracking error dynamics converges to the equilibrium point as soon as possible. Based on LQR, a novel fractional-order sliding surface is introduced. Subsequently, the FOSMC is designed to reject system uncertainties and reduce the magnitude of control chattering. Then, the global stability of the closed-loop control system is analytically proved using Lyapunov stability theory. Finally, a typical single-input single-output system and a typical multi-input multi-output system are simulated to illustrate the effectiveness and advantages of the proposed control strategy. The results of the simulation indicate that the proposed control strategy exhibits excellent performance and robustness with system uncertainties. Compared to conventional integer-order sliding mode control, the high-frequency chattering of the control input is drastically depressed.

Practice and Evaluation of Ability Grouping Lecture on Information Literacy Using a Chat Tool

Science.gov (United States)

Fujinaga, Kiyohisa

A teaching methodology on information literacy that skilled and inexperienced students learn through different specific contents in a class is proposed. Skilled students collaboratively work using an e-Learning environment while a conventional projector-based lecture on how to use a computer is given for inexperienced students. The methodology had been put into practice for two years. Skilled students were divided into a few groups and members in a group collaboratively made a PowerPoint slide show using a chat tool as the communication media. The slide shows were evaluated by means of questionnaire to the inexperienced students. The results were nearly the same as those of teachers. The practice of the methodology resulted in that the concentration of the skilled students was promoted and the learning attitude of the inexperienced students was improved, compared with the case that the both skilled and inexperienced students learned through the same contents.

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

Science.gov (United States)

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

2015-01-01

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

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.

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

Science.gov (United States)

Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

2005-01-01

Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

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

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

Directory of Open Access Journals (Sweden)

Ismail S

2015-03-01

Full Text Available Salwani Ismail,1 Abdus Salam,2 Ahmed G Alattraqchi,1 Lakshmi Annamalai,1 Annamalai Chockalingam,1 Wan Putri Elena,3 Nor Iza A Rahman,1 Abdullahi Rabiu Abubakar,1 Mainul Haque1 1Faculty of Medicine, Universiti Sultan Zainal Abidin, Kuala Terengganu, Terengganu, Malaysia; 2Department of Medical Education, Universiti Kebangsaan Malaysia Medical Centre, Kuala Lumpur, Malaysia; 3School of Health Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kelantan, Malaysia Background: Didactic lecture is the oldest and most commonly used method of teaching. In addition, it is considered one of the most efficient ways to disseminate theories, ideas, and facts. Many critics feel that lectures are an obsolete method to use when students need to perform hands-on activities, which is an everyday need in the study of medicine. This study evaluates students' perceptions regarding lecture quality in a new medical school. Methods: This was a cross-sectional study conducted of the medical students of Universiti Sultan Zainal Abidin. The study population was 468 preclinical medical students from years 1 and 2 of academic year 2012–2013. Data were collected using a validated instrument. There were six different sections of questions using a 5-point Likert scale. The data were then compiled and analyzed, using SPSS version 20. Results: The response rate was 73%. Among 341 respondents, 30% were male and 70% were female. Eighty-five percent of respondents agree or strongly agree that the lectures had met the criteria with regard to organization of lecture materials. Similarly, 97% of students agree or strongly agree that lecturers maintained adequate voices and gestures. Conclusion: Medical students are quite satisfied with the lecture classes and the lectures. However, further research is required to identify student-centered teaching and learning methods to promote active learning. Keywords: lecture, effectiveness, evaluation, undergraduate medical

Combining Chalk Talk with PowerPoint to Increase In-class Student Engagement

Directory of Open Access Journals (Sweden)

Swati Betharia

2016-11-01

Full Text Available In striving to attain a higher degree of in-class student engagement, and target a larger number of preferred student-learning styles, this case study describes a multimodal teaching approach. PowerPoint slides have gradually gained popularity over the more traditional chalk and talk lecture design. The student population in today’s age seeks more non-passive modes of information delivery. Numerous novel approaches to enhance active learning, such as flipped classroom and problem-based learning, have recently been explored. While working well for therapeutic and lab-based courses, these formats may not be best-suited for all basic science topics. The importance of basic science in a pharmacy curriculum is well emphasized in the 2016 ACPE Standards. To actively involve students in a pharmacology lecture on diuretics, a session was designed to combine the PowerPoint and chalk talk approaches. Students created 10 concept diagrams following an instructor, who explained each step in the process using a document camera. For visual learners, these diagrams provided a layered representation of the information, gradually increasing in complexity. For learners with a preference for the reading learning style, the information was also available in corresponding PowerPoint slides. Scores from pre- and post-session quizzes indicated a high level of concept understanding and recall (median 1 [IQR 0 – 2] vs 4 [IQR 3 – 5]; p<0.001. The student perception survey data reported higher in-class attention levels (76%, an appreciation for the utility of self-created concept diagrams (88%, and a call for additional sessions being presented in this format (73%. Targeting a variety of student learning styles by using the active development of concept diagrams, in addition to traditional PowerPoint slides, can promote student engagement and enhance content understanding.   Type: Case Study

Inorganic chemical analysis of environmental materials—A lecture series

Science.gov (United States)

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

2011-01-01

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

ACTINET-I3 Plenary Meeting 2011 - Slides of the presentations

International Nuclear Information System (INIS)

Bourg, S.; Denecke, M.A.; Minato, Kazuo; Geckeis, H.; Brendler, V.; Clark, S.B.; Zhang, Z.

2013-01-01

ACTINET-I3 is an integrated infrastructure initiative for actinide science built around a small consortium. This first plenary meeting was aimed at gathering the European and International Actinide Chemistry Community around the four main ACTINET-I3 activities: Actinide separation chemistry; Actinide in geological environment; actinide materials; and analytical tools and modelling. For each activity, an introductive lecture presents the state of the art and identify the research to be still carried out, then an illustrative lecture describes what is done abroad. This document is made up of the slides of the presentations

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.

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 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…

Whole slide images and digital media in pathology education, testing, and practice: the Oklahoma experience.

Science.gov (United States)

Fung, Kar-Ming; Hassell, Lewis A; Talbert, Michael L; Wiechmann, Allan F; Chaser, Brad E; Ramey, Joel

2012-01-01

Examination of glass slides is of paramount importance in pathology training. Until the introduction of digitized whole slide images that could be accessed through computer networks, the sharing of pathology slides was a major logistic issue in pathology education and practice. With the help of whole slide images, our department has developed several online pathology education websites. Based on a modular architecture, this program provides online access to whole slide images, still images, case studies, quizzes and didactic text at different levels. Together with traditional lectures and hands-on experiences, it forms the back bone of our histology and pathology education system for residents and medical students. The use of digitized whole slide images has a.lso greatly improved the communication between clinicians and pathologist in our institute.

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.

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.

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

Science.gov (United States)

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2015-01-01

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

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…

Genetic algorithm to solve the problems of lectures and practicums scheduling

Science.gov (United States)

Syahputra, M. F.; Apriani, R.; Sawaluddin; Abdullah, D.; Albra, W.; Heikal, M.; Abdurrahman, A.; Khaddafi, M.

2018-02-01

Generally, the scheduling process is done manually. However, this method has a low accuracy level, along with possibilities that a scheduled process collides with another scheduled process. When doing theory class and practicum timetable scheduling process, there are numerous problems, such as lecturer teaching schedule collision, schedule collision with another schedule, practicum lesson schedules that collides with theory class, and the number of classrooms available. In this research, genetic algorithm is implemented to perform theory class and practicum timetable scheduling process. The algorithm will be used to process the data containing lists of lecturers, courses, and class rooms, obtained from information technology department at University of Sumatera Utara. The result of scheduling process using genetic algorithm is the most optimal timetable that conforms to available time slots, class rooms, courses, and lecturer schedules.

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...

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.

Slide 1

Indian Academy of Sciences (India)

Table of contents. Slide 1 · Slide 2 · Slide 3 · Slide 4 · Slide 5 · Slide 6 · Slide 7 · Immunology of VL · Slide 9 · Slide 10 · Slide 11 · Slide 12 · Slide 13 · Slide 14 · Strategies To Design Drugs · Slide 16 · Slide 17 · Slide 18 · Slide 19 · Slide 20 · Slide 21 · Slide 22 · Slide 23 · Slide 24 · Slide 25 · Slide 26 · Slide 27 · Slide 28.

Winter School on Physics with Trapped Charged Particles - Abstracts and slides

International Nuclear Information System (INIS)

Pedersen, T.S.; Thompson, R.C.; Madsen, N.; Champenois, C.; Anderegg, F.; Fajans, J.; Knoop, M.; Scott Hangst, J.; Hilico, L.; Ulmer, S.; Blaum, K.; Drewsen, M.; Roos, C.; Schmidt, P.

2016-01-01

This winter school covered various topics of the physics of trapped charged particles. Lectures covered basic trap physics and recent developments in Penning traps, Paul traps..., collective behavior and non-neutral plasmas, as well as applications for fundamental physics, laser cooling, precision spectroscopy and quantum information. This document gathers a booklet of abstracts and the available slides of the presentations

Slide 1

Indian Academy of Sciences (India)

Table of contents. Slide 1 · Slide 2 · Membrane Phospholipids · Slide 4 · NAE and NAPE · Biological and Pharmacological properties · Slide 7 · Slide 8 · Slide 9 · Slide 10 · Slide 11 · Slide 12 · Slide 13 · Slide 14 · Slide 15 · Slide 16 · Slide 17 · Slide 18 · Slide 19 · Slide 20 · Slide 21 · Slide 22 · Slide 23 · Slide 24 · Slide 25.

Slide 1

Indian Academy of Sciences (India)

Table of contents. Slide 1 · Slide 2 · Slide 3 · Slide 4 · Slide 5 · Slide 6 · Slide 7 · Slide 8 · Slide 9 · Slide 10 · Slide 11 · Slide 12 · Slide 13 · Slide 14 · Slide 15 · Slide 16 · Slide 17.

Boundary lubrication of glass: rubber sliding contacts

NARCIS (Netherlands)

Heide, E. van der; Lossie, C.M.; Bommel, K.J.C. van; Reinders, S.A.F.; Lenting, H.B.M.

2009-01-01

Polymer brush coatings represent a promising class of coatings for friction control [1], especially in a humid environment [2]. A study on the feasibility of a specific class of polymer brush coatings [5] was done for a sliding system that involves ‘silicon skin L7350’: a silicon rubber used by FIFA

Slide 1

Indian Academy of Sciences (India)

Slide 5 · Slide 6 · Second Question How Did this Shift in ToT Come About? Slide 8 · Second Question How Did this Shift in ToT Come About? Slide 10 · Slide 11 · Slide 12 · Slide 13 · Slide 14 · Slide 15 · Slide 17 · Slide 20 · Slide 21 · Slide 22 · Slide 23 · Slide 24 · Slide 25 · Slide 26 · Slide 27 · Slide 30 · India's Globalization.

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…

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.

Slide 1

Indian Academy of Sciences (India)

Table of contents. Slide 1 · Matsyagandhya A case of genetic disorder · Slide 3 · Slide 4 · Slide 5 · Slide 6 · Slide 7 · Active Site with Molybdopterin Ligation · Disadvantage of a Chemist to Model the Cofactor · Slide 10 · Slide 11 · Slide 12 · Active Site Investigation · Slide 14 · Slide 15 · Slide 16 · Slide 17 · Slide 18 · Slide 19.

Astronomy for Astronomical Numbers: a Worldwide Massive Open Online Class

Science.gov (United States)

Austin, Carmen; Impey, Chris David; Wenger, Matthew

2015-01-01

Astronomy: State of the Art is a massive, open, online class (MOOC) offered through Udemy by an instructional team at the University of Arizona. With over 18,000 enrolled, it is the largest astronomy MOOC available. The astronomical numbers enrolled do not translate into a similar level of engagement. The content consists of 14 hours of video lecture, nearly 1000 PowerPoint slides, 250 pages of background readings, and 20 podcast interviews with leading researchers. Perhaps in part because of the large amount of course content, the overall completion rate is low, about 3%. However, this number was four times higher for an early cohort of learners who were selected to have a prior interest in astronomy and who took the class in synchronous mode, with new content being added every week. Completion correlates with engagement as measured by posts to the online discussion board. For a subset of learners, social media like Facebook and Twitter provide an additional, important mode of engagement. For the asynchronous learners who have continuously enrolled for the past 15 months, those who complete the course do so quickly, with few persisting longer than two months. The availability of a completion certificate had no impact of completion rates. This experiment informs a future offering of this MOOC via Coursera, along with a co-convened 'flipped' introductory astronomy class at the University of Arizona, where the video lectures will be online and class time will be used exclusively for small group labs and hands-on activities. Despite their typically low completion rates, MOOCs have the potential to add significantly to public engagement with science.

On synchronisation of a class of complex chaotic systems with complex unknown parameters via integral sliding mode control

Science.gov (United States)

Tirandaz, Hamed; Karami-Mollaee, Ali

2018-06-01

Chaotic systems demonstrate complex behaviour in their state variables and their parameters, which generate some challenges and consequences. This paper presents a new synchronisation scheme based on integral sliding mode control (ISMC) method on a class of complex chaotic systems with complex unknown parameters. Synchronisation between corresponding states of a class of complex chaotic systems and also convergence of the errors of the system parameters to zero point are studied. The designed feedback control vector and complex unknown parameter vector are analytically achieved based on the Lyapunov stability theory. Moreover, the effectiveness of the proposed methodology is verified by synchronisation of the Chen complex system and the Lorenz complex systems as the leader and the follower chaotic systems, respectively. In conclusion, some numerical simulations related to the synchronisation methodology is given to illustrate the effectiveness of the theoretical discussions.

Slide 1

Indian Academy of Sciences (India)

Slide 25 · Life course epidemiology and chronic diseases · Models · Slide 28 · Slide 29 · Slide 30 · New Delhi Birth Cohort · New Delhi Birth Cohort (NDBC) · Slide 33 · Slide 34 · Slide 35 · Slide 36 · Slide 37 · Slide 38 · Slide 39 · CONCLUSIONS Urban Children and Adolescents · CONCLUSIONS New Delhi Birth Cohort.

Slide layout and integrated design (SLIDE) program

International Nuclear Information System (INIS)

Roberts, S.G.

1975-01-01

SLIDE is a FORTRAN IV program for producing 35 mm color slides on the Control Data CYBER-74. SLIDE interfaces with the graphics package, DISSPLA, on the CYBER-74. It was designed so that persons with no previous computer experience can easily and quickly generate their own textual 35 mm color slides for verbal presentations. SLIDE's features include seven different colors, five text sizes, ten tab positions, and two page sizes. As many slides as desired may be produced during any one run of the program. Each slide is designed to represent an 8 1 / 2 in. x 11 in. or an 11 in. x 8 1 / 2 in. page. The input data cards required to run the SLIDE program and the program output are described. Appendixes contain a sample program run showing input, output, and the resulting slides produced and a FORTRAN listing of the SLIDE program. (U.S.)

Escaping the large lecture hall: how to turn a large enrollment third-year Spanish grammar class into a hybrid / online class

Directory of Open Access Journals (Sweden)

Ausín, Adolfo

2014-01-01

Full Text Available The purpose of this paper is to show that a hybrid and/or a fully online course can be an effective alternative for large enrollment classes, summer courses, and/or for non-traditional students. In our situation, we were trying to escape the big lecture hall and the challenges that such a format presents, like finding a successful way to deliver the material to a large number of students, keeping teacher-student and student-to-student interaction, and promoting active learning. This article describes and explains the steps involved in developing and teaching a hybrid and a fully online versions of a third-year Spanish grammar class. Multiple technological resources are employed: Flash Learning objects, such as Adobe Presenter, to transform PowerPoint presentations into Flash, CLEAR Conversation and Skype to have asynchronous and synchronous video conferencing, Googledocs for group homework, and the university’s Course Management System for practice activities and online quizzes, some of them including spoken language samples. The screen capture program (Jing was also employed to create video tutorials. Detailed information is provided so that similar courses can be created.

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.

Slide 1

Indian Academy of Sciences (India)

Potency of Stem Cells · Slide 3 · Slide 4 · Slide 5 · World Wide Clinical trials using MSCs · Slide 7 · Bone Marrow derived Human MSCs (hMSC) in culture · Slide 9 · Slide 10 · Slide 11 · Slide 12 · Slide 13 · Fetal MSCs · Morphology of murine fetal heart derived stem cells (fHSCs) · Growth Kinetics of fHSCs · Phenotype of ...

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 ...

Robust synchronization of unified chaotic systems via sliding mode control

International Nuclear Information System (INIS)

Yan Junjuh; Yang Yisung; Chiang Tsungying; Chen Chingyuan

2007-01-01

This paper investigates the chaos synchronization problem for a class of uncertain master-slave unified chaotic systems. Based on the sliding mode control technique, a robust control scheme is established which guarantees the occurrence of a sliding motion of error states even when the parameter uncertainty and external perturbation are present. Furthermore, a novel proportional-integral (PI) switching surface is introduced for determining the synchronization performance of systems in the sliding mode motion. Simulation results are proposed to demonstrate the effectiveness of the method

Chemical Characterization and Source Apportionment of Size Fractionated Atmospheric Aerosols, and, Evaluating Student Attitudes and Learning in Large Lecture General Chemistry Classes

Science.gov (United States)

Allen, Gregory Harold

between the OOA2 and WBOA factors and smoke levels indicates that these factors can be used to identify the influence of biomass burning on ambient aerosols. The effectiveness of using the ChemWiki instead of a traditional textbook was investigated during the spring quarter of 2014. Student performance was measured using common midterms, a final, and a pre/post content exams. We also employed surveys, the Colorado Learning Attitudes about Science Survey (CLASS) for Chemistry, and a weekly time-on-task survey to quantify students' attitudes and study habits. The effectiveness of the ChemWiki compared to a traditional textbook was examined using multiple linear regression analysis with a standard non-inferiority testing framework. Results show that the performance of students in the section who were assigned readings from the ChemWiki was non-inferior to the performance of students in the section who were assigned readings from the traditional textbook, indicating that the ChemWiki does not substantially differ from the standard textbook in terms of student learning outcomes. The results from the surveys also suggest that the two classes were similar in their beliefs about chemistry and overall average time spent studying. These results indicate that the ChemWiki is a viable cost-saving alternative to traditional textbooks. The impact of using active learning techniques in a large lecture general chemistry class was investigated by assessing student performance and attitudes during the fall 2014 and winter 2015 quarters. One instructor applied active learning strategies while the remaining instructors employed more traditional lecture styles. Student performance, learning, learning environments, and attitudes were measured using a standardized pre/post exams, common final exams, classroom observations, and the CLASS chemistry instrument in large lecture general chemistry courses. Classroom observation data showed that the active learning class was the most student centered

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

Science.gov (United States)

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

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.

The YouTube Makeup Class

Science.gov (United States)

Haase, David G.

2009-01-01

When a college instructor goes out of town and must miss a lecture, the standard options are to cancel the class meeting or to enlist a colleague to fill in. In the former case a teaching opportunity is lost; in the latter the substitute may not lead the class in the same way as the instructor. Some students routinely skip lectures by a guest…

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 living picture": on the circulation of microscope-slide knowledge in 1903.

Science.gov (United States)

Gaycken, Oliver

2013-01-01

Microscope slides allowed preparations to circulate among scientific and educational contexts. An extension of the circulation of microscope slides was how they became part of lantern exhibition culture. This article considers an early example of the adoption of microscope lantern show conventions by another medium, the cinema. E Martin Duncan, who was employed by Charles Urban to produce a series of popular-science films beginning in 1903, brought his experience with microphotography to bear on the challenge of adapting cinema to the purpose of public instruction. Duncan's first series of films, entitled "The Unseen World," demonstrated both profound links to the display tradition of the lantern lecture as well as the transformation of that tradition by the cinema's representational possibilities.

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

Science.gov (United States)

DeRuisseau, Lara R

2016-12-01

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

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.

Dynamic e-learning modules for student lecture preparation

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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.

Maintaining Students’ Involvement in a Math Lecture Using Countdown Timers

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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

A Novel Approach to Sliding Mode Control of Time-Delay Systems

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Hongwei Xia

2013-01-01

Full Text Available This paper is concerned with the sliding mode control for a class of linear systems with time-varying delays. By utilizing a novel Lyapunov-Krasovskii functional and combining it with the delay fractioning approach as well as the free-weighting matrix technology, a sufficient condition is established such that the resulting sliding mode dynamics is asymptotically stable. Then, a sliding mode controller for reaching motion is synthesized to guarantee that the trajectories of the resulting closed-loop system can be driven onto a prescribed sliding surface and maintained there for all subsequent time. A numerical example is provided to illustrate the effectiveness of the proposed design approach.

Advances in sliding mode control concept, theory and implementation

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Janardhanan, S; Spurgeon, Sarah

2013-01-01

The sliding mode control paradigm has become a mature technique for the design of robust controllers for a wide class of systems including nonlinear, uncertain and time-delayed systems. This book is a collection of plenary and invited talks delivered at the 12th IEEE International Workshop on Variable Structure System held at the Indian Institute of Technology, Mumbai, India in January 2012. After the workshop, these researchers were invited to develop book chapters for this edited collection in order to reflect the latest results and open research questions in the area. The contributed chapters have been organized by the editors to reflect the various themes of sliding mode control which are the current areas of theoretical research and applications focus; namely articulation of the fundamental underpinning theory of the sliding mode design paradigm, sliding modes for decentralized system representations, control of time-delay systems, the higher order sliding mode concept, results applicable to nonlinear an...

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial

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Fukuta Junaid

2010-10-01

Full Text Available Abstract Background Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. Methods We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. Results No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. Conclusions We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision.

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial.

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Schreiber, Benjamin E; Fukuta, Junaid; Gordon, Fabiana

2010-10-08

Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision.

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

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Shariff, Sya Azmeela Binti

2012-01-01

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

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

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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.

Sliding mode control for uncertain unified chaotic systems with input nonlinearity

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Chiang, T.-Y.; Hung, M.-L.; Yan, J.-J.; Yang, Y.-S.; Chang, J.-F.

2007-01-01

This paper investigates the stabilization problem for a class of unified chaotic systems subject to uncertainties and input nonlinearity. Using the sliding mode control technique, a robust control law is established which stabilizes the uncertain unified chaotic systems even when the nonlinearity in the actuators is present. A novel adaptive switching surface is introduced to simplify the task of assigning the stability of the closed-loop system in the sliding mode motion. An illustrative example is given to demonstrate the effectiveness of the proposed sliding mode control design

The YouTube Makeup Class

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Haase, David G.

2009-05-01

When a college instructor goes out of town and must miss a lecture, the standard options are to cancel the class meeting or to enlist a colleague to fill in. In the former case a teaching opportunity is lost; in the latter the substitute may not lead the class in the same way as the instructor. Some students routinely skip lectures by a guest instructor, in the belief that the material in the substitute lecture will not be covered on the exam. There are other makeup options such as a directed study assignment. For instance, a missed class is sometimes a good opportunity to require students to investigate web-based simulations such as Physlets® that illustrate the class topics. These are most effective if the students are given a clear structure and if there are questions that the students must answer from their investigations with the Physlets. But many students are more comfortable with the audio and visual communication that occurs in the classroom. Web 2.0 technology, e.g., YouTube (http://www.youtube.com), makes it convenient for faculty to upload videos of lectures and demonstrations that can be used for makeup classes. College students already use YouTube for entertainment, and the YouTube format is simple to view on any web-connected computer. Although some universities have highly developed media delivery systems, YouTube is extremely convenient and accessible by anyone. This paper discusses how a YouTube makeup class can be efficiently produced and structured to be an effective learning experience.

The Use of Lecture Capture and Student Performance in Physiology

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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…

Sir Robert Ball: Victorian Astronomer and Lecturer par excellence

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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.

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

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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.

Interactive lectures: Clickers or personal devices?

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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.

Active Learning in ASTR 101 Lectures

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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.

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

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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.

Free chattering hybrid sliding mode control for a class of non-linear systems

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Khooban, Mohammad Hassan; Niknam, Taher; Blaabjerg, Frede

2016-01-01

In current study, in order to find the control of general uncertain nonlinear systems, a new optimal hybrid control approach called Optimal General Type II Fuzzy Sliding Mode (OGT2FSM) is presented. In order to estimate unknown nonlinear activities in monitoring dynamic uncertainties, the benefits...... on the same topic, which are an Adaptive Interval Type-2 Fuzzy Logic Controller (AGT2FLC) and Conventional Sliding Mode Controller (CSMC), to assess the efficiency of the suggested controller. The suggested control scheme is finally used to the Electric Vehicles type as a case study. Results of simulation...

Integrating Community with Collections in Educational Digital Libraries

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Akbar, Monika

2013-01-01

Some classes of Internet users have specific information needs and specialized information-seeking behaviors. For example, educators who are designing a course might create a syllabus, recommend books, create lecture slides, and use tools as lecture aid. All of these resources are available online, but are scattered across a large number of…

Continuing Medical Education Speakers with High Evaluation Scores Use more Image-based Slides

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Ferguson, Ian

2017-01-01

Full Text Available Although continuing medical education (CME presentations are common across health professions, it is unknown whether slide design is independently associated with audience evaluations of the speaker. Based on the conceptual framework of Mayer’s theory of multimedia learning, this study aimed to determine whether image use and text density in presentation slides are associated with overall speaker evaluations. This retrospective analysis of six sequential CME conferences (two annual emergency medicine conferences over a three-year period used a mixed linear regression model to assess whether postconference speaker evaluations were associated with image fraction (percentage of image-based slides per presentation and text density (number of words per slide. A total of 105 unique lectures were given by 49 faculty members, and 1,222 evaluations (70.1% response rate were available for analysis. On average, 47.4% (SD=25.36 of slides had at least one educationally-relevant image (image fraction. Image fraction significantly predicted overall higher evaluation scores [F(1, 100.676=6.158, p=0.015] in the mixed linear regression model. The mean (SD text density was 25.61 (8.14 words/slide but was not a significant predictor [F(1, 86.293=0.55, p=0.815]. Of note, the individual speaker [χ2 (1=2.952, p=0.003] and speaker seniority [F(3, 59.713=4.083, p=0.011] significantly predicted higher scores. This is the first published study to date assessing the linkage between slide design and CME speaker evaluations by an audience of practicing clinicians. The incorporation of images was associated with higher evaluation scores, in alignment with Mayer’s theory of multimedia learning. Contrary to this theory, however, text density showed no significant association, suggesting that these scores may be multifactorial. Professional development efforts should focus on teaching best practices in both slide design and presentation skills.

Continuing Medical Education Speakers with High Evaluation Scores Use more Image-based Slides.

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Ferguson, Ian; Phillips, Andrew W; Lin, Michelle

2017-01-01

Although continuing medical education (CME) presentations are common across health professions, it is unknown whether slide design is independently associated with audience evaluations of the speaker. Based on the conceptual framework of Mayer's theory of multimedia learning, this study aimed to determine whether image use and text density in presentation slides are associated with overall speaker evaluations. This retrospective analysis of six sequential CME conferences (two annual emergency medicine conferences over a three-year period) used a mixed linear regression model to assess whether post-conference speaker evaluations were associated with image fraction (percentage of image-based slides per presentation) and text density (number of words per slide). A total of 105 unique lectures were given by 49 faculty members, and 1,222 evaluations (70.1% response rate) were available for analysis. On average, 47.4% (SD=25.36) of slides had at least one educationally-relevant image (image fraction). Image fraction significantly predicted overall higher evaluation scores [F(1, 100.676)=6.158, p=0.015] in the mixed linear regression model. The mean (SD) text density was 25.61 (8.14) words/slide but was not a significant predictor [F(1, 86.293)=0.55, p=0.815]. Of note, the individual speaker [χ 2 (1)=2.952, p=0.003] and speaker seniority [F(3, 59.713)=4.083, p=0.011] significantly predicted higher scores. This is the first published study to date assessing the linkage between slide design and CME speaker evaluations by an audience of practicing clinicians. The incorporation of images was associated with higher evaluation scores, in alignment with Mayer's theory of multimedia learning. Contrary to this theory, however, text density showed no significant association, suggesting that these scores may be multifactorial. Professional development efforts should focus on teaching best practices in both slide design and presentation skills.

Robust Sensor Faults Reconstruction for a Class of Uncertain Linear Systems Using a Sliding Mode Observer: An LMI Approach

International Nuclear Information System (INIS)

Iskander, Boulaabi; Faycal, Ben Hmida; Moncef, Gossa; Anis, Sellami

2009-01-01

This paper presents a design method of a Sliding Mode Observer (SMO) for robust sensor faults reconstruction of systems with matched uncertainty. This class of uncertainty requires a known upper bound. The basic idea is to use the H ∞ concept to design the observer, which minimizes the effect of the uncertainty on the reconstruction of the sensor faults. Specifically, we applied the equivalent output error injection concept from previous work in Fault Detection and Isolation (FDI) scheme. Then, these two problems of design and reconstruction can be expressed and numerically formulate via Linear Matrix Inequalities (LMIs) optimization. Finally, a numerical example is given to illustrate the validity and the applicability of the proposed approach.

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

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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.

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

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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.

Instruction and Interaction in an American Lecture Class. Observations from a Corpus

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Carmen Pérez-Llantada

2012-05-01

Full Text Available Taking the Michigan Corpus of Academic Spoken English, this paper explores the pragmatic behavior of one-word tags – a common feature in conversational English – in academic speech. The analysis indicates that university professors use tags within textual metadiscourse patterns to signpost their audiences and facilitate comprehension. In addition, tags correlate with interpersonal metadiscourse elements typical of conversation that help lecturers adopt stances, convey solidarity and socialize with their undergraduates. The conclusion section relates the interpersonal semiotics of lectures to the communicative goals of university talk and suggests the need to approach listening comprehension through students’ awareness of genres as social actions.

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

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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

Lecture Capturing: Its Effects on Students' Absenteeism, Performance, and Impressions in a Traditional Marketing Research Course

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Dommeyer, Curt J.

2017-01-01

A quasiexperiment was conducted among marketing research students to determine the effects of lecture capturing (LC). One group of students (the LC group) was allowed access to video recordings of the class lectures whereas another group of students in a parallel class (the control group) was not given access to the recordings. When both groups…

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

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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

Discrete-Time Sliding-Mode Control of Uncertain Systems with Time-Varying Delays via Descriptor Approach

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Maode Yan

2008-01-01

Full Text Available This paper considers the problem of robust discrete-time sliding-mode control (DT-SMC design for a class of uncertain linear systems with time-varying delays. By applying a descriptor model transformation and Moon's inequality for bounding cross terms, a delay-dependent sufficient condition for the existence of stable sliding surface is given in terms of linear matrix inequalities (LMIs. Based on this existence condition, the synthesized sliding mode controller can guarantee the sliding-mode reaching condition of the specified discrete-time sliding surface for all admissible uncertainties and time-varying delays. An illustrative example verifies the effectiveness of the proposed method.

Online Lectures in Undergraduate Medical Education: Scoping Review.

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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.

Frequency-shaped and observer-based discrete-time sliding mode control

CERN Document Server

Mehta, Axaykumar

2015-01-01

It is well established that the sliding mode control strategy provides an effective and robust method of controlling the deterministic system due to its well-known invariance property to a class of bounded disturbance and parameter variations. Advances in microcomputer technologies have made digital control increasingly popular among the researchers worldwide. And that led to the study of discrete-time sliding mode control design and its implementation. This brief presents, a method for multi-rate frequency shaped sliding mode controller design based on switching and non-switching type of reaching law. In this approach, the frequency dependent compensator dynamics are introduced through a frequency-shaped sliding surface by assigning frequency dependent weighing matrices in a linear quadratic regulator (LQR) design procedure. In this way, the undesired high frequency dynamics or certain frequency disturbance can be eliminated. The states are implicitly obtained by measuring the output at a faster rate than th...

A Model for Teaching Large Classes: Facilitating a "Small Class Feel"

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Lynch, Rosealie P.; Pappas, Eric

2017-01-01

This paper presents a model for teaching large classes that facilitates a "small class feel" to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E. P.) has been teaching a 300-student general education critical thinking course for ten years, and the…

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

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.

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.

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 ...

SLIDES: a program to draw slides and posters

Energy Technology Data Exchange (ETDEWEB)

Bertrand, R.; Schofield, J.

1977-04-01

SLIDES is a program which takes text and commands as input and prepares lettered slides and posters. When run on the time-sharing computer, the program can display its output on an interactive graphics terminal; in batch, it can direct its graphical output to a variety of plotters. The program uses DISSPLA graphical subroutines and standard ANL plotter subroutines. This report contains material written for the beginning user, who should be able to produce useful slides or posters by following the examples. This report also serves as a complete reference for the SLIDES program. 4 figures.

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.

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

Science.gov (United States)

Ozgonul, Levent; Alimoglu, Mustafa Kemal

2017-01-01

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

Learning Declarative and Procedural Knowledge via Video Lectures: Cognitive Load and Learning Effectiveness

Science.gov (United States)

Hong, Jianzhong; Pi, Zhongling; Yang, Jiumin

2018-01-01

Video lectures are being widely used in online and blended learning classes worldwide, and their learning effectiveness is becoming a focus of many educators and researchers. This study examined the cognitive load and learning effectiveness of video lectures in terms of the type of knowledge being taught (declarative or procedural) and instructor…

Synchronization of a modified Chua's circuit system via adaptive sliding mode control

International Nuclear Information System (INIS)

Yan, J.-J.; Lin, J.-S.; Liao, T.-L.

2008-01-01

This study addresses the adaptive synchronization of a modified Chua's circuit system with both unknown system parameters and the nonlinearity in the control input. An adaptive switching surface is newly adopted such that it becomes easy to ensure the stability of the error dynamics in the sliding mode. Based on this adaptive switching surface, an adaptive sliding mode controller (ASMC) is derived to guarantee the occurrence of the sliding motion, even when the system is undergoing input nonlinearity. This method can also be easily extended to a general class of Chua's circuits. An illustrative example is given to show the applicability of the proposed ASMC design

On performing concepts during science lectures

Science.gov (United States)

Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael

2007-01-01

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

ON LAND SLIDE DETECTION USING TERRASAR-X OVER EARTHEN LEVEES

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M. Mahrooghy

2012-08-01

Full Text Available Earthen levees have an important role to protect large areas of inhabited and cultivated land in the US from flooding. Failure of the levees can threaten the loss of life and property. One of the problems which can lead to a complete failure during a high water event is a slough slide. In this research, we are trying to detect such slides using X-band SAR data. Our methodology consists of the following four steps: 1 segmentation of the levee area from background; 2 extracting features including backscatter features and texture features; 3 training a back propagation neural network classifier using ground-truth data; and 4 testing the area of interest and validation of the results using ground truth data. A dual-polarimetric X-band image is acquired from the German TerraSAR-X satellite. Ground-truth data include the slides and healthy area. The study area is an approximately 1 km stretch of levee along the lower Mississippi River in the United States. The output classification shows the two classes of healthy and slide areas. The results show classification accuracies of approximately 67% for detecting the slide pixels.

Slide 1

Indian Academy of Sciences (India)

Projected Rainfall (Weighted Mean CDF; A1B scenario) · Slide 18 · Imprecise Probability · Bounds for Probability of Drought · Slide 21 · Possibility Distribution of GCMs and Scenarios · Mahanadi River Basin - Streamflow · Projections for future monsoon inflows to Hirakud Reservoir · Slide 25 · Rule curve for adaptive policies.

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…

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.

Modeling the Physics of Sliding Objects on Rotating Space Elevators and Other Non-relativistic Strings

Science.gov (United States)

Golubovic, Leonardo; Knudsen, Steven

2017-01-01

We consider general problem of modeling the dynamics of objects sliding on moving strings. We introduce a powerful computational algorithm that can be used to investigate the dynamics of objects sliding along non-relativistic strings. We use the algorithm to numerically explore fundamental physics of sliding climbers on a unique class of dynamical systems, Rotating Space Elevators (RSE). Objects sliding along RSE strings do not require internal engines or propulsion to be transported from the Earth's surface into outer space. By extensive numerical simulations, we find that sliding climbers may display interesting non-linear dynamics exhibiting both quasi-periodic and chaotic states of motion. While our main interest in this study is in the climber dynamics on RSEs, our results for the dynamics of sliding object are of more general interest. In particular, we designed tools capable of dealing with strongly nonlinear phenomena involving moving strings of any kind, such as the chaotic dynamics of sliding climbers observed in our simulations.

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.

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.

Increasing Skills in Writing Literature Study on Research-Based Learning Through Authentical Assessment Lecturing in Innovation Class of Social Science Learning

Directory of Open Access Journals (Sweden)

Naniek Sulistya Wardani

2017-08-01

Full Text Available The purpose of this study is to determine whether the improvement of literature review skills on research-based learning can be pursued through the authentic assessment of the lectures of the Innovation of Learning IPS of PGSD students. This type of research is a classroom action research, using a spiral model of C. Kemmis and Robin Mc. Taggart. The research procedure uses 2 cycles, each cycle consists of 3 stages namely, 1 action planning 2 implementation of action and observation, 3 reflection. The subjects of the study were all students of PGSD Class 2014 E of the subjects of Innovation of IPS Learning as much as 27 students consisting of 7 male students and 20 female students. Data collection techniques use observation and product assessment. Data analysis technique is a percentage technique that compares literacy review writing skills through authentic assessment in IPS lectures between cycles. The result of the research shows that there is an improvement of writing skill of study lecture study of IPS learning innovation, which is pursued through authentic assessment. This is evident from the improvement of writing skills worthy of achievement from cycle 1 to cycle 2 ie from 62.14% of 27 students increased to 72.60% of all students in cycle 2. Writing skills in research-based learning is a skill to express the idea of the problem , Organizing facts, concepts and principles, use of EYD grammar and grammar. Authentic assessment is an assessment consisting of connection aspects, reflection aspects, and feedback aspects

Academic training: Advanced lectures on multiprocessor programming

CERN Multimedia

PH Department

2011-01-01

Academic Training Lecture - Regular Programme 31 October 1, 2 November 2011 from 11:00 to 12:00 -  IT Auditorium, Bldg. 31   Three classes (60 mins) on Multiprocessor Programming Prof. Dr. Christoph von Praun Georg-Simon-Ohm University of Applied Sciences Nuremberg, Germany This is an advanced class on multiprocessor programming. The class gives an introduction to principles of concurrent objects and the notion of different progress guarantees that concurrent computations can have. The focus of this class is on non-blocking computations, i.e. concurrent programs that do not make use of locks. We discuss the implementation of practical non-blocking data structures in detail. 1st class: Introduction to concurrent objects 2nd class: Principles of non-blocking synchronization 3rd class: Concurrent queues Brief Bio of Christoph von Praun Christoph worked on a variety of analysis techniques and runtime platforms for parallel programs. Hist most recent research studies programming models an...

Same Content, Different Methods: Comparing Lecture, Engaged Classroom, and Simulation.

Science.gov (United States)

Raleigh, Meghan F; Wilson, Garland Anthony; Moss, David Alan; Reineke-Piper, Kristen A; Walden, Jeffrey; Fisher, Daniel J; Williams, Tracy; Alexander, Christienne; Niceler, Brock; Viera, Anthony J; Zakrajsek, Todd

2018-02-01

There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.

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

Impact of an Innovative Classroom-Based Lecture Series on Residents’ Evaluations of an Anesthesiology Rotation

Directory of Open Access Journals (Sweden)

Pedro Tanaka

2016-01-01

Full Text Available Introduction. Millennial resident learners may benefit from innovative instructional methods. The goal of this study is to assess the impact of a new daily, 15 minutes on one anesthesia keyword, lecture series given by faculty member each weekday on resident postrotation evaluation scores. Methods. A quasi-experimental study design was implemented with the residents’ rotation evaluations for the 24-month period ending by 7/30/2013 before the new lecture series was implemented which was compared to the 14-month period after the lecture series began on 8/1/2013. The primary endpoint was “overall teaching quality of this rotation.” We also collected survey data from residents at clinical rotations at two other different institutions during the same two evaluation periods that did not have the education intervention. Results. One hundred and thirty-one residents were eligible to participate in the study. Completed surveys ranged from 77 to 87% for the eight-question evaluation instrument. On a 5-point Likert-type scale the mean score on “overall teaching quality of this rotation” increased significantly from 3.9 (SD 0.8 to 4.2 (SD 0.7 after addition of the lecture series, whereas the scores decreased slightly at the comparison sites. Conclusion. Rotation evaluation scores for overall teaching quality improved with implementation of a new structured slide daily lectures series.

Trieste lectures on mirror symmetry

Energy Technology Data Exchange (ETDEWEB)

Hori, K [Department of Physics and Department of Mathematics, University of Toronto, Toronto, Ontario (Canada)

2003-08-15

These are pedagogical lectures on mirror symmetry given at the Spring School in ICTP, Trieste, March 2002. The focus is placed on worldsheet descriptions of the physics related to mirror symmetry. We start with the introduction to general aspects of (2,2) supersymmetric field theories in 1 + 1 dimensions. We next move on to the study and applications of linear sigma model. Finally, we provide a proof of mirror symmetry in a class of models. (author)

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.

Robust synchronization of chaotic systems via adaptive sliding mode control

International Nuclear Information System (INIS)

Yan, J.-J.; Hung, M.-L.; Chiang, T.-Y.; Yang, Y.-S.

2006-01-01

This Letter investigates the synchronization problem for a general class of chaotic systems. Using the sliding mode control technique, an adaptive control law is established to guarantee synchronization of the master and slave systems even when unknown parameters and external disturbances are present. In contrast to the previous works, the structure of slave system is simple and need not be identical to the master system. Furthermore, a novel proportional-integral (PI) switching surface is proposed to simplify the task of assigning the performance of the closed-loop error system in sliding mode. An illustrative example of Chua's circuit is given to demonstrate the effectiveness of the proposed synchronization scheme

Sliding mode control and observation

CERN Document Server

Shtessel, Yuri; Fridman, Leonid; Levant, Arie

2014-01-01

The sliding mode control methodology has proven effective in dealing with complex dynamical systems affected by disturbances, uncertainties and unmodeled dynamics. Robust control technology based on this methodology has been applied to many real-world problems, especially in the areas of aerospace control, electric power systems, electromechanical systems, and robotics. Sliding Mode Control and Observation represents the first textbook that starts with classical sliding mode control techniques and progresses toward newly developed higher-order sliding mode control and observation algorithms and their applications. The present volume addresses a range of sliding mode control issues, including: *Conventional sliding mode controller and observer design *Second-order sliding mode controllers and differentiators *Frequency domain analysis of conventional and second-order sliding mode controllers *Higher-order sliding mode controllers and differentiators *Higher-order sliding mode observers *Sliding mode disturbanc...

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.

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...

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.

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.

PLACEMENT APPLICATIONS SCHEDULING LECTURE IN INTERNATIONAL PROGRAM UNIKOM BASED ANDROID

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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.

Using Content-Specific Lyrics to Familiar Tunes in a Large Lecture Setting

Science.gov (United States)

McLachlin, Derek T.

2009-01-01

Music can be used in lectures to increase student engagement and help students retain information. In this paper, I describe my use of biochemistry-related lyrics written to the tune of the theme to the television show, The Flintstones, in a large class setting (400-800 students). To determine student perceptions, the class was surveyed several…

Harry Potter and the Ghost Teacher: Resurrecting the Lost Art of Lecturing

Science.gov (United States)

McDaniel, Kathryn N.

2010-01-01

A significant image of classroom lectures is the one presented in J. K. Rowling's "Harry Potter" series. At Harry's Hogwarts School of Witchcraft and Wizardry, the most torturous class is easily History of Magic, which is, incidentally, the only class in the school taught by a ghost. Being taught by a ghost could be quite exciting: not so in…

Design of practical sliding-mode controllers with constant switching frequency for power converters

Energy Technology Data Exchange (ETDEWEB)

Navarro-Lopez, Eva M. [School of Computer Science, Centre for Interdisciplinary Computational and Dynamical Analysis, The University of Manchester, Oxford Road, Kilburn Building, Manchester M13 9PL (United Kingdom); Cortes, Domingo [Seccion de Mecatronica, Departamento de Ingenieria Electrica, CINVESTAV-IPN, Av. IPN 2508, Col. San Pedro Zacatenco, 07360 Mexico City (Mexico); Castro, Christian [Centro de Investigacion en Computacion del IPN, Av. Jose Othon de Mendizabal s/n, Col. Nueva Industrial Vallejo, 07738 Mexico City (Mexico)

2009-05-15

A novel experimentally motivated method in order to design a family of easy-to-implement sliding-mode controllers for power converters is proposed. Two main results are presented. First, the relation between sliding-mode control and average control is reinterpreted so that the limitation of the switching frequency for the closed-loop system is achieved in a more direct way than other methods so far reported in the literature. For this purpose, a class of sliding surfaces which makes the associated equivalent control be the system average control is proposed. Second, the achievement of a constant switching frequency in the controlled system is assured without requiring the sliding-mode-based controller to be modified, unlike most previous works. As a result, the proposed sliding surfaces-type can be directly implemented via a pulse-width modulator. The control methodology is implemented for the voltage control in a boost converter prototype in which the load is considered unknown. Experimental results confirm high performance and robustness under parameters variation. Furthermore, the solution proposed is easy to implement and well-suited for other power converters. (author)

SlideToolkit: an assistive toolset for the histological quantification of whole slide images.

Directory of Open Access Journals (Sweden)

Bastiaan G L Nelissen

Full Text Available The demand for accurate and reproducible phenotyping of a disease trait increases with the rising number of biobanks and genome wide association studies. Detailed analysis of histology is a powerful way of phenotyping human tissues. Nonetheless, purely visual assessment of histological slides is time-consuming and liable to sampling variation and optical illusions and thereby observer variation, and external validation may be cumbersome. Therefore, within our own biobank, computerized quantification of digitized histological slides is often preferred as a more precise and reproducible, and sometimes more sensitive approach. Relatively few free toolkits are, however, available for fully digitized microscopic slides, usually known as whole slides images. In order to comply with this need, we developed the slideToolkit as a fast method to handle large quantities of low contrast whole slides images using advanced cell detecting algorithms. The slideToolkit has been developed for modern personal computers and high-performance clusters (HPCs and is available as an open-source project on github.com. We here illustrate the power of slideToolkit by a repeated measurement of 303 digital slides containing CD3 stained (DAB abdominal aortic aneurysm tissue from a tissue biobank. Our workflow consists of four consecutive steps. In the first step (acquisition, whole slide images are collected and converted to TIFF files. In the second step (preparation, files are organized. The third step (tiles, creates multiple manageable tiles to count. In the fourth step (analysis, tissue is analyzed and results are stored in a data set. Using this method, two consecutive measurements of 303 slides showed an intraclass correlation of 0.99. In conclusion, slideToolkit provides a free, powerful and versatile collection of tools for automated feature analysis of whole slide images to create reproducible and meaningful phenotypic data sets.

A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course.

Science.gov (United States)

Beale, Elmus G; Tarwater, Patrick M; Lee, Vaughan H

2014-01-01

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. © 2013 American Association of Anatomists.

Adaptive Fuzzy Integral Sliding-Mode Regulator for Induction Motor Using Nonlinear Sliding Surface

OpenAIRE

Yong-Kun Lu

2015-01-01

An adaptive fuzzy integral sliding-mode controller using nonlinear sliding surface is designed for the speed regulator of a field-oriented induction motor drive in this paper. Combining the conventional integral sliding surface with fractional-order integral, a nonlinear sliding surface is proposed for the integral sliding-mode speed control, which can overcome the windup problem and the convergence speed problem. An adaptive fuzzy control term is utilized to approximate the uncertainty. The ...

USE OF MULTIPLE RESPONSE QUESTIONS (MRQS DURING LECTURE SESSIONS AS A TOOL TO ENHANCE LEARNING

Directory of Open Access Journals (Sweden)

Rosh

2015-12-01

Full Text Available INTRODUCTION Lecture classes are time tested solid method of teaching and have lot of advantages and few disadvantages. The main drawback is its unidirectional monotonous nature and many a time students fail to concentrate and understand especially when the sessions are long, and from the students’ point of view, many are boring too. Lecture sessions are still continued because of its various advantages. There are many methods tried to improve efficacy and effectiveness of lecture sessions including reinforcement, questions and discussions. There are many studies incorporating multiple choice questions (MCQs in lecture sessions for this purpose, with positive results. These sessions evoke creative thinking and enhance learning. For this purpose MCQs are to be prepared with care considering the areas to be covered. In order to make lecture classes more impressive, interesting and effective, we tried introducing a short multiple response session in between, along with some rewards for correct responses in terms of study materials. AIMS AND OBJECTIVES To study the impact of incorporation of MRQs during theory sessions to enhance the efficacy of teaching- learning process MATERIAL AND METHODS Study was conducted in a private medical college in Calicut. We surveyed 169 MBBS students initially with questionnaire covering various aspects of a lecture classes in general. For the next 6 months we incorporated MRQs in routine theory classes. Survey was then conducted again on the same group using same questionnaire and the results were compared. Scores were given according to performance, a maximum of 5 per question. RESULTS After 6 months the data showed substantial improvement in the understanding pattern of students. The average score regarding the usefulness increased from 3.57 to 3.91. After the intervention a substantial number agreed that the sessions have become more interesting, the score changed from 2.99 to 3.87. This also increased the

Stress in student teachers during real and simulated, standardized lectures

NARCIS (Netherlands)

Houtman, I.L.D.; Bakker, F.C.

1987-01-01

This study describes and compares the intensity of stress responses, both psychologically and physiologically, to a real and a simulated stressor. The real stressor involved lecturing to a class of students in a post-secondary institution during a practice teaching course. The simulated stressor was

Remember the days in the old school yard: from lectures to online learning.

Science.gov (United States)

Reynolds, P A; Mason, R; Eaton, K A

2008-04-26

Claims have been made that the traditional classroom/lecture-room mode of teaching is under threat with the future being purely online-based. There is no doubt that the impact of ICT systems and services have and will continue to transform teaching practice. From PowerPoint slides introduced to enliven lectures to virtual reality models accessed remotely, technology is bringing about new educational paradigms. The result is the emergence of new forms of distance learning with terms such as flexible learning, blended learning and full online instruction. All are making major contributions to the student experience, allowing access to more information and greater resources as well as opportunities for learning in a manner and timescale that is more attuned to their aims, abilities and lifestyles. In dental education the transition is providing undergraduates, postgraduates and CPD students with a greater variety of courses, access to more expertise and the opportunity for lifetime learning.

Cosmic Plasmas, Physics 418 Problem Set for Lecture 1: Elements

International Nuclear Information System (INIS)

Thyagaraja, A.

2002-01-01

The problems (in this set and those for Lectures 2,3) are designed to bring out key points made in the lectures and clarify them through explicit examples. Hints for their solutions are provided in some cases. Problems which are 'hard' are starred; they will be dealt with in the 'problems class', at least in outline. Solutions to the problems will be handed out separately. Some additional problems are also provided for entertainment for those who wish to go deeper into the subject. They are optional extras and will not be required as a part of this course. (author)

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.

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.

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

14, 15, 16, 17, 18 January LECTURES FOR POSTGRADUATE STUDENTS From 11:00 hrs - Auditorium, bldg 500 Superconducting materials suitable for magnets D.C. Larbalestier / Univ. of Wisconsin, USA The range of materials available for superconducting magnets is steadily expanding, even as the choice of material becomes potentially more complex. When virtually all magnets were cooled by helium at ~2-5 K it was easy to separate the domain of Nb-Ti from those of Nb3Sn applications and very little surprise that more than 90% of all magnets are still made from Nb-Ti. But the development of useful conductors of the Bi-Sr-Ca-Cu-O and YBa2Cu3Ox high temperature superconductors, coupled to the recent discovery of the 39 K superconductor MgB2 and the developing availability of cryocoolers suggests that new classes of higher temperature, medium field magnets based on other than Nb-based conductors could become available in the next 5-10 years. My talks will discuss the essential physics and materials science of these 5 classes...

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2002-01-01

14, 15, 16, 17, 18 January LECTURE SERIES From 11:00 hrs - Auditorium, bldg 500 Superconducting materials suitable for magnets D.C. Larbalestier / Univ. of Wisconsin, USA The range of materials available for superconducting magnets is steadily expanding, even as the choice of material becomes potentially more complex. When virtually all magnets were cooled by helium at ~2-5 K it was easy to separate the domain of Nb-Ti from those of Nb3Sn applications and very little surprise that more than 90% of all magnets are still made from Nb-Ti. But the development of useful conductors of the Bi-Sr-Ca-Cu-O and YBa2Cu3Ox high temperature superconductors, coupled to the recent discovery of the 39 K superconductor MgB2 and the developing availability of cryocoolers suggests that new classes of higher temperature, medium field magnets based on other than Nb-based conductors could become available in the next 5-10 years. My talks will discuss the essential physics and materials science of these 5 classes of material - Nb-Ti...

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.

An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

Science.gov (United States)

Gan, Chin Lay; Balakrishnan, Vimala

2016-01-01

Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of…

Tools for Implementing Science Practice in a Large Introductory Class

Science.gov (United States)

Prothero, W. A.

2008-12-01

Scientists must have in-depth background knowledge of their subject area and know where current knowledge can be advanced. They perform experiments that gather data to test new or existing theories, present their findings at meetings, publish their results, critically review the results of others, and respond to the reviews of their own work. In the context of a course, these activities correspond to learning the background material by listening to lectures or reading a text, formulating a problem, exploring data using student friendly data access and plotting software, giving brief talks to classmates in a small class or lab setting, writing a science paper or lab report, reviewing the writing of their peers, and receiving feedback (and grades) from their instructors and/or peers. These activities can be supported using course management software and online resources. The "LearningWithData" software system allows solid Earth (focused on plate tectonics) data exploration and plotting. Ocean data access, display, and plotting are also supported. Background material is delivered using animations and slide show type displays. Students are accountable for their learning through included homework assignments. Lab and small group activities provide support for data exploration and interpretation. Writing is most efficiently implemented using the "Calibrated Peer Review" method. This methodology is available at http://cpr.molsci.ucla.edu/. These methods have been successfully implemented in a large oceanography class at UCSB.

Semantic focusing allows fully automated single-layer slide scanning of cervical cytology slides.

Directory of Open Access Journals (Sweden)

Bernd Lahrmann

Full Text Available Liquid-based cytology (LBC in conjunction with Whole-Slide Imaging (WSI enables the objective and sensitive and quantitative evaluation of biomarkers in cytology. However, the complex three-dimensional distribution of cells on LBC slides requires manual focusing, long scanning-times, and multi-layer scanning. Here, we present a solution that overcomes these limitations in two steps: first, we make sure that focus points are only set on cells. Secondly, we check the total slide focus quality. From a first analysis we detected that superficial dust can be separated from the cell layer (thin layer of cells on the glass slide itself. Then we analyzed 2,295 individual focus points from 51 LBC slides stained for p16 and Ki67. Using the number of edges in a focus point image, specific color values and size-inclusion filters, focus points detecting cells could be distinguished from focus points on artifacts (accuracy 98.6%. Sharpness as total focus quality of a virtual LBC slide is computed from 5 sharpness features. We trained a multi-parameter SVM classifier on 1,600 images. On an independent validation set of 3,232 cell images we achieved an accuracy of 94.8% for classifying images as focused. Our results show that single-layer scanning of LBC slides is possible and how it can be achieved. We assembled focus point analysis and sharpness classification into a fully automatic, iterative workflow, free of user intervention, which performs repetitive slide scanning as necessary. On 400 LBC slides we achieved a scanning-time of 13.9±10.1 min with 29.1±15.5 focus points. In summary, the integration of semantic focus information into whole-slide imaging allows automatic high-quality imaging of LBC slides and subsequent biomarker analysis.

Semantic focusing allows fully automated single-layer slide scanning of cervical cytology slides.

Science.gov (United States)

Lahrmann, Bernd; Valous, Nektarios A; Eisenmann, Urs; Wentzensen, Nicolas; Grabe, Niels

2013-01-01

Liquid-based cytology (LBC) in conjunction with Whole-Slide Imaging (WSI) enables the objective and sensitive and quantitative evaluation of biomarkers in cytology. However, the complex three-dimensional distribution of cells on LBC slides requires manual focusing, long scanning-times, and multi-layer scanning. Here, we present a solution that overcomes these limitations in two steps: first, we make sure that focus points are only set on cells. Secondly, we check the total slide focus quality. From a first analysis we detected that superficial dust can be separated from the cell layer (thin layer of cells on the glass slide) itself. Then we analyzed 2,295 individual focus points from 51 LBC slides stained for p16 and Ki67. Using the number of edges in a focus point image, specific color values and size-inclusion filters, focus points detecting cells could be distinguished from focus points on artifacts (accuracy 98.6%). Sharpness as total focus quality of a virtual LBC slide is computed from 5 sharpness features. We trained a multi-parameter SVM classifier on 1,600 images. On an independent validation set of 3,232 cell images we achieved an accuracy of 94.8% for classifying images as focused. Our results show that single-layer scanning of LBC slides is possible and how it can be achieved. We assembled focus point analysis and sharpness classification into a fully automatic, iterative workflow, free of user intervention, which performs repetitive slide scanning as necessary. On 400 LBC slides we achieved a scanning-time of 13.9±10.1 min with 29.1±15.5 focus points. In summary, the integration of semantic focus information into whole-slide imaging allows automatic high-quality imaging of LBC slides and subsequent biomarker analysis.

Adaptive Sliding-Mode Tracking Control for a Class of Nonholonomic Mechanical Systems

Directory of Open Access Journals (Sweden)

Wei Sun

2013-01-01

Full Text Available This paper investigates the problem of finite-time tracking control for nonholonomic mechanical systems with affine constraints. The control scheme is provided by flexibly incorporating terminal sliding-mode control with the method of relay switching control and related adaptive technique. The proposed relay switching controller ensures that the output tracking error converges to zero in a finite time. As an application, a boat on a running river is given to show the effectiveness of the control scheme.

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)

Slide 1

Indian Academy of Sciences (India)

Game Theory · Strategic Form Games (Normal Form Games) · Example : Prisoner's Dilemma · Dominant Strategy Equilibrium · Nash Equilibrium · Nash's Theorem · Slide 17 · Slide 18 · Example 1: Mechanism Design Fair Division of a Cake · Example 2: Mechanism Design Truth Elicitation through an Indirect Mechanism.

Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students.

Science.gov (United States)

Khan, Aftab Ahmed; Siddiqui, Adel Zia; Mohsin, Syed Fareed; Momani, Mohammed Mahmoud Al; Mirza, Eraj Humayun

2017-01-01

This cross-sectional study aimed to examine the impact of learning management system and WhatsApp application as educational tools on students' academic achievement and attitude. The sample population was the students of six medical colleges of Riyadh, Saudi Arabia attending Medical Pharmacology's semester course in Bachelor of Medicine, Bachelor of Surgery (MBBS) program from September 2016 to January 2017. An exploratory approach was adopted based on a comparison between students exposed to only in-class lectures (Group-N), in-class lectures together with WhatsApp platform to disseminate the lecture slides (Group-W) and students group with in-class lectures facility blended with Learning Management System (LMS) and WhatsApp platform (Group-WL). The students' grades were assessed using unified multiple choice questions at the end of the semester. Data were analyzed using descriptive statistics and Pearson correlation (pWhatsApp messenger tool showed a significant positive correlation in improving students' grades. Additionally, use of WhatsApp enhances students' in-class attendance though statistically insignificant. The results are pivotal for a paradigm shift of in-class lectures and discussion to mobile learning (M-learning). M-learning through WhatsApp may be as an alternative, innovative, and collaborative tool in achieving the required goals in medical education.

Du texte littéraire à la lecture littéraire : les enjeux d'un déplacement en classe de FLE/S

OpenAIRE

Collès, Luc; Dufays, Jean-Louis

2007-01-01

L’article analyse les moyens et les enjeux de deux approches complémentaires de la littérature en classe de FLE/S. Dans un premier temps, la lecture des textes littéraires est envisagée dans une approche pragmatique, qui vise à faire passer les apprenants du discours usuel au discours littéraire dans un même geste. Cette approche est elle-même intégrée dans la perspective actionnelle définie par le Cadre européen commun de référence pour les langues (2001), dont l’objectif est la formation d’...

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

Attractors near grazing–sliding bifurcations

International Nuclear Information System (INIS)

Glendinning, P; Kowalczyk, P; Nordmark, A B

2012-01-01

In this paper we prove, for the first time, that multistability can occur in three-dimensional Fillipov type flows due to grazing–sliding bifurcations. We do this by reducing the study of the dynamics of Filippov type flows around a grazing–sliding bifurcation to the study of appropriately defined one-dimensional maps. In particular, we prove the presence of three qualitatively different types of multiple attractors born in grazing–sliding bifurcations. Namely, a period-two orbit with a sliding segment may coexist with a chaotic attractor, two stable, period-two and period-three orbits with a segment of sliding each may coexist, or a non-sliding and period-three orbit with two sliding segments may coexist

Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

Science.gov (United States)

Ramos, Roberto

We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

Active Learning: A Small Group Histology Laboratory Exercise in a Whole Class Setting Utilizing Virtual Slides and Peer Education

Science.gov (United States)

Bloodgood, Robert A.

2012-01-01

Histology laboratory instruction is moving away from the sole use of the traditional combination of light microscopes and glass slides in favor of virtual microscopy and virtual slides. At the same time, medical curricula are changing so as to reduce scheduled time for basic science instruction as well as focusing on student-centered learning…

AN INTELLIGENT NEURO-FUZZY TERMINAL SLIDING MODE CONTROL METHOD WITH APPLICATION TO ATOMIC FORCE MICROSCOPE

Directory of Open Access Journals (Sweden)

Seied Yasser Nikoo

2016-11-01

Full Text Available In this paper, a neuro-fuzzy fast terminal sliding mode control method is proposed for controlling a class of nonlinear systems with bounded uncertainties and disturbances. In this method, a nonlinear terminal sliding surface is firstly designed. Then, this sliding surface is considered as input for an adaptive neuro-fuzzy inference system which is the main controller. A proportinal-integral-derivative controller is also used to asist the neuro-fuzzy controller in order to improve the performance of the system at the begining stage of control operation. In addition, bee algorithm is used in this paper to update the weights of neuro-fuzzy system as well as the parameters of the proportinal-integral-derivative controller. The proposed control scheme is simulated for vibration control in a model of atomic force microscope system and the results are compared with conventional sliding mode controllers. The simulation results show that the chattering effect in the proposed controller is decreased in comparison with the sliding mode and the terminal sliding mode controllers. Also, the method provides the advantages of fast convergence and low model dependency compared to the conventional methods.

SlideJ: An ImageJ plugin for automated processing of whole slide images.

Science.gov (United States)

Della Mea, Vincenzo; Baroni, Giulia L; Pilutti, David; Di Loreto, Carla

2017-01-01

The digital slide, or Whole Slide Image, is a digital image, acquired with specific scanners, that represents a complete tissue sample or cytological specimen at microscopic level. While Whole Slide image analysis is recognized among the most interesting opportunities, the typical size of such images-up to Gpixels- can be very demanding in terms of memory requirements. Thus, while algorithms and tools for processing and analysis of single microscopic field images are available, Whole Slide images size makes the direct use of such tools prohibitive or impossible. In this work a plugin for ImageJ, named SlideJ, is proposed with the objective to seamlessly extend the application of image analysis algorithms implemented in ImageJ for single microscopic field images to a whole digital slide analysis. The plugin has been complemented by examples of macro in the ImageJ scripting language to demonstrate its use in concrete situations.

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.

Long-term subglacial sliding patterns based on a sliding law with cavitation

DEFF Research Database (Denmark)

Ugelvig, Sofie Vej; Egholm, D.L.

In ice-sheet models and glacial landscape evolution models, subglacial sliding rates are often related to basal shear stress by a power-law. However, the power-law relationship implies that the subglacial bed can provide unlimited levels of basal drag as sliding rates increases, which is recognized...... as an inadequate assumption, particularly when the effects of subglacial cavities are considered (Schoof 2005). We have implemented a glacial sliding law suggested by Schoof (2005) in a depth-integrated higher-order ice-sheet model (Egholm et al. 2011) and coupled this to a model for glacial hydrology. The sliding...... law includes an upper bound to the basal drag and depends on the effects of longitudinal and transverse stress components for obtaining force balance along the glacier bed. Computational experiments indicate that high annually averaged sliding rates concentrate along valley sides when basal melt...

High-quality and small-capacity e-learning video featuring lecturer-superimposing PC screen images

Science.gov (United States)

Nomura, Yoshihiko; Murakami, Michinobu; Sakamoto, Ryota; Sugiura, Tokuhiro; Matsui, Hirokazu; Kato, Norihiko

2006-10-01

Information processing and communication technology are progressing quickly, and are prevailing throughout various technological fields. Therefore, the development of such technology should respond to the needs for improvement of quality in the e-learning education system. The authors propose a new video-image compression processing system that ingeniously employs the features of the lecturing scene. While dynamic lecturing scene is shot by a digital video camera, screen images are electronically stored by a PC screen image capturing software in relatively long period at a practical class. Then, a lecturer and a lecture stick are extracted from the digital video images by pattern recognition techniques, and the extracted images are superimposed on the appropriate PC screen images by off-line processing. Thus, we have succeeded to create a high-quality and small-capacity (HQ/SC) video-on-demand educational content featuring the advantages: the high quality of image sharpness, the small electronic file capacity, and the realistic lecturer motion.

The Trieste Lecture of John Stewart Bell

Energy Technology Data Exchange (ETDEWEB)

Bassi, Angelo; Ghirardi, GianCarlo

2007-03-23

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

The Trieste Lecture of John Stewart Bell

International Nuclear Information System (INIS)

Bassi, Angelo; Ghirardi, GianCarlo

2007-01-01

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

WTP Pretreatment Facility Potential Design Deficiencies--Sliding Bed and Sliding Bed Erosion Assessment

Energy Technology Data Exchange (ETDEWEB)

Hansen, E. K. [Savannah River Site (SRS), Aiken, SC (United States). Savannah River National Lab. (SRNL)

2015-05-06

This assessment is based on readily available literature and discusses both Newtonian and non-Newtonian slurries with respect to sliding beds and erosion due to sliding beds. This report does not quantify the size of the sliding beds or erosion rates due to sliding beds, but only assesses if they could be present. This assessment addresses process pipelines in the Pretreatment (PT) facility and the high level waste (HLW) transfer lines leaving the PT facility to the HLW vitrification facility concentrate receipt vessel.

WTP Pretreatment Facility Potential Design Deficiencies--Sliding Bed and Sliding Bed Erosion Assessment

International Nuclear Information System (INIS)

Hansen, E. K.

2015-01-01

This assessment is based on readily available literature and discusses both Newtonian and non-Newtonian slurries with respect to sliding beds and erosion due to sliding beds. This report does not quantify the size of the sliding beds or erosion rates due to sliding beds, but only assesses if they could be present. This assessment addresses process pipelines in the Pretreatment (PT) facility and the high level waste (HLW) transfer lines leaving the PT facility to the HLW vitrification facility concentrate receipt vessel.

Changing Beliefs about Teaching in Large Undergraduate Mathematics Classes

Science.gov (United States)

Kensington-Miller, Barbara; Sneddon, Jamie; Yoon, Caroline; Stewart, Sepideh

2013-01-01

Many lecturers use teacher-centred styles of teaching in large undergraduate mathematics classes, often believing in the effectiveness of such pedagogy. Changing these beliefs about how mathematics should be taught is not a simple process and many academic staff are reluctant to change their ways of lecturing due to tradition and ease. This study…

Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

Directory of Open Access Journals (Sweden)

Suzanne C. Makarem

2015-07-01

Full Text Available University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost, and technical competence requirements to make this transition, in addition to the lack of beliefs in the legitimacy of online education. This article demonstrates the use of online video lectures to adapt traditional university courses to a blended format. The study is implemented for a School of Business Marketing course. We illustrate a cost-effective and timeefficient way for faculty members to record and share online video lectures with limited training and technical support. Using a student sample from two sections of the same marketing course, the study findings support the use of online video lectures as an effective way to free class time for learner-centred activities, without sacrificing student performance outcomes or course satisfaction.

Sliding Intermittent Control for BAM Neural Networks with Delays

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Jianqiang Hu

2013-01-01

Full Text Available This paper addresses the exponential stability problem for a class of delayed bidirectional associative memory (BAM neural networks with delays. A sliding intermittent controller which takes the advantages of the periodically intermittent control idea and the impulsive control scheme is proposed and employed to the delayed BAM system. With the adjustable parameter taking different particular values, such a sliding intermittent control method can comprise several kinds of control schemes as special cases, such as the continuous feedback control, the impulsive control, the periodically intermittent control, and the semi-impulsive control. By using analysis techniques and the Lyapunov function methods, some sufficient criteria are derived for the closed-loop delayed BAM neural networks to be globally exponentially stable. Finally, two illustrative examples are given to show the effectiveness of the proposed control scheme and the obtained theoretical results.

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

SlideJ: An ImageJ plugin for automated processing of whole slide images.

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Vincenzo Della Mea

Full Text Available The digital slide, or Whole Slide Image, is a digital image, acquired with specific scanners, that represents a complete tissue sample or cytological specimen at microscopic level. While Whole Slide image analysis is recognized among the most interesting opportunities, the typical size of such images-up to Gpixels- can be very demanding in terms of memory requirements. Thus, while algorithms and tools for processing and analysis of single microscopic field images are available, Whole Slide images size makes the direct use of such tools prohibitive or impossible. In this work a plugin for ImageJ, named SlideJ, is proposed with the objective to seamlessly extend the application of image analysis algorithms implemented in ImageJ for single microscopic field images to a whole digital slide analysis. The plugin has been complemented by examples of macro in the ImageJ scripting language to demonstrate its use in concrete situations.

IM-Chem: The Use of Instant Messaging to Improve Student Performance and Personalize Large Lecture General Chemistry Courses

Science.gov (United States)

Behmke, Derek A.; Atwood, Charles H.

2012-01-01

Previous research has linked poor student performance with the depersonalized feeling of large lecture courses. Various forms of enhanced communication have been tried that appear to enhance personalization in large courses. For general chemistry classes taught in a 365-seat lecture hall at the University of Georgia, we have attempted to enhance…

Sliding right into disaster : left-to-right sliding windows leak

NARCIS (Netherlands)

Bernstein, D.J.; Breitner, J.; Genkin, D.; Groot Bruinderink, L.; Heninger, N.; Lange, T.; van Vredendaal, C.; Yarom, Y.; Fischer, W.; Homma, N.

2017-01-01

It is well known that constant-time implementations of modular exponentiation cannot use sliding windows. However, software libraries such as Libgcrypt, used by GnuPG, continue to use sliding windows. It is widely believed that, even if the complete pattern of squarings and multiplications is

An Attitudinal Survey of Undergraduate Neuroscience Students Regarding Their Views on the Relevance of Lectures to their Education.

Science.gov (United States)

O'Keeffe, Gerard W; Sullivan, Aideen M; McCarthy, Marian M

2017-01-01

Advances in technology have seen a significant growth in the integration of e-learning into university education. Coupled with this trend are the learning approaches used by "Generation Connected" or GenC students, whose prolific use of digital technology is a defining characteristic. This has resulted in questions being asked as to whether in-class university lecture time is still relevant to university education. Here we conducted a case study with a group of undergraduate neuroscience students to assess their views on the relevance of attending lectures, why they attend or the reasons for non-attendance, and on what makes a good lecture. This is with a view to informing the design of new teaching approaches that may be more beneficial in maximising student engagement, and facilitating learning. The survey instrument was a ten-item questionnaire that collected both qualitative and quantitative data. Over 90% of students were of the view that lectures were beneficial to their learning, while only 4% thought they were an outdated mode of education. Three main themes emerged when students were asked what makes a good lecture: 1. Engagement, 2. Time, and 3. Varied format. We discuss the implications of these findings and suggest how these student views could be woven into the design of teaching approaches to increase the relevance of in-class lecture time in undergraduate neuroscience education.

SOCIAL MEDIA USE AND PERCEPTION OF LIVE LECTURES BY MEDICAL STUDENTS

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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

Evaluation of POE and instructor-led problem-solving approaches integrated into force and motion lecture classes using a model analysis technique

International Nuclear Information System (INIS)

Rakkapao, S; Pengpan, T; Srikeaw, S; Prasitpong, S

2014-01-01

This study aims to investigate the use of the predict–observe–explain (POE) approach integrated into large lecture classes on forces and motion. It is compared to the instructor-led problem-solving method using model analysis. The samples are science (SC, N = 420) and engineering (EN, N = 434) freshmen, from Prince of Songkla University, Thailand. Research findings from the force and motion conceptual evaluation indicate that the multimedia-supported POE method promotes students’ learning better than the problem-solving method, in particular for the velocity and acceleration concepts. There is a small shift of the students’ model states after the problem-solving instruction. Moreover, by using model analysis instructors are able to investigate students’ misconceptions and evaluate teaching methods. It benefits instructors in organizing subsequent instructional materials. (paper)

Adaptive Actor-Critic Design-Based Integral Sliding-Mode Control for Partially Unknown Nonlinear Systems With Input Disturbances.

Science.gov (United States)

Fan, Quan-Yong; Yang, Guang-Hong

2016-01-01

This paper is concerned with the problem of integral sliding-mode control for a class of nonlinear systems with input disturbances and unknown nonlinear terms through the adaptive actor-critic (AC) control method. The main objective is to design a sliding-mode control methodology based on the adaptive dynamic programming (ADP) method, so that the closed-loop system with time-varying disturbances is stable and the nearly optimal performance of the sliding-mode dynamics can be guaranteed. In the first step, a neural network (NN)-based observer and a disturbance observer are designed to approximate the unknown nonlinear terms and estimate the input disturbances, respectively. Based on the NN approximations and disturbance estimations, the discontinuous part of the sliding-mode control is constructed to eliminate the effect of the disturbances and attain the expected equivalent sliding-mode dynamics. Then, the ADP method with AC structure is presented to learn the optimal control for the sliding-mode dynamics online. Reconstructed tuning laws are developed to guarantee the stability of the sliding-mode dynamics and the convergence of the weights of critic and actor NNs. Finally, the simulation results are presented to illustrate the effectiveness of the proposed method.

Effect of antenatal education in small classes versus standard auditorium-based lectures on use of pain relief during labour and of obstetric interventions: results from the randomised NEWBORN trial.

Science.gov (United States)

Brixval, Carina Sjöberg; Thygesen, Lau Caspar; Axelsen, Solveig Forberg; Gluud, Christian; Winkel, Per; Lindschou, Jane; Weber, Tom; Due, Pernille; Koushede, Vibeke

2016-06-10

To examine the effect of an antenatal education programme in small classes versus standard auditorium-based lectures. Randomised trial using random-generated web-based 1:1 allocation. The largest birth site in the Capital Region of Denmark, from August 2012 to May 2014. 1766 pregnant women. Inclusion criteria ≥18 years, pregnant with a single child, and able to speak and understand Danish. Women were enrolled in the trial from 10+0 to 20+0 weeks of gestation. The intervention programme consisted of three times 2.5 hours of antenatal education in small classes (n=6-8 women), and focused on improving information and problem-solving skills for expectant parents in order to ease birth and the transition to parenthood. The control group received standard auditorium-based lectures consisting of two times 2 hours in an auditorium with participation of ∼250 people. The primary trial outcome was use of epidural analgesia. Other types of pain relief and obstetric interventions were analysed as explorative outcomes. There was no statistically significant difference in use of epidural analgesia between participants in the intervention group (30.9%) versus the control group (29.1%), adjusted OR 1.10 (95% CI 0.87 to 1.34). Also, the two groups did not differ regarding other types of pain relief or obstetric interventions. Concomitant birth preparation was common in both groups and highest in the control group, but did not seem to influence our results noticeably. Antenatal education in small groups versus standard auditorium-based lectures did not differ regarding use of epidural analgesia, other pain relief, or obstetric interventions. NCT01672437; Results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Students distracted by electronic devices perform at the same level as those who are focused on the lecture

Directory of Open Access Journals (Sweden)

Romesh P. Nalliah

2014-09-01

Full Text Available Background. Little is known about the characteristics of internet distractions that students may engage in during lecture. The objective of this pilot study is to identify some of the internet-based distractions students engage in during in-person lectures. The findings will help identify what activities most commonly cause students to be distracted from the lecture and if these activities impact student learning.Methods. This study is a quasi-experimental pilot study of 26 students from a single institution. In the current study, one class of third-year students were surveyed after a lecture on special needs dentistry. The survey identified self-reported utilization patterns of “smart” devices during the lecture. Additionally, twelve quiz-type questions were given to assess the students’ recall of important points in the lecture material that had just been covered.Results. The sample was comprised of 26 students. Of these, 17 were distracted in some form (either checking email, sending email, checking Facebook, or sending texts. The overall mean score on the test was 9.85 (9.53 for distracted students and 10.44 for non-distracted students. There were no significant differences in test scores between distracted and non-distracted students (p = 0.652. Gender and types of distractions were not significantly associated with test scores (p > 0.05. All students believed that they understood all the important points from the lecture.Conclusions. Every class member felt that they acquired the important learning points during the lecture. Those who were distracted by electronic devices during the lecture performed similarly to those who were not. However, results should be interpreted with caution as this study was a small quasi-experimental design and further research should examine the influence of different types of distraction on different types of learning.

Students distracted by electronic devices perform at the same level as those who are focused on the lecture.

Science.gov (United States)

Nalliah, Romesh P; Allareddy, Veerasathpurush

2014-01-01

Background. Little is known about the characteristics of internet distractions that students may engage in during lecture. The objective of this pilot study is to identify some of the internet-based distractions students engage in during in-person lectures. The findings will help identify what activities most commonly cause students to be distracted from the lecture and if these activities impact student learning. Methods. This study is a quasi-experimental pilot study of 26 students from a single institution. In the current study, one class of third-year students were surveyed after a lecture on special needs dentistry. The survey identified self-reported utilization patterns of "smart" devices during the lecture. Additionally, twelve quiz-type questions were given to assess the students' recall of important points in the lecture material that had just been covered. Results. The sample was comprised of 26 students. Of these, 17 were distracted in some form (either checking email, sending email, checking Facebook, or sending texts). The overall mean score on the test was 9.85 (9.53 for distracted students and 10.44 for non-distracted students). There were no significant differences in test scores between distracted and non-distracted students (p = 0.652). Gender and types of distractions were not significantly associated with test scores (p > 0.05). All students believed that they understood all the important points from the lecture. Conclusions. Every class member felt that they acquired the important learning points during the lecture. Those who were distracted by electronic devices during the lecture performed similarly to those who were not. However, results should be interpreted with caution as this study was a small quasi-experimental design and further research should examine the influence of different types of distraction on different types of learning.

Mapping stain distribution in pathology slides using whole slide imaging

Directory of Open Access Journals (Sweden)

Fang-Cheng Yeh

2014-01-01

Full Text Available Background: Whole slide imaging (WSI offers a novel approach to digitize and review pathology slides, but the voluminous data generated by this technology demand new computational methods for image analysis. Materials and Methods: In this study, we report a method that recognizes stains in WSI data and uses kernel density estimator to calculate the stain density across the digitized pathology slides. The validation study was conducted using a rat model of acute cardiac allograft rejection and another rat model of heart ischemia/reperfusion injury. Immunohistochemistry (IHC was conducted to label ED1 + macrophages in the tissue sections and the stained slides were digitized by a whole slide scanner. The whole slide images were tessellated to enable parallel processing. Pixel-wise stain classification was conducted to classify the IHC stains from those of the background and the density distribution of the identified IHC stains was then calculated by the kernel density estimator. Results: The regression analysis showed a correlation coefficient of 0.8961 between the number of IHC stains counted by our stain recognition algorithm and that by the manual counting, suggesting that our stain recognition algorithm was in good agreement with the manual counting. The density distribution of the IHC stains showed a consistent pattern with those of the cellular magnetic resonance (MR images that detected macrophages labeled by ultrasmall superparamagnetic iron-oxide or micron-sized iron-oxide particles. Conclusions: Our method provides a new imaging modality to facilitate clinical diagnosis. It also provides a way to validate/correlate cellular MRI data used for tracking immune-cell infiltration in cardiac transplant rejection and cardiac ischemic injury.

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.

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.

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…

Sliding vane geometry turbines

Science.gov (United States)

Sun, Harold Huimin; Zhang, Jizhong; Hu, Liangjun; Hanna, Dave R

2014-12-30

Various systems and methods are described for a variable geometry turbine. In one example, a turbine nozzle comprises a central axis and a nozzle vane. The nozzle vane includes a stationary vane and a sliding vane. The sliding vane is positioned to slide in a direction substantially tangent to an inner circumference of the turbine nozzle and in contact with the stationary vane.

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial.

Science.gov (United States)

Sahota, Michael; Leung, Betty; Dowdell, Stephanie; Velan, Gary M

2016-12-12

Students in biomedical disciplines require understanding of normal and abnormal microscopic appearances of human tissues (histology and histopathology). For this purpose, practical classes in these disciplines typically use virtual microscopy, viewing digitised whole slide images in web browsers. To enhance engagement, tools have been developed to enable individual or collaborative annotation of whole slide images within web browsers. To date, there have been no studies that have critically compared the impact on learning of individual and collaborative annotations on whole slide images. Junior and senior students engaged in Pathology practical classes within Medical Science and Medicine programs participated in cross-over trials of individual and collaborative annotation activities. Students' understanding of microscopic morphology was compared using timed online quizzes, while students' perceptions of learning were evaluated using an online questionnaire. For senior medical students, collaborative annotation of whole slide images was superior for understanding key microscopic features when compared to individual annotation; whilst being at least equivalent to individual annotation for junior medical science students. Across cohorts, students agreed that the annotation activities provided a user-friendly learning environment that met their flexible learning needs, improved efficiency, provided useful feedback, and helped them to set learning priorities. Importantly, these activities were also perceived to enhance motivation and improve understanding. Collaborative annotation improves understanding of microscopic morphology for students with sufficient background understanding of the discipline. These findings have implications for the deployment of annotation activities in biomedical curricula, and potentially for postgraduate training in Anatomical Pathology.

Second Order Sliding Mode Control of the Coupled Tanks System

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Fayiz Abu Khadra

2015-01-01

Full Text Available Four classes of second order sliding mode controllers (2-SMC have been successfully applied to regulate the liquid level in the second tank of a coupled tanks system. The robustness of these classes of 2-SMC is investigated and their performances are compared with a first order controller to show the merits of these controllers. The effectiveness of these controllers is verified through computer simulations. Comparison between the controllers is based on the time domain performance measures such as rise time, settling time, and the integral absolute error. Results showed that controllers are able to regulate the liquid level with small differences in their performance.

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Science.gov (United States)

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

Science.gov (United States)

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented

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

OpenAIRE

Adams, Alison E. M.; Randall, Shelby; Traustad?ttir, Tinna

2015-01-01

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered?online for the hybrid section and in person for the traditional section...

Evaluation of a complementary cyber education program for a pathophysiology class.

Science.gov (United States)

Yoo, Ji-Soo; Ryue, Sook-Hee; Lee, Jung Eun; Ahn, Jeong-Ah

2009-12-01

The goal of this study was to develop and evaluate a complementary cyber education program for a required pathophysiology class for nursing students. The cyber education program comprised electronic bulletin boards, correspondence material storage, an announcement section, a report submission section, reference sites, and statistics on learning rates. Twelve online lectures complemented five lectures in the classroom. To evaluate the course's educational effectiveness, we performed an online objective questionnaire and an open questionnaire survey anonymously, and compared the complementary cyber education program with traditional classroom education. The complementary cyber education program effected significant improvements in scores for importance with regard to major, clarity of goals and education plans for courses, professor readiness, preciseness and description of lectures, amount and efficiency of assignments, and fairness in appraisal standards compared with the traditional classroom education group. This study indicates that a complementary cyber education program provides nursing students with the flexibility of time and space, the newest information through updated lectures, efficient motivational aids through intimacy between the lecturer and students, and concrete and meaningful tasks. The complementary cyber education course also increased student effort toward studying and student satisfaction with the class.

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

Science.gov (United States)

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

2017-02-01

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

Slide system for machine tools

Science.gov (United States)

Douglass, Spivey S.; Green, Walter L.

1982-01-01

The present invention relates to a machine tool which permits the machining of nonaxisymmetric surfaces on a workpiece while rotating the workpiece about a central axis of rotation. The machine tool comprises a conventional two-slide system (X-Y) with one of these slides being provided with a relatively short travel high-speed auxiliary slide which carries the material-removing tool. The auxiliary slide is synchronized with the spindle speed and the position of the other two slides and provides a high-speed reciprocating motion required for the displacement of the cutting tool for generating a nonaxisymmetric surface at a selected location on the workpiece.

Lecturers' Behaviors and Beliefs about the Use of Social Media in Higher Education: A Study at Mahasarakham University in Thailand

Science.gov (United States)

Seechaliao, Thapanee

2014-01-01

This paper describes lecturers' behaviors and beliefs regarding social media in higher education at the Faculty of Education, Mahasarakham University. Thirty-one lecturers were surveyed about their attitudes toward the use of social media in their classes. Their responses were analyzed using arithmetic mean and standard deviation. The results are…

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.

Mailing microscope slides

Science.gov (United States)

Many insects feed agriculturally important crops, trees, and ornamental plants and cause millions of dollars of damage annually. Identification for some of these require the preparation of a microscope slide for examination. There are times when a microscope slide may need to be sent away to a speci...

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

Modelling the initiation of basal sliding

Science.gov (United States)

Mantelli, E.; Schoof, C.

2017-12-01

The initiation of basal sliding is a thermally-controlled process that affects ice speed, englacial heat transport, and melt water production at the bed, and ultimately influences the large-scale dynamics of ice sheets. From a modelling perspective, describing the onset of sliding in thin-film models suitable for ice sheet scale simulations is problematic. In particular, previous work concluded that, under shallow-ice mechanics, the scenario of a hard switch from frozen to molten bed leads to an infinite vertical velocity at the onset, and higher-order mechanical formulations are needed to describe sliding initiation. An alternative view considers the occurrence of subtemperate sliding, which allows for a smooth sliding velocity across the onset. However, the sliding velocity decreases rapidly as temperature drops below the melting point, thus raising the issue of whether a mechanical model that does not resolve the ice sheet thickness scale is ever appropriate to model the onset of sliding. In this study we first present a boundary layer model for the hard switch scenario. Our analysis, which considers a thermo-mechanically coupled Stokes flow near the onset, shows that the abrupt onset of sliding is never possible. In fact, the acceleration of ice flow deflects the flowlines towards the bed, which freezes again immediately downstream to the onset. This leads to the conclusion that the sliding velocity must change smoothly across the onset, thus the temperature dependence of sliding needs to be taken into account. In this context, we examine a limiting case of standard temperature-dependent sliding laws, where sliding onset takes the form of an extended transition region interposed between fully frozen and temperate bed. In the transition region basal temperature is at the melting point, and the sliding velocity varies smoothly as dictated by the energy budget of the bed. As the extent of this region is not small compared to the ice sheet length scale, we couple

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

Flipped Class - Making that One Hour Effective in a Resource Constrained Setting.

Science.gov (United States)

Zafar, Afsheen

2016-09-01

Flipped-class teaching has a great potential to replace traditional lectures in medical education. This study was designed to explore attitude of undergraduate medical students from Pakistan towards flipped-class. Five flipped classes were conducted in third year MBBS by a single teacher for a class of 100 students. Quantitative data was collected through a survey questionnaire to assess students' response to the new method. Afocused group discussion was then conducted with students who disliked the method and preferred traditional lectures. Asequential mixed methods approach was used for analysis. Seventy-one students participated in the survey, 84.5% students liked this method of teaching. Students identified fruitful interaction, better retention, better conceptualisation, prior knowledge, active learning, individual student attention, and application of knowledge as strengths of the class. Noise, limited time, lack of self-confidence, and presence of uninterested students were identified as problems for engaging in the class.

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

Using slides to test for changes in crown defoliation assessment methods. Part I: Visual assessment of slides.

Science.gov (United States)

Dobbertin, Matthias; Hug, Christian; Mizoue, Nobuya

2004-11-01

In this study we used photographs of tree crowns to test whether the assessment methods for tree defoliation in Switzerland have changed over time. We randomly selected 24 series of slides of Norway spruce with field assessments made between 1986 and 1995. The slides were randomly arranged and assessed by three experts without prior knowledge of the year when the slide was taken or the tree number. Defoliation was assessed using the Swiss reference photo guide. Although the correlations between the field assessments and slide assessments were high (Spearman's rank correlation coefficient ranged between 0.79 and 0.83), we found significant differences between field and slide assessments (4.3 to 9% underprediction by the slide assessors) and between the slide assessments. However, no significant trends in field assessment methods could be detected. When the mean differences between field and slide assessments were subtracted, in some years, field assessors consistently underpredicted (1990, 1992) or overpredicted defoliation (1987, 1991). Defoliation tended to be overpredicted in slides taken against the light, and underpredicted for trees with more than 25% crown overlap. We conclude that slide series can be used to detect changes in assessment methods. However, potential observer bias calls for more objective methods of assessment.

Stability of mass hierarchy in models with a sliding singlet

International Nuclear Information System (INIS)

Smirnov, A.Yu.; Tainov, E.A.

1986-01-01

In the broad class of models with a heavy sliding singlet and softly broken supersymmetry (e.g. by the effects of N=1 supergravity) it is shown that the doublet-triplet hierarchy obtained at the tree level is not destroyed by quantum correction at any loop order. As an example the simplest SU(5) model with a stable doublet-triplet hierarchy is proposed. The necessary and sufficient conditions of the hierarchy stability are discussed. (orig.)

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.

Efficacy of Role Play in Concert with Lecture to Enhance Student Learning of Immunology

Directory of Open Access Journals (Sweden)

Samantha L. Elliott

2010-11-01

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

Lecture capturing assisted teaching and learning experience

Science.gov (United States)

Chen, Li

2015-03-01

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

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

Adaptive robust PID controller design based on a sliding mode for uncertain chaotic systems

International Nuclear Information System (INIS)

Chang Weider; Yan Junjuh

2005-01-01

A robust adaptive PID controller design motivated from the sliding mode control is proposed for a class of uncertain chaotic systems in this paper. Three PID control gains, K p , K i , and K d , are adjustable parameters and will be updated online with an adequate adaptation mechanism to minimize a previously designed sliding condition. By introducing a supervisory controller, the stability of the closed-loop PID control system under with the plant uncertainty and external disturbance can be guaranteed. Finally, a well-known Duffing-Holmes chaotic system is used as an illustrative to show the effectiveness of the proposed robust adaptive PID controller

The Effects of Using Color Microfiche Upon Achievement in a Course on Interior Home Design.

Science.gov (United States)

Aleamoni, Lawrence M.; And Others

A study was devised to replicate an earlier study which examined the effects of using color microfiche on achievement in a course on interior home design. The microfiche contained representative slides taken from the class lectures. Subjects, who were 136 college students enrolled in the course, were divided into three groups: Group One was…

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.

Managing Active Learning Processes in Large First Year Physics Classes: The Advantages of an Integrated Approach

Directory of Open Access Journals (Sweden)

Michael J. Drinkwater

2014-09-01

Full Text Available Turning lectures into interactive, student-led question and answer sessions is known to increase learning, but enabling interaction in a large class seems aninsurmountable task. This can discourage adoption of this new approach – who has time to individualize responses, address questions from over 200 students and encourage active participation in class? An approach adopted by a teaching team in large first-year classes at a research-intensive university appears to provide a means to do so. We describe the implementation of active learning strategies in a large first-year undergraduate physics unit of study, replacing traditional, content-heavy lectures with an integrated approach to question-driven learning. A key feature of our approach is that it facilitates intensive in-class discussions by requiring students to engage in preparatory reading and answer short written quizzes before every class. The lecturer uses software to rapidly analyze the student responses and identify the main issues faced by the students before the start of each class. We report the success of the integration of student preparation with this analysis and feedback framework, and the impact on the in-class discussions. We also address some of the difficulties commonly experienced by staff preparing for active learning classes.

Comparison of the effect of lecture and blended teaching methods on students' learning and satisfaction.

Science.gov (United States)

Sadeghi, Roya; Sedaghat, Mohammad Mehdi; Sha Ahmadi, Faramarz

2014-10-01

Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students' learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students' knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students

Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction

Science.gov (United States)

SADEGHI, ROYA; SEDAGHAT, MOHAMMAD MEHDI; SHA AHMADI, FARAMARZ

2014-01-01

Introduction: Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students’ learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students’ knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically

Lectures on 2d gauge theories. Topological aspects and path integral techniques

International Nuclear Information System (INIS)

Blau, M.; Thompson, G.

1993-10-01

In these lectures are discussed two classes of two-dimensional field theories which are not obviously topological, but which nevertheless exhibit an intriguing equivalence with certain topological theories. These classes are two-dimensional Yang-Mills theory and the so-called G/G gauged Wess-Zumino-Witten model. The aim is to exhibit and extract the topological information contained in these theories and to present a technique which allows to calculate directly their partition functions and topological correlation functions on arbitrary closed surfaces. 34 refs

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.

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 )

Influence of normal loads and sliding velocities on friction properties of engineering plastics sliding against rough counterfaces

International Nuclear Information System (INIS)

Nuruzzaman, D M; Chowdhury, M A; Rahaman, M L; Oumer, A N

2016-01-01

Friction properties of plastic materials are very important under dry sliding contact conditions for bearing applications. In the present research, friction properties of engineering plastics such as polytetrafluoroethylene (PTFE) and nylon are investigated under dry sliding contact conditions. In the experiments, PTFE and nylon slide against different rough counterfaces such as mild steel and stainless steel 316 (SS 316). Frictional tests are carried out at low loads 5, 7.5 and 10 N, low sliding velocities 0.5, 0.75 and 1 m/s and relative humidity 70%. The obtained results reveal that friction coefficient of PTFE increases with the increase in normal loads and sliding velocities within the observed range. On the other hand, frictional values of nylon decrease with the increase in normal loads and sliding velocities. It is observed that in general, these polymers show higher frictional values when sliding against SS 316 rather than mild steel. During running-in process, friction coefficient of PTFE and nylon steadily increases with the increase in rubbing time and after certain duration of rubbing, it remains at steady level. At identical operating conditions, the frictional values are significantly different depending on normal load, sliding velocity and material pair. It is also observed that in general, the influence of normal load on the friction properties of PTFE and nylon is greater than that of sliding velocity. (paper)

On the placement of practice questions during study.

Science.gov (United States)

Weinstein, Yana; Nunes, Ludmila D; Karpicke, Jeffrey D

2016-03-01

Retrieval practice improves retention of information on later tests. A question remains: When should retrieval occur during learning-interspersed throughout study or at the end of each study period? In a lab experiment, an online experiment, and a classroom study, we aimed to determine the ideal placement (interspersed vs. at-the-end) of retrieval practice questions. In the lab experiment, 64 subjects viewed slides about APA style and answered short-answer practice questions about the content or restudied the slides (restudy condition). The practice questions either appeared 1 every 1-2 slides (interspersed condition), or all at the end of the presentation (at-the-end condition). One week later, subjects returned and answered the same questions on a final test. In the online experiment, 175 subjects completed the same procedure. In the classroom study, 62 undergraduate students took quizzes as part of class lectures. Short-answer practice questions appeared either throughout the lectures (interspersed condition) or at the end of the lectures (at-the-end condition). Nineteen days after the last quiz, students were given a surprise final test. Results from the 3 experiments converge in demonstrating an advantage for interspersing practice questions on the initial tests, but an absence of this advantage on the final test. (c) 2016 APA, all rights reserved).

Making the Introductory Meteorology Class Relevant in a Minority Serving Community College

Science.gov (United States)

Marchese, P. J.; Tremberger, G.; Bluestone, C.

2008-12-01

Queensborough Community College (QCC), a constituent campus of the City University of New York (CUNY), has modified the introductory Meteorology Class lecture and lab to include active learning activities and discovery based learning. The modules were developed at QCC and other 4 year colleges and designed to introduce basic physical concepts important in meteorology. The modules consisted of either interactive lecture demonstrations or discovery-based activities. The discovery based activities are intended to have students become familiar with scientific investigation. Students engage in formulating hypotheses, developing and carrying out experiments, and analyzing scientific data. These activities differ from traditional lab experiments in that they avoid "cookbook" procedures and emphasize having the students learn about physical concepts by applying the scientific method. During the interactive lecture demonstrations the instructor describes an experiment/phenomenon that is to be demonstrated in class. Students discuss the phenomenon based on their experiences and make a prediction about the outcome. The class then runs the experiment, makes observations, and compares the expected results to the actual outcome. As a result of these activities students in the introductory Meteorology class scored higher in exams questions measuring conceptual understanding, as well as factual knowledge. Lower scoring students demonstrated the greatest benefit, while the better students had little (or no) changes. All students also had higher self-efficacy scores after the intervention, compared to an unmodified class.

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.

Frictional sliding tests on combined coal-rock samples

Directory of Open Access Journals (Sweden)

Tao Wang

2014-06-01

Full Text Available A test system was developed to understand the sliding mechanism of coal-rock structure. The test system was composed by a double-shear testing model and an acousto-optic monitoring system in association with a digital camera and an acoustic emission (AE instrument. The tests can simulate the movement of activated faults and the sliding in coal-rock structure. In this regard, instable sliding conditions of coal-rock samples, sliding types under different conditions, displacement evolution law, and AE characteristics during sliding process were investigated. Several sliding types were monitored in the tests, including unstable continuous sliding, unstable discontinuous sliding, and stable sliding. The sliding types have close relation with the axial loads and loading rates. Larger axial load and smaller loading rate mean that unstable sliding is less likely to occur. The peak shear stress was positively correlated with the axial load when sliding occurred, whereas the displacement induced by unstable sliding was uncorrelated with the axial load. A large number of AE events occurred before sliding, and the AE rate decreased after stable sliding. The results show that the tests can well simulate the process of structural instability in a coal bump, and are helpful in the understanding of fault activation and the physical processes during squeezing process of roof and floor.

Conformal, Riemannian and Lagrangian geometry the 2000 Barrett lectures

CERN Document Server

Chang, Sun-Yung A; Grove, Karsten; Yang, Paul C; Freire, Alexandre

2002-01-01

Recent developments in topology and analysis have led to the creation of new lines of investigation in differential geometry. The 2000 Barrett Lectures present the background, context and main techniques of three such lines by means of surveys by leading researchers. The first chapter (by Alice Chang and Paul Yang) introduces new classes of conformal geometric invariants, and then applies powerful techniques in nonlinear differential equations to derive results on compactifications of manifolds and on Yamabe-type variational problems for these invariants. This is followed by Karsten Grove's lectures, which focus on the use of isometric group actions and metric geometry techniques to understand new examples and classification results in Riemannian geometry, especially in connection with positive curvature. The chapter written by Jon Wolfson introduces the emerging field of Lagrangian variational problems, which blends in novel ways the structures of symplectic geometry and the techniques of the modern calculus...

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…

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...

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

Science.gov (United States)

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

2016-01-01

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

Robust Control of Underactuated Systems: Higher Order Integral Sliding Mode Approach

Directory of Open Access Journals (Sweden)

Sami ud Din

2016-01-01

Full Text Available This paper presents a robust control design for the class of underactuated uncertain nonlinear systems. Either the nonlinear model of the underactuated systems is transformed into an input output form and then an integral manifold is devised for the control design purpose or an integral manifold is defined directly for the concerned class. Having defined the integral manifolds discontinuous control laws are designed which are capable of maintaining sliding mode from the very beginning. The closed loop stability of these systems is presented in an impressive way. The effectiveness and demand of the designed control laws are verified via the simulation and experimental results of ball and beam system.

Mechanics of slide dams

International Nuclear Information System (INIS)

Young, G.A.

1970-01-01

Studies which promote the use of nuclear energy for peaceful projects in engineering are sponsored by the Atomic Energy Commission under the Plowshare program. Specific projects being considered include the construction of harbors, canals, and dams. Of these projects, perhaps the most difficult to accomplish will be the latter. This paper which is in two parts considers the problems which are associated with the construction of slide dams with nuclear explosives. It examines first the characteristics of conventional earth and rock-fill dams which are based upon proven techniques developed after many years of experience. The characteristics of natural landslide dams are also briefly considered to identify potential problems that must be overcome by slide dam construction techniques. Second, the mechanics of slide dams as determined from small-scale laboratory studies are presented. It is concluded that slide dams can be constructed and that small-scale field tests and additional laboratory studies are justified. (author)

Mechanics of slide dams

Energy Technology Data Exchange (ETDEWEB)

Young, G A [Engineering, Agbabian-Jacobsen Associates, Los Angeles (United States)

1970-05-15

Studies which promote the use of nuclear energy for peaceful projects in engineering are sponsored by the Atomic Energy Commission under the Plowshare program. Specific projects being considered include the construction of harbors, canals, and dams. Of these projects, perhaps the most difficult to accomplish will be the latter. This paper which is in two parts considers the problems which are associated with the construction of slide dams with nuclear explosives. It examines first the characteristics of conventional earth and rock-fill dams which are based upon proven techniques developed after many years of experience. The characteristics of natural landslide dams are also briefly considered to identify potential problems that must be overcome by slide dam construction techniques. Second, the mechanics of slide dams as determined from small-scale laboratory studies are presented. It is concluded that slide dams can be constructed and that small-scale field tests and additional laboratory studies are justified. (author)

Use of Constructed-Response Questions to Support Learning of Cell Biology during Lectures

Directory of Open Access Journals (Sweden)

Foong May Yeong

2015-02-01

Full Text Available The use of class-response systems such as the Clickers to promote active-learning during lectures has been wide-spread. However, the often-used MCQ format in class activities as well as in assessments for large classes might lower students’ expectations and attitudes towards learning. Here, I describe my experience converting MCQs to constructed-response questions for in-class learning activities by removing cues from the MCQs. From the responses submitted, students seemed capable of providing answers without the need for cues. Using class-response systems such as Socrative for such constructed-response questions could be useful to challenge students to express their ideas in their own words. Moreover, by constructing their own answers, mis-conceptions could be revealed and corrected in a timely manner.

RandomSpot: A web-based tool for systematic random sampling of virtual slides.

Science.gov (United States)

Wright, Alexander I; Grabsch, Heike I; Treanor, Darren E

2015-01-01

This paper describes work presented at the Nordic Symposium on Digital Pathology 2014, Linköping, Sweden. Systematic random sampling (SRS) is a stereological tool, which provides a framework to quickly build an accurate estimation of the distribution of objects or classes within an image, whilst minimizing the number of observations required. RandomSpot is a web-based tool for SRS in stereology, which systematically places equidistant points within a given region of interest on a virtual slide. Each point can then be visually inspected by a pathologist in order to generate an unbiased sample of the distribution of classes within the tissue. Further measurements can then be derived from the distribution, such as the ratio of tumor to stroma. RandomSpot replicates the fundamental principle of traditional light microscope grid-shaped graticules, with the added benefits associated with virtual slides, such as facilitated collaboration and automated navigation between points. Once the sample points have been added to the region(s) of interest, users can download the annotations and view them locally using their virtual slide viewing software. Since its introduction, RandomSpot has been used extensively for international collaborative projects, clinical trials and independent research projects. So far, the system has been used to generate over 21,000 sample sets, and has been used to generate data for use in multiple publications, identifying significant new prognostic markers in colorectal, upper gastro-intestinal and breast cancer. Data generated using RandomSpot also has significant value for training image analysis algorithms using sample point coordinates and pathologist classifications.

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Science.gov (United States)

Moore, James Christopher

2018-01-01

We have investigated the efficacy of on-line, multimedia learning modules (MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for natural science majors (biology and marine science). Specifically, we report the results of a multiple-group pre/post-test research design comparing two groups receiving…

Using In-class Group Exercises to Enhance Lectures and Provide Introductory Physics Students an Opportunity to Perfect Problem Solving Skills through Interactions with Fellow Students

Science.gov (United States)

Trout, Joseph; Bland, Jared

2013-03-01

In this pilot project, one hour of lecture time was replaced with one hour of in-class assignments, which groups of students collaborated on. These in-class assignments consisted of problems or projects selected for the calculus-based introductory physics students The first problem was at a level of difficulty that the majority of the students could complete with a small to moderate amount of difficulty. Each successive problem was increasingly more difficult, the last problem being having a level of difficulty that was beyond the capabilities of the majority of the students and required some instructor intervention. The students were free to choose their own groups. Students were encouraged to interact and help each other understand. The success of the in-class exercises were measured using pre-tests and post-tests. The pre-test and post-test were completed by each student independently. Statistics were also compiled on each student's attendance record and the amount of time spent reading and studying, as reported by the student. Statistics were also completed on the student responses when asked if they had sufficient time to complete the pre-test and post-test and if they would have completed the test with the correct answers if they had more time. The pre-tests and post-tests were not used in the computation of the grades of the students.

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

Science.gov (United States)

Boyle, Joseph R.

2010-01-01

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

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 ...

Comparing whole slide digital images versus traditional glass slides in the detection of common microscopic features seen in dermatitis

Directory of Open Access Journals (Sweden)

Nikki S Vyas

2016-01-01

Full Text Available Background: The quality and limitations of digital slides are not fully known. We aimed to estimate intrapathologist discrepancy in detecting specific microscopic features on glass slides and digital slides created by scanning at ×20. Methods: Hematoxylin and eosin and periodic acid-Schiff glass slides were digitized using the Mirax Scan (Carl Zeiss Inc., Germany. Six pathologists assessed 50-71 digital slides. We recorded objective magnification, total time, and detection of the following: Mast cells; eosinophils; plasma cells; pigmented macrophages; melanin in the epidermis; fungal bodies; neutrophils; civatte bodies; parakeratosis; and sebocytes. This process was repeated using the corresponding glass slides after 3 weeks. The diagnosis was not required. Results: The mean time to assess digital slides was 176.77 s and 137.61 s for glass slides (P < 0.001, 99% confidence interval [CI]. The mean objective magnification used to detect features using digital slides was 18.28 and 14.07 for glass slides (P < 0.001, 99.99% CI. Parakeratosis, civatte bodies, pigmented macrophages, melanin in the epidermis, mast cells, eosinophils, plasma cells, and neutrophils, were identified at lower objectives on glass slides (P = 0.023-0.001, 95% CI. Average intraobserver concordance ranged from κ = 0.30 to κ = 0.78. Features with poor to fair average concordance were: Melanin in the epidermis (κ = 0.15-0.58; plasma cells (κ = 0.15-0.49; and neutrophils (κ = 0.12-0.48. Features with moderate average intrapathologist concordance were: parakeratosis (κ = 0.21-0.61; civatte bodies (κ = 0.21-0.71; pigment-laden macrophages (κ = 0.34-0.66; mast cells (κ = 0.29-0.78; and eosinophils (κ = 0.31-0.79. The average intrapathologist concordance was good for sebocytes (κ = 0.51-1.00 and fungal bodies (κ = 0.47-0.76. Conclusions: Telepathology using digital slides scanned at ×20 is sufficient for detection of histopathologic features routinely encountered in

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.

Hinduism: A Unit for Junior High and Middle School Social Studies Classes.

Science.gov (United States)

Galloway, Louis J.

As an introduction and explanation of the historical development, major concepts, beliefs, practices, and traditions of Hinduism, this teaching unit provides a course outline for class discussion and activities for reading the classic epic, "The Ramayana." The unit requires 10 class sessions and utilizes slides, historical readings,…

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

Restructuring the CS 1 classroom: Examining the effect of open laboratory-based classes vs. closed laboratory-based classes on Computer Science 1 students' achievement and attitudes toward computers and computer courses

Science.gov (United States)

Henderson, Jean Foster

The purpose of this study was to assess the effect of classroom restructuring involving computer laboratories on student achievement and student attitudes toward computers and computer courses. The effects of the targeted student attributes of gender, previous programming experience, math background, and learning style were also examined. The open lab-based class structure consisted of a traditional lecture class with a separate, unscheduled lab component in which lab assignments were completed outside of class; the closed lab-based class structure integrated a lab component within the lecture class so that half the class was reserved for lecture and half the class was reserved for students to complete lab assignments by working cooperatively with each other and under the supervision and guidance of the instructor. The sample consisted of 71 students enrolled in four intact classes of Computer Science I during the fall and spring semesters of the 2006--2007 school year at two southern universities: two classes were held in the fall (one at each university) and two classes were held in the spring (one at each university). A counterbalanced repeated measures design was used in which all students experienced both class structures for half of each semester. The order of control and treatment was rotated among the four classes. All students received the same amount of class and instructor time. A multivariate analysis of variance (MANOVA) via a multiple regression strategy was used to test the study's hypotheses. Although the overall MANOVA model was statistically significant, independent follow-up univariate analyses relative to each dependent measure found that the only significant research factor was math background: Students whose mathematics background was at the level of Calculus I or higher had significantly higher student achievement than students whose mathematics background was less than Calculus I. The results suggest that classroom structures that

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

Self-adapted sliding scale spectroscopy ADC

International Nuclear Information System (INIS)

Xu Qichun; Wang Jingjin

1992-01-01

The traditional sliding scale technique causes a disabled range that is equal to the sliding length, thus reduces the analysis range of a MCA. A method for reduce ADC's DNL, which is called self-adapted sliding scale method, has been designed and tested. With this method, the disabled range caused by a traditional sliding scale method can be eliminated by a random trial scale and there is no need of an additional amplitude discriminator with swing threshold. A special trial-and-correct logic is presented. The tested DNL of the spectroscopy ADC described here is less than 0.5%

Student Attitude towards and Use of Powerpoint[R] Slides as Study Guides in Undergraduate Introductory Financial Accounting

Science.gov (United States)

Kozub, Robert M.

2010-01-01

This study examines undergraduate business students' attitude towards and use of Powerpoint[R] slides provided as a supplement to class attendance, textbook reading, and other traditional course resources. A survey of students with six majors (accounting, finance, marketing, management, international business and management information systems)…

A Video Lecture and Lab-Based Approach for Learning of Image Processing Concepts

Science.gov (United States)

Chiu, Chiung-Fang; Lee, Greg C.

2009-01-01

The current practice of traditional in-class lecture for learning computer science (CS) in the high schools of Taiwan is in need of revamping. Teachers instruct on the use of commercial software instead of teaching CS concepts to students. The lack of more suitable teaching materials and limited classroom time are the main reasons for the…

Whole slide imaging for educational purposes

Directory of Open Access Journals (Sweden)

Liron Pantanowitz

2012-01-01

Full Text Available Digitized slides produced by whole slide image scanners can be easily shared over a network or by transferring image files to optical or other data storage devices. Navigation of digitized slides is interactive and intended to simulate viewing glass slides with a microscope (virtual microscopy. Image viewing software permits users to edit, annotate, analyze, and easily share whole slide images (WSI. As a result, WSI have begun to replace the traditional light microscope, offering a myriad of opportunities for education. This article focuses on current applications of WSI in education and proficiency testing. WSI has been successfully explored for graduate education (medical, dental, and veterinary schools, training of pathology residents, as an educational tool in allied pathology schools (e.g., cytotechnology, for virtual tracking and tutoring, tele-education (tele-conferencing, e-learning, virtual workshops, at tumor boards, with interactive publications, and on examinations. WSI supports flexible and cost-effective distant learning and augments problem-oriented teaching, competency evaluation, and proficiency testing. WSI viewed on touchscreen displays and with tablet technology are especially beneficial for education. Further investigation is necessary to develop superior WSI applications that better support education and to design viewing stations with ergonomic tools that improve the WSI-human interface and navigation of virtual slides. Studies to determine the impact of training pathologists without exposure to actual glass slides are also needed.

An updated nuclear criticality slide rule

International Nuclear Information System (INIS)

Hopper, C.M.; Broadhead, B.L.

1998-04-01

This Volume 2 contains the functional version of the updated nuclear criticality slide rule (more accurately, sliding graphs) that is referenced in An Updated Nuclear Criticality Slide Rule: Technical Basis, NUREG/CR-6504, Vol. 1 (ORNL/TM-13322/V1). This functional slide rule provides a readily usable open-quotes in-handclose quotes method for estimating pertinent nuclear criticality accident information from sliding graphs, thereby permitting (1) the rapid estimation of pertinent criticality accident information without laborious or sophisticated calculations in a nuclear criticality emergency situation, (2) the appraisal of potential fission yields and external personnel radiation exposures for facility safety analyses, and (3) a technical basis for emergency preparedness and training programs at nonreactor nuclear facilities. The slide rule permits the estimation of neutron and gamma dose rates and integrated doses based upon estimated fission yields, distance from the fission source, and time-after criticality accidents for five different critical systems. Another sliding graph permits the estimation of critical solution fission yields based upon fissile material concentration, critical vessel geometry, and solution addition rate. Another graph provides neutron and gamma dose-reduction factors for water, steel, and concrete. Graphs from historic documents are provided as references for estimating critical parameters of various fissile material systems. Conversion factors for various English and metric units are provided for quick reference

Internet messenger based smart virtual class learning using ubiquitous computing

Science.gov (United States)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-06-01

Internet messenger (IM) has become an important educational technology component in college education, IM makes it possible for students to engage in learning and collaborating at smart virtual class learning (SVCL) using ubiquitous computing. However, the model of IM-based smart virtual class learning using ubiquitous computing and empirical evidence that would favor a broad application to improve engagement and behavior are still limited. In addition, the expectation that IM based SVCL using ubiquitous computing could improve engagement and behavior on smart class cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present the model of IM-based SVCL using ubiquitous computing and showing learners’ experiences in improved engagement and behavior for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous computing and realize the impressions of learners and lecturers about engagement and behavior aspect and its contribution to learning

Superlubricity and wearless sliding in diamondlike carbon films

International Nuclear Information System (INIS)

Erdemir, A.

2001-01-01

Diamondlike carbon (DLC) films have attracted great interest in recent years mainly because of their unusual optical, electrical, mechanical, and tribological properties. Such properties are currently being exploited for a wide range of engineering applications including magnetic hard disks, gears, sliding and roller bearings, scratch resistant glasses, biomedical implants, etc. Systematic studies on carbon-based materials in our laboratory have led to the development of a new class of amorphous DLC films that provide extremely low friction and wear coefficients of 0.001 to 0.005 and 10(sup -11) to 10(sup -10) mm(sup 3) /N.m, respectively, when tested in inert-gas or high-vacuum environments. These films were produced in highly hydrogenated gas discharge plasmas by a plasma enhanced chemical vapor deposition process at room temperature. The carbon source gases used in the deposition of these films included methane, acetylene, and ethylene. Tribological studies in our laboratory have established a very close correlation between the composition of the plasmas and the friction and wear coefficients of the resultant DLC films. Specifically, the friction and wear coefficients of DLC films grown in plasmas with higher hydrogen-to-carbon ratios were much lower than films derived from source gases with lower hydrogen-to-carbon ratios. Fundamental tribological and surface analytical studies have led us to conclude that hydrogen (within the film, as well as on the sliding surfaces) is extremely important for the superlubricity and wearless sliding behavior of these films. Based on these studies, a mechanistic model is proposed to explain the superlow friction and wear properties of the new DLC films

Enriching traditional biology lectures digital concept maps and their influence on cognition and motivation

Directory of Open Access Journals (Sweden)

Steffen Schaal

2010-04-01

Full Text Available Higher education deals with complex knowledge and university teaching should focus on conceptual understanding. Adequate knowledge structures are essential and active knowledge construction should be supported for meaningful learning. But traditional lectures mostly are structured by slides which may misleadingly cause linear representations of knowledge. In this study, a framework for digital concept maps was developed to complement lectures in human biology. The course was aimed at student science teachers at the undergraduate level. The work is based on theoretical research on computer-supported learning, on knowledge structures perspectives within learning environments as well as on self-determination theory. Each session was supplemented by a digital, multimedia-enriched concept map. After each single lecture, students had free access to the concept maps to reinforce the latest topics. The objective of the study was to examine if the use of complementary concept maps (i influences achievement and (ii if motivational variables influence the use of the concept maps. In both cases, influences of computer-user self-efficacy were expected (iii. The students’ (N = 171 concept map use was logged, achievement was tested and motivational variables were surveyed (e.g. interest/ enjoyment, perceived competence, effort/ importance, value/usefulness. The logfile-data allowed distinguishing learners according to their concept map use. Results reveal the benefit of additional concept maps for achievement, positive motivational aspects and computer-user self-efficacy as mediating factors showed some influence. The emphasize of further research should be on students’ active engagement in structuring their individual learning by constructing concept maps themselves, especially in science education courses.

Numerical Modelling of Tsunami Generated by Deformable Submarine Slides: Parameterisation of Slide Dynamics for Coupling to Tsunami Propagation Model

Science.gov (United States)

Smith, R. C.; Collins, G. S.; Hill, J.; Piggott, M. D.; Mouradian, S. L.

2015-12-01

Numerical modelling informs risk assessment of tsunami generated by submarine slides; however, for large-scale slides modelling can be complex and computationally challenging. Many previous numerical studies have approximated slides as rigid blocks that moved according to prescribed motion. However, wave characteristics are strongly dependent on the motion of the slide and previous work has recommended that more accurate representation of slide dynamics is needed. We have used the finite-element, adaptive-mesh CFD model Fluidity, to perform multi-material simulations of deformable submarine slide-generated waves at real world scales for a 2D scenario in the Gulf of Mexico. Our high-resolution approach represents slide dynamics with good accuracy, compared to other numerical simulations of this scenario, but precludes tracking of wave propagation over large distances. To enable efficient modelling of further propagation of the waves, we investigate an approach to extract information about the slide evolution from our multi-material simulations in order to drive a single-layer wave propagation model, also using Fluidity, which is much less computationally expensive. The extracted submarine slide geometry and position as a function of time are parameterised using simple polynomial functions. The polynomial functions are used to inform a prescribed velocity boundary condition in a single-layer simulation, mimicking the effect the submarine slide motion has on the water column. The approach is verified by successful comparison of wave generation in the single-layer model with that recorded in the multi-material, multi-layer simulations. We then extend this approach to 3D for further validation of this methodology (using the Gulf of Mexico scenario proposed by Horrillo et al., 2013) and to consider the effect of lateral spreading. This methodology is then used to simulate a series of hypothetical submarine slide events in the Arctic Ocean (based on evidence of historic

The journey from texting to applications on personally owned devices to enhance student eEngagement in large lectures: A pilot study

Directory of Open Access Journals (Sweden)

Trevor Nesbit

Full Text Available Increasing class sizes to gain economies of scale have resulted in less interaction between lecturers and students during lectures. This paper presented the results of a pilot study that set out to examine the use of applications on personally owned devices (APODs to enhance student interaction, participation and engagement in large lectures. The pilot study commences with the development and trial of a text messaging based application, and after a survey of students regarding ownership levels of mobile devices, concludes with the trial of an application developed for mobile devices. The conclusions of the paper highlight that the use of APODs can significantly increase student interaction, participation and engagement in large lectures and identifies implications and opportunities for further research.

Criticality Calculations with MCNP6 - Practical 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 (XCP-3); Rising, Michael Evan [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Monte Carlo Methods, Codes, and Applications (XCP-3); Alwin, Jennifer Louise [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Monte Carlo Methods, Codes, and Applications (XCP-3)

2016-11-29

These slides are used to teach MCNP (Monte Carlo N-Particle) usage to nuclear criticality safety analysts. The following are the lecture topics: course information, introduction, MCNP basics, criticality calculations, advanced geometry, tallies, adjoint-weighted tallies and sensitivities, physics and nuclear data, parameter studies, NCS validation I, NCS validation II, NCS validation III, case study 1 - solution tanks, case study 2 - fuel vault, case study 3 - B&W core, case study 4 - simple TRIGA, case study 5 - fissile mat. vault, criticality accident alarm systems. After completion of this course, you should be able to: Develop an input model for MCNP; Describe how cross section data impact Monte Carlo and deterministic codes; Describe the importance of validation of computer codes and how it is accomplished; Describe the methodology supporting Monte Carlo codes and deterministic codes; Describe pitfalls of Monte Carlo calculations; Discuss the strengths and weaknesses of Monte Carlo and Discrete Ordinants codes; The diffusion theory model is not strictly valid for treating fissile systems in which neutron absorption, voids, and/or material boundaries are present. In the context of these limitations, identify a fissile system for which a diffusion theory solution would be adequate.

Criticality Calculations with MCNP6 - Practical Lectures

International Nuclear Information System (INIS)

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

2016-01-01

These slides are used to teach MCNP (Monte Carlo N-Particle) usage to nuclear criticality safety analysts. The following are the lecture topics: course information, introduction, MCNP basics, criticality calculations, advanced geometry, tallies, adjoint-weighted tallies and sensitivities, physics and nuclear data, parameter studies, NCS validation I, NCS validation II, NCS validation III, case study 1 - solution tanks, case study 2 - fuel vault, case study 3 - B&W core, case study 4 - simple TRIGA, case study 5 - fissile mat. vault, criticality accident alarm systems. After completion of this course, you should be able to: Develop an input model for MCNP; Describe how cross section data impact Monte Carlo and deterministic codes; Describe the importance of validation of computer codes and how it is accomplished; Describe the methodology supporting Monte Carlo codes and deterministic codes; Describe pitfalls of Monte Carlo calculations; Discuss the strengths and weaknesses of Monte Carlo and Discrete Ordinants codes; The diffusion theory model is not strictly valid for treating fissile systems in which neutron absorption, voids, and/or material boundaries are present. In the context of these limitations, identify a fissile system for which a diffusion theory solution would be adequate.

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

Histopathology slide projector: a simple improvisation.

Science.gov (United States)

Agarwal, Akhilesh K R; Bhattacharya, Nirjhar

2008-07-01

The ability to examine histopathology and other hematological slides under microscope is a necessary and important service which should be available in every health facility. The slides need to be projected on to a screen. We describe an inexpensive and easily constructed technique for projecting magnified images of slides using a simple microscope. It is effective both for making observations and for use as a teaching aid.

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…

Whole Slide Images for primary diagnostics in pathology

NARCIS (Netherlands)

Al-Janabi, S.

2013-01-01

Whole slide imaging is the process of digitizing glass slides resulting in the creation of Whole Slide Images (WSI). WSI are usually explored with the aid of an image viewer in a manner that closely simulates examining glass slides with a conventional microscope, permitting the manipulation of an

Development and Sliding Wear Response of Epoxy Composites Filled with Coal Mine Overburden Material

Science.gov (United States)

Das, Prithika; Satapathy, Alok; Mishra, M. K.

2018-03-01

The paper reports on development and characterization of epoxy based composites filled with micro-sized mine overburden material. Coal mine overburden material is typically highly heterogeneous and is considered as waste material. For excavating each ton of coal, roughly 5 tons of overburden materials are removed and is dumped nearby occupying large space. Gainful utilization of this waste is a major challenge. In the present work, this material is used as filler materials in making a new class of epoxy matrix composites. Composites with different weight proportions of fillers (0, 10, 20, 30 and 40) wt. % are prepared by hand layup technique. Compression tests are performed as per corresponding ASTM standards to assess the compressive strength of these composites. Further, dry sliding tests are performed following ASTM G99 standards using a pin on disk machine. A design of experiment approach based on Taguchi’s L16 orthogonal arrays is adopted. Tests are performed at different sliding velocities for multiple sliding distances under varying normal loads. Specific wear rates of the composites under different test conditions are obtained. The analysis of the test results revealed that the filler content and the sliding velocity are the most predominant control factors affecting the wear rate. This work thus, opens up a new avenue for the value added utilization of coal mine overburden material.

SurfaceSlide: a multitouch digital pathology platform.

Directory of Open Access Journals (Sweden)

Yinhai Wang

Full Text Available BACKGROUND: Digital pathology provides a digital environment for the management and interpretation of pathological images and associated data. It is becoming increasing popular to use modern computer based tools and applications in pathological education, tissue based research and clinical diagnosis. Uptake of this new technology is stymied by its single user orientation and its prerequisite and cumbersome combination of mouse and keyboard for navigation and annotation. METHODOLOGY: In this study we developed SurfaceSlide, a dedicated viewing platform which enables the navigation and annotation of gigapixel digitised pathological images using fingertip touch. SurfaceSlide was developed using the Microsoft Surface, a 30 inch multitouch tabletop computing platform. SurfaceSlide users can perform direct panning and zooming operations on digitised slide images. These images are downloaded onto the Microsoft Surface platform from a remote server on-demand. Users can also draw annotations and key in texts using an on-screen virtual keyboard. We also developed a smart caching protocol which caches the surrounding regions of a field of view in multi-resolutions thus providing a smooth and vivid user experience and reducing the delay for image downloading from the internet. We compared the usability of SurfaceSlide against Aperio ImageScope and PathXL online viewer. CONCLUSION: SurfaceSlide is intuitive, fast and easy to use. SurfaceSlide represents the most direct, effective and intimate human-digital slide interaction experience. It is expected that SurfaceSlide will significantly enhance digital pathology tools and applications in education and clinical practice.

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.

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist

Science.gov (United States)

van Vliet, E. A.; Winnips, J. C.; Brouwer, N.

2015-01-01

In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable. PMID:26113628

TASI 2009 Lectures: Searching for Unexpected Physics at the LHC

OpenAIRE

Zurek, Kathryn M.

2010-01-01

These TASI lectures consider low mass hidden sectors from Hidden Valleys, Quirks and Unparticles. We show how each corresponds to a different limit of the same class of models: hidden sectors with non-abelian gauge groups with mass gaps well below a TeV that communicate to the Standard Model through weak scale suppressed higher dimension operators. We provide concrete examples of such models and discuss LHC signatures. Lastly we turn to discussing the application of Hidden Valleys to dark mat...

A Pragmatic Analysis of Speech Acts Used by English Lecturers in Languange Teaching at STKIP YDB Lubuk Alung

Directory of Open Access Journals (Sweden)

Siska Okta Widya

2017-05-01

Full Text Available The research was intended to describe types of speech acts performed by English lecturers in learning process at STKIP YDB Lubuk Alung. This research was descriptive qualitative. The data of this research were the English utterances performed by English lecturers. The researcher obtained the data by means of note-taking technique. First, the researcher recorded the English teaching in the class using a video camera. Next, the researcher made transcripts of the dialogues. Then, the transcribed dialogues were recorded into the data sheet. Finally the data were classified according to Searle’s classification of speech acts. In the data analysis the researcher applied interactive qualitative method and applied coding system. The research findings show that there were four types of speech acts performed by the English lecturers, namely representatives, directives, expressive and commissives, whereas declarations were not utilized by the English lecturer. The most frequently used illocutionary acts were directives (53%, while the least frequent illocutionary acts went to commissives (5%. The frequent use of directives indicates that the lecturer seemed to be aware of their status as a lecturer which was believed to be more powerful than her students. In such restricted context like classroom setting, it is common that the lecturer status is higher than her students since the relation between them is inherently asymmetrical. It was through directives the lecturers exerted her power over the students

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.

Redesigning a Large Lecture Course for Student Engagement: Process and Outcomes

Directory of Open Access Journals (Sweden)

Leslie F. Reid

2012-12-01

Full Text Available Using an action-research approach, a large-lecture science course (240 students was redesigned to improve student engagement in the areas of active and collaborative learning, faculty-student interaction and level of academic challenge. This was mainly achieved through the addition of a half-semester long group project, which replaced half of the lectures and the final exam. The course redesign did not result in more hours spent on teaching and teaching-related activities (grading, assessment preparation, lecturing, lecture preparation for the instructor – although the redesigned course requires the support of teaching assistants for the project component. Data on students’ perceptions of the modified course and the frequency to which they participated in the engagement activities were collected using the Classroom Survey of Student Engagement (CLASSE. The majority of students reported high levels of engagement in most of the intended areas and were comfortable with the new class design. The CLASSE data also helped identify areas where intended engagement levels were not met. These areas are the focus for future course development and action research questions.Utilisant une approche de type recherche-action, un cours de science offert dans un grand auditorium (240 étudiants a été reconfiguré afin d’amener les étudiants à s’engager davantage dans un apprentissage actif et collaboratif ainsi que dans leur interaction professeur-étudiants et à relever un défi de nature académique. Pour ce faire, la moitié des cours magistraux ainsi que l’examen final ont été remplacés par un projet de groupe. La reconfiguration du cours ne s’est pas traduite par une augmentation des heures d’enseignement ou des activités liées à l’enseignement (notation, préparation des évaluations, exposé magistral, préparation de l’exposé magistral – bien qu’elle ait nécessité le soutien des assistants à l’enseignement pour la

Teaching Chinese Film in an Advanced Language Class

OpenAIRE

Chen, Luying

2011-01-01

Instructors often face a dilemma when using film in language classes. While film is appealing for the rich cultural and linguistic information it offers, finding the balance between teaching content and building language skills can present significant challenges for an instructor. Common approaches to using film in courses taught in English, such as screening one film a week, reading critical essays about the films, and class discussions and lectures, seldom offer the same benefits in a forei...

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

Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry

Science.gov (United States)

Robert, Jenay; Lewis, Scott E.; Oueini, Razanne; Mapugay, Andrea

2016-01-01

The research-based pedagogical strategy of flipped classes has been shown to be effective for increasing student achievement and retention in postsecondary chemistry classes. The purpose of flipped classes is to move content delivery (e.g., lecture) outside of the classroom, freeing more face-to-face time for active learning strategies. The…

Designing Task-Based Syllabus For Writing Class

Directory of Open Access Journals (Sweden)

Sundari Hanna

2018-01-01

Full Text Available Writing is viewed as the most complex skill to learn and to teach. Beside learner factors, teacher, materials and syllabus may also affect the process of learning language as foreign language. Syllabus, in general, can be defined as a set of what is taught (content and the way it is taught (procedure. This current research aims to design a task-based syllabus for writing class at university level. This study was conducted by qualitative descriptive design with 92 students and 4 lecturers as respondents. As part of research and development project in one private university in Jakarta, a developed task-based syllabus was based on need analysis and the principles of task-based language teaching. Students’ proficiency levels are fair with sentence patterns and grammar as the most difficult aspects. Academic writing is more preferable orientation with the small portions of creative writing. Then, the developed task-based syllabus has been proposed for writing class which covers the components of goal (learning outcome, course description and objectives, a set of writing tasks, features of content focus and language focus and course evaluation. The developed syllabus, then, can guide the lecturers in designing lesson plan and selecting materials for writing class.

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

Science.gov (United States)

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

2015-01-01

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit…

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)

Is the lag screw sliding effective in the intramedullary nailing in A1 and A2 AO-OTA intertrochanteric fractures? A prospective study of Sliding and None-sliding lag screw in Gamma-III nail

Directory of Open Access Journals (Sweden)

Zhu Yi

2012-09-01

Full Text Available Abstract Object To compare the Sliding with Non-sliding lag screw of a gamma nail in the treatment of A1 and A2 AO-OTA intertrochanteric fractures. Materials and methods 80 patients were prospectively collected. In each group, AO/OTA 31-A were classified into group A. AO/OTA 31-A2.1 was classified as group B. We classified the A2.2 and A2.3 as group C. According to the set-screw locking formation of Gamma-III, the cases were randomly allocated to Sliding subgroup and Non-sliding subgroup in A, B and C groups. Follow-ups were performed 1, 3, 6 and 12 months postoperatively. Results In the Sliding group, the bone healing rate 3, 6, 12 months postoperatively reached 85.00%, 97.50%, 100% in group A, B and C. Meanwhile, in Non-sliding group, postoperatively, bone healing rate were 90.00%, 95.00% and 97.50% in group A, B and C, respectively. Both differences were not significant. Lower limb discrepancy between Sliding and Non-sliding pattern was significantly different in group C which represent fracture types of AO/OTA 31-A2.2 and A2.3 (0.573 ± 0.019 mm in Non-sliding group, 0.955 mm ± 0.024 mm in Sliding group, P Conclusions As a result, we can conclude that the sliding distance is minimal in Gamma nails and it is related to the comminuted extent of the intertrochanteric area in A1 and A2 AO-OTA intertrochanteric fractures. For treating these kinds of fractures, the sliding of the lag screw of an Gamma nail does not improve any clinical results and in certain cases, such as highly comminuted A1 and A2 fractures, can therefore even benefit from a locked lag screw by tightening the set-screw.

Discrete-time nonlinear sliding mode controller

African Journals Online (AJOL)

user

Keywords: Discrete-time delay system, Sliding mode control, nonlinear sliding ... of engineering systems such as chemical process control, delay in the actuator ...... instrumentation from Motilal Nehru National Institute of Technology (MNNIT),.

Adaptive Sliding Mode Control Method Based on Nonlinear Integral Sliding Surface for Agricultural Vehicle Steering Control

Directory of Open Access Journals (Sweden)

Taochang Li

2014-01-01

Full Text Available Automatic steering control is the key factor and essential condition in the realization of the automatic navigation control of agricultural vehicles. In order to get satisfactory steering control performance, an adaptive sliding mode control method based on a nonlinear integral sliding surface is proposed in this paper for agricultural vehicle steering control. First, the vehicle steering system is modeled as a second-order mathematic model; the system uncertainties and unmodeled dynamics as well as the external disturbances are regarded as the equivalent disturbances satisfying a certain boundary. Second, a transient process of the desired system response is constructed in each navigation control period. Based on the transient process, a nonlinear integral sliding surface is designed. Then the corresponding sliding mode control law is proposed to guarantee the fast response characteristics with no overshoot in the closed-loop steering control system. Meanwhile, the switching gain of sliding mode control is adaptively adjusted to alleviate the control input chattering by using the fuzzy control method. Finally, the effectiveness and the superiority of the proposed method are verified by a series of simulation and actual steering control experiments.

Applications of sliding mode control in science and engineering

CERN Document Server

Lien, Chang-Hua

2017-01-01

Gathering 20 chapters contributed by respected experts, this book reports on the latest advances in and applications of sliding mode control in science and engineering. The respective chapters address applications of sliding mode control in the broad areas of chaos theory, robotics, electrical engineering, physics, chemical engineering, memristors, mechanical engineering, environmental engineering, finance, and biology. Special emphasis has been given to papers that offer practical solutions, and which examine design and modeling involving new types of sliding mode control such as higher order sliding mode control, terminal sliding mode control, super-twisting sliding mode control, and integral sliding mode control. This book serves as a unique reference guide to sliding mode control and its recent applications for graduate students and researchers with a basic knowledge of electrical and control systems engineering.

Adaptive Fractional Fuzzy Sliding Mode Control for Multivariable Nonlinear Systems

Directory of Open Access Journals (Sweden)

Junhai Luo

2014-01-01

Full Text Available This paper presents a robust adaptive fuzzy sliding mode control method for a class of uncertain nonlinear systems. The fractional order calculus is employed in the parameter updating stage. The underlying stability analysis as well as parameter update law design is carried out by Lyapunov based technique. In the simulation, two examples including a comparison with the traditional integer order counterpart are given to show the effectiveness of the proposed method. The main contribution of this paper consists in the control performance is better for the fractional order updating law than that of traditional integer order.

"Class-Bucks": A Motivational Tool to Encourage Active Student Participation during Lectures

Science.gov (United States)

de Jager, T.

2013-01-01

The purpose of this study was to ascertain the influence of an extrinsic motivational tool, "class-bucks," on the possibility of improving first year student-teachers' participation in active learning at Tshwane University of Technology in South Africa. Research participants (n=289) were divided into four classes and engaged in this…

CFD simulation on use of polyethylene single bubble to reduce radiant heat on lecture hall

International Nuclear Information System (INIS)

Muhieldeen, M.W.; Adam, N.M.; Elias Salleh; Tang, S.H.; Ghezavati, H.

2009-01-01

Full text: In recent years, Malaysia energy consumption has increased and become comparable to larger consumers worldwide. The increased demand for artificial cooling through the use of air conditioning units in other to provide comfort would also mean increased energy usage and increased electricity cost to the occupants. This paper reviews the results from a field survey of saving energy within one type of buildings lecture theater, in Universiti Putra Malaysia. The thermal insulation material established (polyethylene single bubble) and putting on the wall which separate between the lecture theater and the exterior. The survey was undertaken at January until April in 2008. In a 3D occupant Lecture hall (L: 15 m, W: 12 m, and H: 6.6 m). In addition the environmental parameters were measured in class room to calculate the boundary condition for using CFD to compare saving energy. The results show that by using polyethylene single bubble insulation in each condition, a reduction of 2.2 degree Celsius was achieved. (author)

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

Science.gov (United States)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

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

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)

Slide Buyers Guide. 1974 Edition.

Science.gov (United States)

DeLaurier, Nancy

Designed for studio art instructors, museum education programs, public libraries, high school teachers, and those who buy slides for teaching art history at the college level, this guide lists sources of slides in the United States and over 20 foreign countries. All U.S. sources are listed first, commercial sources are alphabetical by name and…

The strategic use of lecture recordings to facilitate an active and self-directed learning approach.

Science.gov (United States)

Topale, Luminica

2016-08-12

New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students' perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Findings revealed that recorded lectures had little influence on students' choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. This study was a useful investigation into how the availability of lecture capture technology influenced medical students' study behaviors and how students were making valuable use of the technology as an active learning tool.

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…

Planning Robotic Manipulation Strategies for Sliding Objects

Science.gov (United States)

Peshkin, Michael A.

Automated planning of grasping or manipulation requires an understanding of both the physics and the geometry of manipulation, and a representation of that knowledge which facilitates the search for successful strategies. We consider manipulation on a level conveyor belt or tabletop, on which a part may slide when touched by a robot. Manipulation plans for a given part must succeed in the face of two types of uncertainty: that of the details of surfaces in contact, and that of the initial configuration of the part. In general the points of contact between the part and the surface it slides on will be unknown, so the motion of the part in response to a push cannot be predicted exactly. Using a simple variational principle (which is derived), we find the set of possible motions of a part for a given push, for all collections of points of contact. The answer emerges as a locus of centers of rotation (CORs). Manipulation plans made using this locus will succeed despite unknown details of contact. Results of experimental tests of the COR loci are presented. Uncertainty in the initial configuration of a part is usually also present. To plan in the presence of uncertainty, configuration maps are defined, which map all configurations of a part before an elementary operation to all possible outcomes, thus encapsulating the physics and geometry of the operation. The configuration map for an operation sequence is a product of configuration maps of elementary operations. Using COR loci we compute configuration maps for elementary sliding operations. Appropriate search techniques are applied to find operation sequences which succeed in the presence of uncertainty in the initial configuration and unknown details of contact. Such operation sequences may be used as parts feeder designs or as manipulation or grasping strategies for robots. As an example we demonstrate the automated design of a class of passive parts feeders consisting of multiple sequential fences across a conveyor

Standardization of whole slide image morphologic assessment with definition of a new application: Digital slide dynamic morphometry

Directory of Open Access Journals (Sweden)

Giacomo Puppa

2011-01-01

Full Text Available Background: In histopathology, the quantitative assessment of various morphologic features is based on methods originally conceived on specific areas observed through the microscope used. Failure to reproduce the same reference field of view using a different microscope will change the score assessed. Visualization of a digital slide on a screen through a dedicated viewer allows selection of the magnification. However, the field of view is rectangular, unlike the circular field of optical microscopy. In addition, the size of the selected area is not evident, and must be calculated. Materials and Methods: A digital slide morphometric system was conceived to reproduce the various methods published for assessing tumor budding in colorectal cancer. Eighteen international experts in colorectal cancer were invited to participate in a web-based study by assessing tumor budding with five different methods in 100 digital slides. Results: The specific areas to be tested by each method were marked by colored circles. The areas were grouped in a target-like pattern and then saved as an .xml file. When a digital slide was opened, the .xml file was imported in order to perform the measurements. Since the morphometric tool is composed of layers that can be freely moved on top of the digital slide, the technique was named digital slide dynamic morphometry. Twelve investigators completed the task, the majority of them performing the multiple evaluations of each of the cases in less than 12 minutes. Conclusions: Digital slide dynamic morphometry has various potential applications and might be a useful tool for the assessment of histologic parameters originally conceived for optical microscopy that need to be quantified.

Improving Student Success in Calculus: A Comparison of Four College Calculus Classes

Science.gov (United States)

Bagley, Spencer Franklin

The quality of education in science, technology, engineering, and mathematics (STEM) fields is an issue of particular educational and economic importance, and Calculus I is a linchpin course in STEM major tracks. A national study is currently being conducted examining the characteristics of successful programs in college calculus (CSPCC, 2012). In work related to the CSPCC program, this study examines the effects on student outcomes of four different teaching strategies used at a single institution. The four classes were a traditional lecture, a lecture with discussion, a lecture incorporating both discussion and technology, and an inverted model. This dissertation was guided by three questions: (1) What impact do these four instructional approaches have on students' persistence, beliefs about mathematics, and conceptual and procedural achievement in calculus? (2) How do students at the local institution compare to students in the national database? And (3) How do the similarities and differences in opportunities for learning presented in the four classes contribute to the similarities and differences in student outcomes? Quantitative analysis of surveys and exams revealed few statistically significant differences in outcomes, and students in the inverted classroom often had poorer outcomes than those in other classes. Students in the technology-enhanced class scored higher on conceptual items on the final exam than those in other classes. Comparing to the national database, local students had similar switching rates but less expert-like attitudes and beliefs about mathematics than the national average. Qualitative analysis of focus group interviews, classroom observations, and student course evaluations showed that several implementation issues, some the result of pragmatic constraints, others the result of design choice, weakened affordances provided by innovative features and shrunk the differences between classes. There were substantial differences between the

Three-dimensional (3D) plasma micro-nanotextured slides for high performance biomolecule microarrays: Comparison with epoxy-silane coated glass slides.

Science.gov (United States)

Tsougeni, Katerina; Ellinas, Kosmas; Koukouvinos, George; Petrou, Panagiota S; Tserepi, Angeliki; Kakabakos, Sotirios E; Gogolides, Evangelos

2018-05-01

Glass slides coated with a poly(methyl methacrylate) layer and plasma micro-nanotextured to acquire 3D topography (referred as 3D micro-nanotextured slides) were evaluated as substrates for biomolecule microarrays. Their performance is compared with that of epoxy-coated glass slides. We found that the proposed three-dimensional (3D) slides offered significant improvements in terms of spot intensity, homogeneity, and reproducibility. In particular, they provided higher spot intensity, by a factor of at least 1.5, and significantly improved spot homogeneity when compared to the epoxy-silane coated ones (intra-spot and between spot coefficients of variation ranging between 5 and 15% for the 3D micro-nanotextured slides and between 25 and 85% for the epoxy-silane coated ones). The latter was to a great extent the result of a strong "coffee-ring" effect observed for the spots created on the epoxy-coated slides; a phenomenon that was severely reduced in the 3D micro-nanotextured slides. The 3D micro-nanotextured slides offered in addition higher signal to noise ratio values over a wide range of protein probe concentrations and shelf-life over one year without requirement for specific storage conditions. Finally, the protocols employed for protein probe immobilization were extremely simple. Copyright © 2018 Elsevier B.V. All rights reserved.

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…

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Directory of Open Access Journals (Sweden)

James Christopher Moore

2018-02-01

Full Text Available We have investigated the efficacy of on-line, multimedia learning modules (MLMs as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for natural science majors (biology and marine science. Specifically, we report the results of a multiple-group pre/post-test research design comparing two groups receiving different treatments with respect to activities preceding participation in Tutorials in Introductory Physics. The different pre-tutorial activities were as follows: (1 students were assigned reading from a traditional textbook, followed by a traditional lecture; and (2 students completed on-line MLMs developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC, and commercially known as FlipItPhysics. The MLM treatment group earned significantly higher mid-term examination scores and larger gains in content knowledge as measured by the Conceptual Survey of Electricity and Magnetism (CSEM. Student attitudes towards “reformed” instruction in the form of active-engagement tutorials were also improved. Specifically, post-course surveys showed that MLM-group students believed class time was more effective and the instructor was more clear than reported by non-MLM students, even though there was no significant difference between groups with respect to in-class activities and the same instructor taught both groups. MLM activities can be a highly effective tool for some student populations, especially when student preparation and buy-in are important for realizing significant gains.

Does "Flipping" Promote Engagement?: A Comparison of a Traditional, Online, and Flipped Class

Science.gov (United States)

Burke, Alison S.; Fedorek, Brian

2017-01-01

"Flipped" or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students' time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The…

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...

Ergometer rowing with and without slides

DEFF Research Database (Denmark)

Larsen, Anders Holsgaard; Jensen, K

2010-01-01

A rowing ergometer can be placed on a slide to imitate 'on-water' rowing. The present study examines I) possible differences in biomechanical and physiological variables of ergometer rowing with and without slides and II) potential consequences on training load during exercise. 7 elite oars......-women rowed in a randomized order in a slide or stationary ergometer at 3 predefined submaximal and at maximal intensity. Oxygen uptake was measured and biomechanical variables of the rowing were calculated based upon handle force (force transducer) and velocity/length (potentiometer) of the stroke. Stroke...

Tribology of the lubricant quantized sliding state.

Science.gov (United States)

Castelli, Ivano Eligio; Capozza, Rosario; Vanossi, Andrea; Santoro, Giuseppe E; Manini, Nicola; Tosatti, Erio

2009-11-07

In the framework of Langevin dynamics, we demonstrate clear evidence of the peculiar quantized sliding state, previously found in a simple one-dimensional boundary lubricated model [A. Vanossi et al., Phys. Rev. Lett. 97, 056101 (2006)], for a substantially less idealized two-dimensional description of a confined multilayer solid lubricant under shear. This dynamical state, marked by a nontrivial "quantized" ratio of the averaged lubricant center-of-mass velocity to the externally imposed sliding speed, is recovered, and shown to be robust against the effects of thermal fluctuations, quenched disorder in the confining substrates, and over a wide range of loading forces. The lubricant softness, setting the width of the propagating solitonic structures, is found to play a major role in promoting in-registry commensurate regions beneficial to this quantized sliding. By evaluating the force instantaneously exerted on the top plate, we find that this quantized sliding represents a dynamical "pinned" state, characterized by significantly low values of the kinetic friction. While the quantized sliding occurs due to solitons being driven gently, the transition to ordinary unpinned sliding regimes can involve lubricant melting due to large shear-induced Joule heating, for example at large speed.

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…

Empowering the crowd: faculty discourse strategies for facilitating student reasoning in large lecture

Science.gov (United States)

Demaree, Dedra

2012-02-01

Oregon State University (OSU) has restructured its introductory calculus-based sequence including reformed curriculum modeled after the Interactive Science Learning Environment (ISLE). ISLE is driven by an experimental cycle roughly summarized as: observe phenomena, find patterns and devise explanations, test explanations, develop a model, apply the model to new observations. In implementing ISLE at OSU we have chosen to focus on student scientific reasoning, specifically student ability to develop and test models, make explicit judgments on how to approach open-ended tasks, and take an authoritative role in knowledge development. In order to achieve these goals, the lecture course heavily utilizes social engagement. During large-lecture group work, emphasis is placed on facilitating student discourse about issues such as what systems to choose or how to define an open-ended problem. Instructional strategies are aimed at building off the group discourse to create a full-class community where knowledge is developed through collaboration with peers. We are achieving these goals along with an increase in measured student conceptual knowledge and traditional problem solving abilities, and no loss of content coverage. It is an ongoing effort to understand ``best'' instructional strategies and to facilitate new faculty when they teach the curriculum. Our research has focused on understanding how to facilitate activities that promote this form of discourse. We have quantitative analysis of engagement based on video data, qualitative analysis of dialogue from audio data, classroom observations by an external researcher, and survey data. In this session we share a subset of what we have learned about how to engage students in scientific reasoning discourse during large lecture, both at the group-work and full-class level.

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...

Questions in English as a Medium of Instruction versus Non-English as a Medium of Instruction Lectures

Science.gov (United States)

Maíz Arévalo, Carmen

2017-01-01

University lectures are by far the most common method of teaching at Spanish universities. More recently, however, this knowledge transmission has become increasingly interactive. Students' participation and verbal output becomes especially important in classes where the language of instruction is not the students' mother tongue but a second or…

The Effect of Interactive Lecture Demonstrations on Students' Understanding of Heat and Temperature: A Study from Thailand

Science.gov (United States)

Tanahoung, Choksin; Chitaree, Ratchapak; Soankwan, Chernchok; Sharma, Manjula D.; Johnston, Ian D.

2009-01-01

The purpose of this study was to investigate the effectiveness of Interactive Lecture Demonstrations over traditional instruction on university students' understanding of heat and temperature. The participants were 327 first year undergraduate students from two science classes in two academic years from the same university in Thailand. One class…

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 Flipped Classroom for Teaching Organic Chemistry in Small Classes: Is It Effective?

Science.gov (United States)

Fautch, Jessica M.

2015-01-01

The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class,…

Slide 2

Indian Academy of Sciences (India)

First page Back Continue Last page Graphics. Outline of Lecture. Scope of optimization in science, engineering and commerce. Classical point-by-point approaches. Evolutionary population-based approaches. Scope of evolutionary approaches in different problem solving tasks. Knowledge discovery through optimization ...

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.)

Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students' critical thinking ability: A randomized controlled trial.

Science.gov (United States)

Hong, Shaohua; Yu, Ping

2017-03-01

To explore and compare the effectiveness of two styles of case-based learning methods, unfolding nursing case and usual nursing case, implemented in lectures for developing nursing students' critical thinking ability. 122 undergraduate nursing students in four classes were taught the subject of medical nursing for one year. Two classes were randomly assigned as the experimental group and the other two the control group. The experimental group received the lectures presenting unfolding nursing cases and the control group was taught the usual cases. Nineteen case-based lectures were provided in 8 months in two semesters to each group. The two groups started with a similar level of critical thinking ability as tested by the instrument of Critical Thinking Disposition Inventory-Chinese version (CTDI-CV). After receiving 19 case-based learning lectures for 8 months, both groups of students significantly improved their critical thinking ability. The improvement in the experimental group was significantly higher than that in the control group (with the average total score of 303.77±15.24 vs. 288.34±13.94, plearning in lectures. Unfolding nursing cases appear to be significantly more effective than the usual nursing cases in developing undergraduate nursing students' critical thinking ability in the subject of medical nursing. Further research can implement the unfolding nursing cases in other nursing subjects. Copyright © 2016 Elsevier Ltd. All rights reserved.

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...

Seismic behavior with sliding of overhead travelling crane

International Nuclear Information System (INIS)

Komori, Akio; Ueki, Takashi; Hirata, Masami; Hoshii, Tsutomu; Kashiwazaki, Akihiro.

1989-01-01

In this study, the seismic behavior of an overhead travelling crane with the sliding between travelling wheels and rails is examined. First, the dynamic characteristic test of the actual crane installed in a reactor building and the sliding test of the rigid-element model to observe the basic sliding characteristic were performed. Next, to examine the dynamic response with sliding, shaking tests using the scaled model of an actual crane were conducted. From these results, useful design information about seismic behavior of an overhead travelling crane was obtained. It was also observed that numerical predictions considering sliding behavior have good agreement with the experimental results and are applicable to seismic design. (author)

Accurate Sliding-Mode Control System Modeling for Buck Converters

DEFF Research Database (Denmark)

Høyerby, Mikkel Christian Wendelboe; Andersen, Michael Andreas E.

2007-01-01

This paper shows that classical sliding mode theory fails to correctly predict the output impedance of the highly useful sliding mode PID compensated buck converter. The reason for this is identified as the assumption of the sliding variable being held at zero during sliding mode, effectively...... approach also predicts the self-oscillating switching action of the sliding-mode control system correctly. Analytical findings are verified by simulation as well as experimentally in a 10-30V/3A buck converter....

The Effect of Power Sources Used by Lecturers in Class Management on the Pre-Service Teachers' Perceptions of Fairness Regarding Their Learning Environment = Ögretim Elemanlarinin Sinif Yönetiminde Kullandiklari Güç Kaynaklarinin Ögretmen Adaylarinin Ögrenme Ortamlarina Yönelik Adalet Algilarina Etkisi

Science.gov (United States)

Hosgörür, Tugba; Yorulmaz, Yilmaz Ilker

2016-01-01

The purpose of this study is to determine the effect of the power sources used by lecturers in class management on pre-service teachers' perceptions of fairness regarding their learning environment. The sample of the study, which was designed in the correlational survey model, consists of 455 pre-service teachers studying at Mugla Sitki Kocman…

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.

Preparing Scientific Papers, Posters, and Slides.

Science.gov (United States)

Lefor, Alan Kawarai; Maeno, Misato

2016-01-01

Publications and presentations are important in academic medicine. The ability to present information in a standard fashion is critically important. Papers, posters, and slides must be prepared appropriately to maximize their chance of being accepted. The first step is to use word processing software correctly. English language usage must conform to standard scientific English usage. Abbreviations should be avoided as much as possible. Numerical data must be presented with the appropriate number of significant figures. The first step in preparing a paper is to decide the target journal. Papers should always be written in 12 point Times New Roman font, while slides and posters should be in Arial or Helvetica. The Results section must contain actual data with appropriate statistical analysis. Take great care to prepare figures and tables according to the journal's instructions. Posters must be prepared to allow easy reading at a distance of 2m. Use a white background and dark letters. The majority of the area of your poster should be Results, and there is no need to include the abstract or references on a poster. Slide presentations should be limited to about one slide for each minute of the talk. Avoid the use of animations and excessive use of color. Do not use abbreviations on slides. Following these simple guidelines will meet the requirements of most journals and allow your audience to appreciate the data on your posters and slides. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A Comparison of the Learning Outcomes of Traditional Lecturing with that of Computer-Based Learning in two Optometry Courses

Directory of Open Access Journals (Sweden)

H Kangari

2009-07-01

Full Text Available Background and purpose: The literature on distance education has provided different reports about the effectiveness of traditional lecture based settings versus computer based study settings. This studyis an attempt to compare the learning outcomes of the traditional lecture based teaching with that of the computer based learning in the optometry curriculum.Methods: Two courses in the optometry curriculum, Optometry I, with 24 students and Optometry II, with 27 students were used in this study. In each course, the students were randomly divided into two groups. In each scheduled class session, one group randomly attended the lecture, while the other studied in the computer stations. The same content was presented to both groups and at end of each session the same quiz was given to both. In the next session, the groups switched place. This processcontinued for four weeks. The quizzes were scored and a paired t-test was used to examine any difference. The data was analyzed by SPSS 15 software.Results: The mean score for Optometry I, lecture settings was 3.36 +0.59, for Optometry I computer based study was 3.27+0.63 , for Optometry II, in lecture setting was 3.22+0.57 and for Optometry II, computer based setting was 2.85+0.69. The paired sample t-test was performed on the scores, revealing no statistical significant difference between the two settings. However, the mean score for lecture sessions was slightly higher in lecture settings.Conclusion: Since this study reveals that the learning outcomes in traditional lecture based settings and computer based study are not significantly different, the lecture sessions can be safely replacedby the computer based study session. Further practice in the computer based setting might reveal better outcomes in computer study settings.Key words: LECTURING, COMPUTER BASED LEARNING, DISTANCE EDUCATION

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.

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 ...

Second order sliding mode control for a quadrotor UAV.

Science.gov (United States)

Zheng, En-Hui; Xiong, Jing-Jing; Luo, Ji-Liang

2014-07-01

A method based on second order sliding mode control (2-SMC) is proposed to design controllers for a small quadrotor UAV. For the switching sliding manifold design, the selection of the coefficients of the switching sliding manifold is in general a sophisticated issue because the coefficients are nonlinear. In this work, in order to perform the position and attitude tracking control of the quadrotor perfectly, the dynamical model of the quadrotor is divided into two subsystems, i.e., a fully actuated subsystem and an underactuated subsystem. For the former, a sliding manifold is defined by combining the position and velocity tracking errors of one state variable, i.e., the sliding manifold has two coefficients. For the latter, a sliding manifold is constructed via a linear combination of position and velocity tracking errors of two state variables, i.e., the sliding manifold has four coefficients. In order to further obtain the nonlinear coefficients of the sliding manifold, Hurwitz stability analysis is used to the solving process. In addition, the flight controllers are derived by using Lyapunov theory, which guarantees that all system state trajectories reach and stay on the sliding surfaces. Extensive simulation results are given to illustrate the effectiveness of the proposed control method. Copyright © 2014 ISA. Published by Elsevier Ltd. All rights reserved.

In-Class Cycling to Augment College Student Academic Performance and Reduce Physical Inactivity: Results from an RCT

Directory of Open Access Journals (Sweden)

Lanae Joubert

2017-11-01

Full Text Available Most college students sit 14 hours per week on average, excluding sedentary study time. Researchers observing workplace and elementary school settings with active workstations to combat sedentary behavior have shown enhanced cognition without distraction. Until now, incorporating active workstations in college classroom settings remained relatively unexplored. This study’s purpose was to assess academic performance using in-class stationary cycle desks during a semester-long lecture course. Twenty-one college students (19–24 years enrolled in a lecture course volunteered and were split into traditional sit (SIT and stationary cycle (CYC groups randomly, matched on a calculated factor equal to a physical activity (PA score (0–680 multiplied by grade point average (GPA; 4.0 scale. CYC pedaled a prescribed rate of perceived exertion (RPE of less than 2 out of 10 during a 50-min lecture, 3 × week for 12 weeks. CYC averaged 42 min, 7.9 miles, and 1.7 RPE during class throughout the semester. No significant differences (p > 0.05 were observed between CYC and SIT on in-class test scores or overall course grades. Although statistically insignificant, CYC had higher mean test scores and overall course grades vs. SIT (i.e., B+ vs. B, respectively. Low intensity cycling during a college lecture course maintained student academic performance and possibly reduced weekly sedentary behavior time.

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…

Predictive Sliding Mode Control for Attitude Tracking of Hypersonic Vehicles Using Fuzzy Disturbance Observer

Directory of Open Access Journals (Sweden)

Xianlei Cheng

2015-01-01

Full Text Available We propose a predictive sliding mode control (PSMC scheme for attitude control of hypersonic vehicle (HV with system uncertainties and external disturbances based on an improved fuzzy disturbance observer (IFDO. First, for a class of uncertain affine nonlinear systems with system uncertainties and external disturbances, we propose a predictive sliding mode control based on fuzzy disturbance observer (FDO-PSMC, which is used to estimate the composite disturbances containing system uncertainties and external disturbances. Afterward, to enhance the composite disturbances rejection performance, an improved FDO-PSMC (IFDO-PSMC is proposed by incorporating a hyperbolic tangent function with FDO to compensate for the approximate error of FDO. Finally, considering the actuator dynamics, the proposed IFDO-PSMC is applied to attitude control system design for HV to track the guidance commands with high precision and strong robustness. Simulation results demonstrate the effectiveness and robustness of the proposed attitude control scheme.

An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga

Directory of Open Access Journals (Sweden)

T. J. Maunye

2009-09-01

Full Text Available The need for the utilization of various teaching strategies by lecturers when facilitating learning cannot be overemphasized. The aim of this study was to establish if lecturers at a Nursing College in Mpumalanga were using teaching strategies that could facilitate the personal development of nursing learners. A quantitative approach was followed for this study. The participants of the study were all lecturers at a Nursing College in Mpumalanga. Data was gathered by means of a questionnaire. Descriptive statistics were used to describe and summarize data regarding the type of teaching strategies used and the recommendations that could enhance the utilization of various teaching strategies. The data revealed that the teaching strategies mostly utilized required active participation of the learners namely: formal/informal writing of assignments; learner-led class presentation; group sessions; clinical case studies; role-playing and clinical rounds. Inclusion of certain strategies such as problem-based learning, structured accompaniment and computer literacy for learners could enhance the personal development of nursing learners. Although lecturers did use some of the teaching strategies that could enhance the personal development of nursing learners, staff development regarding the utilization of various teaching strategies was highlighted as an important factor to be considered. Other findings revealed that lack of resources have a negative influence on the utilization of various teaching strategies.

Intensive Class Training Model for Developing Lecturers’English Competence at IAIN Imam Bonjol Padang

Directory of Open Access Journals (Sweden)

Darmayenti Darmayenti

2016-02-01

Full Text Available Research and Development (R&D project was used to develop lecturers’ English competence particularly on speaking and writing at State Institute of Islamic Studies of Imam Bonjol Padang.  The lecturers need to develop their competence in English in order to prepare themselves to add new information of lecturing materials and writing papers. Borg and Gall’s steps were used to develop the model. Twenty active lecturers who had s2 and s3 program, who were randomly selected, participated on this research. During the process of the research, observation, questionnaire, and TOEFL test, speaking and writing tests were used to collect the data. The experimental research type and one group pre test- post test design were used to conduct the research. The result of the research showed that 74% of respondents need intensive class training model to develop their English competence. The implementation of intensive class training model gave a significant effect toward lecturers’ English competence. It is concluded that this model is more effective to improve lecturers’ on English competences. Therefore, it is recommended that this model can be implemented at IAIN Imam Bonjol Padang in order to develop lecturers’ English competences and to enhance the quality of lecturers.

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.

Are radiography lecturers, leaders?

International Nuclear Information System (INIS)

Hendry, Julie Anne

2013-01-01

This review article aims to explore the concept of radiography lecturers acting as leaders to their student followers. Through a brief review of the literature, a definition of leadership is suggested and some leadership theories explored. The path-goal theory, leader–member exchange theory and the contemporary theory of transformational leadership are examined more closely. Links between lecturer-leader behaviour and student motivation and learning are tentatively suggested with transformational leadership appearing to offer the optimal leadership style for lecturers to adopt. The paucity of literature relating directly to radiography is acknowledged and areas for further research are suggested. The article concludes with some of the author's practical ideas for incorporating transformational leadership styles and behaviours into radiography education today

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.

“Slide less pathology”: Fairy tale or reality?

Science.gov (United States)

Indu, M; Rathy, R; Binu, MP

2016-01-01

Pathology practice is significantly advanced in various frontiers. Therefore, “slide less digital” pathology will not be a mere imagination in near future. Digitalization of histopathological slides (whole slide imaging [WSI]) is possible with the help of whole slide scanner. The WSI has a positive impact not only in routine practice but also in research field, medical education and bioindustry. Even if digital pathology has definitive advantages, its widespread use is not yet possible. As it is an upcoming technology in our field, this article is aimed to discussessential aspects of WSI. PMID:27601824

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

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)

Triaxial slide-hold-slide shear experiment of sedimentary rock under drain condition

International Nuclear Information System (INIS)

Kishida, Kiyoshi; Yano, Takao; Elsworth, Derek; Yasuhara, Hideaki; Nakashima, Shinichiro

2011-01-01

When discussing the mechanical and hydro-mechanical properties of rock masses under the long-term holding, the variation of rock structure and the change of shear band condition should be discussed in considering the effect of thermal and chemical influences. In this research, the triaxial shear experiment under drain condition was conducted through sedimentary rock, and in the residual stress state, the slide-hold-slide processes were applied to these triaxial experiments. The experiments were carried out in 3 kinds of confining conditions and 2 kinds of thermal conditions. Consequently, the healing phenomena can be observed and the shear strength recovery is also confirmed in process of the holding time. (author)

Color standardization and optimization in Whole Slide Imaging

Directory of Open Access Journals (Sweden)

Yagi Yukako

2011-03-01

Full Text Available Abstract Introduction Standardization and validation of the color displayed by digital slides is an important aspect of digital pathology implementation. While the most common reason for color variation is the variance in the protocols and practices in the histology lab, the color displayed can also be affected by variation in capture parameters (for example, illumination and filters, image processing and display factors in the digital systems themselves. Method We have been developing techniques for color validation and optimization along two paths. The first was based on two standard slides that are scanned and displayed by the imaging system in question. In this approach, one slide is embedded with nine filters with colors selected especially for H&E stained slides (looking like tiny Macbeth color chart; the specific color of the nine filters were determined in our previous study and modified for whole slide imaging (WSI. The other slide is an H&E stained mouse embryo. Both of these slides were scanned and the displayed images were compared to a standard. The second approach was based on our previous multispectral imaging research. Discussion As a first step, the two slide method (above was used to identify inaccurate display of color and its cause, and to understand the importance of accurate color in digital pathology. We have also improved the multispectral-based algorithm for more consistent results in stain standardization. In near future, the results of the two slide and multispectral techniques can be combined and will be widely available. We have been conducting a series of researches and developing projects to improve image quality to establish Image Quality Standardization. This paper discusses one of most important aspects of image quality – color.

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.

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

Hollywood Flatlands

DEFF Research Database (Denmark)

Gfader, Verina

2017-01-01

This chapter documents an image lecture, with sound by Mikhail Karikis, delivered at the Dark Precursor conference. Here presented in the format of a lecture script, image/slide references are made throughout corresponding to the conceptual contents. Descriptions of the slides' contents are liste...

Maximized Inter-Class Weighted Mean for Fast and Accurate Mitosis Cells Detection in Breast Cancer Histopathology Images.

Science.gov (United States)

Nateghi, Ramin; Danyali, Habibollah; Helfroush, Mohammad Sadegh

2017-08-14

Based on the Nottingham criteria, the number of mitosis cells in histopathological slides is an important factor in diagnosis and grading of breast cancer. For manual grading of mitosis cells, histopathology slides of the tissue are examined by pathologists at 40× magnification for each patient. This task is very difficult and time-consuming even for experts. In this paper, a fully automated method is presented for accurate detection of mitosis cells in histopathology slide images. First a method based on maximum-likelihood is employed for segmentation and extraction of mitosis cell. Then a novel Maximized Inter-class Weighted Mean (MIWM) method is proposed that aims at reducing the number of extracted non-mitosis candidates that results in reducing the false positive mitosis detection rate. Finally, segmented candidates are classified into mitosis and non-mitosis classes by using a support vector machine (SVM) classifier. Experimental results demonstrate a significant improvement in accuracy of mitosis cells detection in different grades of breast cancer histopathological images.

Modeling the Sliding/Falling Ladder Paradox

Science.gov (United States)

Fox, William P.; Fox, James B.

2003-01-01

Recently we were presented with an interesting twist to the sliding ladder problem viewed in the related rates section of most calculus textbooks. Our problem concerning a sliding ladder that eventually hits the ground. At first, those attempting this problem fell into the calculus trap using only related rates. Previous work for this problem…

The Impact of a Flipped Classroom Model of Learning on a Large Undergraduate Statistics Class

Science.gov (United States)

Nielson, Perpetua Lynne; Bean, Nathan William Bean; Larsen, Ross Allen Andrew

2018-01-01

We examine the impact of a flipped classroom model of learning on student performance and satisfaction in a large undergraduate introductory statistics class. Two professors each taught a lecture-section and a flipped-class section. Using MANCOVA, a linear combination of final exam scores, average quiz scores, and course ratings was compared for…

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

Flippin' Fluid Mechanics - Comparison of Blended Classroom vs. Traditional Lecture

Science.gov (United States)

Webster, D. R.; Kadel, R. S.; Newstetter, W. C.

2017-11-01

We conducted a study of student performance in and perceptions of a blended classroom delivery of a junior-level fluid mechanics course. In the blended pedagogy, students watch short on-line videos before class, participate in interactive in-class problem solving (in dyads), and complete individualized on-line quizzes weekly. Comparisons are made among four sections of the blended classroom delivery in the period of 2013-2017 to eleven sections delivered in a traditional lecture-style format by the same instructor in 2002-2012. The results reveal dramatic improvement in student engagement, perceptions, and achievement in the blended pedagogy. For instance, the withdrawal/fail/barely-passing (WFD) rate is significantly lower for the blended classroom (8.6% vs. 16.3%; p self-perception of how-much-learned, perception of the value of the course activities, and the overall effectiveness of the course and instructor in the blended classroom.

Sliding hiatal hernia in dogs

OpenAIRE

JOLANTA SPUŻAK; KRZYSZTOF KUBIAK; MARCIN JANKOWSKI; MACIEJ GRZEGORY; KAMILA GLIŃSKA-SUCHOCKA; JÓZEF NICPOŃ; VASYL VLIZLO; IGOR MAKSYMOVYCH

2010-01-01

Introduction Sliding hiatal hernia is a disorder resulting from a displacement of the abdominal part of the oesophagus and/or a part of the stomach into the thoracic cavity through the oesophageal hiatus of the diaphragm. The disorder may be congenital or acquired. Congenital hernia follows disturbances in the embryonic development. In the literature the predisposition to congenital sliding hiatal hernia is observed in the dogs of shar-pei and chow-chow breeds. Pathogenesis of acquired slidin...

Compensation of significant parametric uncertainties using sliding mode online learning

Science.gov (United States)

Schnetter, Philipp; Kruger, Thomas

An augmented nonlinear inverse dynamics (NID) flight control strategy using sliding mode online learning for a small unmanned aircraft system (UAS) is presented. Because parameter identification for this class of aircraft often is not valid throughout the complete flight envelope, aerodynamic parameters used for model based control strategies may show significant deviations. For the concept of feedback linearization this leads to inversion errors that in combination with the distinctive susceptibility of small UAS towards atmospheric turbulence pose a demanding control task for these systems. In this work an adaptive flight control strategy using feedforward neural networks for counteracting such nonlinear effects is augmented with the concept of sliding mode control (SMC). SMC-learning is derived from variable structure theory. It considers a neural network and its training as a control problem. It is shown that by the dynamic calculation of the learning rates, stability can be guaranteed and thus increase the robustness against external disturbances and system failures. With the resulting higher speed of convergence a wide range of simultaneously occurring disturbances can be compensated. The SMC-based flight controller is tested and compared to the standard gradient descent (GD) backpropagation algorithm under the influence of significant model uncertainties and system failures.

Adaptive suboptimal second-order sliding mode control for microgrids

Science.gov (United States)

Incremona, Gian Paolo; Cucuzzella, Michele; Ferrara, Antonella

2016-09-01

This paper deals with the design of adaptive suboptimal second-order sliding mode (ASSOSM) control laws for grid-connected microgrids. Due to the presence of the inverter, of unpredicted load changes, of switching among different renewable energy sources, and of electrical parameters variations, the microgrid model is usually affected by uncertain terms which are bounded, but with unknown upper bounds. To theoretically frame the control problem, the class of second-order systems in Brunovsky canonical form, characterised by the presence of matched uncertain terms with unknown bounds, is first considered. Four adaptive strategies are designed, analysed and compared to select the most effective ones to be applied to the microgrid case study. In the first two strategies, the control amplitude is continuously adjusted, so as to arrive at dominating the effect of the uncertainty on the controlled system. When a suitable control amplitude is attained, the origin of the state space of the auxiliary system becomes attractive. In the other two strategies, a suitable blend between two components, one mainly working during the reaching phase, the other being the predominant one in a vicinity of the sliding manifold, is generated, so as to reduce the control amplitude in steady state. The microgrid system in a grid-connected operation mode, controlled via the selected ASSOSM control strategies, exhibits appreciable stability properties, as proved theoretically and shown in simulation.

Sliding behaviors of elastic cylindrical tanks under seismic loading

International Nuclear Information System (INIS)

Kobayashi, N.

1993-01-01

There is a paper that reports on the occurrence of sliding in several oil tanks on Alaskan earthquake of 1964. This incident appears to be in need of further investigation for the following reasons: First, in usual seismic designing of cylindrical tanks ('tanks'), sliding is considered to occur when the lateral inertial force exceeds the static friction force. When the tank in question can be taken as a rigid body, this rule is known to hold true. If the tank is capable of undergoing a considerable amount of elastic deformation, however, its applicability has not been proved. Second, although several studies have been done on the critical conditions for static sliding the present author is unaware of like ones made on the dynamic sliding, except for the pioneering work of Sogabe, in which they have empirically indicated possibility of sliding to occur under the force of sloshing. Third, this author has shown earlier on that tanks, if not anchored properly, will start rocking, inducing uplifting of the base plate, even at a relatively small seismic acceleration of 10 gal or so. The present study has been conducted with these observations for the background. Namely, based on a notion that elastic deformation given rise to by rocking oscillation should be incorporated as an important factor in any set of critical conditions for the onset of sliding, a series of shaking table experiments were performed for rigid steel block to represent the rigid tanks ('rigid model') and a model tank having a same sort of plate thickness-to-diameter ratio as industrial tanks to represent the elastic cylindrical tanks ('elastic model'). Following observations have been obtained for the critical condition of the onset of sliding: (1) sliding of rigid tanks will occur when the lateral force given rise to by oscillation exceeds the static, or the Coulombic, friction force. (2) if vertical oscillation is imposed on the lateral oscillation, the lateral force needed to induce sliding of a

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.

Static and dynamic friction in sliding colloidal monolayers.

Science.gov (United States)

Vanossi, Andrea; Manini, Nicola; Tosatti, Erio

2012-10-09

In a pioneer experiment, Bohlein et al. realized the controlled sliding of two-dimensional colloidal crystals over laser-generated periodic or quasi-periodic potentials. Here we present realistic simulations and arguments that besides reproducing the main experimentally observed features give a first theoretical demonstration of the potential impact of colloid sliding in nanotribology. The free motion of solitons and antisolitons in the sliding of hard incommensurate crystals is contrasted with the soliton-antisoliton pair nucleation at the large static friction threshold F(s) when the two lattices are commensurate and pinned. The frictional work directly extracted from particles' velocities can be analyzed as a function of classic tribological parameters, including speed, spacing, and amplitude of the periodic potential (representing, respectively, the mismatch of the sliding interface and the corrugation, or "load"). These and other features suggestive of further experiments and insights promote colloid sliding to a unique friction study instrument.

Robust motion control of oscillatory-base manipulators h∞-control and sliding-mode-control-based approaches

CERN Document Server

Toda, Masayoshi

2016-01-01

This book provides readers with alternative robust approaches to control design for an important class of systems characteristically associated with ocean-going vessels and structures. These systems, which include crane vessels, on-board cranes, radar gimbals, and a conductivity temperature and depth winch, are modelled as manipulators with oscillating bases. One design approach is based on the H-infinity control framework exploiting an effective combination of PD control, an extended matrix polytope and a robust stability analysis method with a state-dependent coefficient form. The other is based on sliding-mode control using some novel nonlinear sliding surfaces. The model demonstrates how successful motion control can be achieved by suppressing base oscillations and in the presence of uncertainties. This is important not only for ocean engineering systems in which the problems addressed here originate but more generally as a benchmark platform for robust motion control with disturbance rejection. Researche...

Expected sliding distance of vertical slit caisson breakwater

Science.gov (United States)

Kim, Dong Hyawn

2017-06-01

Evaluating the expected sliding distance of a vertical slit caisson breakwater is proposed. Time history for the wave load to a vertical slit caisson is made. It consists of two impulsive wave pressures followed by a smooth sinusoidal pressure. In the numerical analysis, the sliding distance for an attack of single wave was shown and the expected sliding distance during 50 years was also presented. Those results were compared with a vertical front caisson breakwater without slit. It was concluded that the sliding distance of a vertical slit caisson may be over-estimated if the wave pressure on the caisson is evaluated without considering vertical slit.

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)

Sliding mode control on electro-mechanical systems

Directory of Open Access Journals (Sweden)

Vadim I. Utkin

2002-01-01

Full Text Available The first sliding mode control application may be found in the papers back in the 1930s in Russia. With its versatile yet simple design procedure the methodology is proven to be one of the most powerful solutions for many practical control designs. For the sake of demonstration this paper is oriented towards application aspects of sliding mode control methodology. First the design approach based on the regularization is generalized for mechanical systems. It is shown that stability of zero dynamics should be taken into account when the regular form consists of blocks of second-order equations. Majority of applications in the paper are related to control and estimation methods of automotive industry. New theoretical methods are developed in the context of these studies: sliding made nonlinear observers, observers with binary measurements, parameter estimation in systems with sliding mode control.

Student perceptions of digital versus traditional slide use in undergraduate education.

Science.gov (United States)

Solberg, Brooke L

2012-01-01

Digitized slides provide a number of intriguing benefits for educators. Before their implementation, however, educators should consider student opinion related to their use. This mixed-methods study directly compared Medical Laboratory Science (MLS) student perceptions of learning experiences in both digital and traditional slide laboratory settings. Results suggested that the majority of students preferred learning with digital slides, and numerous reasons for this preference were identified. Survey responses indicated that students using digital slides tended to view their performances, instructor feedback, and their learning environment more positively than students using traditional slides. Apprehensions about digital slide use were also detected from students preferring traditional slides. These findings provide a guide on how best to exploit both digital and traditional slides in an educational setting.

Screening and dotting virtual slides: A new challenge for cytotechnologists

Directory of Open Access Journals (Sweden)

Walid E Khalbuss

2013-01-01

Full Text Available Digital images are increasingly being used in cytopathology. Whole-slide imaging (WSI is a digital imaging modality that uses computerized technology to scan and convert entire cytology glass slides into digital images that can be viewed on a digital display using the image viewer software. Digital image acquisition of cytology glass slides has improved significantly over the years due to the use of liquid-based preparations and advances in WSI scanning technology such as automatic multipoint pre-scan focus technology or z-stack scanning technology. Screening cytotechnologists are responsible for every cell that is present on an imaged slide. One of the challenges users have to overcome is to establish a technique to review systematically the entire imaged slide and to dot selected abnormal or significant findings. The scope of this article is to review the current user interface technology available for virtual slide navigation when screening digital slides in cytology. WSI scanner vendors provide tools, built into the image viewer software that allow for a more systematic navigation of the virtual slides, such as auto-panning, keyboard-controlled slide navigation and track map. Annotation tools can improve communication between the screener and the final reviewer or can be used for education. The tracking functionality allows recording of the WSI navigation process and provides a mechanism for confirmation of slide coverage by the screening cytotechnologist as well as a useful tool for quality assurance. As the WSI technology matures, additional features and tools to support navigation of a cytology virtual slide are anticipated.

Geomorphology, stability and mobility of the Currituck slide

Science.gov (United States)

Locat, J.; Lee, H.; ten Brink, Uri S.; Twichell, D.; Geist, E.; Sansoucy, M.

2009-01-01

Over the last 100,000??years, the U.S. Atlantic continental margin has experienced various types of mass movements some of which are believed to have taken place at times of low sea level. At one of these times of low sea level a significant trigger caused a major submarine mass movement off the coast of Virginia: the Currituck slide which is believed to have taken place between 24 and 50??ka ago. This slide removed a total volume of about 165??km3 from this section of the continental slope. The departure zone still shows a very clean surface that dips at 4?? and is only covered by a thin veneer of postglacial sediment. Multibeam bathymetric and seismic survey data suggest that this slide took place along three failures surfaces. The morphology of the source area suggests that the sediments were already at least normally consolidated at the time of failure. The slide debris covers an area as much as 55??km wide that extends 180??km from the estimated toe of the original slope. The back analysis of slide initiation indicates that very high pore pressure, a strong earthquake, or both had to be generated to trigger slides on such a low failure plane angle. The shape of the failure plane, the fact that the surface is almost clear of any debris, and the mobility analysis, all support the argument that the slides took place nearly simultaneously. Potential causes for the generation of high pore pressures could be seepage forces from coastal aquifers, delta construction and related pore pressure generation due to the local sediment loading, gas hydrates, and earthquakes. This slide, and its origin, is a spectacular example of the potential threat that submarine mass movements can pose to the US Atlantic coast and underline the need to further assess the potential for the generation of such large slides, like the Grand Banks 1927 landslide of similar volume. ?? 2008 Elsevier B.V.

The Role of Frequent Short Exams in Improving Student Performance in Hybrid Global Business Classes

Science.gov (United States)

Nakos, George; Whiting, Anita

2018-01-01

The authors investigate whether frequent in class exams can improve the performance of students in hybrid global business courses. An experiment was conducted in three hybrid sections of a global business course exposing students to short in class exams. The expectation of a short exam forces students to watch the online lectures and study the…

Acceleration Characteristics of a Rock Slide Using the Particle Image Velocimetry Technique

Directory of Open Access Journals (Sweden)

Guoqing Chen

2016-01-01

Full Text Available The Particle Image Velocimetry (PIV technique with high precision and spatial resolution is a suitable sensor for flow field experiments. In this paper, the PIV technology was used to monitor the development of a displacement field, velocity field and acceleration field of a rock slide. It was found that the peak acceleration of the sliding surface appeared earlier than the peak acceleration of the sliding body. The characteristics of the rock slide including the short failure time, high velocities, and large accelerations indicate that the sliding forces and energy release rate of the slope are high. The deformation field showed that the sliding body was sliding outwards along the sliding surface while the sliding bed moved in an opposite direction. Moving upwards at the top of the sliding bed can be one of the warning signs for rock slide failure.

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

Computer versus lecture: a comparison of two methods of teaching oral medication administration in a nursing skills laboratory.

Science.gov (United States)

Jeffries, P R

2001-10-01

The purpose of this study was to compare the effectiveness of both an interactive, multimedia CD-ROM and a traditional lecture for teaching oral medication administration to nursing students. A randomized pretest/posttest experimental design was used. Forty-two junior baccalaureate nursing students beginning their fundamentals nursing course were recruited for this study at a large university in the midwestern United States. The students ranged in age from 19 to 45. Seventy-three percent reported having average computer skills and experience, while 15% reported poor to below average skills. Two methods were compared for teaching oral medication administration--a scripted lecture with black and white overhead transparencies, in addition to an 18-minute videotape on medication administration, and an interactive, multimedia CD-ROM program, covering the same content. There were no significant (p lecture groups by education or computer skills. Results showed significant differences between the two groups in cognitive gains and student satisfaction (p = .01), with the computer group demonstrating higher student satisfaction and more cognitive gains than the lecture group. The groups were similar in their ability to demonstrate the skill correctly. Importantly, time on task using the CD-ROM was less, with 96% of the learners completing the program in 2 hours or less, compared to 3 hours of class time for the lecture group.

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.

Chiral cell sliding drives left-right asymmetric organ twisting

Science.gov (United States)

Inaki, Mikiko; Hatori, Ryo; Nakazawa, Naotaka; Okumura, Takashi; Ishibashi, Tomoki; Kikuta, Junichi; Ishii, Masaru

2018-01-01

Polarized epithelial morphogenesis is an essential process in animal development. While this process is mostly attributed to directional cell intercalation, it can also be induced by other mechanisms. Using live-imaging analysis and a three-dimensional vertex model, we identified ‘cell sliding,’ a novel mechanism driving epithelial morphogenesis, in which cells directionally change their position relative to their subjacent (posterior) neighbors by sliding in one direction. In Drosophila embryonic hindgut, an initial left-right (LR) asymmetry of the cell shape (cell chirality in three dimensions), which occurs intrinsically before tissue deformation, is converted through LR asymmetric cell sliding into a directional axial twisting of the epithelial tube. In a Drosophila inversion mutant showing inverted cell chirality and hindgut rotation, cell sliding occurs in the opposite direction to that in wild-type. Unlike directional cell intercalation, cell sliding does not require junctional remodeling. Cell sliding may also be involved in other cases of LR-polarized epithelial morphogenesis. PMID:29891026

Stereoscopic neuroanatomy lectures using a three-dimensional virtual reality environment.

Science.gov (United States)

Kockro, Ralf A; Amaxopoulou, Christina; Killeen, Tim; Wagner, Wolfgang; Reisch, Robert; Schwandt, Eike; Gutenberg, Angelika; Giese, Alf; Stofft, Eckart; Stadie, Axel T

2015-09-01

Three-dimensional (3D) computer graphics are increasingly used to supplement the teaching of anatomy. While most systems consist of a program which produces 3D renderings on a workstation with a standard screen, the Dextrobeam virtual reality VR environment allows the presentation of spatial neuroanatomical models to larger groups of students through a stereoscopic projection system. Second-year medical students (n=169) were randomly allocated to receive a standardised pre-recorded audio lecture detailing the anatomy of the third ventricle accompanied by either a two-dimensional (2D) PowerPoint presentation (n=80) or a 3D animated tour of the third ventricle with the DextroBeam. Students completed a 10-question multiple-choice exam based on the content learned and a subjective evaluation of the teaching method immediately after the lecture. Students in the 2D group achieved a mean score of 5.19 (±2.12) compared to 5.45 (±2.16) in the 3D group, with the results in the 3D group statistically non-inferior to those of the 2D group (p<0.0001). The students rated the 3D method superior to 2D teaching in four domains (spatial understanding, application in future anatomy classes, effectiveness, enjoyableness) (p<0.01). Stereoscopically enhanced 3D lectures are valid methods of imparting neuroanatomical knowledge and are well received by students. More research is required to define and develop the role of large-group VR systems in modern neuroanatomy curricula. Copyright © 2015 Elsevier GmbH. All rights reserved.

NEMD simulations for ductile metal sliding

Energy Technology Data Exchange (ETDEWEB)

Hammerberg, James E [Los Alamos National Laboratory; Germann, Timothy C [Los Alamos National Laboratory; Ravelo, Ramon J [Los Alamos National Laboratory; Holian, Brad L [Los Alamos National Laboratory

2011-01-31

We have studied the sliding behavior for a 19 M Al(110)/Al(110) defective crystal at 15 GPa as a function of relative sliding velocity. The general features are qualitatively similar to smaller scale (1.4 M) atom simulations for Al(111)/Al(110) nondefective single crystal sliding. The critical velocity, v{sub c}, is approximately the same for the defective crystal as the size scaled v{sub c}. The lower velocity tangential force is depressed relative to the perfect crystal. The critical temperature, T*, is depressed relative to the perfect crystal. These conclusions are consistent with a lower value for f{sub c} for the defective crystal. The detailed features of structural transformation and the high velocity regime remain to be mapped.

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.

Develop and Manufacture an airlock sliding tray

Energy Technology Data Exchange (ETDEWEB)

Lawton, Cindy M. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2014-02-26

The goal of this project is to continue to develop an airlock sliding tray and then partner with an industrial manufacturing company for production. The sliding tray will be easily installed into and removed from most glovebox airlocks in a few minutes. Technical Approach: A prototype of a sliding tray has been developed and tested in the LANL cold lab and 35 trays are presently being built for the plutonium facility (PF-4). The current, recently approved design works for a 14-inch diameter round airlock and has a tray length of approximately 20 inches. The grant will take the already tested and approved round technology and design for the square airlock. These two designs will be suitable for the majority of the existing airlocks in the multitude of DOE facilities. Partnering with an external manufacturer will allow for production of the airlock trays at a much lower cost and increase the availability of the product for all DOE sites. Project duration is estimated to be 12-13 months. Benefits: The purpose of the airlock sliding trays is fourfold: 1) Mitigate risk of rotator cuff injuries, 2) Improve ALARA, 3) Reduce risk of glovebox glove breaches and glove punctures, and 4) Improve worker comfort. I have had the opportunity to visit many other DOE facilities including Savannah, Y-12, ORNL, Sandia, and Livermore for assistance with ergonomic problems and/or injuries. All of these sites would benefit from the airlock sliding tray and I can assume all other DOE facilities with gloveboxes built prior to 1985 could also use the sliding trays.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF MAKE A MATCH BERBANTUAN SLIDE SHARE TERHADAP HASIL BELAJAR KOGNITIF IPS DAN KETERAMPILAN SOSIAL

Directory of Open Access Journals (Sweden)

Udin Cahya Ari Prastya

2016-08-01

Full Text Available This research is conducted due to the problems faced by the fifth graders of Ampelgading 01 Public Elementary School. They find difficulties in understanding social science subject, indicated by students’ learning outcomes. Only 5% students of class pass the Minimum Passing Criteria of 70. Teacher-centered learning decreases the interaction between teachers and students and students with students, which related to the development of social skills such. Therefore, interactive learning model is needed to build good classroom atmosphere and improve students’ interactions. One model of interactive learning is a Make a Match.This research used quantitative and quasi-experiment methods, Quasi-experimental design used is nonequivalent control group design, using independent t-test assisted with SPSS 16 software for data analysis.The research result presents following the treatment in experimental class using cooperative teaching model ‘Make a Match’ using slide share, average grade of posttest obtained from control group is 66,15 while the experimental class gained the average of 75,18; control class obtained social skills scores with the average of 45 and 61 for experimental class. t test result indicates the cognitive learning measured from gain score of pretest and posttest have significant value of 0.000 and social skills shows significant value of 0.000. It is known that 0.000> 0.05, indicates that is related to the effect of cooperative teaching model ‘Make a Match’ using slide share to the social science cognitive and social skill. Pelaksanaan penelitian ini dikarenakan adanya masalah yang dihadapi oleh siswa kelas V di SDN Ampelgading 01. Meraka merasa kesulitas dalam memahami materi mata pelajaran IPS, hal ini dibuktikan dengan nilai hasil belajar siswa yang mendapatkan nilai di atas KKM dengan nilai KKM 70 hanya 5% dari jumlah total keseluruan siswa. Pembelajaran guru yang bersifat aksi menimbulkan tidak adanya interaksi antara

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.

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

Science.gov (United States)

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

2015-05-22

Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture

Managing Social Activity and Participation in Large Classes with Mobile Phone Technology

Directory of Open Access Journals (Sweden)

A. Thatcher

2008-07-01

Full Text Available Within the context of a developing country, suchas South Africa, access to technology is severely limited.However, most South Africans have relatively good access tomobile phone technology in relation to other portable andmobile technology. In this initiative, students wereencouraged to use mobile phone text messaging to sendquestions to the lecturer during classes or between classes. Atotal of 86 text messages were sent to the lecturer during a 7-week, second year psychology course. At the end of thecourse 136 responses to questionnaire distributed in classwas obtained. This data was analysed using activity theoryas a framework for the discussion. The results indicated thatstudents had strongly favorable perceptions of this initiativeand respondents had spontaneously suggested other uses ofmobile phone technology to enhance the learningexperience. Activity theory provided a useful framework forevaluating the use of mobile phone text messages to enhancestudent participation and learning.

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...

Combination of statistical and physically based methods to assess shallow slide susceptibility at the basin scale

Science.gov (United States)

Oliveira, Sérgio C.; Zêzere, José L.; Lajas, Sara; Melo, Raquel

2017-07-01

Approaches used to assess shallow slide susceptibility at the basin scale are conceptually different depending on the use of statistical or physically based methods. The former are based on the assumption that the same causes are more likely to produce the same effects, whereas the latter are based on the comparison between forces which tend to promote movement along the slope and the counteracting forces that are resistant to motion. Within this general framework, this work tests two hypotheses: (i) although conceptually and methodologically distinct, the statistical and deterministic methods generate similar shallow slide susceptibility results regarding the model's predictive capacity and spatial agreement; and (ii) the combination of shallow slide susceptibility maps obtained with statistical and physically based methods, for the same study area, generate a more reliable susceptibility model for shallow slide occurrence. These hypotheses were tested at a small test site (13.9 km2) located north of Lisbon (Portugal), using a statistical method (the information value method, IV) and a physically based method (the infinite slope method, IS). The landslide susceptibility maps produced with the statistical and deterministic methods were combined into a new landslide susceptibility map. The latter was based on a set of integration rules defined by the cross tabulation of the susceptibility classes of both maps and analysis of the corresponding contingency tables. The results demonstrate a higher predictive capacity of the new shallow slide susceptibility map, which combines the independent results obtained with statistical and physically based models. Moreover, the combination of the two models allowed the identification of areas where the results of the information value and the infinite slope methods are contradictory. Thus, these areas were classified as uncertain and deserve additional investigation at a more detailed scale.

The PAD Class: a new paradigm for university classroom teaching

Science.gov (United States)

Zhang, Xuexin

2017-08-01

The PAD Class (Presentation-Assimilation-Discussion) is a new paradigm for classroom teaching combining strengths of lecture and discussion. With half class time allocated for teacher's presentation and the other half for students' discussion, an assimilation stage was inserted between presentation and discussion for independent and individualized learning. Since its first success in 2014, the PAD method has gained national popularity in China and been successfully put into practice by thousands of college teachers in nearly all subjects, e.g., science, engineering, medical sciences, social sciences, humanities and arts. This paper analyzed the psychological and pedagogical rationales underlying the PAD Class to explicate its effectiveness in enhancing active learning.

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist

NARCIS (Netherlands)

van Vliet, E. A.; Winnips, J. C.; Brouwer, N.

2015-01-01

In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and

Superlubric sliding of graphene nanoflakes on graphene.

Science.gov (United States)

Feng, Xiaofeng; Kwon, Sangku; Park, Jeong Young; Salmeron, Miquel

2013-02-26

The lubricating properties of graphite and graphene have been intensely studied by sliding a frictional force microscope tip against them to understand the origin of the observed low friction. In contrast, the relative motion of free graphene layers remains poorly understood. Here we report a study of the sliding behavior of graphene nanoflakes (GNFs) on a graphene surface. Using scanning tunneling microscopy, we found that the GNFs show facile translational and rotational motions between commensurate initial and final states at temperatures as low as 5 K. The motion is initiated by a tip-induced transition of the flakes from a commensurate to an incommensurate registry with the underlying graphene layer (the superlubric state), followed by rapid sliding until another commensurate position is reached. Counterintuitively, the average sliding distance of the flakes is larger at 5 K than at 77 K, indicating that thermal fluctuations are likely to trigger their transitions from superlubric back to commensurate ground states.

Sliding-Mode Control of PEM Fuel Cells

CERN Document Server

Kunusch, Cristian; Mayosky, Miguel

2012-01-01

Recent advances in catalysis technologies and new materials make fuel cells an economically appealing and clean energy source with massive market potential in portable devices, home power generation and the automotive industry. Among the more promising fuel-cell technologies are proton exchange membrane fuel cells (PEMFCs). Sliding-Mode Control of PEM Fuel Cells demonstrates the application of higher-order sliding-mode control to PEMFC dynamics. Fuel-cell dynamics are often highly nonlinear and the text shows the advantages of sliding modes in terms of robustness to external disturbance, modelling error and system-parametric disturbance using higher-order control to reduce chattering. Divided into two parts, the book first introduces the theory of fuel cells and sliding-mode control. It begins by contextualising PEMFCs both in terms of their development and within the hydrogen economy and today’s energy production situation as a whole. The reader is then guided through a discussion of fuel-cell operation pr...

Invariant polygons in systems with grazing-sliding.

Science.gov (United States)

Szalai, R; Osinga, H M

2008-06-01

The paper investigates generic three-dimensional nonsmooth systems with a periodic orbit near grazing-sliding. We assume that the periodic orbit is unstable with complex multipliers so that two dominant frequencies are present in the system. Because grazing-sliding induces a dimension loss and the instability drives every trajectory into sliding, the system has an attractor that consists of forward sliding orbits. We analyze this attractor in a suitably chosen Poincare section using a three-parameter generalized map that can be viewed as a normal form. We show that in this normal form the attractor must be contained in a finite number of lines that intersect in the vertices of a polygon. However the attractor is typically larger than the associated polygon. We classify the number of lines involved in forming the attractor as a function of the parameters. Furthermore, for fixed values of parameters we investigate the one-dimensional dynamics on the attractor.

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 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)

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...

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 ...

A STUDY OF TEACHER-PUPIL INTERACTION IN HIGH SCHOOL BIOLOGY CLASSES.

Science.gov (United States)

PARAKH, JAL SOHRAB

A CATEGORY SYSTEM FOR SYSTEMATIC OBSERVATION OF HIGH SCHOOL BIOLOGY LABORATORY AND LECTURE-DISCUSSION-RECITATION CLASSES WAS DEVELOPED AND USED TO QUANTIFY, ANALYZE, AND DESCRIBE OBSERVED CLASSROOM BEHAVIOR. THE CATEGORY SYSTEM WAS DEVELOPED BY OBSERVING EIGHT HIGH SCHOOL BIOLOGY TEACHERS ONCE EACH MONTH FOR FOUR SUCCESSIVE MONTHS. THE OBSERVER…

Sliding Mode Control of Induction Motor Phase Currents

DEFF Research Database (Denmark)

Hansen, R.B.; Hattel, T.; Bork, J

1995-01-01

Sliding mode control of induction motor phase currents are investigated through development of two control concepts.......Sliding mode control of induction motor phase currents are investigated through development of two control concepts....

The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions.

Science.gov (United States)

Alimoglu, Mustafa Kemal; Yardım, Selda; Uysal, Hilmi

2017-03-01

In our medical school, we changed from a lecture-based method to a team-based learning (TBL) method to teach "polyneuropathies" in the neurology clerkship starting from the 2014 to 2015 academic year. Real patients were used instead of written scenarios in TBL sessions. This study aimed to compare former lecture-based and the current TBL methods in terms of knowledge retention, in-class learner engagement, and learner reactions. First, we determined in-class engagement and satisfaction of the students for the lectures given in the 2013-2014 academic year. The following year, besides the same criteria, we also determined individual (IRAT) and group readiness test (GRAT) scores in the TBL group. End-of-clerkship exam scores for both groups were recorded. Additionally, opinions of patients about their experiences throughout the TBL process were determined. One year later (2015 for lecture and 2016 for TBL), both groups sat for an MCQ test to determine their knowledge retention levels. We found no difference between groups regarding end-of-clerkship exam scores. The mean knowledge retention test score of the TBL group was significantly higher than that of the lecture group (5.85 ± 1.74 vs. 3.28 ± 1.70). The differences between IRAT, GRAT, and retention test scores in the TBL group were significant. The mean student satisfaction score on a five-point scale was 3.01 ± 0.9 (median = 3) in the lecture group and 4.11 ± 1.1 (median = 4) in the TBL group. Our results seem encouraging for use of TBL performed with real patients in neurology education to achieve better long-term knowledge retention and higher in-class engagement and student satisfaction. Copyright © 2017 the American Physiological Society.

Atomistic Simulation of Frictional Sliding Between Cellulose Iß Nanocrystals

Science.gov (United States)

Xiawa Wu; Robert J. Moon; Ashlie Martini

2013-01-01

Sliding friction between cellulose Iß nanocrystals is studied using molecular dynamics simulation. The effects of sliding velocity, normal load, and relative angle between sliding surface are predicted, and the results analyzed in terms of the number of hydrogen bonds within and between the cellulose chains. We find that although the observed friction trends can be...

Chaos control using sliding-mode theory

International Nuclear Information System (INIS)

Nazzal, Jamal M.; Natsheh, Ammar N.

2007-01-01

Chaos control means to design a controller that is able to mitigating or eliminating the chaos behavior of nonlinear systems that experiencing such phenomenon. In this paper, a nonlinear Sliding-Mode Controller (SMC) is presented. Two nonlinear chaotic systems are chosen to be our case study in this paper, the well known Chua's circuit and Lorenz system. The study shows the effectiveness of the designed nonlinear Sliding-Mode Controller

Lempel-Ziv Compression in a Sliding Window

DEFF Research Database (Denmark)

Bille, Philip; Cording, Patrick Hagge; Fischer, Johannes

2017-01-01

result, we combine a simple modification and augmentation of the suffix tree with periodicity properties of sliding windows. We also apply this new technique to obtain an algorithm for the approximate rightmost LZ77 problem that uses O(n(log z + loglogn)) time and O(n) space and produces a (1 + ϵ......We present new algorithms for the sliding window Lempel-Ziv (LZ77) problem and the approximate rightmost LZ77 parsing problem. Our main result is a new and surprisingly simple algorithm that computes the sliding window LZ77 parse in O(w) space and either O(n) expected time or O(n log log w + z log...

The experiment research of the friction sliding isolation structure

Science.gov (United States)

Zhang, Shirong; Li, Jiangle; Wang, Sheliang

2018-04-01

This paper investigated the theory of the friction sliding isolation structure, The M0S2 solid lubricant was adopted as isolation bearing friction materials, and a new sliding isolation bearing was designed and made. The formula of the friction factor and the compression stress was proposed. The feasibility of the material MoS2 used as the coating material in a friction sliding isolation system was tested on the 5 layers concrete frame model. Two application experiment conditions were presented. The results of the experiment research indicated that the friction sliding isolation technology have a good damping effect.

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.

L’enseignement-apprentissage de la lecture en classe de FLE le cas d’une classe de 3ème année primaire.

OpenAIRE

BENCHOHRA, Khadda

2016-01-01

L’enseignement / apprentissage de la lecture en Français est un domaine très important de la didactique de l’écrit. L’acquisition de cette compétence est primordiale voire capitale, elle l’est encore plus lorsqu’elle est engagée avec de jeunes apprenants, en premier contact scolaire avec la langue. Notre recherche porte sur la découverte des méthodes et moyens contribuant à l’installation de cette compétence, chez les apprenants en première année de Français. Il s’agit de re...

Control uncertain Genesio-Tesi chaotic system: Adaptive sliding mode approach

International Nuclear Information System (INIS)

Dadras, Sara; Momeni, Hamid Reza

2009-01-01

An adaptive sliding mode control (ASMC) technique is introduced in this paper for a chaotic dynamical system (Genesio-Tesi system). Using the sliding mode control technique, a sliding surface is determined and the control law is established. An adaptive sliding mode control law is derived to make the states of the Genesio-Tesi system asymptotically track and regulate the desired state. The designed control scheme can control the uncertain chaotic behaviors to a desired state without oscillating very fast and guarantee the property of asymptotical stability. An illustrative simulation result is given to demonstrate the effectiveness of the proposed adaptive sliding mode control design.

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist.

Science.gov (United States)

van Vliet, E A; Winnips, J C; Brouwer, N

2015-01-01

In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable. © 2015 E. A. van Vliet et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse ("CaLD") Students, and Large Classes

Science.gov (United States)

Kariyawasam, Kanchana; Low, Hang Yen

2014-01-01

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a…

Remote Controlling and Monitoring of Microscopic Slides

International Nuclear Information System (INIS)

Mustafa, G.; Qadri, M.T.; Daraz, U.

2016-01-01

Remotely controlled microscopic slide was designed using especial Graphical User Interface (GUI) which interfaces the user at remote location with the real microscope using site and the user can easily view and control the slide present on the microscope's stage. Precise motors have been used to allow the movement in all the three dimensions required by a pathologist. The pathologist can easily access these slides from any remote location and so the physical presence of the pathologist is now made easy. This invention would increase the health care efficiency by reducing the time and cost of diagnosis, making it very easy to get the expert's opinion and supporting the pathologist to relocate himself for his work. The microscope is controlled with computer with an attractive Graphical User Interface (GUI), through which a pathologist can easily monitor, control and record the image of the slide. The pathologist can now do his work regardless of his location, time, cost and physically presence of lab equipment. The technology will help the specialist in viewing the patients slide from any location in the world. He would be able to monitor and control the stage. This will also help the pathological laboratories in getting opinion from senior pathologist who are present at any far location in the world. This system also reduces the life risks of the patients. (author)

No further risk of underwater slides?; Skredfaren over?

Energy Technology Data Exchange (ETDEWEB)

Haarvik, Linda; Kvalstad, Tore

2002-07-01

The Ormen Lange oil field of the Norwegian Sea is situated in the middle of the enormous Storegga submarine slide that occurred about 8000 years ago. The danger is probably over, but it is unclear what caused the slide. The Norwegian Geotechnical Institute has begun a comprehensive research project in order to increase the knowledge of how oil- and gas exploitation at great depths can be safeguarded against geological hazards like slides, earthquakes, flood waves and clay volcanos. This is motivated by the fact that oil exploration has moved to greater depths, where the conditions for development are very different from those at shallower depths. Future developers will have to consider the discovery of traces of old slides along the Norwegian continental shelf all the way to Spitsbergen.

Using Magnets and Classroom Flipping to Promote Student Engagement and Learning about Protein Translation in a Large Microbiology Class

Directory of Open Access Journals (Sweden)

Jennifer Lynn McLean

2016-05-01

Full Text Available It is generally accepted within the education community that active learning is superior to traditional lecturing alone. Many science educators, however, are reluctant to give up classroom time for activities because they fear that they will not have time to cover as much content. Classroom flipping has been gaining momentum in higher education as one way to engage students in the classroom while still exposing students to the same volume of course content. The activity presented here demonstrates how flipping one lecture period can be used in conjunction with an engaging in-class activity to teach a concept that is often difficult for students to learn through lecture alone. Specifically, we asked students to view a lecture video on bacterial protein translation before coming to class. We then used the classroom period to conduct a hands-on activity that allowed students to interact with magnetic pieces representing the components of protein translation to generate a protein from a given piece of DNA. Survey data showed that students liked the flipped classroom format associated with this activity, but they would not want every class flipped, and they perceived that the hands-on protein translation activity helped them to learn the material. Preliminary summative assessment data showed that this activity may have been useful in helping students to achieve the fundamental learning outcome that students will be able to translate a protein from a given piece of bacterial DNA.

A Transformational Approach to Slip-Slide Factoring

Science.gov (United States)

Steckroth, Jeffrey

2015-01-01

In this "Delving Deeper" article, the author introduces the slip-slide method for solving Algebra 1 mathematics problems. This article compares the traditional method approach of trial and error to the slip-slide method of factoring. Tools that used to be taken for granted now make it possible to investigate relationships visually,…

Perceptions of Engineering students, lecturers and academic development practitioners about academic development classes at a university of technology

Directory of Open Access Journals (Sweden)

Thembeka G.C. Shange

2016-03-01

Full Text Available With the increase in student enrolments in higher education, which has resulted in changesto student profiles, academic development has become important in terms of students’success. This article is a report on a qualitative study that used in-depth interviews toinvestigate the perceptions of Engineering students and staff to academic developmentclasses at a university of technology (UoT in South Africa. The students’ feelingsconcerning the need for academic development to continue beyond their first year ofstudy was of particular interest. Participants included five lecturers from the Engineeringfaculty and four academic development practitioners, who were all purposefully selected.The sample consisted of men and women who were interviewed individually. Interviewswere also conducted with ten first-year Engineering students and ten second-year students,who were randomly selected on the grounds of having been involved in the academicdevelopment programme during their first year.The responses of the lecturers were compared with those of the academic developmentpractitioners and the first- and second-year students’ responses were compared. It emergedthat academic development was considered questionable as it did not seem to be structuredand that the academic development curriculum, itself, was problematic.

"Annotated Lectures": Student-Instructor Interaction in Large-Scale Global Education

Directory of Open Access Journals (Sweden)

Roger Diehl

2009-10-01

Full Text Available We describe an "Annotated Lectures" system, which will be used in a global virtual teaching and student collaboration event on embodied intelligence presented by the University of Zurich. The lectures will be broadcasted via video-conference to lecture halls of different universities around the globe. Among other collaboration features, an "Annotated Lectures" system will be implemented in a 3D collaborative virtual environment and used by the participating students to make annotations to the video-recorded lectures, which will be sent to and answered by their supervisors, and forwarded to the lecturers in an aggregated way. The "Annotated Lectures" system aims to overcome the issues of limited studentinstructor interaction in large-scale education, and to foster an intercultural and multidisciplinary discourse among students who review the lectures in a group. After presenting the concept of the "Annotated Lectures" system, we discuss a prototype version including a description of the technical components and its expected benefit for large-scale global education.

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

Sliding Mode Attitude Control for Magnetic Actuated Satellite

DEFF Research Database (Denmark)

Wisniewski, Rafal

1998-01-01

control torques can only be generated perpendicular to the local geomagnetic field vector. This has been a serious obstacle for using magnetorquer based control for three-axis attitude control. This paper deals with three-axis stabilization of a low earth orbit satellite. The problem of controlling...... the spacecraft attitude using only magnetic torquing is realized in the form of the sliding mode control. A three dimensional sliding manifold is proposed, and it is shown that the satellite motion on the sliding manifold is asymptotically stable...

Image Montaging for Creating a Virtual Pathology Slide: An Innovative and Economical Tool to Obtain a Whole Slide Image.

Science.gov (United States)

Banavar, Spoorthi Ravi; Chippagiri, Prashanthi; Pandurangappa, Rohit; Annavajjula, Saileela; Rajashekaraiah, Premalatha Bidadi

2016-01-01

Background . Microscopes are omnipresent throughout the field of biological research. With microscopes one can see in detail what is going on at the cellular level in tissues. Though it is a ubiquitous tool, the limitation is that with high magnification there is a small field of view. It is often advantageous to see an entire sample at high magnification. Over the years technological advancements in optics have helped to provide solutions to this limitation of microscopes by creating the so-called dedicated "slide scanners" which can provide a "whole slide digital image." These scanners can provide seamless, large-field-of-view, high resolution image of entire tissue section. The only disadvantage of such complete slide imaging system is its outrageous cost, thereby hindering their practical use by most laboratories, especially in developing and low resource countries. Methods . In a quest for their substitute, we tried commonly used image editing software Adobe Photoshop along with a basic image capturing device attached to a trinocular microscope to create a digital pathology slide. Results . The seamless image created using Adobe Photoshop maintained its diagnostic quality. Conclusion . With time and effort photomicrographs obtained from a basic camera-microscope set up can be combined and merged in Adobe Photoshop to create a whole slide digital image of practically usable quality at a negligible cost.

An Empirical Study on the Application of Cooperative Learning to Comprehensive English Classes in a Chinese Independent College

Science.gov (United States)

Meng, Ji

2017-01-01

This research investigated a comparison between the effect of cooperative learning and lecture teaching on Comprehensive English classes in a Chinese Independent College. An empirical study for two semesters was carried out in the forms of pretest, posttest, questionnaire and interviews. While control class was taught in the conventional way,…

Investigation of slide-away discharges in the HT-7 tokamak

International Nuclear Information System (INIS)

Lu Hongwei; Hu Liqun; Lin Shiyao; Zhong Guoqian; Zhou Ruijie

2010-01-01

In tokamak plasmas, the discharge will go into 'runaway' discharges if the density decays to the critical ones. The discharge will go into 'slide-away' discharges if the density reaches a lower level. The slide-away discharge is characterized by high confinement and lots of superthermal electrons which constitute a large part of plasma current. In HT-7 Tokamak, the slide-away discharges have been achieved by decreasing the plasma density. The relation ship between plasma current and the critical density of slide-away discharge was investigated. It was also found that the increase of density in slide-away discharge can make the confinement poor. And also, lots of superthermal electrons lost from the vacuum chamber. (authors)

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…

Whole-slide imaging in pathology: the potential impact on PACS

Science.gov (United States)

Horii, Steven C.

2007-03-01

Pathology, the medical specialty charged with the evaluation of macroscopic and microscopic aspects of disease, is increasingly turning to digital imaging. While the conventional tissue blocks and glass slides form an "archive" that pathology departments must maintain, digital images acquired from microscopes or digital slide scanners are increasingly used for telepathology, consultation, and intra-facility communication. Since many healthcare facilities are moving to "enterprise PACS" with departments in addition to radiology using the infrastructure of such systems, some understanding of the potential of whole-slide digital images is important. Network and storage designers, in particular, are very likely to be impacted if a significant number of such images are to be moved on, or stored (even temporarily) in, enterprise PACS. As an example, a typical commercial whole-slide imaging system typically generates 15 gigabytes per slide scanned (per focal plane). Many of these whole-slide scanners have a throughput of 1000 slides per day. If that full capacity is used and all the resulting digital data is moved to the enterprise PACS, it amounts to 15 terabytes per day; the amount of data a large radiology department might generate in a year or two. This paper will review both the clinical scenarios of whole-slide imaging as well as the resulting data volumes. The author will emphasize the potential PACS infrastructure impact of such huge data volumes.

Digital versus traditional: are diagnostic accuracy rates similar for glass slides versus whole slide images in a non-gynaecological external quality assurance setting?

Science.gov (United States)

Ross, Jennifer; Greaves, Janelle; Earls, Peter; Shulruf, Boaz; Van Es, Simone L

2018-04-17

The Royal College of Pathologists of Australasia Quality Assurance Programs introduced virtual microscopy cases into its cytopathology non-gynaecological program after a short pilot phase, to address the challenges of providing a purely glass slide-based external quality assurance program to multiple participants both locally and internationally. The use of whole slide image (WSI) cases has facilitated a more robust program in relation to standardised material and statistical analysis, with access to a wider variety of specimen types and diagnostic entities. Diagnostic accuracy rates on 56 WSI were assessed against the reference diagnosis. A portion (12) of these WSI slides had been used in glass slide format in previous EQA surveys, and the results of these were compared to the responses received as glass slide cases. Overall diagnostic accuracy for the 56 WSI cases was acceptable in comparison to the reference diagnosis. When these 12 cases were analysed individually, for seven of the twelve cases, virtual format was found to be not inferior to glass slides for diagnostic accuracy. For one case, accuracy using WSI for diagnosis was superior to glass format. Diagnostic accuracy, using WSI for cases in our external quality assurance program is acceptable. As the use of digital microscopy in a large scale external quality assurance program (eQAP) offers extensive advantages over a glass slide-based format, our results encourage future comparison of diagnostic accuracy for virtual compared to glass slide format at a point in time where pathologists are becoming increasingly familiar with virtual microscopy in everyday practice. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Atoms for the future 2016 - Lectures

International Nuclear Information System (INIS)

Behar, Christophe; Jancovici, Jean-Marc; Knoche, P.; Dutheil, E.; Lamarre, O.; Devictor, N.; Soederholm, K.; Janeschitz, G.; Safa, H.; Lalieux, P.; Abadie, PM; Moakes, J.; Murison, R.; Gain, P.; Stoessel, C.; Thomas, B.

2016-07-01

Atoms for the Future is the annual event organized in Paris by the French Nuclear Society Young Generation Network. For the 2016 edition, 'Time in nuclear energy' has been chosen for the general theme of the event in order to understand the need for this industry to adapt to very different time scales: from milliseconds for neutronics to millions of years for waste management. These proceedings bring together the available presentations (slides) given during the two-days lectures of the conference: 1 - Nuclear energy: from milliseconds to millions of years (Christophe Behar); 2 - Development of Nuclear Energy regarding Energy transition (Jean-Marc Jancovici); 3 - Fuel recycling and MOX fabrication (P. Knoche); 4 - EDF, Long-term operation (E. Dutheil); 5 - Next step for nuclear power plant: Gen IV (N. Devictor); 6 - Advances in Small Modular Reactors (K. Soederholm); 7 - The long term future: nuclear fusion (G. Janeschitz); 8 - The specificities of the nuclear sector in training (H. Safa); 9 - Disposal of radioactive waste in geological layers (P. Lalieux); 10 - CIGEO project, focus on the French project (P.M. Abadie); 11 - Managing nuclear information across time, regarding the UK decommissioning strategy (J. Moakes); 12 - Management of accident, from physics to media coverage (O. Lamarre); 13 - ENYGF2017 presentation in Manchester; 14 - Developing a training scheme to face the challenge: the British example (R. Murison); 15 - Full-scope simulator project contribution to Nuclear New Build construction schedule certainties (P. Gain); 16 - Innovation: sociological aspects (C. Stoessel); 17 - Engineering company bringing competencies to the sector (B. Thomas)

Universal Aging Mechanism for Static and Sliding Friction of Metallic Nanoparticles.

Science.gov (United States)

Feldmann, Michael; Dietzel, Dirk; Tekiel, Antoni; Topple, Jessica; Grütter, Peter; Schirmeisen, André

2016-07-08

The term "contact aging" refers to the temporal evolution of the interface between a slider and a substrate usually resulting in increasing friction with time. Current phenomenological models for multiasperity contacts anticipate that such aging is not only the driving force behind the transition from static to sliding friction, but at the same time influences the general dynamics of the sliding friction process. To correlate static and sliding friction on the nanoscale, we show experimental evidence of stick-slip friction for nanoparticles sliding on graphite over a wide dynamic range. We can assign defined periods of aging to the stick phases of the particles, which agree with simulations explicitly including contact aging. Additional slide-hold-slide experiments for the same system allow linking the sliding friction results to static friction measurements, where both friction mechanisms can be universally described by a common aging formalism.

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…

Visualization and Data Analysis for High-Performance Computing

Energy Technology Data Exchange (ETDEWEB)

Sewell, Christopher Meyer [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2016-09-27

This is a set of slides from a guest lecture for a class at the University of Texas, El Paso on visualization and data analysis for high-performance computing. The topics covered are the following: trends in high-performance computing; scientific visualization, such as OpenGL, ray tracing and volume rendering, VTK, and ParaView; data science at scale, such as in-situ visualization, image databases, distributed memory parallelism, shared memory parallelism, VTK-m, "big data", and then an analysis example.

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…

PSO based neuro fuzzy sliding mode control for a robot manipulator

Directory of Open Access Journals (Sweden)

M. Vijay

2017-05-01

Full Text Available This paper presents the control strategy of two degrees of freedom (2DOF rigid robot manipulator based on the coupling of artificial neuro fuzzy inference system (ANFIS with sliding mode control (SMC. Initially SMC with proportional integral derivative (PID sliding surface is adapted to control the robot manipulator. The parameters of the sliding surface are obtained by minimizing a quadratic performance indices using particle swarm optimization (PSO. Variations of SMC i.e. boundary sliding mode control (BSMC and boundary sliding mode control with PID sliding surface (PIDBSMC are developed for optimized performance index. Finally an ANFIS adaptive controller is proposed to generate the adaptive control signal and found to be more robust with regard to disturbances in input torque.

Simplicial Modes for Trace Spaces

DEFF Research Database (Denmark)

This web presentation contains the audio and slides of the above lecture, given at the Fields Institute November 8, 2011, as part of the "Workshop on Computational Topology".......This web presentation contains the audio and slides of the above lecture, given at the Fields Institute November 8, 2011, as part of the "Workshop on Computational Topology"....

Motivating students to read the textbook before class

Science.gov (United States)

Pepper, Rachel E.

2016-11-01

Many faculty in STEM courses assign textbook reading in advance of lecture, yet evidence shows few students actually read the textbook. Those students that do read often do so only after the material has been presented in class. Preparing for class by reading the textbook beforehand improves student learning and is particularly critical for classes that employ active engagement strategies. Here I present strategies I have used to successfully motivate my students to read the textbook before class in physics classes ranging from introductory algebra-based physics to advanced courses for physics majors. In the introductory course, I used pre-class reading quizzes, a common strategy that has been shown effective in previous studies, but one that is somewhat time-consuming to implement. In my more advanced courses I used reading reflections, which required considerably less time. While it was typical for less than 25% of students to read the textbook before I implemented reading quizzes or reflections, after implementing these strategies 70-90% of students reported reading the textbook before class most of the time. Students also report finding both the readings themselves and the quizzes and reflections valuable for their learning.

FRICTION TORQUE IN THE SLIDE BEARINGS

Directory of Open Access Journals (Sweden)

BONDARENKO L. N.

2016-09-01

Full Text Available Summary. Problem statement. Until now slide bearings are used widely in engineering. But the calculation is made on obsolete method that is based on undetermined parameters such as wear of the bearing shell. It is accepted in the literature that if the shaft and liner material are homogeneous, the workpiece surface are cylindrical as they wear and contact between them occurs at all points contact arc. Research objective. The purpose of this study is determine a friction torque in the slide bearings of power-basis parameters. Conclusions. Since the friction is primarily responsible for wear of cinematic pairs “pin – liner” and “pivot – liner” slide bearings. It is shown that the friction torquesof angles wrap, that are obtained by the formulas and given in literature, are not only qualitatively but also quantitatively, namely, the calculation by literature to the formulas the friction torques are proportional to the angle wrap and the calculation by improved formulas the friction torques are inversely proportional to the angle wrap due to the reduction the normal pressure. Underreporting friction torque at large angle wrap is between 40 and 15 %. The difference in the magnitude of friction torque in the run-in and run-out cinematic pairs with real method of machining is 2...3 %, which it is possible to declare of reducing the finish of contacting surface of slide bearings.

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....

[Heritage Education Lesson Plans and Slide Presentations].

Science.gov (United States)

Van Buren, Maurie

Field tested in 27 schools and in grades four through twelve, this teaching unit stresses heritage education through the study of southern U.S. architectural styles for homes from the pioneer log structures to the 1950s ranch home. Each of the four lessons in this unit focuses around a slide presentation of 20 slides designed to fit into one…

Use of interactive lecture demonstrations: A ten year study

Directory of Open Access Journals (Sweden)

Manjula D. Sharma

2010-10-01

Full Text Available The widely held constructivist view of learning advocates student engagement via interactivity. Within the physics education research community, several specific interactive strategies have been developed to enhance conceptual understanding. One such strategy, the Interactive Lecture Demonstration (ILD is designed for large lecture classes and, if measured using specific conceptual surveys, is purported to provide learning gains of up to 80%. This paper reports on learning gains for two different Projects over ten years. In Project 1, the ILDs were implemented from 1999 to 2001 with students who had successfully completed senior high school physics. The learning gains for students not exposed to the ILDs were in the range 13% to 16% while those for students exposed to the ILDs was 31% to 50%. In Project 2, the ILDs were implemented from 2007 to 2009 with students who had not studied senior high school physics. Since the use of ILDs in Project 1 had produced positive results, ethical considerations dictated that all students be exposed to ILDs. The learning gains were from 28% to 42%. On the one hand it is pleasing to note that there is an increase in learning gains, yet on the other, we note that the gains are nowhere near the claimed 80%. This paper also reports on teacher experiences of using the ILDs, in Project 2.

Sensorless Sliding Mode Vector Control of Induction Motor Drives

OpenAIRE

Gouichiche Abdelmadjid; Boucherit Mohamed Seghir; Safa Ahmed; Messlem Youcef

2012-01-01

In this paper we present the design of sliding mode controllers for sensorless field oriented control of induction motor. In order to improve the performance of controllers, the motor speed is controlled by sliding mode regulator with integral sliding surface. The estimated rotor speed used in speed feedback loop is calculated by an adaptive observer based on MRAS (model reference adaptive system) technique .the validity of the proposed scheme is demonstrated by experimental results.

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.

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education but Effect Does Not Persist