Use of Case-Based or Hands-On Laboratory Exercises with Physiology Lectures Improves Knowledge Retention, but Veterinary Medicine Students Prefer Case-Based Activities

Science.gov (United States)

McFee, Renee M.; Cupp, Andrea S.; Wood, Jennifer R.

2018-01-01

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and…

Transition from Clinical Manager to University Lecturer: A Self-Reflective Case Study

Science.gov (United States)

Oldland, Elizabeth

2011-01-01

This paper is a case study exploring the author's use of reflective practice to facilitate the transition in role from a clinical manager with teaching responsibilities in a critical care unit to university lecturer. The similarities and differences in the roles with respect to learner characteristics, teaching contexts and effective teaching…

Educational Outcomes of Small-Group Discussion Versus Traditional Lecture Format in Dental Students' Learning and Skills Acquisition.

Science.gov (United States)

Arias, Ana; Scott, Raymond; Peters, Ove A; McClain, Elizabeth; Gluskin, Alan H

2016-04-01

The aim of this prospective quantitative study was to compare the effect of different instructional formats on dental students' skills and knowledge acquisition for access cavity preparation. All first-year dental students were invited to participate in this study conducted during the four consecutive two-week endodontic rotation courses at the University of the Pacific Arthur A. Dugoni School of Dentistry in spring semester 2015. Four alphabetically distributed intact groups of students were randomly allocated to two groups (n=70 each) that participated in either small-group discussion or a traditional lecture on access preparation. The first outcome measure was skill acquisition, measured by the quality of access cavities prepared in extracted teeth at the conclusion of the session. Two blinded raters scored direct observations on a continuous scale. Knowledge, the second outcome measure, was scored with a multiple-choice and open-ended question test at the end of each two-week session. Data were obtained for 134 of the 140 students, for a 96% response rate. The results showed that students in the small-group discussion groups scored significantly higher than those in the lecture groups when skill performance was tested (p=8.9 × 10(-7)). However, no significant differences were found in the acquisition of knowledge between the two groups on the written test. Active student participation was significantly related to improved manual skill acquisition, but the format of the session does not seem to have had a direct influence on acquired knowledge.

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)

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.

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…

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

CERN Document Server

2007-01-01

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

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...

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.

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.

The Feynman lectures on physics

International Nuclear Information System (INIS)

Feynman, R.P.

1979-01-01

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

Lectures on dark matter

International Nuclear Information System (INIS)

Seljak, U.

2001-01-01

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

Lectures on dark matter

Energy Technology Data Exchange (ETDEWEB)

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

2001-11-15

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

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 ...

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...

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

Science.gov (United States)

Clarke, Richard

2010-01-01

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

Programmed Multi-Image Lectures for College Biology Instruction.

Science.gov (United States)

Jensen, William A.; Knauft, Robert L.

1977-01-01

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

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.

Indonesian Private University Lecturer Performance Improvement Model to Improve a Sustainable Organization Performance

Science.gov (United States)

Suryaman

2018-01-01

Lecturer performance will affect the quality and carrying capacity of the sustainability of an organization, in this case the university. There are many models developed to measure the performance of teachers, but not much to discuss the influence of faculty performance itself towards sustainability of an organization. This study was conducted in…

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

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

Science.gov (United States)

Seery, Michael K.

2015-01-01

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

Lecture notes for criticality safety

International Nuclear Information System (INIS)

Fullwood, R.

1992-03-01

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

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.

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…

Algorithms and Data Structures (lecture 1)

CERN Multimedia

CERN. Geneva

2018-01-01

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

Algorithms and Data Structures (lecture 2)

CERN Multimedia

CERN. Geneva

2018-01-01

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

How to move beyond lecture capture: Pedagogy guide

NARCIS (Netherlands)

Moes, S.; Young, C.

2014-01-01

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

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

"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.

Khan's lectures handbook of the physics of radiation therapy

CERN Document Server

Khan, Faiz M; Mihailidis, Dimitris

2011-01-01

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

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.

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.

Analysing Lecturer Practice: The Role of Orientations and Goals

Science.gov (United States)

Hannah, John; Stewart, Sepideh; Thomas, Mike

2011-01-01

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

Dynamic e-learning modules for student lecture preparation

Directory of Open Access Journals (Sweden)

Timothy McIntyre

2018-03-01

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

Lectures on pulsed NMR

International Nuclear Information System (INIS)

Pines, A.

1986-09-01

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

Just Do It: Flipped Lecture, Determinants and Debate

Science.gov (United States)

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

2016-01-01

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

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

Implications of Student and Lecturer Qualitative Views on Reading Lists: A Case Study at Loughborough University, UK

Science.gov (United States)

Brewerton, Gary

2014-01-01

This case study explores student and lecturer views of reading lists at Loughborough University. Taking the qualitative data from two surveys previously undertaken at the institution, it uses the grounded theory approach to identify key issues regarding the purpose, importance, visibility, content, currency, and length of reading lists, as well as…

Lectures on pulsed NMR

International Nuclear Information System (INIS)

Pines, A.

1988-08-01

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

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

Science.gov (United States)

Abate, Karen S

2013-01-01

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

Maintaining Students’ Involvement in a Math Lecture Using Countdown Timers

Directory of Open Access Journals (Sweden)

Ann Krizzel A. Aban

2015-12-01

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

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.

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.

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

Science.gov (United States)

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

2013-01-01

In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings,…

Active Learning in ASTR 101 Lectures

Science.gov (United States)

Deming, Grace L.

1998-12-01

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

Academic Training: Summer Student Lecture Programme

CERN Multimedia

2004-01-01

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

Generating OER by Recording Lectures: A Case Study

Science.gov (United States)

Llamas-Nistal, Martín; Mikic-Fonte, Fernando A.

2014-01-01

The University of Vigo, Vigo, Spain, has the objective of making all the teaching material generated by its teachers freely available. To attain this objective, it encourages the development of Open Educational Resources, especially videos. This paper presents an experience of recording lectures and generating the corresponding videos as a step…

A marriage of continuance: professional development for mathematics lecturers

Science.gov (United States)

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

2015-06-01

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

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…

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)

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

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

Bayesian Data Analysis (lecture 2)

CERN Multimedia

CERN. Geneva

2018-01-01

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

Bayesian Data Analysis (lecture 1)

CERN Multimedia

CERN. Geneva

2018-01-01

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

Academic Training: Summer Student Lecture Programme

CERN Multimedia

2004-01-01

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

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.

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.

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

Science.gov (United States)

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

2007-06-01

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

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

Science.gov (United States)

Bradbury, Neil A

2016-12-01

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

Just do it: flipped lecture, determinants and debate

Science.gov (United States)

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

2016-08-01

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

SUMMER STUDENT LECTURE PROGRAMME

CERN Multimedia

Françoise Benz

2002-01-01

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

SUMMER STUDENT LECTURE PROGRAMME

CERN Multimedia

Françoise Benz

2002-01-01

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

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

Communication as a management task: Energy and environment. Lectures

International Nuclear Information System (INIS)

Jung. H.

1993-01-01

The energy utilities are working in an area of the community confronted by critical questions. The motto fo the 2nd IZE Communications Day proceedings was: 'Energy and the Environment - Public relations in the area of tension between Ecology and Economy'. It was a meeting of domestic and international business directors, politicians, public-relations specialists and journalists. The main concern of the lectures, discussions, workshops and conversation topics was how communication with the medium could be improved, thus enhancing their image in the press, on the radio and television. Top editors from the leading newspapers have strated and discussed their policy. A workshop case-study showed how readily the credibility and acceptance of the energy and environment sector could be improved through longterm, honest, dialogue-oriented and professional public relations work. (orig./UA) [de

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.

Academic Training: Summer Student Lecture Programme

CERN Multimedia

2004-01-01

Main Auditorium, bldg. 500 DATE TIME LECTURER TITLE Monday 12 July 09:15 - 10:00 G. Ross (The Rudolf Peierls Centre for Theoretical Physics & CERN) Fundamental Concepts of Particle Physics (1/6) 10:15 - 11:00 O. Bruening (CERN) Accelerators (1/5) 11:15 - 12:00 L. Di Lella (CERN) Introduction to Particle Physics (4/4) DATE TIME LECTURER TITLE Tuesday 13 July 09:15 - 10:00 G. Ross (The Rudolf Peierls Centre for Theoretical Physics & CERN) Fundamental Concepts of Particle Physics (2/6) 10:15 - 11:00 O. Bruening (CERN) Accelerators (2/5) 11:15 - 12:00 O. Bruening (CERN) G. Ross (The Rudolf Peierls Centre for Theoretical Physics & CERN) Discussion Session DATE TIME LECTURER TITLE Wednesday 14 July 09:15 - 10:00 G. Ross (The Rudolf Peierls Centre for Theoretical Physics & CERN) Fundamental Concepts of Particle Physics (3/6) 10:15 - 11:00 O. Bruening (CERN) Accelerators (3/5) 11:15 - 12:00 O. Bruening (CERN) Accelerators (4/5) 14:00 - ...

Optoelectronic lessons as an interdisciplinary lecture

Science.gov (United States)

Wu, Dan; Wu, Maocheng; Gu, Jihua

2017-08-01

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

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.

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

Science.gov (United States)

Hundley, Stacey A.

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

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

International Nuclear Information System (INIS)

Cofer, C.H.

1981-06-01

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

Brookhaven lecture series No. 227: The Chernobyl accident

International Nuclear Information System (INIS)

Kouts, H.

1986-01-01

This lecture discusses the events leading to, during, and following the Chernobyl Reactor number 4 accident. A description of the light water cooled, graphite moderated reactor, the reactor site conditions leading to meltdown is presented. The emission of radioactive effluents and the biological radiation effects is also discussed. (FI)

Lectures on Genesis 1:26-2:3 and 2:21-25

DEFF Research Database (Denmark)

Stjerna, Kirsi; Pedersen, Else Marie Wiberg

2017-01-01

This introduction to parts of Luther's lectures on Genesis (1535-45), namely his lectures on Genesis 1:26-2:3 and 2:21-25, discusses the reformer's grappling with the text in its historical and theological context. Not least is the question of gender taken under scrutiny, as the two authors, Kirsi...

Trial lectures for accelerator operators in SPring-8

International Nuclear Information System (INIS)

Ohshima, T.

2004-01-01

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

Replacement of traditional lectures with computer-based tutorials: a case study

Directory of Open Access Journals (Sweden)

Derek Lavelle

1996-12-01

Full Text Available This paper reports on a pilot project with a group of 60 second-year undergraduates studying the use of standard forms of contract in the construction industry. The project entailed the replacement of two of a series of nine scheduled lectures with a computer-based tutorial. The two main aims of the project were to test the viability of converting existing lecture material into computer-based material on an in-house production basis, and to obtain feedback from the student cohort on their behavioural response to the change in media. The effect on student performance was not measured at this stage of development.

Replacing Lecture with Peer-led Workshops Improves Student Learning

OpenAIRE

Preszler, Ralph W.

2009-01-01

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

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

Science.gov (United States)

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

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

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

Food for thought: Five lectures on lattice gauge theory

International Nuclear Information System (INIS)

Gupta, R.

1987-01-01

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

Lectures on Flavor Physics and CP Violation

CERN Document Server

Grinstein, Benjamín

2016-12-20

These lectures on flavor physics are an introduction to the subject. First lec- ture: We discuss the meaning of flavor and the importance of flavor physics in restricting extensions of the Standard Model (SM) of Electroweak interactions. We explain the origin of the KM matrix and how its elements are determined. We discuss FCNC and the GIM mechanism, followed by how a principle of Minimal Flavor Violation leads to SM extensions that are safe as far as FCNC are concerned even if the new physics comes in at low, TeVish scales. This is illustrated by the example of B radiative decays ( b → sγ ). Second lecture: We then turn our attention to CP-violation. We start by presenting neutral meson mixing. Then we consider various CP-asymmetries, culminating in the theoretically clean interference between mixing and decay into CP eigenstates.

Extension lectures: the effects of radiation from atomic bombing

International Nuclear Information System (INIS)

Okumura, Yutaka; Mine, Mariko

1999-01-01

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

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

8, 9, 10, 11 and 12 October LECTURES FOR POSTGRADUATE STUDENTS From 10:00 hrs - Main Auditorium bldg. 500 Introduction to Field Theory R. Kleiss / University of Nijmegen, NL Starting from the notion of path integrals as developed by Feynman, we discuss field theory in zero spacetime dimensions. The concepts of perturbation expansions, connected amplitudes, Feynman diagrams, classical solutions, renormalization and the effective action are developed. The model is extended to four spacetime dimensions, and the full Feynman rules for relativisitc scalar theory derived. The S matrix and the concept of unitarity are discussed, leading to the amputation rules for S matrix elements from considerations of unitarity. The rules are extended to include particles with spin-1/2 and spin-1. The high-energy behaviour of the theory is discussed as a method to derive the gauge symmetry of the various models.

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.

Lectures on controlled topology: Mapping cylinder neighborhoods

Energy Technology Data Exchange (ETDEWEB)

Quinn, F [Department of Mathematics, Virginia Tech, Blacksburg, VA (United States)

2002-08-15

The existence theorem for mapping cylinder neighborhoods is discussed as a prototypical example of controlled topology and its applications. The first of a projected series developed from lectures at the Summer School on High-Dimensional Topology, Trieste, Italy 2001. (author)

Lectures on controlled topology: Mapping cylinder neighborhoods

International Nuclear Information System (INIS)

Quinn, F.

2002-01-01

The existence theorem for mapping cylinder neighborhoods is discussed as a prototypical example of controlled topology and its applications. The first of a projected series developed from lectures at the Summer School on High-Dimensional Topology, Trieste, Italy 2001. (author)

Forum: The Lecture and Student Learning. Rethinking Lecture-Learning from Communicative Lenses: A Response to Forum Essays

Science.gov (United States)

Buzzanell, Patrice M.

2017-01-01

This response discusses why the essays in this forum are of particular interest for instructors in light of recent articles in "The Chronicle of Higher Education" and trends in student populations and higher education. "The Chronicle" recently featured several articles on innovative ways to "shake up the lecture" that…

Lecture 2: Software Security

CERN Multimedia

CERN. Geneva

2013-01-01

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

Lecture programme The reality of science today

CERN Multimedia

2007-01-01

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

Two lectures on neutrinos

International Nuclear Information System (INIS)

Ramond, P.

1992-01-01

These notes are based on two lectures delivered at the School. A general description of neutrinos is presented, first in purely kinematic terms, then in the context of the Standard Model, focusing on the role of the global lepton numbers. Standard Model extensions with massive neutrinos are cataloged. Several popular mass matrices for neutrinos, and their consequences are presented. They proceed to give an extended discussion of neutrino oscillations in matter, and apply the results to the solar neutrinos

Delivery of a urology online course using Moodle versus didactic lectures methods.

Science.gov (United States)

Reis, Leonardo Oliveira; Ikari, Osamu; Taha-Neto, Khaled A; Gugliotta, Antonio; Denardi, Fernandes

2015-02-01

To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

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.

Automatic Annotation Method on Learners' Opinions in Case Method Discussion

Science.gov (United States)

Samejima, Masaki; Hisakane, Daichi; Komoda, Norihisa

2015-01-01

Purpose: The purpose of this paper is to annotate an attribute of a problem, a solution or no annotation on learners' opinions automatically for supporting the learners' discussion without a facilitator. The case method aims at discussing problems and solutions in a target case. However, the learners miss discussing some of problems and solutions.…

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 )

e+e- physics today and tomorrow: four tutorial lectures delivered at the Arctic School of Physics 1980

International Nuclear Information System (INIS)

Perl, M.L.

1980-09-01

Four tutorial lectures were delivered to provide an introduction to high energy positron-electron annihilation physics, and to serve as a foundation for more advanced lectures. The first lecture discusses three subjects: the parameters of e + e - storage rings that are directly relevant to experiments, the physics of e + e - one-photon exchange as illustrated by the reaction e + e - → μ + μ - , and the naive quark model for the reaction e + e - → hadrons. The second lecture is devoted to heavy leptons: the status of the tau lepton, and the status of the search for heavier leptons. The third lecture discusses the nonrelativistic quantum mechanics of heavy quark-antiquark systems - the psi/J particle family and the T particle family. As e + e - colliding beams machines attain very high energy, E/sub c.m./ greater than or equal to 50 GeV, e + e - annihilation will occur through the weak interactions as well as through the electromagnetic interaction; this will allow the study of the weak interactions and the study of any new particle related to, or produced through, the weak interactions. Lecture 4 discusses this physics at an energy corresponding to the mass of the Z 0 intermediate boson, and then discusses the physics at yet higher energy. The lecture concludes with a description of the capabilities and limitations of the e + e - colliding beams machines needed to attain this very high energy - both storage rings and colliding linear accelerators. 78 references, 19 figures, 7 tables

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

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

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

Science.gov (United States)

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

2011-01-01

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

Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: a prospective randomized study from China.

Science.gov (United States)

Li, Jie; Li, Qing Ling; Li, Ji; Chen, Ming Liang; Xie, Hong Fu; Li, Ya Ping; Chen, Xiang

2013-01-01

The precise effect and the quality of different cases used in dermatology problem-based learning (PBL) curricula are yet unclear. To prospectively compare the impact of real patients, digital, paper PBL (PPBL) and traditional lecture-based learning (LBL) on academic results and student perceptions. A total of 120 students were randomly allocated into either real-patients PBL (RPBL) group studied via real-patient cases, digital PBL (DPBL) group studied via digital-form cases, PPBL group studied via paper-form cases, or conventional group who received didactic lectures. Academic results were assessed through review of written examination, objective structured clinical examination and student performance scores. A five-point Likert scale questionnaire was used to evaluate student perceptions. Compared to those receiving lectures only, all PBL participants had better results for written examination, clinical examination and overall performance. Students in RPBL group exhibited better overall performance than those in the other two PBL groups. Real-patient cases were more effective in helping develop students' self-directed learning skills, improving their confidence in future patient encounters and encouraging them to learn more about the discussed condition, compared to digital and paper cases. Both real patient and digital triggers are helpful in improving students' clinical problem-handling skills. However, real patients provide greater benefits to students.

Laughter in University Lectures

Science.gov (United States)

Nesi, Hilary

2012-01-01

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

Lectures 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...

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...

Academic Training Lecture: Higgs Boson Searches at Hadron Colliders

CERN Multimedia

HR Department

2010-01-01

Regular Programme 21, 22, 23 & 24 June 2010 from 11:00 to 12:00 - Main Auditorium, Bldg. 500-1-001 Higgs Boson Searches at Hadron Colliders by Dr. Karl Jakobs (University of Freiburg) In these Academic Training lectures, the phenomenology of Higgs bosons and search strategies at hadron colliders are discussed. After a brief introduction on Higgs bosons in the Standard Model and a discussion of present direct and indirect constraints on its mass the status of the theoretical cross section calculations for Higgs boson production at hadron colliders is reviewed. In the following lectures important experimental issues relevant for Higgs boson searches (trigger, measurements of leptons, jets and missing transverse energy) are presented. This is followed by a detailed discussion of the discovery potential for the Standard Model Higgs boson for both the Tevatron and the LHC experiments. In addition, various scenarios beyond the Standard Model, primarily the MSSM, are considered. Finally, the potential and ...

Lectures on Lie groups

CERN Document Server

Hsiang, Wu-Yi

2017-01-01

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

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

Science.gov (United States)

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

2017-09-01

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

A Phenomenographic Study of Lecturers' Conceptions of Using Learning Technology in a Pakistani Context

Science.gov (United States)

Hodgson, Vivien; Shah, Uzair

2017-01-01

While there are many studies exploring the phenomenon of lecturers' use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers' conceptions of using…

Comparison of case-based and lecture-based learning in dental education using the SOLO taxonomy.

Science.gov (United States)

Ilgüy, Mehmet; Ilgüy, Dilhan; Fişekçioğlu, Erdoğan; Oktay, Inci

2014-11-01

The aim of this study was to compare the impact of case-based learning (CBL) and lecture-based learning (LBL) on fourth-year dental students' clinical decision making by using the Structure of Observed Learning Outcome (SOLO) taxonomy. Participants in the study were fourth-year dental students (n=55) in academic year 2012-13 taught in a large-group LBL context and fourth-year dental students (n=54) in academic year 2013-14 taught with the CBL methodology; both took place in the oral diseases course at Yeditepe University Faculty of Dentistry, Istanbul, Turkey. All eligible students participated, for a 100 percent response rate. A real case was presented to the students in both groups to assess their clinical decision making on the topic of oral diseases. Their performance was evaluated with the SOLO taxonomy. Student t-test was used for statistical evaluation, and significance was set at the pSOLO taxonomy than students taught with LBL. These findings suggest that an integrated case-based curriculum may be effective in promoting students' deep learning and it holds promise for better integration of clinical cases likely to be encountered during independent practice.

Lectures on quantum chromodynamics

CERN Document Server

Smilga, Andrei

2001-01-01

Quantum chromodynamics is the fundamental theory of strong interactions. It is a physical theory describing Nature. Lectures on Quantum Chromodynamics concentrates, however, not on the phenomenological aspect of QCD; books with comprehensive coverage of phenomenological issues have been written. What the reader will find in this book is a profound discussion on the theoretical foundations of QCD with emphasis on the nonperturbative formulation of the theory: What is gauge symmetry on the classical and on the quantum level? What is the path integral in field theory? How to define the path integ

Lectures on the Topological Vertex

CERN Document Server

Mariño, M

2008-01-01

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

Lectures on neutron scattering techniques: 1

International Nuclear Information System (INIS)

Carlile, C.J.

1988-08-01

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

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 ...

Teachers as Public Speakers: Training Teachers to Lecture.

Science.gov (United States)

Cooper, Pamela J.

Focusing on public speaking as a major instructional tool for teachers, this paper contains suggestions for more effective lecturing. In the introduction, classroom communication is analyzed according to four moves: structuring, soliciting, responding, and reacting. The paper then discusses four problems in studying learning from meaningful verbal…

Academic Training Lecture - Regular Programme

CERN Multimedia

PH Department

2010-01-01

Tuesday 25 & Wednesday 26 May 2010 from 11:00 to 12:30 - Main Auditorium, Bldg. 500-1-001 Baryon Asymmetry of the Universe by Prof. Hitoshi Murayama (University of California, Berkeley) In two lectures, the following topics will be discussed: (1) Why baryon asymmetry is a problem at all (2) Review of the Sakharov's conditions (3) Why old models based on GUT did not work (4) Electroweak baryogenesis (5) Leptogenesis (6) Connections to the near-future experiments

The non-English major lecturers speak English: The barriers encountered by adult learners

Directory of Open Access Journals (Sweden)

Ahmad Madkur

2018-03-01

Full Text Available This study was aimed at investigating the difficulties and problems faced by non-English major lecturers when they were taking a part in English discussion. This study was a qualitative descriptive research involving 10 non-English major lecturers who took a part in a twice-a-week discussion so-called English Corner. To collect the data, in-depth interview and observation were used. The collected data were analyzed by using Miles and Huberman’s interactive data analysis data model consisting of data reduction, data display and data verifying. The result of the study showed that those barriers could be classified into three problems namely socio-cultural, linguistic and interpersonal problems. The found barriers were expected to be a consideration to find out the solution to make the betterment of English learning among lecturers with the non-English background of study.

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

Science.gov (United States)

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

2016-12-01

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

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.

Evaluating the Effectiveness of Lecture Capture: Lessons Learned from an Undergraduate Political Research Class

Science.gov (United States)

Roberts, James C.

2015-01-01

This article presents the results of a 4-year quasi-experimental study of the effectiveness of lecture capture in an undergraduate political research class. Students self-enrolled in either a traditional in-class lecture-discussion section or a fully online section of a required political research course. The class sessions from the in-class…

The metal failure cases discussed

Energy Technology Data Exchange (ETDEWEB)

Gupton, P

1978-06-05

The metal failure cases discussed by P. Gupton (Monsanto Chem. Co.) at a joint meeting of the American Society of Metals (ASM) and the National Association of Corrosion Engineers Calgary Section (Calgary 1978) include a high-temperature (1775/sup 0/-1800/sup 0/F) failure in an HK 40 outside heater tube in a synthesis gas steam-methane reformer, resulting in two major fissures caused by carbonization and oxide deposits with high carbon and lead contents due to the use of remelt scrap material with high lead content; separation of a support pad from a 30 in. pipeline due to corrosion caused by molybdenum-peroxide action; oxidation of a section of 180/sup 0/ U-bend in a thermal ethylene cracking furnace due to fluxing reaction of a high sodium and calcium feed which collected in the return bed; stress corrosion cracking of an austenitic stainless cracker tube from high temperature and electrolytic attack; and other cases of metal failure caused by weld quality problems, use of contaminated material and inadequate designs, processing, and fabrication.

Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

Science.gov (United States)

Paulson, Donald R.

1999-08-01

Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

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

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…

Lecturing undergraduate science in Danish and in English

DEFF Research Database (Denmark)

Thøgersen, Jacob; Airey, John

2011-01-01

formal and condensed style as compared to the rhetorical style in L1. Finally, the potential consequences of these quantitative and qualitative differences for student learning are discussed. Research highlights ¿ We analyse five science lectures: three in Danish (L1) and two in English (L2). ¿ The same...

ICTP lectures on covariant quantization of the superstring

International Nuclear Information System (INIS)

Berkovits, N.

2003-01-01

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

ICTP lectures on covariant quantization of the superstring

Energy Technology Data Exchange (ETDEWEB)

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

2003-08-15

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

Three lectures on macroscopic aspects of nuclear dynamics

International Nuclear Information System (INIS)

Swiatecki, W.J.

1979-03-01

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

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…

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.

Mechanics lectures on theoretical physics

CERN Document Server

Sommerfeld, Arnold Johannes Wilhelm

1952-01-01

Mechanics: Lectures on Theoretical Physics, Volume I covers a general course on theoretical physics. The book discusses the mechanics of a particle; the mechanics of systems; the principle of virtual work; and d'alembert's principle. The text also describes oscillation problems; the kinematics, statics, and dynamics of a rigid body; the theory of relative motion; and the integral variational principles of mechanics. Lagrange's equations for generalized coordinates and the theory of Hamilton are also considered. Physicists, mathematicians, and students taking Physics courses will find the book

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.

Academic Training Lecture Regular Programme: Cloud Computing

CERN Multimedia

2012-01-01

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

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

Science.gov (United States)

Bauer, Richard Charles

1998-12-01

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

The Hues of English. NCTE Distinguished Lectures 1969.

Science.gov (United States)

National Council of Teachers of English, Champaign, IL.

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

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

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

International Nuclear Information System (INIS)

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

2013-01-01

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

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

Energy Technology Data Exchange (ETDEWEB)

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

2013-05-15

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

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)

Teaching Business Cases Online through Discussion Boards: Strategies and Best Practices

Science.gov (United States)

Rollag, Keith

2010-01-01

What are the most effective and efficient ways to teach business cases online, specifically in asynchronous electronic discussion boards? This article describes several design strategies and approaches used by instructors at Babson College to structure and facilitate online case discussions in our blended Fast Track MBA program. (Contains 3 notes,…

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

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)

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

Directory of Open Access Journals (Sweden)

Jasmina Sterz

2016-11-01

based on the written feedback requiring on average 112.5 min (range from 20 to 300 min. Conclusions Overall, this study indicates that structured written feedback provided by trained peers and students that is subsequently discussed by the lecturers concerned is a highly effective and efficient method to improve aspects of lecturing. We anticipate that structured written feedback by trained students that is discussed by the lecturers concerned will improve lecturing.

Lecture notes of the Introductory course to the European Conference on Neutron Scattering, ECNS'99

International Nuclear Information System (INIS)

Kadar, G.; Rosta, L.

1999-01-01

The aim of this volume of Lecture Notes is to form and confirm a tradition of Introductory Courses in relation to the European Conferences on Neutron Scattering. The structure of the Lecture Notes is as follows: a general block of introduction of mainly experimental character is presented, then traditional diffraction methods are discussed. Some aspects of small angle neutron scattering and reflectometry are discussed, and in a final block the well-known techniques of inelastic neutron scattering is outlined. 12 items are indexed separately for the INIS database. (K.A.)

Series lecture on advanced fusion reactors

International Nuclear Information System (INIS)

Dawson, J.M.

1983-01-01

The problems concerning fusion reactors are presented and discussed in this series lecture. At first, the D-T tokamak is explained. The breeding of tritium and the radioactive property of tritium are discussed. The hybrid reactor is explained as an example of the direct use of neutrons. Some advanced fuel reactions are proposed. It is necessary to make physics consideration for burning advanced fuel in reactors. The rate of energy production and the energy loss are important things. The bremsstrahlung radiation and impurity radiation are explained. The simple estimation of the synchrotron radiation was performed. The numerical results were compared with a more detailed calculation of Taimor, and the agreement was quite good. The calculation of ion and electron temperature was made. The idea to use the energy more efficiently is that one can take X-ray or neutrons, and pass them through a first wall of a reactor into a second region where they heat the material. A method to convert high temperature into useful energy is the third problem of this lecture. The device was invented by A. Hertzberg. The lifetime of the reactor depends on the efficiency of energy recovery. The idea of using spin polarized nuclei has come up. The spin polarization gives a chance to achieve a large multiplication factor. The advanced fuel which looks easiest to make go is D plus He-3. The idea of multipole is presented to reduce the magnetic field inside plasma, and discussed. Two other topics are explained. (Kato, T.)

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)

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

Directory of Open Access Journals (Sweden)

M. Gosper

2010-12-01

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

Piloting case-based instruction in a didactic clinical immunology course.

Science.gov (United States)

Hoag, Kathleen; Lillie, Janet; Hoppe, Ruth

2005-01-01

To assess (1) the effect of case-based instructional modules on student critical thinking, class attendance, and satisfaction and (2) student opinion of case formats. University-based upper division course in clinical immunology and serology. The course was taught by the same instructor for two consecutive semesters with the intervention introduced in the second semester. Sixty-seven students experienced the intervention and 56 students were in the baseline cohort. Nine cases were interspersed between lectures during the semester. Each case took one 50-minute class in which students worked in groups of five or six. Student performance on five critical thinking multiple-choice examination questions and percent student attendance on case days versus lecture days were analyzed using the Mann-Whitney test. Student ratings on course evaluations were analyzed using t-test comparing semesters with and without intervention. Student opinion of cases was obtained through surveys and a focus group. Student performance on critical thinking exam questions was similar in the two groups. Student attendance was significantly higher on case days (95.6%) versus lecture days (80.3%; p student-instructor interaction, and course organization were significantly improved in the semester with cases compared to the semester with lecture only (p student performance on critical thinking questions, they still proved to be a valuable instructional method. Student attendance, student-instructor interaction, and instructor involvement in the course were all positively affected by incorporation of case studies. Discussion of cases also helped to uncover student misconceptions of course material.

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…

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…

Promotion of self-directed learning using virtual patient cases.

Science.gov (United States)

Benedict, Neal; Schonder, Kristine; McGee, James

2013-09-12

To assess the effectiveness of virtual patient cases to promote self-directed learning (SDL) in a required advanced therapeutics course. Virtual patient software based on a branched-narrative decision-making model was used to create complex patient case simulations to replace lecture-based instruction. Within each simulation, students used SDL principles to learn course objectives, apply their knowledge through clinical recommendations, and assess their progress through patient outcomes and faculty feedback linked to their individual decisions. Group discussions followed each virtual patient case to provide further interpretation, clarification, and clinical perspective. Students found the simulated patient cases to be organized (90%), enjoyable (82%), intellectually challenging (97%), and valuable to their understanding of course content (91%). Students further indicated that completion of the virtual patient cases prior to class permitted better use of class time (78%) and promoted SDL (84%). When assessment questions regarding material on postoperative nausea and vomiting were compared, no difference in scores were found between the students who attended the lecture on the material in 2011 (control group) and those who completed the virtual patient case on the material in 2012 (intervention group). Completion of virtual patient cases, designed to replace lectures and promote SDL, was overwhelmingly supported by students and proved to be as effective as traditional teaching methods.

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...

Lectures of the 4th national meeting on engineering geology

International Nuclear Information System (INIS)

1983-01-01

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

Practice in a dispersed professional community : a case study of associate lecturers at the Open University

OpenAIRE

Cox, Graham; Saunders, Murray

2006-01-01

This thesis examines in depth the work of four associate lecturers at the Open University. Given that they see colleagues infrequently, it explores how they resource their practice, in what has been termed a dispersed community that lacks the social interaction associated with more traditional lecturing. This research identifies what knowledge resources and professional practices are used, and what the relationships are between these and the process of occupational identity-building. It also ...

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…

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.

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

OpenAIRE

McLean, Jennifer L.; Suchman, Erica L.

2016-01-01

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

Electronic voting to encourage interactive lectures: a randomised trial

Science.gov (United States)

2007-01-01

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

The 1979 Bernard Gregory lectures

International Nuclear Information System (INIS)

Weisskopf, V.F.

1980-02-01

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

Linear nonradial pulsation theory. Lecture 7

International Nuclear Information System (INIS)

Cox, A.N.

1983-01-01

Many of the upper main-sequence stars pulsate in spheroidal nonradial modes. We know this to be true in numerous cases, as we have tabulated for the #betta# Cephei and delta Scuti variables in previous lectures. However, we cannot identify the actual mode for any star except for the low-order pressure p and f modes of our sun. It remains a great challenge to clearly state what really is occurring, in the process we learn more about how stars evolve and pulsate

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.

Impact of Case-Based Lectures on Students' Performance in Vascular Physiology Module

Science.gov (United States)

Latif, Rabia

2014-01-01

Lecture-Based Teaching (LBT) remains the predominant form of teaching in healthcare profession education. It is excellent in providing an overview of a particular topic to a large number of students. However, the concern, which has been highlighted time and again, is the monotony and passive nature of this form of information transmission, which…

Lecture notes for introduction to nuclear engineering 101

International Nuclear Information System (INIS)

Fullwood, R.; Cadwell, J.

1992-03-01

The lecture notes for introductory nuclear engineering are provided for Department of Energy personnel that are recent graduates, transfers from non-nuclear industries, and people with minimum engineering training. The material assumes a knowledge of algebra and elementary calculus. These notes support and supplement a three-hour lecture. The reader is led into the subject from the familiar macroscopic world to the microscopic world of atoms and the parts of atoms called elementary particles. Only a passing reference is made to the very extensive world of quarks and tansitory particles to concentrate on those associated with radioactivity and fission. The Einsteinian truth of mass-energy equivalence provides an understanding of the forces binding a nucleus with a resulting mass defect that results in fusion at one end of the mass spectrum and fission at the other. Exercises are provided in calculating the energy released in isotopic transformation, reading and understanding the chart of the nuclides. The periodic table is reviewed to appreciate that the noble elements are produced by quantum mechanical shell closings. Radioactive decay is calculated as well as nuclear penetration and shielding. The geometric attenuation of radiation is studied for personal protection; the use of shielding materials for radiation protection is presented along with the buildup factor that renders the shielding less effective than might be supposed. The process of fission is presented along with the fission products and energies produced by fission. The requirements for producing a sustained chain reactor are discussed. The lecture ends with discussions of how radiation and dose is measured and how dose is converted to measures of the damage of radiation to our bodies

Is lecture dead? A preliminary study of medical students' evaluation of teaching methods in the preclinical curriculum.

Science.gov (United States)

Zinski, Anne; Blackwell, Kristina T C Panizzi Woodley; Belue, F Mike; Brooks, William S

2017-09-22

To investigate medical students' perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training. We administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional methods.  Using a cross-sectional study design, Likert scale ratings and student rankings were used to determine preferences among lecture, laboratory, team-based learning, simulation, small group case-based learning, large group case-based learning, patient presentation, and peer teaching. We calculated mean ratings for each instructional method and used chi-square tests to compare proportions of first- and second-year cohorts who ranked each in their top 5 preferred methods. Among participating students, lecture (M=3.6, SD=1.0), team based learning (M=4.2, SD=1.0), simulation (M=4.0, SD=1.0), small group case-based learning (M=3.8, SD=1.0), laboratory (M=3.6, SD=1.0), and patient presentation (M=3.8, SD=0.9) received higher scores than other instructional methods. Overall, second-year students ranked lecture lower (χ 2 (1, N=120) =16.33, p<0.0001) and patient presentation higher (χ 2 (1, N=120) =3.75, p=0.05) than first-year students. While clinically-oriented teaching methods were preferred by second-year medical students, lecture-based instruction was popular among first-year students. Results warrant further investigation to determine the ideal balance of didactic methods in undergraduate medical education, specifically curricula that employ patient-oriented instruction during the second preclinical year.

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

Science.gov (United States)

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

2014-02-01

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

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…

QCD under extreme conditions: an informal discussion

CERN Document Server

Fraga, E.S.

2015-05-22

We present an informal discussion of some aspects of strong interactions un- der extreme conditions of temperature and density at an elementary level. This summarizes lectures delivered at the 2013 and 2015 CERN – Latin-American Schools of High-Energy Physics and is aimed at students working in experi- mental high-energy physics.

Use of prelecture assignment to enhance learning in pharmacology lectures for the 2nd year medical students

OpenAIRE

Ahsan, Marya; Mallick, Ayaz Khurram

2016-01-01

Objectives: Majority of teaching hours allotted by the Medical Council of India in pharmacology are utilized in the form of didactic lecture. Although these lectures are an excellent tool to deliver the information to a large group of students, it usually ends up as a one-sided teaching session with most students being the passive listeners. To make these lectures interesting and effective, we introduced the students to prelecture assignment (PLA) in the form of clinical case before the deliv...

Dehumanizing Communication Reified among Undergraduates and Lecturers: Issues and Suggestions

Science.gov (United States)

Duvie, Adanma Nnekwu; Modebelu, Melody Ndidi

2014-01-01

This paper discusses dehumanizing communication reified among undergraduates and lecturers. Dehumanization is the act of degrading people with respect to their best qualities and denial of humanness to others. On the other hand, communication is human interaction and learning. Communication becomes rude when it is deliberately directed resulting…

Adopting Online Lecturing for Improved Learning: A Case Study from Teacher Education

Science.gov (United States)

Quinn, Marie; Kennedy-Clark, Shannon

2015-01-01

This paper presents the results of a study that examined the integration of video lectures into a pre-service teacher unit of study. The aim of the research was to ascertain how students used the pre-recorded videos to complement their learning. The focus was on the pedagogy, and explored three factors: convenience, self-regulation of learning and…

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.

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.

Comparison of Lecture-Based Learning vs Discussion-Based Learning in Undergraduate Medical Students.

Science.gov (United States)

Zhao, Beiqun; Potter, Donald D

2016-01-01

To compare lecture-based learning (LBL) and discussion-based learning (DBL) by assessing immediate and long-term knowledge retention and application of practical knowledge in third- and fourth-year medical students. A prospective, randomized control trial was designed to study the effects of DBL. Medical students were randomly assigned to intervention (DBL) or control (LBL) groups. Both the groups were instructed regarding the management of gastroschisis. The control group received a PowerPoint presentation, whereas the intervention group was guided only by an objectives list and a gastroschisis model. Students were evaluated using a multiple-choice pretest (Pre-Test MC) immediately before the teaching session, a posttest (Post-Test MC) following the session, and a follow-up test (Follow-Up MC) at 3 months. A practical examination (PE), which tested simple skills and management decisions, was administered at the end of the clerkship (Initial PE) and at 3 months after clerkship (Follow-Up PE). Students were also given a self-evaluation immediately following the Post-Test MC to gauge satisfaction and comfort level in the management of gastroschisis. University of Iowa Hospitals and Clinics and the Carver College of Medicine, Iowa City, IA. A total of 49 third- and fourth-year medical students who were enrolled in the general surgery clerkship were eligible for this study. Enrollment into the study was completely voluntary. Of the 49 eligible students, 36 students agreed to participate in the study, and 27 completed the study. Mean scores for the Pre-Test MC, Post-Test MC, and Follow-Up MC were similar between the control and intervention groups. In the control group, the Post-Test MC scores were significantly greater than Pre-Test MC scores (8.92 ± 0.79 vs 4.00 ± 1.04, p educational experience was more worthwhile than students in the control group did. After a single instructional session, there was a significant difference in the students' scores between the

Friedreich's ataxia cardiomyopathy: case based discussion and management issues.

LENUS (Irish Health Repository)

Hanley, A

2010-04-01

Cardiac involvement is common in Friedreich\\'s Ataxia and is a common cause of premature death. Evidence regarding treatment of congestive heart failure in patients with Friedreich\\'s Ataxia is lacking. The case of a 31-year-old male with advanced Friedreich\\'s Ataxia who presented with an acute diarrhoeal illness and features of acute heart failure is discussed. We then review the reported cardiac manifestations of Friedreich\\'s Ataxia and discuss management options.

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

Interdisciplinary seminar on nondestructive testing and fracture mechanics. Lectures

International Nuclear Information System (INIS)

1998-01-01

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

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

Science.gov (United States)

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…

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

Science.gov (United States)

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

2016-06-01

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

Anthropocentric Video Segmentation for Lecture Webcasts

Directory of Open Access Journals (Sweden)

Rojas Raul

2007-01-01

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

Anthropocentric Video Segmentation for Lecture Webcasts

Directory of Open Access Journals (Sweden)

Raul Rojas

2008-03-01

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

Three lectures on Newton's laws

OpenAIRE

Kokarev, Sergey S.

2009-01-01

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

Comparing lecture and e-learning as pedagogies for new and experienced professionals in dentistry.

Science.gov (United States)

Browne, L; Mehra, S; Rattan, R; Thomas, G

2004-07-24

To evaluate the relative effectiveness of e-learning versus lecture learning in VDPs and trainers. Experimental comparison of two groups' learning retention. VDPs and trainers from two regions were assessed by independent researchers. One region's VDPs and trainers received e-learning; another's received a traditional one hour lecture. Retention and understanding were tested and compared. Personal preference was assessed in group interviews. Significantly greater retention for the trainees occurred from lecturing rather than e-learning, and for the trainers e-learning was significantly more successful than lecturing. Small numbers in this study preclude wide generalisation. However, the results point to the benefits of face-to-face interaction for inexperienced staff, and the benefits of the speed and manageability of e-learning for busy, more experienced staff. The need for a discussion facility to be incorporated into ICT innovations to CPD (via, for example, online 'chatrooms') is also highlighted, with the potential of greatly enhancing e-learning efficacy.

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.

Inspiring Lecturers: Sharing E-Learning Practice through European Case Studies

DEFF Research Database (Denmark)

Hayes, Sarah; Godsk, Mikkel; Andersen, Majbrit Vandsø

2009-01-01

Sharing best practice in e-learning, when undertaken as an active process, can provide valuable insights, with a real capacity to inspire. This has been our experience in collecting European university e-learning case studies. How this was achieved is the focus of this paper, which discusses...... collaboration, using a database and a weblog (EUNIC, 2008). Some examples of the case studies are provided, with suggestions of ways to develop this process further....... a consistent approach to transferring knowledge that might be followed and developed by others. We will outline a methodology for sharing best practices of e-learning. We will explain how these cases, rather like short stories, were identified, gathered and communicated by the EUNIS ELearning Task Force...

What is Gravitational Lensing? (LBNL Summer Lecture Series)

Energy Technology Data Exchange (ETDEWEB)

Leauthaud, Alexie [Univ. of California, Berkeley, CA (United States). Berkeley Center for Cosmological Physics (BCCP); Nakajima, Reiko [Univ. of California, Berkeley, CA (United States). Berkeley Center for Cosmological Physics (BCCP)

2009-07-28

Summer Lecture Series 2009: Gravitational lensing is explained by Einstein's general theory of relativity: galaxies and clusters of galaxies, which are very massive objects, act on spacetime by causing it to become curved. Alexie Leauthaud and Reiko Nakajima, astrophysicists with the Berkeley Center for Cosmological Physics, will discuss how scientists use gravitational lensing to investigate the nature of dark energy and dark matter in the universe.

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

Science.gov (United States)

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

2015-01-01

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

A proficient and versatile online student-teacher collaboration platform for large classroom lectures

Directory of Open Access Journals (Sweden)

ABM Tariqul Islam

2017-11-01

Full Text Available Abstract The popularity of online collaboration on lecture content has been growing steadily over the last few decades because of its potential to enhance the overall learning experience. We propose a didactical approach of online collaboration where the students and the teachers can collaborate seamlessly on the lecture contents. The approach, which we call Multiscript (MS, offers two methods of online learning on one collaboration platform. In MS, we call one method the outside of class Multiscript (OMS and another, the inside of class Multiscript (IMS. OMS is a form of distance online learning where the students can collaborate on the lecture contents while being outside of class, whereas IMS allows online collaboration among the students and the teacher during the lecture. In OMS, the teacher can share the slides along with audio annotations for each lecture slides and/or a single recorded audio for the whole lecture. The students can access the slides and discuss (via text and audio chat with their fellow classmates about the slides and annotate them, post feedback about the slides and ask questions to the teacher directly via MS. In IMS, the students can create annotations for the slides and post feedback to the teacher about the slides. We design MS in such a way that it can be accessed by using just a web browser on any PC, tablet or mobile device.

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

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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.

Frontalunterricht oder interaktive Gruppenarbeit? Ein Vergleich des Lernerfolgs und der studentischen Evaluation für das Fach Biochemie [Didactic lecture or interactive group discussion? A comparison of the learning success and the student evaluation in biochemistry

Directory of Open Access Journals (Sweden)

Kadmon, Martina

2009-05-01

Full Text Available [english] Aims: Interactive, student-centered teaching methods have replaced traditional teacher-centered didactic formats in many modern medical curricula in the past few years. However, in the natural sciences such as biochemistry, interactive teaching methods are not well proven. The present study was conducted to compare the effect of the teaching format on the performance of undergraduate students in biochemistry and their evaluation of the respective format. Methods: A total of 421 second-year students were randomized into two groups: The control group was taught in a traditional lecture-like format, whereas the study group dealt with the same topic in an interactive group discussion. At the end of each lesson, students performed a multiple-choice test and completed a questionnaire. The same MCQ test was repeated 4–6 weeks after the last lesson. Results: Students who were taught in a lecture-like format performed significantly better in the first MCQ test immediately after the lesson than students taught in the interactive format. However, in the second MCQ test, there was no difference between the two groups. In the questionnaire, students rated the lecture-based course significantly better than the interactive group discussion. Conclusion: One reason why students prefer a didactic lecture to an interactive group discussion might be due to the subject biochemistry, which is strongly knowledge-based. Students perceived that the transfer of knowledge by a professional lecturer was more effective than the knowledge obtained in a student-centered discussion group. Other reasons might be the method of assessment and the overall design of the curriculum. [german] Zielsetzung: Interaktive, Lerner-orientierte Unterrichtsmethoden werden vielfach mit moderner und guter Lehre in Verbindung gebracht und ersetzen zunehmend konventionellen, Lehrer-zentrierten Frontalunterricht. In naturwissenschaftlichen Fächern, wie Biochemie, sind interaktive

Lecturers' and Students' Perceptions of the Use of Modifiers

Science.gov (United States)

Lin, Chia-Yen; Lau, Ken; Cousineau, Jacob

2018-01-01

The textual and interpersonal functions of modifiers are extensively discussed in the literature. However, how these linguistic devices can be strategically used to assist lecture comprehension has been under-investigated, particularly in EFL/ESL contexts. Drawing on corpus analyses, interviews, and questionnaires, this study compares Taiwanese…

Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey

Science.gov (United States)

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

2016-01-01

We describe a case study in which we investigate the effectiveness of a lecture in advanced mathematics. We first videorecorded a lecture delivered by an experienced professor who had a reputation for being an outstanding instructor. Using video recall, we then interviewed the professor to determine the ideas that he intended to convey and how he…

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)

Nuclear Medicine at Berkeley Lab: From Pioneering Beginnings to Today (LBNL Summer Lecture Series)

International Nuclear Information System (INIS)

Budinger, Thomas

2006-01-01

Summer Lecture Series 2006: Thomas Budinger, head of Berkeley Lab's Center for Functional Imaging, discusses Berkeley Lab's rich history pioneering the field of nuclear medicine, from radioisotopes to medical imaging.

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

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...

Academic Training: The cosmic microwave background - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING LECTURE REGULAR PROGRAMME 14, 15, 16, 17 and 18 June From 11:00 hrs to 12:00 hrs - Main Auditorium bldg. 500 The cosmic microwave background M. Zaldarriaga / Harvard University, USA The Cosmic Microwave Background has become an indispensable tool for cosmology. The measurement of its frequency spectrum firmly established the Hot Big Bang model of the Universe. Measurements of anisotropies in its temperature and its degree of polarization provide the earliest snapshot we have of the universe, giving us information about its state at the epoch of hydrogen recombination approximately 300,000 after the Big Bang. The anisotropies can be used to constrain many of the parameters in the cosmological model, such as the mean density of baryons and dark matter as well as the curvature of the Universe. In this lectures I will review the physics of the temperature and polarization anisotropies. I will discuss the mechanisms that lead to the anisotropies and how cosmological parameters can be inferr...

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.

Developing an e-pedagogy for interprofessional learning: Lecturers' thinking on curriculum design.

Science.gov (United States)

Gordon, Frances; Booth, Karen; Bywater, Helen

2010-09-01

E-learning is seen as offering possible solutions to the barriers of large scale interprofessional education. This paper discusses a study that explored the underlying pedagogical thinking employed by lecturers when planning e-learning materials for interprofessional education. The themes uncovered in the data were: "reflective spaces for creativity"; "from logistics to learner autonomy"; "authentic"; "constructivist approaches"; "inter-active learning to promote collaboration" and "bringing the patient/service user into the classroom". Discussions about e-learning can focus on the technological aspects of design and delivery. However the findings of this study revealed that technology was not a consideration for the lecturers who saw e-learning as a vehicle to promote interactive learning. Their prime focus was revealed as the application of learning theory to the design of materials that would support students' acquisition of collaborative skills and the generation of new interprofessional knowledge.

Lecture: Getting from here to there

Directory of Open Access Journals (Sweden)

John Naughton

2014-11-01

Full Text Available Based on his keynote lecture at the international conference on Digital Humanities at Aalborg University in April 2014, John Naughton refl ects on being an engineer in a Humanities research institute that is currently seeking to adapt to the digital potentials and challenges. The Humanities represent an analytical, critical, or speculative approach whereas the so-called hard sciences focus on problem solving. Naughton discusses why he agrees with the authors of the Digital Humanities Manifesto 2.0 and why the digitisation of the Humanities not only eff ects universities and scholars but also industrial and cultural life in general.

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.

Effects of an additional small group discussion to cognitive achievement and retention in basic principles of bioethics teaching methods

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Dedi Afandi

2009-03-01

Full Text Available Aim The place of ethics in undergraduate medical curricula is essential but the methods of teaching medical ethics did not show substantial changes. “Basic principles of bioethics” is the best knowledge to develop student’s reasoning analysis in medical ethics In this study, we investigate the effects of an additional small group discussion in basic principles of bioethics conventional lecture methods to cognitive achievement and retention. This study was a randomized controlled trial with parallel design. Cognitive scores of the basic principles of bioethics as a parameter was measured using basic principles of bioethics (Kaidah Dasar Bioetika, KDB test. Both groups were attending conventional lectures, then the intervention group got an additional small group discussion.Result Conventional lectures with or without small group discussion significantly increased cognitive achievement of basic principles of bioethics (P= 0.001 and P= 0.000, respectively, and there were significant differences in cognitive achievement and retention between the 2 groups (P= 0.000 and P= 0.000, respectively.Conclusion Additional small group discussion method improved cognitive achievement and retention of basic principles of bioethics. (Med J Indones 2009; 18: 48-52Keywords: lecture, specification checklist, multiple choice questions

The Decade Ahead: Inquire, Innovate, Impact. Tomás Rivera Lecture Series

Science.gov (United States)

Pacheco, Manuel T.

2015-01-01

In the 2015 Tomás Rivera lecture, Manuel T. Pacheco, President Emeritus of the University of Missouri System and the University of Arizona, discusses the importance of representing the Hispanic American population proportionately among college students, faculty, staff, and administration in higher education.

Using theatre in education in a traditional lecture oriented medical curriculum

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Hancıoğlu Sertaç

2009-12-01

Full Text Available Abstract Background Lectures supported by theatrical performance may enhance learning and be an attractive alternative to traditional lectures. This study describes our experience with using theatre in education for medical students since 2001. Methods The volunteer students, coached by experienced students, were given a two-week preparation period to write and prepare different dramatized headache scenarios during three supervised meetings. A theatrical performance was followed by a student presentation about history taking and clinical findings in diagnosing headache. Finally, a group discussion led by students dealt with issues raised in the performance. The evaluation of the theatre in education lecture "A Primary Care Approach to Headache" was based on feedback from students. Results More than 90% of 43 responding students fully agreed with the statement "Theatrical performance made it easier to understand the topic". More than 90% disagreed with the statements "Lecture halls were not appropriate for this kind of interaction" and "Students as teachers were not appropriate". Open-ended questions showed that the lesson was thought of as fun, good and useful by most students. The headache questions in the final exam showed results that were similar to average exam results for other questions. Conclusion Using theatrical performance in medical education was appreciated by most students and may facilitate learning and enhance empathy and team work communication skills.

How to write cases and teaching notes in marketing education?

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Damnjanović Vesna

2017-01-01

Full Text Available This paper presents guidelines for developing cases and teaching notes for marketing classes in higher education. Cases are often used in problem-based learning, where students are placed in a problem or decision-making situation and are encouraged to take the role of problem solvers. The recommendations for case writing are based on analysis of high-level examples of marketing cases, published in the most prominent global publishing databases, along with more than 15 years of experience of the authors. This paper explains the process of writing cases depending on the source of data and tackles all necessary issues that should be addressed. Writing teaching notes is focused on providing the supportive material for a case that helps a lecturer understand the reason for writing the case, the questions that might arise from it and the professional or theoretical points that should be raised in discussion. This paper should contribute to interactive learning and provide lecturers with detailed recommendations for writing cases in the marketing field.

Lectures on holographic methods for condensed matter physics

International Nuclear Information System (INIS)

Hartnoll, Sean A

2009-01-01

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

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 ...

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…

The Death of the Dinosaurs: 27 Years Later (LBNL Summer Lecture Series)

Energy Technology Data Exchange (ETDEWEB)

Muller, Rich [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Dept. of Physics

2006-06-30

Summer Lecture Series 2006: Rich Muller, a Berkeley Lab physicist, discusses Nobel laureate Luis Alvarez and colleagues' 1979 discovery that an asteroid impact killed the dinosaurs. He also discusses what scientists have learned in the subsequent 27 years. Alvarez's team detected unusual amounts of iridium in sedimentary layers. They attributed the excess iridium to an impact from a large asteroid. His talk was presented June 30, 2006.

Students with Reading Disabilities Participating in Literature Discussions: A Case Study

Science.gov (United States)

O'Brien, Elysha Patino

2011-01-01

This qualitative case study addressed a lack of research concerning literature discussions for students with learning disabilities in reading. Fourth and fifth grade students with reading disabilities participated in twice-weekly literature discussions, 30-to-60 minutes each, for 12 weeks. The students attended a Title I school and most were…

Teaching about Psychological Disorders: A Case for Using Discussion Boards in the Classroom

Science.gov (United States)

Sheen, Mercedes; AlJassmi, Maryam A.; Jordan, Timothy R.

2017-01-01

This study compares the traditional use of case studies against the novel use of discussion boards to teach naive students in the United Arab Emirates about anxiety disorders. Sixty-six female students from an abnormal psychology class were randomly assigned to either the case study condition (CSC) or the discussion board condition (DBC). Students…

Three Lectures on Multi-Particle Production in the Glasma

International Nuclear Information System (INIS)

Gelis, F.; Venugopalan, R.

2006-01-01

In the Color Glass Condensate (CGC) effective field theory, when two large sheets of Colored Glass collide, as in a central nucleus-nucleus collision, they form a strongly interacting, non-equilibrium state of matter called the Glasma. How Colored Glass shatters to form the Glasma, the properties of the Glasma, and the complex dynamics transforming the Glasma to a thermalized Quark Gluon Plasma (QGP) are questions of central interest in understanding the properties of the strongly interacting matter produced in heavy ion collisions. In the first of these lectures, we shall discuss how these questions may be addressed in the framework of particle production in a field theory with strong time dependent external sources. Albeit such field theories are non-perturbative even for arbitrarily weak coupling, moments of the multiplicity distribution can in principle be computed systematically in powers of the coupling constant. We will demonstrate that the average multiplicity can be (straightforwardly) computed to leading order in the coupling and (remarkably) to next-to-leading order as well. The latter are obtained from solutions of small fluctuation equations of motion with retarded boundary conditions. In the second lecture, we relate our formalism to results from previous 2+1 and 3+1 dimensional numerical simulations of the Glasma fields. The latter show clearly that the expanding Glasma is unstable; small fluctuations in the initial conditions grow exponentially with the square root of the proper time. Whether this explosive growth of small fluctuations leads to early thermalization in heavy ion collisions requires at present a better understanding of these fluctuations on the light cone. In the third and final lecture, motivated by recent work A. Bialas, M. Jezabek, Phys. Lett. B590, 233 (2004), we will discuss how the widely observed phenomenon of limiting fragmentation is realized in the CGC framework. (author)

A series of lectures on operational physics of power reactors

International Nuclear Information System (INIS)

Mohanakrishnan, P.; Rastogi, B.P.

1982-01-01

This report discusses certain aspects of operational physics of power reactors. These form a lecture series at the Winter College on Nuclear Physics and Reactors, Jan. - March 1980, conducted at the International Centre for Theoretical Physics, Trieste, Italy. The topics covered are (a) the reactor physics aspects of fuel burnup (b) theoretical methods applied for burnup prediction in power reactors (c) interpretation of neutron detector readings in terms of adjacent fuel assembly powers (d) refuelling schemes used in power reactors. The reactor types chosen for the discussion are BWR, PWR and PHWR. (author)

Interactive lectures: Clickers or personal devices?

Science.gov (United States)

Morrell, Lesley J; Joyce, Domino A

2015-01-01

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

Interactive 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

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

Exploring the relation between online case-based discussions and learning outcomes in dental education.

Science.gov (United States)

Koole, Sebastiaan; Vervaeke, Stijn; Cosyn, Jan; De Bruyn, Hugo

2014-11-01

Online case-based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case-based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra- and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty-three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors' interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (ρ)=0.19), newly introduced elements (ρ=0.21), reactions to other posts (ρ=0.14), number of supervisors' interventions (ρ=0.12), and supervisors' questions (ρ=0.20). These results suggest that individual student contributions during online case-based discussions and the provided supervision were related to learning outcomes.

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.

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…

Online Lectures in Undergraduate Medical Education: Scoping Review.

Science.gov (United States)

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

2018-04-10

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

Engaging Communities using a MOOC combined with Public Library Discussions

Science.gov (United States)

Ackerman, S. A.; Mooney, M. E.; Morrill, J.; Handlos, Z.; Morrill, S.

2015-12-01

A massive open online course, or MOOC, is an noncredit education activity that delivers learning content to anyone with access to the Internet. Individual courses are generally free of charge, while a certificate can have small costs. The University of Wisconsin-Madison has exploring the use of MOOC as part of its Wisconsin Idea. In the 2015, a series of MOOCs focusing on the environment were offered via Coursera. One of those MOOCS was "Changing Weather and Climate of the Great Lakes Region." This 4-week course features a new season each week through short lectures and activities covering Great Lakes weather, observed changes in the climate, and societal impacts of climate change. (https://www.coursera.org/course/greatlakesclimate) The MOOC conveyed information from NOAA's National Weather Service (NWS) Weather-Ready Nation initiative as well as findings from the recent National Climate Assessment and the Wisconsin Initiative on Climate Change Impacts (WICCI). The course was organized by members of the Department of Atmospheric and Oceanic Sciences and the Cooperative Institute for Meteorological Satellite Studies; material included discussion, videos for lectures as well as guest lecturers. There were also weekly visits by the course team to 21 public libraries throughout the state of WI. The library collaboration as facilitated by WiLS (Wisconsin Library Services - wils.org), who organized the application and selection process. The public libraries hosted local residents and course instructors in discussions of course content in the context of their communities as well as strategies to mitigate the climate change impacts. This presentation will discuss the public library discussions experience and the our evaluation of the impact of including a face-to-face component in the MOOC activity on engagement and learning.

[Ethical case discussions in the intensive care unit : from testing to routine].

Science.gov (United States)

Meyer-Zehnder, B; Barandun Schäfer, U; Albisser Schleger, H; Reiter-Theil, S; Pargger, H

2014-06-01

The daily work of many healthcare professionals has become more complex and demanding in recent years. Apart from purely medical issues, ethical questions and problems arise quite often. Managing these problems requires ethical knowledge. Questions about the usefulness of a therapy and treatment occur especially at the end of life. So-called medical futility, a useless futile therapy, is often perceived by nurses and physicians in intensive care units who themselves often develop symptoms of depression or burnout. The clinical ethical model METAP (acronym from module, ethics, therapy decision, allocation and process) provides methods and criteria that allow the clinical team to treat and solve ethical issues according to a solution-oriented approach. The ethical decision-making of this model addresses these issues according to a series of sequential stages in the form of a so-called escalation model. When it is not possible to tackle and solve an ethical problem or dilemma in one stage, one moves to the next. The implementation of this approach in everyday practice requires the commitment of all team members in addition to certain basic conditions. In a surgical intensive care unit a fixed date in the schedule is reserved for ethical case discussions (level 3 of the escalation model). At this level a team member who has been specified according to a quarterly plan is responsible for the organization and performance of the discussion. All protocols of the 44 ethical case discussions in 41 patients between January 2011 and July 2012 were collected and summarized. A short questionnaire to all participants recorded their assessment of the benefits for the patient and the team as well as their perception of personal stress reduction. Also queried was the impact of this method on the collaboration between nurses and physicians and the ethical competence. Ethical case discussions among the care team took place regularly (44 case discussions between January 2011 and June

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....

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.

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…

SUMMER STUDENT LECTURE PROGRAMME

CERN Multimedia

Françoise Benz

2002-01-01

Main Auditorium, bldg. 500   DATE TIME LECTURER TITLE Monday 22 July 09:15 - 10:00 A. PICH Standard Model (6/8) 10:15 - 11:00 J. CARR  Astroparticles (1/3) 11:15 - 12:00 J. SHIERS Computing (1/3) Tuesday 23 July 09:15 - 10:00 A. PICH Standard Model (7/8) 10:15 - 11:00 J. CARR  Astroparticles (2/3) 11:15 - 12:00 J. SHIERS Computing (2/3) Wednesday 24July 09:15 - 10:00 A. PICH Standard Model (8/8) 10:15 - 11:00 J. CARR  Astroparticles (3/3) 11:15 - 12:00 Discussion Session 14:00 - 16:00 O. GROBNER UHV Technology Thursday 25 July (Theory Auditorium) 09:15 - 10:00 R. RATTAZZI Beyond the Standard Model (1/3) (TH) 10:15 - 11:00 P. WELLS Experimental test of the SM - LEP (1/3) (TH) 11:15 - 12:00 J. SHIERS Computing (3/3) (TH) Friday 26 July 09:15 - 10:00 R. RATTAZZI Beyond the Standard Model (2/3) 10:15 - 11:00 P. WELLS Experimental test of the SM - LEP (2/3) 11:15 - 12:00 Discussion Session Monday 29 July 09:15 - 10:00  R...

Framing the structural role of mathematics in physics lectures: A case study on electromagnetism

Directory of Open Access Journals (Sweden)

Ricardo Karam

2014-05-01

Full Text Available Physics education research has shown that students tend to struggle when trying to use mathematics in a meaningful way in physics (e.g., mathematizing a physical situation or making sense of equations. Concerning the possible reasons for these difficulties, little attention has been paid to the way mathematics is treated in physics instruction. Starting from an overall distinction between a technical approach, which involves an instrumental (tool-like use of mathematics, and a structural one, focused on reasoning about the physical world mathematically, the goal of this study is to characterize the development of the latter in didactic contexts. For this purpose, a case study was conducted on the electromagnetism course given by a distinguished physics professor. The analysis of selected teaching episodes with the software Videograph led to the identification of a set of categories that describe different strategies used by the professor to emphasize the structural role of mathematics in his lectures. As a consequence of this research, an analytic tool to enable future comparative studies between didactic approaches regarding the way mathematics is treated in physics teaching is provided.

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....

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

Science.gov (United States)

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

2004-05-01

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

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.

Implementation of small group discussion as a teaching method in earth and space science subject

Science.gov (United States)

Aryani, N. P.; Supriyadi

2018-03-01

In Physics Department Universitas Negeri Semarang, Earth and Space Science subject is included in the curriculum of the third year of physics education students. There are various models of teaching earth and space science subject such as textbook method, lecturer, demonstrations, study tours, problem-solving method, etc. Lectures method is the most commonly used of teaching earth and space science subject. The disadvantage of this method is the lack of two ways interaction between lecturers and students. This research used small group discussion as a teaching method in Earth and Space science. The purpose of this study is to identify the conditions under which an efficient discussion may be initiated and maintained while students are investigating properties of earth and space science subjects. The results of this research show that there is an increase in student’s understanding of earth and space science subject proven through the evaluation results. In addition, during the learning process, student’s activeness also increase.

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.

A Lab-Based, Lecture-Free General Physics Course

Science.gov (United States)

Schneider, Mark B.

1997-04-01

The past four years have seen the development of a discovery style, lecture-free, lab-based General Physics course at Grinnell College. Similar in spirit to Priscilla Laws' Workshop Physics (P. Laws, Physics Today, Dec. 1991, p. 24.), this course is a calculus- based, two-semester sequence, which is offered in parallel with more conventional lecture sections, allowing students choice of pedagogical styles. This new course is taught without a text, allowing a somewhat atypical ordering of topics and the early inclusion of a modern introduction to quantum and statistical mechanics. A complete set of laboratory materials was developed at Grinnell for this course, with activities considerably different in most cases than Laws' activities. A quick overview of the pedagogical style and topics covered will be given, and then several specific activities will be described in greater detail. The course has been shown to be a popular and viable alternative to the more conventional sections for majors and non-majors; ongoing efforts to assess the course will be described, especially those that make comparisons between this course and more conventional sections.

Taxonomy of Lecture Note-Taking Skills and Subskills

Science.gov (United States)

Al-Musalli, Alaa M.

2015-01-01

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

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

Science.gov (United States)

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

2014-04-01

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

A Case Study of Student Engagement in Collaborative Group Learning in a Blended Community Based (Service) Learning Module

OpenAIRE

McGarrigle, John G.

2009-01-01

Abstract: A participatory action research case study employed mixed methods to examine student collaboration and engagement in a Community Based (Service) learning module. A quasi experimental testing of Coates (2007) typology of student engagement found low agreement between students and lecturers in assigning the terms, passive, intense, independent or collaborative to student postings to discussion fora. Evidence from this case study found greater student collaboration in discussion fora w...

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

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

Multiple nucleon transfer in damped nuclear collisions. [Lectures, mass charge, and linear and angular momentum transport

Energy Technology Data Exchange (ETDEWEB)

Randrup, J.

1979-07-01

This lecture discusses a theory for the transport of mass, charge, linear, and angular momentum and energy in damped nuclear collisions, as induced by multiple transfer of individual nucleons. 11 references.

EFL Students' Preferences toward the Lecturer's Corrective Feedback in Business Letters Writing

Science.gov (United States)

Sanu, La Ode

2016-01-01

This study aimed to investigate the students' preferences toward the lecturer's corrective feedback in the business letter writing and their reasons why they preferred particular corrective feedback types. A case study was used by involving 15 EFL students who enrolled in the Business Correspondence Course. The questionnaire and interview were…

Modeling of the time sharing for lecturers

Directory of Open Access Journals (Sweden)

E. Yu. Shakhova

2017-01-01

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

Professionalism of Lecturers at Faculty of Education

Science.gov (United States)

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

2018-02-01

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

Lecture on Female Masturbation Harassed Him, Male Student Says.

Science.gov (United States)

Wilson, Robin

1995-01-01

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

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

Directory of Open Access Journals (Sweden)

Irma Nuur Rochmah

2017-12-01

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

Lectures on strings and dualities

International Nuclear Information System (INIS)

Vafa, C.

1997-01-01

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

Lectures on differential equations for Feynman integrals

International Nuclear Information System (INIS)

Henn, Johannes M

2015-01-01

Over the last year significant progress was made in the understanding of the computation of Feynman integrals using differential equations (DE). These lectures give a review of these developments, while not assuming any prior knowledge of the subject. After an introduction to DE for Feynman integrals, we point out how they can be simplified using algorithms available in the mathematical literature. We discuss how this is related to a recent conjecture for a canonical form of the equations. We also discuss a complementary approach that is based on properties of the space–time loop integrands, and explain how the ideas of leading singularities and d-log representations can be used to find an optimal basis for the DE. Finally, as an application of these ideas we show how single-scale integrals can be bootstrapped using the Drinfeld associator of a DE. (topical review)

Jubilee Lecture

Indian Academy of Sciences (India)

2017-08-07

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

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...

Video-lectures: An effective complementary teaching method at business college

Directory of Open Access Journals (Sweden)

Jaka Vadnjal

2017-05-01

Full Text Available A new teaching methodology was tested at a private college, which delivers business studyprograms on the undergraduate and graduate level. The combination of video-lectures with live classactivities (discussions, case study solving was used in the course which provides studentscompetences for managing growing small and medium-sized business. Full- and part-time studentsparticipated in the two separated classes with identical study program and the same methodologicalapproach was applied to assess the teaching approach. The main objective of the study was toexamine the possible differences between the two groups of studies. In total 126 students participatedin the study and the data collection was done with a survey. Several statistically significantdifferences were revealed. The most important finding is that part-time students were much lessenthusiastic for the delivered teaching approach. It looks like they appreciated more the liveinteraction with other students and with the teacher and probably saw the opportunity of activeparticipation as the main added value of the studies. The implication of the study is that coursedesign, which includes video, should carefully take into account the two types of students addressed.

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

Science.gov (United States)

2010-10-01

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

Features of using multimedia technologies at lecturing programming

Directory of Open Access Journals (Sweden)

G. S. Ivanova

2014-01-01

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

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

CERN Multimedia

2015-01-01

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

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

Science.gov (United States)

Larkin, Helen E.

2010-01-01

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

Toward a Latino Attainment Agenda: Shaping Our Own Destiny. Tomás Rivera Lecture Series

Science.gov (United States)

Cigarroa, Francisco G.

2013-01-01

In the 2013 Tomás Rivera lecture, Francisco Cigarroa, chancellor of the University of Texas system, discusses how a major shift in the demographics of the United States is having a profound effect on K-12 and higher education.

Lecture notes on diophantine analysis

CERN Document Server

Zannier, Umberto

2014-01-01

These lecture notes originate from a course delivered at the Scuola Normale in Pisa in 2006. Generally speaking, the prerequisites do not go beyond basic mathematical material and are accessible to many undergraduates. The contents mainly concern diophantine problems on affine curves, in practice describing the integer solutions of equations in two variables. This case historically suggested some major ideas for more general problems. Starting with linear and quadratic equations, the important connections with Diophantine Approximation are presented and Thue's celebrated results are proved in full detail. In later chapters more modern issues on heights of algebraic points are dealt with, and applied to a sharp quantitative treatment of the unit equation. The book also contains several Supplements, hinted exercises and an Appendix on recent work on heights.

Students' Perception of Live Lectures' Inherent Disadvantages

Science.gov (United States)

Petrovic, Juraj; Pale, Predrag

2015-01-01

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

Enhancing the Lecture: Revitalizing the Traditional Format.

Science.gov (United States)

Bonwell, Charles C.

1996-01-01

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

Recently Published Lectures and Tutorials for ATLAS

CERN Multimedia

J. Herr

2006-01-01

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

Recently Published Lectures and Tutorials for ATLAS

CERN Multimedia

Goldfarb, S.

2006-01-01

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

Lectures in the history of mathematics

CERN Document Server

Bos, Henk J M

1993-01-01

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

There is more to training than lecture

International Nuclear Information System (INIS)

Mayfield, N.E.; Bahrt, W.A.

1991-02-01

This presentation describes information that is useful in correlating on-the-job training with developing and delivering classroom training, which enhances the learning process. Greater emphasis is being placed on classroom training versus self-study in all facets of industry. The outcome is that classroom instruction is all-too-often delivered through direct lecture. This is probably the least effective method of providing quality training. Enhancements to the classroom learning environment are necessary--such as well-planned viewgraphs, flip charts, posters, mockups, videos, demonstration activities, an on-the-job training. Without this emphasis, all too often, classroom instruction is no more effective than self-study. Most classroom training lacks demonstration activities and/or on-the-job training interfaces. Remember what Confucius said: ''When I hear I forget, when I see I remember, when I do I understand.'' Therefore, it makes sense to involve students through demonstration activities and/or on-the-job training as an integral part of lesson design. We need to make a conscious effort to ensure trainees understand the instructions that are necessary to perform job functions. This requires, in many cases, a diversion from past practices. We must become innovative and involve the trainees in practical activities to avoid the dismal effects of the straight lecture format. 1 ref., 2 figs

There is more to training than lecture

International Nuclear Information System (INIS)

Mayfield, N.E.; Bahrt, W.A.

1991-01-01

This presentation describes information that is useful in correlating on-the-job training with developing and delivering classroom training, which enhances the learning process. Greater emphasis is being placed on classroom training versus self-study in all facets of industry. The outcome is that classroom instruction is all-too-often delivered through direct lecture. This is probably the least effective method of providing quality training. Enhancements to the classroom learning environment are necessary - such as well-planned viewgraphs, flip charts, posters, mockups, videos, demonstration activities, and on-the-job training. Without this emphasis, all too often, classroom instruction is no more effective than self-study. Most classroom training lacks demonstration activities and/or on-the-job training interfaces. Remember what Confucius said: When I hear I forget, when I see I remember, when I do I understand. Therefore, it makes sense to involve students through demonstration activities and/or on-the-job training as an integral part of lesson design. We need to make a conscious effort to ensure trainees understand the instructions that are necessary to perform job functions. This requires, in many cases, a diversion from past practices. We must become innovative and involve the trainees in practical activities to avoid the dismal effects of the straight lecture format

Lectures on LHC physics

CERN Document Server

Plehn, Tilman

2015-01-01

With the discovery of the Higgs boson, the LHC experiments have closed the most important gap in our understanding of fundamental interactions, confirming that such interactions between elementary particles can be described by quantum field theory, more specifically by a renormalizable gauge theory. This theory is a priori valid for arbitrarily high energy scales and does not require an ultraviolet completion. Yet, when trying to apply the concrete knowledge of quantum field theory to actual LHC physics - in particular to the Higgs sector and certain regimes of QCD - one inevitably encounters an intricate maze of phenomenological know-how, common lore and other, often historically developed intuitions about what works and what doesn’t. These lectures cover three aspects to help understand LHC results in the Higgs sector and in searches for physics beyond the Standard Model: they discuss the many facets of Higgs physics, which is at the core of this significantly expanded second edition; then QCD, to the deg...

Eight lectures on theoretical physics

CERN Document Server

Planck, Max

1997-01-01

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

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

Directory of Open Access Journals (Sweden)

Karen Mattick

2010-12-01

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

The Topology of a Discussion: The #Occupy Case.

Directory of Open Access Journals (Sweden)

Floriana Gargiulo

Full Text Available We analyse a large sample of the Twitter activity that developed around the social movement 'Occupy Wall Street', to study the complex interactions between the human communication activity and the semantic content of a debate.We use a network approach based on the analysis of the bipartite graph @Users-#Hashtags and of its projections: the 'semantic network', whose nodes are hashtags, and the 'users interest network', whose nodes are users. In the first instance, we find out that discussion topics (#hashtags present a high structural heterogeneity, with a relevant role played by the semantic hubs that are responsible to guarantee the continuity of the debate. In the users' case, the self-organisation process of users' activity, leads to the emergence of two classes of communicators: the 'professionals' and the 'amateurs'.Both the networks present a strong community structure, based on the differentiation of the semantic topics, and a high level of structural robustness when certain sets of topics are censored and/or accounts are removed.By analysing the characteristics of the dynamical networks we can distinguish three phases of the discussion about the movement. Each phase corresponds to a specific moment of the movement: from declaration of intent, organisation and development and the final phase of political reactions. Each phase is characterised by the presence of prototypical #hashtags in the discussion.

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

Science.gov (United States)

Morris, Edward K

2009-01-01

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

Discussion meet on electroanalytical techniques and their applications

International Nuclear Information System (INIS)

Aggarwal, S.K.; Gopinath, N.; Govindan, R.

2008-02-01

Electrochemistry is truly an interdisciplinary science and plays an important role in different branches of science and technology. The present Discussion Meet on ElectroAnalytical Techniques (DM- ELANTE-2008) is focused on the update of various electroanalytical techniques which have brought out a substantial change in electroanalytical chemistry. The aim of this Discussion Meet is to provide a forum to all the electroanalytical scientists to discuss their recent findings and information, learn from the mutual experiences and interests, and to promote cooperation both nationally and internationally. It is proposed to have tutorial lectures as well as invited talks during the Discussion Meet on various electroanalytical techniques including Electrochemical Impedance Spectroscopy (EIS), Spectro-electrochemistry, Scanning Electrochemical Microscopy (SECM), Electrochemical Quartz Crystal Microbalance (EQCM), Surface Plasmon Resonance (SPR) etc. Papers relevant to INIS are indexed separately

The Communication Patterns of Chinese Students with Their Lecturers in an Australian University

Science.gov (United States)

Ai, Bin

2017-01-01

Chinese students are now the largest group of international students in the Australian higher education sector. The patterns of Chinese communication and education affect the ways that Chinese students engage with their lecturers and manage their learning relationships. A case study of these patterns provides a small window through which to…

Lecture classes in human anatomy: the students' perceptions.

Science.gov (United States)

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

2013-06-01

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

Academic Training Lecture: Statistical Methods for Particle Physics

CERN Multimedia

PH Department

2012-01-01

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

Replacing lecture with peer-led workshops improves student learning.

Science.gov (United States)

Preszler, Ralph W

2009-01-01

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

Bioremediation: Hope/Hype for Environmental Cleanup (LBNL Summer Lecture Series)

Energy Technology Data Exchange (ETDEWEB)

Hazen, Terry [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Ecology Dept.

2007-07-18

Summer Lecture Series 2007: Terry Hazen, Senior Staff Scientists and Head of the LBNL Ecology Department, discusses when it's best to resort to engineered bioremediation of contaminated sites, and when it's best to rely on natural attenuation. Recent advances have greatly broadened the potential applications for bioremediation. At the same time, scientists' knowledge of biogeochemical processes has advanced and they can better gauge how quickly and completely contaminants can be degraded without human intervention.

Special lecture

International Nuclear Information System (INIS)

Yoshikawa, H.

1998-01-01

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

What Predicts Skill in Lecture Note Taking?

Science.gov (United States)

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

2007-01-01

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

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

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

2016-01-01

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

On-line case discussion assessment in ultrasound: The effect on student centred and inter-professional learning

International Nuclear Information System (INIS)

Harrison, G.; Mulloy, B.; Harris, A.; Flinton, D.

2012-01-01

In 2009 an asynchronous on-line case discussion assessment was introduced, to replace an existing traditional case study assessment, within the Medical Ultrasound Programmes at City University London, to help extend collaborative, inter-professional student-led learning skills. Two clinical modules were used to develop the on-line learning method with associated assessments. Students selected and led a clinical case from their department, uploaded anonymised images and case details with questions, to encourage interaction from other colleagues. Thirty students participated in the on-line case discussions. The assessment was evaluated via informal feedback, end of module feedback and an on-line questionnaire. Some students completed two modules, using the on-line discussion, others were involved in only one module, of which 21 out of 26 students completed end of module feedback for the 1st module and 18 out of 20 students completed feedback from the 2nd module. Twelve students out of 30 completed the on-line questionnaire. Feedback suggested that the on-line case discussions were a good learning tool, providing a wide range of cases for students to participate in or read and learn from each other. All students found the cases interesting, engaging and useful, but time consuming. Despite the small numbers involved, useful feedback was provided to assist further development of the assessment, particularly in relation to the number of cases being assessed and length of availability. On-line case discussions are an innovative, engaging method to encourage self directed, collaborative learning which could be utilised in the health care setting to share interesting cases, promote inter-professional and self-directed learning.

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

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

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

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

ACADEMIC TRAINING LECTURE

CERN Multimedia

Françoise Benz

2002-01-01

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

Globe: Lecture series

CERN Multimedia

2007-01-01

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

Short lecture series in sustainable product development

DEFF Research Database (Denmark)

McAloone, Tim C.

2005-01-01

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

SOCIAL MEDIA USE AND PERCEPTION OF LIVE LECTURES BY MEDICAL STUDENTS

Directory of Open Access Journals (Sweden)

Nisha Narendran

2017-02-01

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

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

Science.gov (United States)

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

2014-01-01

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

Lecturers' Experience of Using Social Media in Higher Education Courses

Science.gov (United States)

Seechaliao, Thapanee

2015-01-01

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

Water Technology Lecture 3: Water Distribution

OpenAIRE

Gray, Nicholas Frederick

2017-01-01

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

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

Science.gov (United States)

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

2011-08-01

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

Work-Family Conflict, Job Satisfaction and Labour Turnover Intentions among State University Lecturers

Science.gov (United States)

Oredein, Afolakemi Olasumbo; Alao, Foluso Toyin

2010-01-01

Examining the extent at which work-family conflict and job satisfaction could predict the labour turnover intentions among lecturers, Olabisi Onabanjo University, Nigeria, as a case study, is the purpose of this study. 229 (95%) respondents out of 240 returned their copies of the questionnaire for data analysis. The results reveal that there was a…

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

Directory of Open Access Journals (Sweden)

Nataliya Prykhodkina

2015-04-01

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

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

Science.gov (United States)

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

2010-09-10

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

Distributed consensus and fault tolerance - Lecture 2

CERN Multimedia

CERN. Geneva

2017-01-01

In a world where clusters with thousands of nodes are becoming commonplace, we are often faced with the task of having them coordinate and share state. As the number of machines goes up, so does the probability that something goes wrong: a node could temporarily lose connectivity, crash because of some race condition, or have its hard drive fail. What are the challenges when designing fault-tolerant distributed systems, where a cluster is able to survive the loss of individual nodes? In this lecture, we will discuss some basics on this topic (consistency models, CAP theorem, failure modes, byzantine faults), detail the raft consensus algorithm, and showcase an interesting example of a highly resilient distributed system, bitcoin.

Distributed consensus and fault tolerance - Lecture 1

CERN Multimedia

CERN. Geneva

2017-01-01

In a world where clusters with thousands of nodes are becoming commonplace, we are often faced with the task of having them coordinate and share state. As the number of machines goes up, so does the probability that something goes wrong: a node could temporarily lose connectivity, crash because of some race condition, or have its hard drive fail. What are the challenges when designing fault-tolerant distributed systems, where a cluster is able to survive the loss of individual nodes? In this lecture, we will discuss some basics on this topic (consistency models, CAP theorem, failure modes, byzantine faults), detail the raft consensus algorithm, and showcase an interesting example of a highly resilient distributed system, bitcoin.

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

International Nuclear Information System (INIS)

Nagel, S.R.

1999-01-01

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

Embedding a Virtual Patient Simulator in an Interactive Surgical lecture.

Science.gov (United States)

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

2016-01-01

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

Authentic Astronomical Discovery in Planetariums: Data-Driven Immersive Lectures

Science.gov (United States)

Wyatt, Ryan Jason

2018-01-01

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

Utilisation of Electronic Information Resources By Lecturers in ...

African Journals Online (AJOL)

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

ACADEMIC TRAINING LECTURES-QUESTIONNAIRE

CERN Multimedia

Françoise Benz

2004-01-01

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

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

Science.gov (United States)

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

2017-01-01

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

Retrotracheal Extraskeletal Ewing's Sarcoma: Case Report and Discussion on Airway Management.

Science.gov (United States)

Van Der Meer, Graeme; Linkhorn, Hannah; Gruber, Maayan; Mahadevan, Murali; Barber, Colin

2017-03-01

Extraskeletal Ewing's sarcoma is a rare tumor, and the management of airway compromise in case of cervical Ewing's sarcoma has not been established. This report describes the case of a patient with retrotracheal Ewing's sarcoma and discusses a successful approach to airway management. A 12-year-old male presented with a 2-week history of sore throat and sleep-disordered breathing and 48 hours of stridor. Imaging confirmed a retrotracheal soft tissue mass with airway compromise. A planned and controlled approach to his airway management resulted in a secure airway prior to definitive treatment.

Teaching medical students about communication in speech-language disorders: Effects of a lecture and a workshop.

Science.gov (United States)

Saldert, Charlotta; Forsgren, Emma; Hartelius, Lena

2016-12-01

This study aims to explore the effects of an interactive workshop involving speech-language pathology students on medical students' knowledge about communication in relation to speech-language disorders. Fifty-nine medical students received a lecture about speech-language disorders. Twenty-six of them also participated in a workshop on communication with patients with speech-language disorders. All students completed a 12-item questionnaire exploring knowledge and attitudes towards communication before and after the lecture or the workshop. The results from the two groups' self-ratings of confidence in knowledge were compared with expert-ratings of their ability to choose suitable communicative strategies. Both the lecture and the workshop increased the students' confidence in knowledge about speech-language disorders and how to support communication. Only the workshop group also displayed a statistically significant increase in expert-rated ability and changed their attitude regarding responsibility for the communication in cases of speech-language disorders. There were no statistically significant correlations between the student's own confidence ratings and the experts' ratings of ability. Increased confidence in knowledge from learning is not always reflected in actual knowledge in how to communicate. However, an interactive workshop proved to increase medical students' expert-rated ability and attitudes related to communication in cases of speech-language disorders.

Feynman Lectures on Computation

CERN Document Server

Feynman, Richard Phillips; Allen, Robin W

1999-01-01

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

Lecture 3: Web Application Security

CERN Multimedia

CERN. Geneva

2013-01-01

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

Re-living anatomy: medical student use of lecture capture

OpenAIRE

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

2017-01-01

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

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.

Review of the Accordia Lectures 2014–2015

Directory of Open Access Journals (Sweden)

Silvia Amicone

2015-11-01

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

Notes on a methodological discussion: autobiography, critique and time

Directory of Open Access Journals (Sweden)

Gunvor Løkken

2010-06-01

Full Text Available After having tried for some time to overview the contemporary field of qualitative research to give a lecture for a professorship in that area, my idea at the outset of writing this article was to address whether changes in qualitative research should be viewed as recurrent revolutions as highlighted by Denzin and Lincoln (2000; 2005, or as a field of continuing key themes and long-standing tensions, as conceptualized by Atkinson, Coffey and Delamont (2003. However, during my writing, after one detour into the May 2009 issue of Current Sociology and a second detour into the July 2009 issue of Qualitative Research, my attention focused on to how critical debate and review are displayed in different methodological positions of qualitative research. In my reading, the discussion in Current Sociology between main stream and postmodern methodological positioning revealed an utterly one-way feminist critique; this was also the case in one of three book reviews of The Handbook of Qualitative Research (Denzin and Lincoln, 2005 in the referred issue of Qualitative Research. My puzzle over this critical stance, and my third detour, into Yvonne Lincoln’s discussion of twenty-five years of qualitative and new paradigm research in the January 2010 Issue of Qualitative Inquiry, helped evolve the following notes on a methodological discussion. The notes are partly structured by a temporal narrative over personally lived qualitative research, and partly by an epistemological narrative of a methodological discussion, interwoven with the passing of time when writing.

ACADEMIC TRAINING LECTURES QUESTIONNAIRE: SUGGEST AND WIN!

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

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

Advice for New and Student Lecturers on Probability and Statistics

Science.gov (United States)

Larsen, Michael D.

2006-01-01

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

Sir Robert Ball: Victorian Astronomer and Lecturer par excellence

Science.gov (United States)

Jones, R. I. G.

2005-12-01

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

The Lecture as a Transmedial Pedagogical Form: A Historical Analysis

Science.gov (United States)

Friesen, Norm

2011-01-01

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

Lectures on the mathematics of quantum mechanics I

CERN Document Server

Dell'Antonio, Gianfausto

2015-01-01

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

FísicActiva: applying active learning strategies to a large engineering lecture

Science.gov (United States)

Auyuanet, Adriana; Modzelewski, Helena; Loureiro, Silvia; Alessandrini, Daniel; Míguez, Marina

2018-01-01

This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses.

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

Science.gov (United States)

Suganuma, Akira; Nishigori, Shuichiro

The growth of a communication network technology enables students to take part in a distant lecture. Although many lectures are conducted in universities by using Web contents, normal lectures using a blackboard are still held. The latter style lecture is good for a teacher's dynamic explanation. A way to modify it for a distant lecture is to…

Robert A. Millikan Award Lecture (August 2002): Global Study of the Role of the Laboratory in Physics Education.

Science.gov (United States)

George, Simon

2003-01-01

Presents the lecture given by the Millikan Award winner on a global study of the role of the laboratory in physics education. Discusses physics education in India, Malaysia, Great Britain, and the United States. (NB)

Lectures on general relativity

CERN Document Server

Papapetrou, Achille

1974-01-01

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

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

African Journals Online (AJOL)

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

Introduction and fundamentals: Lecture No. 2. Course on advances in radiation, International School of Radiation Damage and Protection, Erice, Italy, September 1979

International Nuclear Information System (INIS)

Thomas, R.H.

1979-09-01

This lecture discusses advances in the fundamental sciences which underlie that science variously called health physics or radiation. Some of the underlying assumptions of radiation protection are discussed, and some developments in the radiological sciences since 1975 described

ACADEMIC TRAINING LECTURES-QUESTIONNAIRE: SUGGEST AND WIN!

CERN Multimedia

Françoise Benz

2002-01-01

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

Mathematical omnibus thirty lectures on classic mathematics

CERN Document Server

Fuchs, Dmitry; Fuchs, Dmitry

2007-01-01

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

Pulmonary Nodules with Cutaneous Manifestations: A Case Report and Discussion

Directory of Open Access Journals (Sweden)

Ardiles T

2012-04-01

Full Text Available The differential diagnosis of multiple pulmonary nodules is large and includes congenital and inherited disorders, malignancy, infectious etiologies, noninfectious granulomatous and inflammatory conditions,among many others. Diagnostic evaluation is aided by attention to extrapulmonary symptoms and features. We herein describe an unusual case of multiple pulmonary nodules attributed to cysticercosis and present a discussion of pathophysiologic changes related to medications and highlight the diagnostic value of extrapulmonary cutaneous features.

v9 = ? The Answer Depends on Your Lecturer

Science.gov (United States)

Kontorovich, Igor'

2016-01-01

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

Impostor Syndrome 2014 lecture

OpenAIRE

Drew, Joshua

2014-01-01

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

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

Directory of Open Access Journals (Sweden)

T ahmine Razi

2013-05-01

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

Inflation after COBE: Lectures on inflationary cosmology

International Nuclear Information System (INIS)

Turner, M.S.

1992-01-01

In these lectures I review the standard hot big-bang cosmology, emphasizing its successes, its shortcomings, and its major challenge-a detailed understanding of the formation of structure in the Universe. I then discuss the motivations for and the fundamentals of inflationary cosmology, particularly emphasizing the quantum origin of metric (density and gravity-wave) perturbations. Inflation addresses the shortcomings of the standard cosmology and provides the ''initial data'' for structure formation. I conclude by addressing the implications of inflation for structure formation, evaluating the various cold dark matter models in the light of the recent detection of temperature anisotropies in the cosmic background radiation by COBE. In the near term, the study of structure formation offers a powerful probe of inflation, as well as specific inflationary models

Inflation after COBE: Lectures on inflationary cosmology

Energy Technology Data Exchange (ETDEWEB)

Turner, M.S. [Chicago Univ., IL (United States). Enrico Fermi Inst.]|[Fermi National Accelerator Lab., Batavia, IL (United States)

1992-12-31

In these lectures I review the standard hot big-bang cosmology, emphasizing its successes, its shortcomings, and its major challenge-a detailed understanding of the formation of structure in the Universe. I then discuss the motivations for and the fundamentals of inflationary cosmology, particularly emphasizing the quantum origin of metric (density and gravity-wave) perturbations. Inflation addresses the shortcomings of the standard cosmology and provides the ``initial data`` for structure formation. I conclude by addressing the implications of inflation for structure formation, evaluating the various cold dark matter models in the light of the recent detection of temperature anisotropies in the cosmic background radiation by COBE. In the near term, the study of structure formation offers a powerful probe of inflation, as well as specific inflationary models.

Two lectures on track structure

International Nuclear Information System (INIS)

Waligorski, M.P.R.

1987-01-01

In a series of two lectures the principles of track structure theory, developed by Katz and collaborators, are reviewed. The text is intended to serve as an introduction to the theory. Applications of the model to c-hit physical detectors and to biological systems are reviewed. The model relates the signal of a detector after doses of X and gamma radiations to its signal after heavy charged particle irradiations, and is applicable to a variety of physical dosimeters: alanine, thermoluminescence and the Fricke dosimeters, to the inactivation of enzymes and viruses, and to biological systems: description of survival and neoplastic transformations in mammalian cells. Application of the model to heavy-ion cancer radiotherapy and to radiation protection is discussed as well as the controversies around the track structure approach. The model suggests new insights to fundamental research in detector theory and in radiobiology and in their applications in radiotherapy and radiation protection. 41 refs., 39 figs. (author)

Topical Articles: Attention during Lectures--Beyond Ten Minutes

Science.gov (United States)

Wilson, Karen; Korn, James H.

2007-01-01

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

Automatic Online Lecture Highlighting Based on Multimedia Analysis

Science.gov (United States)

Che, Xiaoyin; Yang, Haojin; Meinel, Christoph

2018-01-01

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

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

African Journals Online (AJOL)

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

College Students' Perceptions of the Traditional Lecture Method

Science.gov (United States)

Covill, Amy E.

2011-01-01

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

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

Science.gov (United States)

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

2010-10-01

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

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

Directory of Open Access Journals (Sweden)

Norm Friesen

2014-09-01

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

The effect of problem-based and lecture-based instructional strategies on learner problem solving performance, problem solving processes, and attitudes

Science.gov (United States)

Visser, Yusra Laila

-based group, but not in the lecture-based group. The difference between correlation coefficients for the two treatment groups was not statistically significant. Further, a significant positive correlation between prior academic achievement and problem solving performance scores was detected in both treatment groups. Once more, however, the difference between correlation coefficients for the two treatment groups was not statistically significant. Results from this research study are discussed. Limitations of the research study are identified and discussed. Recommendations for future research are presented. Finally, implications of the research study for educational research and practice are presented.

Professional development of international classroom lecturers

DEFF Research Database (Denmark)

Lauridsen, Karen M.

and cultural backgrounds. The training of higher education teachers (lecturers) vary considerably from one country – or even higher education institution – to the other, and the overarching picture changes from mandatory to voluntary programmes to no programmes at all. Where they exist, they have different...... and weaknesses) and discuss their applicability in a wider context. Key words: Professional development; International classroom; English Medium Instruction, Opportunities and challenges Simon, Eszter & Gabriela Pleschová (eds).2013. Teacher Development in Higher Education. Existing Programs, Program Impact...... through a language other than their own first language to students who also learn through what for them is a second or third language. As part of a survey conducted by the IntlUni Erasmus Academic Network project in 2013, 38 Higher Education institutions in 27 countries were asked to which extent...

Opening lecture

International Nuclear Information System (INIS)

Thomas, J.B.

1997-01-01

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

Food for thought: ethics case discussion as slow nourishment in a fast world.

Science.gov (United States)

Higgs, Roger

2015-01-01

Case discussion offers important opportunities to do good medical ethics, but do we understand what the benefits might be? This paper looks at the 'Case Conference' series in the JME, its origins and methods, examines some cases in outline, and reviews issues that arise that are not usually taken into account. Cases are harder to publish now, not least because of ethical constraints. Ways past this apparently paradoxical outcome are suggested. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Lecture Notes in Statistics. 3rd Semester

DEFF Research Database (Denmark)

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

Support given to lecturers when providing mobile centric services in teaching and learning: a policy analysis perspective

CSIR Research Space (South Africa)

Chipangura, B

2015-05-01

Full Text Available The objective of this study is to examine the status of Higher Education Institutions (HEIs) policies in supporting lecturers when providing mobile centric services to students. The research was undertaken as a single case study within the Open...

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

Science.gov (United States)

Kary, D. M.; Eisberg, J.

2013-04-01

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

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

CERN Document Server

Althöfer, Ingo; Deppe, Christian; Tamm, Ulrich

2016-01-01

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

Engaging Earth- and Environmental-Science Undergraduates Through Weather Discussions and an eLearning Weather Forecasting Contest

Science.gov (United States)

Schultz, David M.; Anderson, Stuart; Seo-Zindy, Ryo

2013-06-01

For students who major in meteorology, engaging in weather forecasting can motivate learning, develop critical-thinking skills, improve their written communication, and yield better forecasts. Whether such advances apply to students who are not meteorology majors has been less demonstrated. To test this idea, a weather discussion and an eLearning weather forecasting contest were devised for a meteorology course taken by third-year undergraduate earth- and environmental-science students. The discussion consisted of using the recent, present, and future weather to amplify the topics of the week's lectures. Then, students forecasted the next day's high temperature and the probability of precipitation for Woodford, the closest official observing site to Manchester, UK. The contest ran for 10 weeks, and the students received credit for participation. The top students at the end of the contest received bonus points on their final grade. A Web-based forecast contest application was developed to register the students, receive their forecasts, and calculate weekly standings. Students who were successful in the forecast contest were not necessarily those who achieved the highest scores on the tests, demonstrating that the contest was possibly testing different skills than traditional learning. Student evaluations indicate that the weather discussion and contest were reasonably successful in engaging students to learn about the weather outside of the classroom, synthesize their knowledge from the lectures, and improve their practical understanding of the weather. Therefore, students taking a meteorology class, but not majoring in meteorology, can derive academic benefits from weather discussions and forecast contests. Nevertheless, student evaluations also indicate that better integration of the lectures, weather discussions, and the forecasting contests is necessary.

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…

Discussion and acceptance of technology-induced risks

International Nuclear Information System (INIS)

Esser, R.

1986-01-01

The Gesellschaft fuer Sicherheitswissenschaft (GfS) chose as the main topic of its 7th International Summer Symposium held from May 26-28, 1986 the question of how our highly industrialized society, which not only lives on industry's efficiency, but also has to live with its technological risks, copes with this challenge. About 200 experts gathered for the seminar and discussed about 30 lectures presented, dealing with subjects such as: Technological risks between law and practice; - Risk minimization as a public good; - Risks and related problems, and safety science; - Do the institutionalized procedures create more safety. (orig./HP) [de

Active Learning Through Discussion in E-Learning

OpenAIRE

Daru Wahyuningsih

2016-01-01

Active learning is generally made by a lecturer in learning face to face. In the face to face learning, lecturer can implement a variety of teaching methods to make students actively involved in learning. This is different from learning that is actuating in e-learning. The main characteristic of e-learning is learning that can take place anytime and anywhere. Special strategies are needed so that lecturer can make students play an active role in the course of e-learning. Research in order to ...

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.

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

Science.gov (United States)

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

2017-11-27

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

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

Science.gov (United States)

Gottlieb, Michael; Riddell, Jeff; Njie, Abdoulie

2017-01-01

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

Lectures on Quantum Gravity

CERN Document Server

Gomberoff, Andres

2006-01-01

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

The Role of Knowledge Management in Higher Education Institutions: A Case Study from Tanzania

Directory of Open Access Journals (Sweden)

George Lawrence Kinyata

2014-06-01

Full Text Available The aim of the paper was to investigate the role of knowledge management in higher education institutions. The case study was based on the Stefano Moshi Memorial University College (SMMUCo. The study relied on both secondary and primary data; primary data was obtained mainly through a questionnaire, observations, as well as short interviews/discussions with students and lecturers, since the researcher is a lecturer at SMMUCo. The findings show that the current University website and the general state of IT infrastructure is not adequate in supporting the knowledge management activities, for example both students and lecturers pointed out a lack of an information system where they could login to access specific information (e.g. individual course results, lecture notes, news bulletins and updates from the management. The paper concludes by highlighting the development of the knowledge management model, which SMMUCo could implement in order to achieve effective knowledge management. The model suggests that in order to build the knowledge management capabilities, the university should effectively align its key resources, namely: (a Employees (both academic and administrative staff, (b University content (e.g. lecture notes, programs, policies etc., and (c ICT infrastructure. The use of relevant technologies is highly recommended, since technology is viewed as a resource that can improve knowledge management.

Three Lectures of Flavor and CP violation within and Beyond the Standard Model

CERN Document Server

Gori, Stefania

2016-01-01

These notes are based on the lectures I gave at the 2015 European School of High-Energy Physics (ESHEP2015). I discuss 1) flavor physics within the Standard Model, 2) effective field theories and Minimal Flavor Violation, 3) flavor physics in theories beyond the Standard Model and "high energy" flavor transitions of the top quark and of the Higgs boson. As a bi-product, I present the most updated constraints from the measurements of B_s -> mu^+mu^-, as well as I discuss the most recent development in the LHC searches for top flavor changing couplings.

National seminar on nuclear energy in everyday life: lectures

Energy Technology Data Exchange (ETDEWEB)

NONE

1994-06-01

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

National seminar on nuclear energy in everyday life: lectures

International Nuclear Information System (INIS)

1994-06-01

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

Values in Higher Education. The Wilson Lecture Series.

Science.gov (United States)

Wilson, O. Meredith

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

The Strength of Lecturer Interpersonal Communication in The Image Formation of Marketing Communication Students, Bina Nusantara University

Directory of Open Access Journals (Sweden)

Dina Sekar Vusparatih

2016-07-01

Full Text Available The good relations would have a direct impact on the impression created in the students’ perception. The existence of a positive image of the lecturers would certainly go hand in hand with the creation of a positive image for the majors and the university eventually. This article used case study with qualitative method. The interview was the main tool of data collection. Researchers chosea few students who are still studying during the research but have been studying for few years (3 years or 6 semesters as the resources/interviewee. It finds that indirectly style and interpersonal communication skills of lecturers can affect image formation majors and university. 

The Stanley Melville Memorial Lectures 1937-1945

International Nuclear Information System (INIS)

Brian Bentley, H.

2006-01-01

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

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.

Nobel Prize Recipient Eric Betzig Presents Lecture on Efforts to Improve High-Resolution Microscopy | Poster

Science.gov (United States)

Eric Betzig, Ph.D., a 2014 recipient of the Nobel Prize in Chemistry and a scientist at Janelia Research Campus (JRC), Howard Hughes Medical Institute, in Ashburn, Va., visited NCI at Frederick on Sept. 10 to present a Distinguished Scientist lecture and discuss the latest high-resolution microscopy techniques. Betzig co-invented photoactivation localization microscopy (PALM)

Theory and detection of magnetic monopoles in gauge theories a collected set of lecture notes

CERN Document Server

Giacomelli, G; Nahm, Werner; Shafi, Qaisar

1986-01-01

These lecture notes discusses the developments both in the theoretical understanding of the physics and mathematics of magnetic monopoles as well as the ways in which they can be detected experimentally.The subject has now become highly interdisciplinary and recent monopole meetings have attracted participants from low temperature physics at one extreme to cosmology at the other.

Elementary particles and the laws of physics: The 1986 Dirac Memorial Lectures

International Nuclear Information System (INIS)

Feynman, R.P.; Weinberg, S.

1987-01-01

Elementary Particles and the Laws of Physics contains transcriptions of the two lectures given in Cambridge, England, in 1986 by Nobel Laureates Richard P. Feynman and Steven Weinberg to commemorate the famous British physicist Paul Dirac. The talks focus on the fundamental problems of physics and the present state of our knowledge. Professor Feynman discusses how the laws of physics require the existence of antiparticles; Professor Weinberg examines the development of the fundamental laws of elementary particle intersection

The Usage of an Online Discussion Forum for the Facilitation of Case-Based Learning in an Intermediate Accounting Course: A New Zealand Case

Science.gov (United States)

Weil, Sidney; McGuigan, Nicholas; Kern, Thomas

2011-01-01

This paper describes the implementation of an online discussion forum as a means of facilitating case-based learning in an intermediate financial accounting course. The paper commences with a review of case-based learning literature and the use of online discussions as a delivery platform, linking these pedagogical approaches to the emerging needs…

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

Directory of Open Access Journals (Sweden)

Vidyarthi SurendraK, Nayak RoopaP, GuptaSandeep K

2014-04-01

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

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

DEFF Research Database (Denmark)

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

2014-01-01

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

Using Online Lectures to Make Time for Active Learning

Science.gov (United States)

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

2012-01-01

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

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

Science.gov (United States)

Wudl, Fred

2014-01-01

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

Highlights from the Faraday Discussion on Ionic Liquids: From Fundamental Properties to Practical Applications, Cambridge, UK, September 2017.

Science.gov (United States)

Aldous, Leigh; Bendova, Magdalena; Gonzalez-Miquel, Maria; Swadźba-Kwaśny, Małgorzata

2018-05-22

For the third time, a Faraday Discussion addressed ionic liquids. Encompassing the wealth of research in this field, the contributions ranged from fundamental insights to the diverse applications of ionic liquids. Lively discussions initiated in the lecture hall and during poster sessions then seamlessly continued during the social program.

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

Science.gov (United States)

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

2017-04-01

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

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

2018-01-01

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…

Recently Published Lectures and Tutorials for ATLAS

CERN Multimedia

Herr, J.

2006-01-01

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

Lecture programme The reality of science today

CERN Multimedia

2008-01-01

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

SUMMER STUDENT LECTURE PROGRAMME

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

Main Auditorium bldg. 500 Date Time Lecturer Title Monday 30 July 9:15 10:15 11:15 G. Guidice / CERN T. Nakada / CERN P. Wells / CERN Beyond the Standard Model (1/3) Violation of Particle Anti-particle Symmetry (3/3) LEP Physics (3/4) Tuesday 31 July 9:15 10:15 11:15 G. Guidice / CERN F. Dydak / CERN P. Wells / CERN P. Lebrun / CERN P. Lebrun / CERN Beyond the Standard Model (2/3) Neutrino Physics (1/4) LEP Physics (4/4) Superconducting Technology for particle accelerators (1/2) Superconducting Technology for particle accelerators (2/2) Wednesday 1 August 9:15 10:15 11:15 G. Guidice / CERN F. Dydak / CERN G. Guidice; P. Wells G. Guidice in main auditorium, P. Wells in TH auditorium) O. Grobner / CERN O. Grobner / CERN Beyond the Standard Model (3/3) Neutrino Physics (2/4) Discussion Session Ultra High Vacuum Technology (1/2) Ultra High Vacuum Technology (2/2) Thursday 2 August 9:15 10:15 11:15 F. Antinori / CERN F. Dydak / CERN J. Aysto / CERN Heavy Ions (1/2) Neutrino Physics (3/4) Isolde Physics O...

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

CERN Multimedia

2013-01-01

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

Universal Design for Learning in Teaching Large Lecture Classes

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

Bhaskar, Anand

2014-01-01

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

Sarnet lecture notes on nuclear reactor severe accident phenomenology

International Nuclear Information System (INIS)

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

2008-01-01

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

Using Patient Case Video Vignettes to Improve Students’ Understanding of Cross-cultural Communication

Science.gov (United States)

Cryder, Brian; Mazan, Jennifer; Quiñones-Boex, Ana; Cyganska, Angelika

2017-01-01

Objective. To develop, implement, and assess whether simulated patient case videos improve students’ understanding of and attitudes toward cross-cultural communication in health care. Design. Third-year pharmacy students (N=159) in a health care communications course participated in a one-hour lecture and two-hour workshop on the topic of cross-cultural communication. Three simulated pharmacist-patient case vignettes highlighting cross-cultural communication barriers, the role of active listening, appropriate use of medical interpreters, and useful models to overcome communication barriers were viewed and discussed in groups of 20 students during the workshop. Assessment. A pre-lecture and post-workshop assessed the effect on students’ understanding of and attitudes toward cross-cultural communication. Understanding of cross-cultural communication concepts increased significantly, as did comfort level with providing cross-cultural care. Conclusion. Use of simulated patient case videos in conjunction with an interactive workshop improved pharmacy students' understanding of and comfort level with cross-cultural communication skills and can be useful tools for cultural competency training in the curriculum. PMID:28496276

Using Patient Case Video Vignettes to Improve Students' Understanding of Cross-cultural Communication.

Science.gov (United States)

Arif, Sally; Cryder, Brian; Mazan, Jennifer; Quiñones-Boex, Ana; Cyganska, Angelika

2017-04-01

Objective. To develop, implement, and assess whether simulated patient case videos improve students' understanding of and attitudes toward cross-cultural communication in health care. Design. Third-year pharmacy students (N=159) in a health care communications course participated in a one-hour lecture and two-hour workshop on the topic of cross-cultural communication. Three simulated pharmacist-patient case vignettes highlighting cross-cultural communication barriers, the role of active listening, appropriate use of medical interpreters, and useful models to overcome communication barriers were viewed and discussed in groups of 20 students during the workshop. Assessment. A pre-lecture and post-workshop assessed the effect on students' understanding of and attitudes toward cross-cultural communication. Understanding of cross-cultural communication concepts increased significantly, as did comfort level with providing cross-cultural care. Conclusion. Use of simulated patient case videos in conjunction with an interactive workshop improved pharmacy students' understanding of and comfort level with cross-cultural communication skills and can be useful tools for cultural competency training in the curriculum.

Lecture-Room Interference Demo Using a Glass Plate and a Laser Beam Focused on It

Science.gov (United States)

Ageev, Leonid A.; Yegorenkov, Vladimir D.

2010-01-01

We describe a simple case of non-localized interference produced with a glass plate and a laser beam focused on it. The proposed setup for observing interference is compact when semiconductor lasers are employed, and it is well suited for demonstration and comparison of interference in reflected and transmitted light in a large lecture-room. This…

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.

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

Science.gov (United States)

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

2013-11-01

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

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

Science.gov (United States)

Gan, Chin Lay; Balakrishnan, Vimala

2014-01-01

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

The Pedagogical Value of the Lecture Method: The Case of a Non-Formal Education Programme in Ghana

Science.gov (United States)

Addae, David; Quan-Baffour, Kofi

2018-01-01

Adult learning rests on the foundation of learner experience and involvement in the teaching and learning process. The methods employed in facilitating adult learning have to a large extent sought to place the learner at the centre of the entire teaching and learning encounter. The lecture method is one of the many methods used to facilitate…

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

Learning and Celebrating: The Glamour of Design Lecture Series

Science.gov (United States)

Popov, Lubomir

2013-01-01

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

Lecture versus DVD and Attitude Change toward Female Masturbation

Science.gov (United States)

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

2013-01-01

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

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

Winquist, Jennifer R.; Carlson, Keith A.

2014-01-01

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

STUDENTS’ COMMUNICATION SKILLS ASSESSMENT BY EXTERNAL LECTURERS AND INDUSTRY REPRESENTATIVES

Directory of Open Access Journals (Sweden)

NOORFAZILA KAMAL

2016-11-01

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

PLACEMENT APPLICATIONS SCHEDULING LECTURE IN INTERNATIONAL PROGRAM UNIKOM BASED ANDROID

Directory of Open Access Journals (Sweden)

Andri Sahata Sitanggang

2017-12-01

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

Factors Affecting Female Lecturer Retention in Private Higher Institution in Perak

OpenAIRE

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

2015-01-01

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

Lecture Meets Laboratory - Experimental Experiences for Large Audiences: Concept and Implementation

Directory of Open Access Journals (Sweden)

Katrin Temmen

2014-10-01

Full Text Available Lecture courses are an integral part of academia with a long tradition. The efficiency of such courses can be notably increased by active participation of students in the learning process. This article will elaborate on a re-structuring of an engineering lecture attended by more than 400 students; during the course, laboratory experiments are integrated directly into the lecture, allowing students to gain their own practical experience.

Lecture notes on Chern-Simons-Witten theory

CERN Document Server

Hu, Sen

2001-01-01

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

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

Science.gov (United States)

Billings-Gagliardi, Susan; Mazor, Kathleen M

2007-10-01

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

Lecture background notes on transient sodium boiling and voiding in fast reactors

International Nuclear Information System (INIS)

Okrent, D.; Fauske, H.K.

1972-01-01

This set of lecture background notes includes the following: (1) Introductory remarks on fast reactor safety, which are intended to provide some perspective on the role played by sodium boiling. (2) A discussion of superheat which reviews the experimental data and nucleation models with emphasis on the pressure-temperature history effect on radius of active cavity sites, including the role played by inert gas. (3) A discussion of the growth and collapse of spherical bubbles. (4) A historical description of the development of computer codes to describe voiding and a detailed description of the analytical formulation of typical models for calculating voiding due to boiling, fission gas release, and molten fuel-coolant interaction. (U.S.)

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

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

ACADEMIC TRAINING LECTURE

CERN Multimedia

Academic Training; Tel. 73127

2001-01-01

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

Lecture note on circuit technology for high energy physics experiment

International Nuclear Information System (INIS)

Ikeda, Hirokazu.

1992-07-01

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

Lectures on Quantum Mechanics

CERN Document Server

Basdevant, Jean-Louis

2007-01-01

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

Enhancing learning: A comparison of lecture and gaming outcomes.

Science.gov (United States)

Gipson, Mary; Bear, Mary

2013-01-01

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

Academic Training Lectures Want to ASK for something? Then ANSWER the questionnaire!

CERN Multimedia

2001-01-01

The Academic Training questionnaire for 2001 is now available on the Web, so if there's a course you think that's missing, now's your chance to ask for it. The questionnaire is your opportunity to give feedback - positive or negative - to the Academic Training Committee, and its an opportunity to make sure the programme is best adapted to CERN's needs. There can't be many at CERN who have never attended an Academic Training lecture. Their subject matter ranges far and wide, making sure that there's something for everyone. Perhaps there are courses that you'd have liked to have followed, but you didn't have the time. Maybe the timetable wasn't compatible with your work schedule, or maybe there's a course you need that isn't on offer. Whatever your concern about Academic Training, the on-line questionnaire is there to let you discuss your concerns with the course organisers. Academic Training has been part of life at CERN since the early 1960s, with short lecture series on topics in high energy physics and rela...

Lectures on cosmic topological defects

Energy Technology Data Exchange (ETDEWEB)

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

2001-11-15

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

The Anatomy Lecture Then and Now: A Foucauldian Analysis

Science.gov (United States)

Friesen, Norm; Roth, Wolff-Michael

2014-01-01

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

Level of Perceived Stress Among Lectures in Nigerian Universities

Science.gov (United States)

Ofoegbu, Felicia; Nwadiani, Mon

2006-01-01

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

Discussions On Worst-Case Test Condition For Single Event Burnout

Science.gov (United States)

Liu, Sandra; Zafrani, Max; Sherman, Phillip

2011-10-01

This paper discusses the failure characteristics of single- event burnout (SEB) on power MOSFETs based on analyzing the quasi-stationary avalanche simulation curves. The analyses show the worst-case test condition for SEB would be using the ion that has the highest mass that would result in the highest transient current due to charge deposition and displacement damage. The analyses also show it is possible to build power MOSFETs that will not exhibit SEB even when tested with the heaviest ion, which have been verified by heavy ion test data on SEB sensitive and SEB immune devices.

Benefits of Case-Based versus Traditional Lecture-Based Instruction in a Preclinical Removable Prosthodontics Course.

Science.gov (United States)

Samuelson, David B; Divaris, Kimon; De Kok, Ingeborg J

2017-04-01

This study compared the acceptability and relative effectiveness of case-based learning (CBL) versus traditional lecture-based (LB) instruction in a preclinical removable prosthodontics course in the University of North Carolina at Chapel Hill School of Dentistry DDS curriculum. The entire second-year class (N=82) comprised this crossover study's sample. Assessments of baseline comprehension and confidence in removable partial denture (RPD) treatment planning were conducted at the beginning of the course. Near the end of the course, half of the class received CBL and LB instruction in an RPD module in alternating sequence, with students serving as their own control group. Assessments of perceived RPD treatment planning efficacy, comprehension, and instruction method preference were administered directly after students completed the RPD module and six months later. Analyses of variance accounting for period, carryover, and sequence effects were used to determine the relative effects of each approach using a peffects, CBL was also associated with higher gains in RPD treatment planning comprehension (p=0.04) and perceived efficacy (p=0.01) compared to LB instruction. These gains diminished six months after the course-a finding based on a 49% follow-up response rate. Overall, the students overwhelmingly preferred CBL to LB instruction, and the findings suggest small albeit measurable educational benefits associated with CBL. This study's findings support the introduction and further testing of CBL in the preclinical dental curriculum, in anticipation of possible future benefits evident during clinical training.

Computational geometry lectures at the morningside center of mathematics

CERN Document Server

Wang, Ren-Hong

2003-01-01

Computational geometry is a borderline subject related to pure and applied mathematics, computer science, and engineering. The book contains articles on various topics in computational geometry, which are based on invited lectures and some contributed papers presented by researchers working during the program on Computational Geometry at the Morningside Center of Mathematics of the Chinese Academy of Science. The opening article by R.-H. Wang gives a nice survey of various aspects of computational geometry, many of which are discussed in more detail in other papers in the volume. The topics include problems of optimal triangulation, splines, data interpolation, problems of curve and surface design, problems of shape control, quantum teleportation, and others.

Bridging the gap in 1(st) year dental material curriculum: A 3 year randomized cross over trial.

Science.gov (United States)

Gali, Sivaranjani; Shetty, Vibha; Murthy, N S; Marimuthu, P

2015-01-01

Case-oriented small group discussions (COSGDs) can help students to correlate and integrate the basic science of dental materials into clinical application. We used COSGDs along with didactic lectures in dental material curriculum and hypothesized that case-oriented group discussions would be more effective than traditional lecture alone in terms of performance of students, student perception on the above two teaching methodologies and the feasibility in classes of 2010, 2011 and 2012. A total of 170 students were taught using both COSGD and didactic lecture in a randomized controlled crossover trial design. Their performance was assessed through multiple-choice questions (MCQs) as part of the formative assessment, and their perception was assessed through Likert scale questionnaire. The mean difference in the scores between case-oriented group discussions with lecture and didactic lecture showed significant difference only in few topics. Around 94-96% of students perceived COSGD with didactic lecture help them understand theory better; 76-92% of students feel more comfortable asking questions in a group discussion; 89-98% of students feel such discussions motivate them and 91-100% of students agree that discussions make the subject interesting in the respective years of 2010, 2011 and 2012. Effectiveness of COSGD in terms of scores through MCQs is comparable to traditional lecture. However, most of the students perceive COSGD help them understand the theory better; co-relate clinically; more motivating and interesting than a traditional lecture. Feasibility in institution needs more time and resources to conduct COSGD within the dental material curriculum.

A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes

Science.gov (United States)

Lewin, Justin D.; Vinson, Erin L.; Stetzer, MacKenzie R.; Smith, Michelle K.

2016-01-01

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty. PMID:26931397

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

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

Lecture notes on ideal magnetohydrodynamics

International Nuclear Information System (INIS)

Goedbloed, J.P.

1983-03-01

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

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

Science.gov (United States)

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

2017-01-01

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

Workshop on industrial isotope radiography: Programme and lectures

International Nuclear Information System (INIS)

1979-01-01

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

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

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

Science.gov (United States)

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

2017-12-01

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

Rawls on Dewey before the Dewey Lectures.

Science.gov (United States)

Botti, Daniele

2017-01-01

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

Status reports on developments and applications of acoustic emission analysis. Lectures

International Nuclear Information System (INIS)

1994-01-01

The 25 lectures give a survey of the field of acoustic emission analysis. After a state-of-the-art report, the 4 new SE regulations of the DGZfP are presented which will standardize the applications of acoustic emission analysis. Acoustic emission sources and signal processing, including 3D detection, are discussed in 5 papers. After this, the practical applications of acoustic emission analysis are discussed in detail: Testing of gas tanks, inspection of storage container bottoms, reinforced concrete (3D analysis during extension testing), polymer-impregnated concrete, glass (testing up to 90 MHz), ceramics (thermoshock behaviour), fibre-reinforced plastics (4 contributions), PVD films, rock (analysis of workability and structure), glued joints between metals, monitoring of laser beam welding, metal cutting, and drying of cut wood. (orig.) [de

Computing for Decentralized Systems (lecture 1)

CERN Multimedia

CERN. Geneva

2018-01-01

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

Computing for Decentralized Systems (lecture 2)

CERN Multimedia

CERN. Geneva

2018-01-01

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

Teaching Principles of Economics Without Lectures

Science.gov (United States)

McConnell, Campbell R.; Lamphear, Charles

1969-01-01

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

The Role of Episodic Memory in Learning from University Lectures.

Science.gov (United States)

Lapadat, Judith C.; Martin, Jack

1994-01-01

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

Lectures on the mathematics of quantum mechanics II selected topics

CERN Document Server

Dell'Antonio, Gianfausto

2016-01-01

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

The last ATLAS overview week now available on Web Lectures

CERN Multimedia

Jeremy Herr

2006-01-01

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

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

Science.gov (United States)

Purcell, William M.

1986-01-01

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

Toward Catalyst Design from Theoretical Calculations (464th Brookhaven Lecture)

Energy Technology Data Exchange (ETDEWEB)

Liu, Ping (BNL Chemistry Dept)

2010-12-15

Catalysts have been used to speed up chemical reactions as long as yeast has been used to make bread rise. Today, catalysts are used everywhere from home kitchens to industrial chemical factories. In the near future, new catalysts being developed at Brookhaven Lab may be used to speed us along our roads and highways as they play a major role in solving the world’s energy challenges. During the lecture, Liu will discuss how theorists and experimentalists at BNL are working together to formulate and test new catalysts that could be used in real-life applications, such as hydrogen-fuel cells that may one day power our cars and trucks.

SUMMER STUDENT LECTURE PROGRAMME

CERN Multimedia

2004-01-01

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

Joseph Mountin Lecture

Centers for Disease Control (CDC) Podcasts

2009-10-26

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

Students Approach to Learning and Their Use of Lecture Capture

Science.gov (United States)

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

2011-01-01

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

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

African Journals Online (AJOL)

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

Effectiveness of Using Online Discussion Forum for Case Study Analysis

Directory of Open Access Journals (Sweden)

Ravi Seethamraju

2014-01-01

Full Text Available Business schools are exploring new pedagogical approaches to learning in order to deal with challenges such as increased class sizes, limited funding support, and difficulties in facilitating and encouraging active participation and learning among a diverse cohort of students. This paper reports on a study of the effectiveness of a pedagogical approach that blends online discussion board and case study. Analysing quantity and quality of online postings and comparing accounting students’ performance with previous cohort, this study observes a significant improvement in student learning. Appropriate design and delivery strategies and clear assessment criteria for assessment and use have provided an effective learning vehicle for students, helped them overcome their own language related barriers, and encouraged them to participate in a nonthreatening environment. This approach further complemented the benefits of peer-to-peer learning and case study pedagogy. Reported increase in workload for students and marking load for academics and measuring the value of learning, however, are some of the challenges that need further attention by researchers.

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

Science.gov (United States)

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

Academic Training: Search for Dark Matter - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

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

Lectures on matrix field theory

CERN Document Server

Ydri, Badis

2017-01-01

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

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

Science.gov (United States)

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

2013-01-01

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

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

Science.gov (United States)

Chan, Lap Ki

2010-01-01

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

Graduate student driven efforts to increase diversity of department lecture series

Science.gov (United States)

Bryant, R.; Keisling, B. A.

2017-12-01

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

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

Science.gov (United States)

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-03-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group (P physiology. Copyright © 2016 The American Physiological Society.

Lectures on Higgs Boson Physics in the Standard Model and Beyond

CERN Document Server

Wells, James D

2009-01-01

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

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

Directory of Open Access Journals (Sweden)

Paul Zhihao eYONG

2016-01-01

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

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

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Hisamura, Masaki

2014-01-01

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

Changing the Nature of Lectures Using a Personal Response System

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Masikunis, George; Panayiotidis, Andreas; Burke, Linda

2009-01-01

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

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

African Journals Online (AJOL)

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

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

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

2015-01-01

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

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

African Journals Online (AJOL)

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

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

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Stolzenberg, Daniel; Pforte, Stefan

2007-01-01

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

Koshiba, Tanaka give Nobel lectures

CERN Multimedia

2002-01-01

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

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

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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

Lectures on electromagnetism

CERN Document Server

Das, Ashok

2013-01-01

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

Academic Training: Academic Training Lectures-Questionnaire

CERN Multimedia

2004-01-01

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

Improving Students' Understanding of Molecular Structure through Broad-Based Use of Computer Models in the Undergraduate Organic Chemistry Lecture

Science.gov (United States)

Springer, Michael T.

2014-01-01

Several articles suggest how to incorporate computer models into the organic chemistry laboratory, but relatively few papers discuss how to incorporate these models broadly into the organic chemistry lecture. Previous research has suggested that "manipulating" physical or computer models enhances student understanding; this study…

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

Science.gov (United States)

Žeravíková, Iveta; Tirpáková, Anna; Markechová, Dagmar

2015-01-01

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

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

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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.

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

Directory of Open Access Journals (Sweden)

Mahmood Akhlaghi

2015-06-01

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