WorldWideScience

Sample records for lectures directed readings

  1. 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.

  2. 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…

  3. 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…

  4. Direct reading dosimeter

    International Nuclear Information System (INIS)

    Thomson, I.

    1985-01-01

    This invention is a direct reading dosimeter which is light, small enough to be worn on a person, and measures both dose rates and total dose. It is based on a semiconductor sensor. The gate threshold voltage change rather than absolute value is measured and displayed as a direct reading of the dose rate. This is effected by continuously switching the gate of an MOS transistor from positive to negative bias. The output can directly drive a digital readout or trigger an audible alarm. The sensor device can be a MOSFET, bipolar transistor, or MOSFET capacitor which has its electrical characteristics change due to the trapped charge in the insulating layer of the device

  5. The Explicit Instruction of Reading Strategies: Directed Reading Thinking Activity vs. Guided Reading Strategies

    Directory of Open Access Journals (Sweden)

    Mohammad Mehdi Yazdani

    2015-05-01

    Full Text Available Investigating the efficiencies and deficiencies of reading strategies is one of the noticeable issues in the related theory and research in reading comprehension instruction. This study was to examine the impact of Directed Reading Thinking Activity (DRTA and Guided Reading (GR on reading comprehension. Sixty three Iranian students of grade one in Shahed high school in the city of Bojnourd took part in the study. They were assigned in three groups, one control and two experimental groups. The instruction lasted for ten weeks. This study utilized a pretest posttest control group in quantitative quasi- experimental design. The same reading comprehension test was administered as pre-test and post-test. The results were twofold: First, the instruction of learning strategies could foster reading comprehension skill. Second, while the explicit instruction of both strategies could improve the students' reading comprehension skill, Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.

  6. 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

  7. 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.

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

    Science.gov (United States)

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

    1998-01-01

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

  9. Direct Reading Instruction and the NYS ELA

    Science.gov (United States)

    Jones-Carey, Margaret H.

    2013-01-01

    This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA…

  10. How directional change in reading/writing habits relates to directional change in displayed pictures.

    Science.gov (United States)

    Lee, Hachoung; Oh, Songjoo

    2016-01-01

    It has been suggested that reading/writing habits may influence the appreciation of pictures. For example, people who read and write in a rightward direction have an aesthetic preference for pictures that face rightward over pictures that face leftward, and vice versa. However, correlations for this phenomenon have only been found in cross-cultural studies. Will a directional change in reading/writing habits within a culture relate to changes in picture preference? Korea is a good place to research this question because the country underwent gradual changes in reading/writing direction habits, from leftward to rightward, during the 20th century. In this study, we analyzed the direction of drawings and photos published in the two oldest newspapers in Korea from 1920-2013. The results show that the direction of the drawings underwent a clear shift from the left to the right, but the direction of the photos did not change. This finding suggests a close psychological link between the habits of reading/writing and drawing that cannot be accounted for simply by an accidental correspondence across different cultures.

  11. Paramètres pour une efficacité accrue de la lecture hypertextuelle en langue seconde Paths Towards Efficient Hypertext Reading in a Second Language

    Directory of Open Access Journals (Sweden)

    Linda de Serres

    2004-12-01

    Full Text Available Tant la lecture à l’écran que celle sur papier occupent une place importante dans nos activités quotidiennes. Toutefois, comme praticien, les avons-nous déjà comparées ? Avons-nous tenté de circonscrire en quoi l’une peut différer de l’autre ? Sans prétendre à une quelconque exhaustivité des différences possibles entre ces deux supports de lecture, nous nous sommes prêtée à l’exercice. Il en ressort une vingtaine de différences. De là, nous nous interrogeons à savoir comment le praticien peut aider le lecteur-navigateur en langue seconde à lire plus efficacement à l’écran ? À partir des protocoles oraux de huit étudiants francophones de 1er cycle ayant lu un hypertexte en anglais langue seconde (L2, nous dégagerons des éléments de réponse. Par le biais d’extraits des verbalisations introspectives des participants nous mettrons en évidence des paramètres à considérer dans cette tâche exigeante qu’est la lecture à l’écran en L2. Nous espérons que ces paramètres soutiennent le praticien désireux de poser des choix éclairés dans un cadre où il évolue avec des lecteurs en L2, dans un cadre où en ce début de XXIe siècle, la lecture à l’écran et la L2 font souvent tandem.Both reading on screen and reading on paper are now of great importance in our daily activities. However, as practitioners, have we ever thought of comparing them? In the present article, we will first compare these two types of reading by considering 20 possible differences. This comparison will lead us to a question: how can we help the second language reader to be more efficient when reading on screen? Suggestions will be made based on ideas drawn from introspective verbal protocols collected during an experiment involving eight French-speaking undergraduate students who were met on an individual basis and who were asked to read a hypertext in English. Pragmatic avenues for practitioners will be suggested. At the turn

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

    Science.gov (United States)

    Topale, Luminica

    2016-08-12

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

  13. The Effects of Guided Notes on Pre-Lecture Quiz Scores in Introductory Psychology

    Science.gov (United States)

    Glodowski, Kathryn; Thompson, Rachel

    2018-01-01

    Guided notes covering lectures have been shown to improve note quality and increase scores on quizzes covering lecture material. We sought to determine whether guided notes would also be beneficial in helping students prepare for quizzes covering assigned readings. We evaluated the efficacy of guided notes for reading assignments on…

  14. Training directionally selective motion pathways can significantly improve reading efficiency

    Science.gov (United States)

    Lawton, Teri

    2004-06-01

    This study examined whether perceptual learning at early levels of visual processing would facilitate learning at higher levels of processing. This was examined by determining whether training the motion pathways by practicing leftright movement discrimination, as found previously, would improve the reading skills of inefficient readers significantly more than another computer game, a word discrimination game, or the reading program offered by the school. This controlled validation study found that practicing left-right movement discrimination 5-10 minutes twice a week (rapidly) for 15 weeks doubled reading fluency, and significantly improved all reading skills by more than one grade level, whereas inefficient readers in the control groups barely improved on these reading skills. In contrast to previous studies of perceptual learning, these experiments show that perceptual learning of direction discrimination significantly improved reading skills determined at higher levels of cognitive processing, thereby being generalized to a new task. The deficits in reading performance and attentional focus experienced by the person who struggles when reading are suggested to result from an information overload, resulting from timing deficits in the direction-selectivity network proposed by Russell De Valois et al. (2000), that following practice on direction discrimination goes away. This study found that practicing direction discrimination rapidly transitions the inefficient 7-year-old reader to an efficient reader.

  15. 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…

  16. Up or down? Reading direction influences vertical counting direction in the horizontal plane - a cross-cultural comparison.

    Science.gov (United States)

    Göbel, Silke M

    2015-01-01

    Most adults and children in cultures where reading text progresses from left to right also count objects from the left to the right side of space. The reverse is found in cultures with a right-to-left reading direction. The current set of experiments investigated whether vertical counting in the horizontal plane is also influenced by reading direction. Participants were either from a left-to-right reading culture (UK) or from a mixed (left-to-right and top-to-bottom) reading culture (Hong Kong). In Experiment 1, native English-speaking children and adults and native Cantonese-speaking children and adults performed three object counting tasks. Objects were presented flat on a table in a horizontal, vertical, and square display. Independent of culture, the horizontal array was mostly counted from left to right. While the majority of English-speaking children counted the vertical display from bottom to top, the majority of the Cantonese-speaking children as well as both Cantonese- and English-speaking adults counted the vertical display from top to bottom. This pattern was replicated in the counting pattern for squares: all groups except the English-speaking children started counting with the top left coin. In Experiment 2, Cantonese-speaking adults counted a square array of objects after they read a text presented to them either in left-to-right or in top-to-bottom reading direction. Most Cantonese-speaking adults started counting the array by moving horizontally from left to right. However, significantly more Cantonese-speaking adults started counting with a top-to-bottom movement after reading the text presented in a top-to-bottom reading direction than in a left-to-right reading direction. Our results show clearly that vertical counting in the horizontal plane is influenced by longstanding as well as more recent experience of reading direction.

  17. Direct-reading dial for noise temperature and noise resistance

    DEFF Research Database (Denmark)

    Diamond, J.M.

    1967-01-01

    An attenuator arrangement for a noise generator is described. The scheme permits direct reading of both noise resistance and noise temperature¿the latter with a choice of source resistance.......An attenuator arrangement for a noise generator is described. The scheme permits direct reading of both noise resistance and noise temperature¿the latter with a choice of source resistance....

  18. Up or down? Reading direction influences vertical counting direction in the horizontal plane ? a cross-cultural comparison

    OpenAIRE

    G?bel, Silke M.

    2015-01-01

    Most adults and children in cultures where reading text progresses from left to right also count objects from the left to the right side of space. The reverse is found in cultures with a right-to-left reading direction. The current set of experiments investigated whether vertical counting in the horizontal plane is also influenced by reading direction. Participants were either from a left-to-right reading culture (UK) or from a mixed (left-to-right and top-to-bottom) reading culture (Hong Kon...

  19. The Impact of Teaching Phonemic Awareness by Means of Direct Instruction on Reading Achievement of Students with Reading Disorder

    Directory of Open Access Journals (Sweden)

    Ahmad Sharifi

    2012-03-01

    Full Text Available Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder.Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time.Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.

  20. Center for Direct Reading and Sensor Technologies

    Data.gov (United States)

    Federal Laboratory Consortium — Direct-reading methods and sensors are being used more frequently in many different settings ranging from personal monitoring of individual health to applications in...

  1. Up or down? Reading direction influences vertical counting direction in the horizontal plane – a cross-cultural comparison

    Directory of Open Access Journals (Sweden)

    Silke Melanie Goebel

    2015-03-01

    Full Text Available Most adults and children in cultures where reading text progresses from left to right also count objects from the left to the right side of space. The reverse is found in cultures with a right-to-left reading direction. The current set of experiments investigated whether vertical counting in the horizontal plane is also influenced by reading direction. In experiment 1, native English-speaking children and adults and native Cantonese-speaking children and adults performed three object counting tasks. Objects were presented flat on a table in a horizontal, vertical and square display. Independent of culture, the horizontal array was mostly counted from left to right. While the majority of English-speaking children counted the vertical display from bottom to top, the majority of the Cantonese-speaking children as well as both Cantonese- and English-speaking adults counted the vertical display from top to bottom. This pattern was replicated in the counting pattern for squares: all groups except the English-speaking children started counting with the top left coin. In experiment 2, Cantonese-speaking adults counted a square array of objects after they read a text presented to them either in left to right or in top to bottom reading direction. Most Cantonese-speaking adults starting counting the array by moving horizontally from left to right. However, significantly more Cantonese-speaking adults started counting with a top-to-bottom movement after reading the text presented in a top-to-bottom reading direction than in a left-to-right reading direction. Our results show clearly that vertical counting in the horizontal plane is influenced by longstanding as well as more recent experience of reading direction.

  2. Contextual modulation of reading rate for direct versus indirect speech quotations.

    Science.gov (United States)

    Yao, Bo; Scheepers, Christoph

    2011-12-01

    In human communication, direct speech (e.g., Mary said: "I'm hungry") is perceived to be more vivid than indirect speech (e.g., Mary said [that] she was hungry). However, the processing consequences of this distinction are largely unclear. In two experiments, participants were asked to either orally (Experiment 1) or silently (Experiment 2, eye-tracking) read written stories that contained either a direct speech or an indirect speech quotation. The context preceding those quotations described a situation that implied either a fast-speaking or a slow-speaking quoted protagonist. It was found that this context manipulation affected reading rates (in both oral and silent reading) for direct speech quotations, but not for indirect speech quotations. This suggests that readers are more likely to engage in perceptual simulations of the reported speech act when reading direct speech as opposed to meaning-equivalent indirect speech quotations, as part of a more vivid representation of the former. Copyright © 2011 Elsevier B.V. All rights reserved.

  3. Direct reading fast microwave interferometer for EBT

    International Nuclear Information System (INIS)

    Uckan, T.

    1984-10-01

    A simple and inexpensive 4-mm direct reading fast (rise time approx. 100 μs) microwave interferometer is described. The system is particularly useful for density measurements on the ELMO Bumpy Torus (EBT) during pulsed operation

  4. Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR Setting

    Directory of Open Access Journals (Sweden)

    Jenny Mendieta

    2015-04-01

    Full Text Available This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998 could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher's journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants' learning attitudes and habits positively.

  5. Reading Habits of Undergraduates and their Academic ...

    African Journals Online (AJOL)

    Reading is an indispensable tool of learning. Every course of study is accomplished partly through reading. Lecturers in the University usually have high expectations of a students‟ ability to cope with the demands of reading. However, reading as a practice and an art has tended to diminish. The general expectations of ...

  6. 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

  7. Put reading first: Positive effects of direct instruction and scaffolding ...

    African Journals Online (AJOL)

    Put reading first: Positive effects of direct instruction and scaffolding for ESL learners struggling with reading. ... are intended to open up for debate a topic of critical importance to the country's education system. ... AJOL African Journals Online.

  8. The Neural Substrates for Letter String Readings in The Normal and Reverse Directions: An fMRI Study

    Science.gov (United States)

    Ge, Sheng; Saito, Takashi; Wu, Jing-Long; Ogasawara, Jun-Ichi; Yamauchi, Shuichi; Matsunaga, Naofumi; Iramina, Keiji

    In order to investigate the difference in cortical activations between reading letter strings in the normal direction and the reverse direction, an fMRI study was conducted. In this study, the cortical activations elicited by Japanese letter string reading and Chinese letter string reading were investigated. The subjects performed the normal direction reading task (read letter strings from left to right), and the reverse direction reading task (read letter strings from right to left). According to the experimental results, the activated brain regions during the normal and the reverse direction reading tasks were compared. It was found that visuospatial transformation was involved in the reverse direction reading task, while this function was not significant during the normal direction reading task. Furthermore, we found that there was no significant difference in cortical activation between Japanese and Chinese letter string readings.

  9. Pistage informatisé des stratégies de lecture : une étude de cas en contexte pédagogique Computer tracking of reading strategies : a case study in a pedagogical context

    Directory of Open Access Journals (Sweden)

    Dany Bréelle

    2004-12-01

    Full Text Available La lecture constitue une activité mentale privée dont les mécanismes sont difficiles à observer dans le contexte de la classe de langue. Pour mieux permettre à l'enseignant de jauger les capacités de lecture de ses apprenants, nous avons conçu une procédure informatisée dont le but a été d'enregistrer des données sur les conditions d'utilisation d'une sélection de stratégies de compréhension textuelle communément utilisées par les apprenants de Français Langue Étrangère (FLE. Les 16 étudiants universitaires d'une classe de FLE de niveau intermédiaire ont été soumis à la lecture de deux textes français en mode Pistage Informatisé. À l'occasion de cet exercice, les lecteurs ont dû effectuer des choix stratégiques liés aux problèmes de compréhension rencontrés pendant la lecture. Les résultats obtenus nous ont permis d'observer l'effort stratégique mis en œuvre par les lecteurs. L'objectif de cet article est de justifier ce qui nous a conduits à concevoir la procédure de Pistage Informatisé, de décrire notre méthode, de présenter les résultats et, enfin, de discuter de l'utilité pédagogique de notre approche.Reading is a private mental activity and its mechanisms are difficult to observe in the language classroom context. In order to allow instructors to better gauge the learners' reading skills, we have designed a computerized programme aiming to track data on the conditions of use of a selection of reading comprehension strategies frequently implemented by learners of French as a Foreign Language. The sixteen university students of intermediate level of proficiency who participated in the study were required to read two texts in French in Computer Tracking mode. During the exercise the readers were asked to make strategic choices relative to comprehension problems encountered while reading. The results subsequently obtained allowed us to observe the strategic effort made by the readers. The aim of

  10. 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

  11. Reading direction and the central perceptual span in Urdu and English.

    Science.gov (United States)

    Paterson, Kevin B; McGowan, Victoria A; White, Sarah J; Malik, Sameen; Abedipour, Lily; Jordan, Timothy R

    2014-01-01

    Normal reading relies on the reader making a series of saccadic eye movements along lines of text, separated by brief fixational pauses during which visual information is acquired from a region of text. In English and other alphabetic languages read from left to right, the region from which useful information is acquired during each fixational pause is generally reported to extend further to the right of each fixation than to the left. However, the asymmetry of the perceptual span for alphabetic languages read in the opposite direction (i.e., from right to left) has received much less attention. Accordingly, in order to more fully investigate the asymmetry in the perceptual span for these languages, the present research assessed the influence of reading direction on the perceptual span for bilingual readers of Urdu and English. Text in Urdu and English was presented either entirely as normal or in a gaze-contingent moving-window paradigm in which a region of text was displayed as normal at the reader's point of fixation and text outside this region was obscured. The windows of normal text extended symmetrically 0.5° of visual angle to the left and right of fixation, or asymmetrically by increasing the size of each window to 1.5° or 2.5° to either the left or right of fixation. When participants read English, performance for the window conditions was superior when windows extended to the right. However, when reading Urdu, performance was superior when windows extended to the left, and was essentially the reverse of that observed for English. These findings provide a novel indication that the perceptual span is modified by the language being read to produce an asymmetry in the direction of reading and show for the first time that such an asymmetry occurs for reading Urdu.

  12. Reading direction and the central perceptual span in Urdu and English.

    Directory of Open Access Journals (Sweden)

    Kevin B Paterson

    Full Text Available BACKGROUND: Normal reading relies on the reader making a series of saccadic eye movements along lines of text, separated by brief fixational pauses during which visual information is acquired from a region of text. In English and other alphabetic languages read from left to right, the region from which useful information is acquired during each fixational pause is generally reported to extend further to the right of each fixation than to the left. However, the asymmetry of the perceptual span for alphabetic languages read in the opposite direction (i.e., from right to left has received much less attention. Accordingly, in order to more fully investigate the asymmetry in the perceptual span for these languages, the present research assessed the influence of reading direction on the perceptual span for bilingual readers of Urdu and English. METHODS AND FINDINGS: Text in Urdu and English was presented either entirely as normal or in a gaze-contingent moving-window paradigm in which a region of text was displayed as normal at the reader's point of fixation and text outside this region was obscured. The windows of normal text extended symmetrically 0.5° of visual angle to the left and right of fixation, or asymmetrically by increasing the size of each window to 1.5° or 2.5° to either the left or right of fixation. When participants read English, performance for the window conditions was superior when windows extended to the right. However, when reading Urdu, performance was superior when windows extended to the left, and was essentially the reverse of that observed for English. CONCLUSION: These findings provide a novel indication that the perceptual span is modified by the language being read to produce an asymmetry in the direction of reading and show for the first time that such an asymmetry occurs for reading Urdu.

  13. Direct and Indirect Effects of Print Exposure on Silent Reading Fluency

    Science.gov (United States)

    Mano, Quintino R.; Guerin, Julia M.

    2018-01-01

    Print exposure is an important causal factor in reading development. Little is known, however, of the mechanisms through which print exposure exerts an effect onto reading. To address this gap, we examined the direct and indirect effects of print exposure on silent reading fluency among college students (n = 52). More specifically, we focused on…

  14. Creating a Love of Reading = Susciter le Gout de la Lecture.

    Science.gov (United States)

    O'Leary, John Daniel

    To develop good reading habits, children must be surrounded with books, stories and reading not only in the classroom but in the home and the community. Children who read and are read to outside of school do better than those who do not read and are not read to outside of school. Parents and other family members should make books and reading aloud…

  15. STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Fitri Ferina

    2015-05-01

    Full Text Available This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00 which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students’ reading comprehension achievement.

  16. Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

    Science.gov (United States)

    Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

    2014-01-01

    Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, plearning (r=.75, pLearning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

  17. Implied reading direction and prioritization of letter encoding.

    Science.gov (United States)

    Holcombe, Alex O; Nguyen, Elizabeth H L; Goodbourn, Patrick T

    2017-10-01

    Capacity limits hinder processing of multiple stimuli, contributing to poorer performance for identifying two briefly presented letters than for identifying a single letter. Higher accuracy is typically found for identifying the letter on the left, which has been attributed to a right-hemisphere dominance for selective attention. Here, we use rapid serial visual presentation (RSVP) of letters in two locations at once. The letters to be identified are simultaneous and cued by rings. In the first experiment, we manipulated implied reading direction by rotating or mirror-reversing the letters to face to the left rather than to the right. The left-side performance advantage was eliminated. In the second experiment, letters were positioned above and below fixation, oriented such that they appeared to face downward (90° clockwise rotation) or upward (90° counterclockwise rotation). Again consistent with an effect of implied reading direction, performance was better for the top position in the downward condition, but not in the upward condition. In both experiments, mixture modeling of participants' report errors revealed that attentional sampling from the two locations was approximately simultaneous, ruling out the theory that the letter on one side was processed first, followed by a shift of attention to sample the other letter. Thus, the orientation of the letters apparently controls not when the letters are sampled from the scene, but rather the dynamics of a subsequent process, such as tokenization or memory consolidation. Implied reading direction appears to determine the letter prioritized at a high-level processing bottleneck. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  18. Direct reading spectrochemical analysis of nuclear graphite

    International Nuclear Information System (INIS)

    Roca Adell, M.; Becerro Ruiz, E.; Alvarez Gonzalez, F.

    1964-01-01

    A description is given about the application of a direct-reading spectrometer the Quantometer, to the determination of boron. calcium, iron, titanium and vanadium in nuclear grade graphite. for boron the powdered sample is mixed with 1% cupric fluoride and excited in a 10-amperes direct current arc and graphite electrodes with a crater 7 mm wide and 10 mm deep. For the other elements a smaller crater has been used and dilution with a number of matrices has been investigated; the best results are achieved by employing 25% cupric fluoride. The sensitivity limit for boron is 0,15 ppm. (Author) 21 refs

  19. 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

  20. Silent reading of direct versus indirect speech activates voice-selective areas in the auditory cortex.

    Science.gov (United States)

    Yao, Bo; Belin, Pascal; Scheepers, Christoph

    2011-10-01

    In human communication, direct speech (e.g., Mary said: "I'm hungry") is perceived to be more vivid than indirect speech (e.g., Mary said [that] she was hungry). However, for silent reading, the representational consequences of this distinction are still unclear. Although many of us share the intuition of an "inner voice," particularly during silent reading of direct speech statements in text, there has been little direct empirical confirmation of this experience so far. Combining fMRI with eye tracking in human volunteers, we show that silent reading of direct versus indirect speech engenders differential brain activation in voice-selective areas of the auditory cortex. This suggests that readers are indeed more likely to engage in perceptual simulations (or spontaneous imagery) of the reported speaker's voice when reading direct speech as opposed to meaning-equivalent indirect speech statements as part of a more vivid representation of the former. Our results may be interpreted in line with embodied cognition and form a starting point for more sophisticated interdisciplinary research on the nature of auditory mental simulation during reading.

  1. Lecture Notes on Topics in Accelerator Physics

    International Nuclear Information System (INIS)

    Chao, Alex W.

    2002-01-01

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

  2. Lecture Notes on Topics in Accelerator Physics

    Energy Technology Data Exchange (ETDEWEB)

    Chao, Alex W.

    2002-11-15

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

  3. Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects.

    Science.gov (United States)

    Atkinson, Lynette; Slade, Lance; Powell, Daisy; Levy, Joseph P

    2017-12-01

    The relation between children's theory of mind (ToM) and emerging reading comprehension was investigated in a longitudinal study over 2.5years. A total of 80 children were tested for ToM, decoding, language skills, and executive function (EF) at Time 1 (mean age=3;10 [years;months]). At Time 2 (mean age=6;03), children's word reading efficiency, language skills, and reading comprehension were measured. Mediation analysis showed that ToM at Time 1, when children were around 4years old, indirectly predicted Time 2 reading comprehension, when children were 6years old, via language ability after controlling for age, nonverbal ability, decoding, EF, and earlier language ability. Importantly, ToM at 4years also directly predicted reading comprehension 2.5years later at 6years. This is the first longitudinal study to show a direct contribution of ToM to reading comprehension in typical development. Findings are discussed in terms of the simple view of reading (SVR); ToM not only supports reading comprehension indirectly by facilitating language but also contributes to it directly over and above the SVR. The potential role of metacognition is considered when accounting for the direct contribution of early ToM to later reading comprehension. Copyright © 2017 Elsevier Inc. All rights reserved.

  4. Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children.

    Science.gov (United States)

    Kim, Young-Suk Grace; Cho, Jeung-Ryeul; Park, Soon-Gil

    2017-08-01

    We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the nature of the relations of STM, metalinguistic awareness, and RAN to word reading has rarely been investigated. Two alternative models were fitted. In the indirect relation model, STM was hypothesized to be indirectly related to word reading via metalinguistic awareness and RAN. In the direct and indirect relations model, STM was hypothesized to be directly and indirectly related to word reading. Results from 207 beginning readers in South Korea showed that STM was directly related to word reading as well as indirectly via metalinguistic awareness and RAN. Although the direct effect of STM was relatively small (.16), the total effect incorporating the indirect effect was substantial (.42). These results suggest that STM is an important, foundational cognitive capacity that underpins metalinguistic awareness and RAN as well as word reading, and further indicate the importance of considering both direct and indirect effects of language and cognitive skills on word reading.

  5. Direct-reading spectrochemical analysis of soils and plant ashes

    International Nuclear Information System (INIS)

    Roca, M.; Alvarez, F.; Cellini, R. F.; Burriel, F.

    1966-01-01

    Two different techniques haves been tried to determine trace elements in soils and plant ashes using a direct reading spectrometer :1) the samples are mixed with graphite powder and excited on 2x4 mm graphite rods with a 13 amperes direct current arc: 2) a mixture of graphite and strontium carbonate is used as spectrochemical buffer, and 2x6 mm cup graphite rods in a 10 amperes direct current arc. We have studies the influence of sodium, potassium and calcium on the results. (Author)

  6. Direct speech quotations promote low relative-clause attachment in silent reading of English.

    Science.gov (United States)

    Yao, Bo; Scheepers, Christoph

    2018-07-01

    The implicit prosody hypothesis (Fodor, 1998, 2002) proposes that silent reading coincides with a default, implicit form of prosody to facilitate sentence processing. Recent research demonstrated that a more vivid form of implicit prosody is mentally simulated during silent reading of direct speech quotations (e.g., Mary said, "This dress is beautiful"), with neural and behavioural consequences (e.g., Yao, Belin, & Scheepers, 2011; Yao & Scheepers, 2011). Here, we explored the relation between 'default' and 'simulated' implicit prosody in the context of relative-clause (RC) attachment in English. Apart from confirming a general low RC-attachment preference in both production (Experiment 1) and comprehension (Experiments 2 and 3), we found that during written sentence completion (Experiment 1) or when reading silently (Experiment 2), the low RC-attachment preference was reliably enhanced when the critical sentences were embedded in direct speech quotations as compared to indirect speech or narrative sentences. However, when reading aloud (Experiment 3), direct speech did not enhance the general low RC-attachment preference. The results from Experiments 1 and 2 suggest a quantitative boost to implicit prosody (via auditory perceptual simulation) during silent production/comprehension of direct speech. By contrast, when reading aloud (Experiment 3), prosody becomes equally salient across conditions due to its explicit nature; indirect speech and narrative sentences thus become as susceptible to prosody-induced syntactic biases as direct speech. The present findings suggest a shared cognitive basis between default implicit prosody and simulated implicit prosody, providing a new platform for studying the effects of implicit prosody on sentence processing. Copyright © 2018 Elsevier B.V. All rights reserved.

  7. Une lecture, mille et une reflexions: Cahier de reflexion sur le processus de lecture. (One Reading, 1001 Reflections: Notebook of Reflection on the Reading Process.)

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    This activity notebook is intended to help French-speaking students in Alberta, Canada, develop reflective reading practices. Following an introduction and information (with graphics) on the notebook's organization, the notebook is divided into three sections of reading strategies: the first section contains three activities, the second section…

  8. 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

  9. Collection of lectures delivered at decontamination course

    International Nuclear Information System (INIS)

    1986-01-01

    The collection contains 10 lectures read at the decontamination workshop DEK '85 held between 29-31 Oct 1985 at the Nuclear Research Institute at Rez, all of which fall under the INIS Subject Scope. The workshop, whose first course was held in 1975, is destined for personnel of various institutions who are decontamination process users but also for designers of nuclear installations, personnel of safety of work inspectorates, hygiene services, etc. (Z.M.)

  10. The role of handouts, note-taking and overhead transparencies in veterinary science lectures.

    Science.gov (United States)

    McLennan, M W; Isaacs, G

    2002-10-01

    To study student and staff views of the role and use of handouts, note-taking and overhead transparencies in veterinary science lectures at the University of Queensland The Nominal Group Technique was used to help develop a questionnaire, which was completed by 351 students (a response rate of 84%) and 35 staff (76%) from the 5 years of the veterinary course. The data were analysed using the SAS statistical computer package. Staff and students held different views as to the frequency with which handouts should be used, their educational value, and whether they should be complete or partial. Fewer students than staff agreed that handouts discourage further reading in a subject. Almost all staff and students saw the central functions of note-taking to be provision of notes for subsequent revision and encoding information given by the lecturer. More students than staff however, considered that note-taking in lectures interferes with understanding. Staff and students held similar views as to the uses of overheads in lectures. Interestingly however, more staff than students agreed that overheads often contain too much information. Both students and staff saw the central role of note-taking as providing a set of good notes for revision. Generally students preferred that this information be provided in the form of partial or complete handouts, while staff preferred students to take notes and to read outside lectures. Surprisingly, more staff than students felt that overhead transparencies often contained too much information. Note-taking, handouts and overhead transparencies need to be linked in a coherent educational strategy to promote effective learning.

  11. Reading Journal as A Way to Improve Students’ Comprehension toward A Textbook Reading Material

    Directory of Open Access Journals (Sweden)

    Menik Winiharti

    2014-11-01

    Full Text Available Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.

  12. 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…

  13. PSYCHOLOGICAL PECULIARITIES OF TEACHING FUTURE NAVIGATORS READING ENGLISH AUTHENTIC SAILING DIRECTIONS

    Directory of Open Access Journals (Sweden)

    Наталія Приміна

    2014-07-01

    Full Text Available In the given article the psychological peculiarities of teaching future navigators reading English professional authentic documentation have been analyzed. The psychological foundations of understanding printed information in general and foreign information particularly have been disclosed. The processes of textual information perception and visual material perception comprehension have been analysed. The language levels of foreign text comprehension have been examined. The peculiarities of perceptual transformation of foreign language information while reading English sailing directions have been found out.

  14. Cosmic Plasmas, Physics 418 Lecture 1: Elements

    International Nuclear Information System (INIS)

    Thyagaraja, A.

    2002-01-01

    Definition of a plasma; distinction from neutral gas. Debye length, plasma parameter; concept of shielding and quasi neutrality. Two types of description: particle kinetic vs continuum. Self-consistent field concept. Continuum equations for a neutral (ideal) gas. Continuum equations of motion for an ideal, quasi neutral plasma. These Lecture Notes are intended to provide a self-contained account of the material. Some topics are included for completeness and may be omitted on a first reading. They are so indicated, where appropriate. (author)

  15. Optical design and performance of a dual-grating, direct-reading spectrograph for spectrochemical analyses

    International Nuclear Information System (INIS)

    Steinhaus, D.W.; Kline, J.V.; Bieniewski, T.M.; Dow, G.S.; Apel, C.T.

    1979-01-01

    An all-mirror optical system is used to direct the light from a variety of spectroscopic sources to two 2-m spectrographs that are placed on either side of a sturdy vertical mounting plate. The gratings were chosen so that the first spectrograph covers the ultraviolet spectral region, and the second spectrograph covers the ultraviolet, visible, and near-infrared regions. With the over 2.5 m of focal curves, each ultraviolet line is available at more than one place. Thus, problems with close lines can be overcome. The signals from a possible maximum of 256 photoelectric detectors go to a small computer for reading and calculation of the element abundances. To our knowledge, no other direct-reading spectrograph has more than about 100 fixed detectors. With an inductively-coupled-plasma source, our calibration curves, and detection limits, are similar to those of other workers using a direct-reading spectrograph

  16. Optical Design And Performance Of A Dual-Grating, Direct-Reading Spectrograph For Spectrochemical Analyses

    Science.gov (United States)

    Steinhaus, David W.; Kline, John V.; Bieniewski, Thomas M.; Dow, Grove S.; Apel, Charles T.

    1980-11-01

    An all-mirror optical system is used to direct the light from a variety of spectroscopic sources to two 2-m spectrographs that are placed on either side of a sturdy vertical mounting plate. The gratings were chosen so that the first spectrograph covers the ultraviolet spectral region, and the second spectrograph covers the ultraviolet, visible, and near-infrared regions. With the over 2.5 m of focal curves, each ultraviolet line is available at more than one place. Thus, problems with close lines can be overcome. The signals from a possible maximum of 256 photoelectric detectors go to a small computer for reading and calculation of the element abundances. To our knowledge, no other direct-reading spectrograph has more than about 100 fixed detectors. With an inductively-coupled-plasma source, our calibration curves, and detection limits, are similar to those of other workers using a direct-reading spectrograph.

  17. 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.

  18. 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.

  19. Improved reading measures in adults with dyslexia following transcranial direct current stimulation treatment.

    Science.gov (United States)

    Heth, Inbahl; Lavidor, Michal

    2015-04-01

    To better understand the contribution of the dorsal system to word reading, we explored transcranial direct current stimulation (tDCS) effects when adults with developmental dyslexia received active stimulation over the visual extrastriate area MT/V5, which is dominated by magnocellular input. Stimulation was administered in 5 sessions spread over two weeks, and reading speed and accuracy as well as reading fluency were assessed before, immediately after, and a week after the end of the treatment. A control group of adults with developmental dyslexia matched for age, gender, reading level, vocabulary and block-design WAIS-III sub-tests and reading level was exposed to the same protocol but with sham stimulation. The results revealed that active, but not sham stimulation, significantly improved reading speed and fluency. This finding suggests that the dorsal stream may play a role in efficient retrieval from the orthographic input lexicon in the lexical route. It also underscores the potential of tDCS as an intervention tool for improving reading speed, at least in adults with developmental dyslexia. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Examining the direct and indirect effects of visual-verbal paired associate learning on Chinese word reading.

    Science.gov (United States)

    Georgiou, George; Liu, Cuina; Xu, Shiyang

    2017-08-01

    Associative learning, traditionally measured with paired associate learning (PAL) tasks, has been found to predict reading ability in several languages. However, it remains unclear whether it also predicts word reading in Chinese, which is known for its ambiguous print-sound correspondences, and whether its effects are direct or indirect through the effects of other reading-related skills such as phonological awareness and rapid naming. Thus, the purpose of this study was to examine the direct and indirect effects of visual-verbal PAL on word reading in an unselected sample of Chinese children followed from the second to the third kindergarten year. A sample of 141 second-year kindergarten children (71 girls and 70 boys; mean age=58.99months, SD=3.17) were followed for a year and were assessed at both times on measures of visual-verbal PAL, rapid naming, and phonological awareness. In the third kindergarten year, they were also assessed on word reading. The results of path analysis showed that visual-verbal PAL exerted a significant direct effect on word reading that was independent of the effects of phonological awareness and rapid naming. However, it also exerted significant indirect effects through phonological awareness. Taken together, these findings suggest that variations in cross-modal associative learning (as measured by visual-verbal PAL) place constraints on the development of word recognition skills irrespective of the characteristics of the orthography children are learning to read. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. 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.

  2. Selected reading on introduction to pressure tube technology

    International Nuclear Information System (INIS)

    Causey, A.R.; Coleman, C.E.; Ells, C.E.

    1981-10-01

    Four lectures on pressure tube technology were presented at Sheridan Park, Ontario, on 1981 June 1. The titles were 'Pressure Tubes and Their Operational Environment', 'Fabrication, Inspection and Properties of Current Production Pressure Tubes', 'In-Reactor Deformation of Fuel Channels', and 'Potential Failure Modes in Pressure Tubes'. This report lists the references used in preparing the lectures. It is intended to provide a starting point in reading for people who need to become familiar with pressure tube technology but have little prior knowledge of the topic

  3. Whole Language-Based English Reading Materials

    Directory of Open Access Journals (Sweden)

    Dian Erlina

    2016-05-01

    Full Text Available This Research and Development (R&D aims at developing English reading materials for undergraduate EFL students of Universitas Islam Negeri (UIN Raden Fatah Palembang, Indonesia. Research data were obtained through questionnaires, tests, and documents. The results of the research show that the existing materials are not relevant to the students’ need, so there is a need for developing new materials based on whole language principles. In general, the new developed materials are considered reliable by the experts, students, and lecturers. The materials are also effective in improving students’ reading achievement. The final product of the materials consists of a course book entitled Whole Language Reading (WLR and a teacher’s manual. WLR provides rich input of reading strategies, variety of topics, concepts, texts, activities, tasks, and evaluations. Using this book makes reading more holistic and meaningful as it provides integration across language skills and subject areas.

  4. 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.

  5. 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)

  6. 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

  7. Lecture notes on: Electrical theory behind the measurement of body fluids with bioimpedance spectroscopy (BIS)

    DEFF Research Database (Denmark)

    Jødal, Lars

    The lecture notes describe how body fluid volumes can be measured/estimated using the technique bio-impedance spectroscopy (BIS). The opening chapters assume little or none technical/mathematical knowledge and can hopefully be read by anyone interested in the techneque. Later chapters become more...

  8. 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.

  9. 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

  10. 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

  11. The Place of Reading in EFL Context

    Directory of Open Access Journals (Sweden)

    Azize Kavlu

    2015-09-01

    Full Text Available The article aim is to shed light on the problem of reading in EFL context and also refer to non – Latin Arabic alphabet learners‘ challenges. Researcher tried to analyze myriad research articles to explore the common EFL learners‘ difficulties and problems on the way of English reading and comprehension and bunch together the implemented methods (techniques and go through generated suggestions and feasible solutions. The marshal factors will provide benefits to educators in EFL context (EFL school teachers, university lecturers, people whose concern is EFL development.

  12. The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen

    Science.gov (United States)

    Pan, Ching-Ying; Wu, Hui-Yi

    2013-01-01

    This experimental study aims to investigate the effects of using cooperative learning to enhance the English reading comprehension and learning motivation of EFL freshmen by comparing the cooperative learning instruction and traditional lecture instruction. This experiment was implemented in a Freshman English Reading course, a two credit course,…

  13. 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

  14. AUTHENTIC TEXTS FOR CRITICAL READING ACTIVITIES

    Directory of Open Access Journals (Sweden)

    Ila Amalia

    2016-03-01

    Full Text Available This research takes an action research aimed at promoting critical reading (“thinking” while reading skills using authentic materials among the students. This research also aims to reveal the students perception on using critical reading skills in reading activities. Nineteen English Education Department students who took Reading IV class, participated in this project. There were three cycles with three different critical reading strategies were applied. Meanwhile, the authentic materials were taken from newspaper and internet articles. The result revealed that the use of critical reading strategies along with the use of authentic materials has improved students’ critical reading skills as seen from the improvement of each cycle - the students critical reading skill was 54% (fair in the cycle 1 improved to 68% (average in cycle 2, and 82% (good in cycle 3.. In addition, based on the critical reading skill criteria, the students’ critical reading skill has improved from 40% (nearly meet to 80% (exceed. Meanwhile, from the students’ perception questionnaire, it was shown that 63% students agreed the critical reading activity using authentic text could improve critical thinking and 58% students agreed that doing critical reading activity could improve reading comprehension. The result had the implication that the use of authentic texts could improve students’ critical reading skills if it was taught by performing not lecturing them. Selectively choosing various strategies and materials can trigger students’ activeness in responding to a text, that eventually shape their critical reading skills.

  15. Reading in the Digital Age: Using Electronic Books as a Teaching Tool for Beginning Readers / La lecture à l’ère numérique: l’utilisation de livres électroniques comme outil d’enseignement pour les lecteurs débutants

    Directory of Open Access Journals (Sweden)

    Katia Ciampa

    2012-07-01

    Full Text Available This study stemmed from a concern of the perceived decline in students’ reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students’ reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and parents through questionnaires, interviews, observations and field notes. The results suggest the promise of online reading software programs in supporting early readers with reading, motivation, and/or behavioural difficulties. La motivation des lecteurs débutants et les textes qu’ils choisissent de lire ont un impact sur leur succès en littératie et sur leur volonté de prendre part à des activités de lecture au cours des années du primaire. Cette étude s’est penchée sur les expériences de lecture de livres électroniques de huit élèves de première année. Huit élèves ont reçu 10 séances de 25 minutes avec les logiciels sur une période de 15 semaines. Des données qualitatives ont été recueillies auprès des élèves, des enseignants et des parents par l’entremise de questionnaires, d’entrevues, d’observations et de notes. Les résultats suggèrent que les livres électroniques sont prometteurs pour stimuler la motivation des lecteurs débutants.

  16. 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.

  17. Motivating students to read the textbook before class

    Science.gov (United States)

    Pepper, Rachel E.

    2016-11-01

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

  18. Developing Needs Analysis Based-Reading Comprehension Learning Materials: A Study on the Indonesian Language Study Program Students

    Directory of Open Access Journals (Sweden)

    S. Salam

    2017-08-01

    Full Text Available The purpose of this research was to describe the need of development of 'Reading Comprehension' teaching materials to students and lecturers of Indonesian Language and Literature Education Department, Gorontalo. This research is included in the research and development to develop educational products in the form of teaching materials. Mixed research design was used in this study to explore the data needs of the development of reading materials learning. Quantitative data was obtained from the responses of 36 respondents and 2 lecturers of the Reading subjects on the questionnaire needs analysis and questionnaire of teaching material analysis that is being used today. Likert Scale was used in questionnaire of needs analysis seen from 7 aspects, namely: content of teaching material, reading strategy, text type, text genre, text topic, learning activity, and evaluation of learning (81 items and questionnaire of teaching material analysis that was being used that amounted to 5 aspects, namely: the content of teaching materials, organization of teaching materials, language, layout, and completeness of teaching material support (31 items. Qualitative data were obtained from open questions about the experiences of students and lecturers in reading learning in the same questionnaire, as well as content analysis of the material being used. The results showed that the requirement of development of teaching materials, students and lecturers assessed 63 items (77.78% in the required category, and 18 items (22.22% with the required categories. Then, the teaching materials currently in use still lack the aspects of the content, the text type, the text genre, the text topic, and the evaluation of each learning unit. Details of the results obtained 4 items (12.90% as low category, 22 items (70.97% as enough category, and 5 items (16.13% as high category.

  19. Cyborg Ontologies and the Lecturer's Voice: A Posthuman Reading of the "Face-to-Face"

    Science.gov (United States)

    Gourlay, Lesley

    2012-01-01

    The lecture is often posited as the prototypical "face-to-face" educational encounter, seen as embodying key features of the pre-networked academy. These are implicitly characterised as forms of boundedness or impermeability, in terms of both the physical and temporal context, and the ontological status of the participants and the nature of the…

  20. Matching is not naming: a direct comparison of lexical manipulations in explicit and implicit reading tasks.

    Science.gov (United States)

    Vogel, Alecia C; Petersen, Steven E; Schlaggar, Bradley L

    2013-10-01

    The neurobiological basis of reading is of considerable interest, yet analyzing data from subjects reading words aloud during functional MRI data collection can be difficult. Therefore, many investigators use surrogate tasks such as visual matching or rhyme matching to eliminate the need for spoken output. Use of these tasks has been justified by the presumption of "automatic activation" of reading-related neural processing when a word is viewed. We have tested the efficacy of using a nonreading task for studying "reading effects" by directly comparing blood oxygen level dependent (BOLD) activity in subjects performing a visual matching task and an item naming task on words, pseudowords (meaningless but legal letter combinations), and nonwords (meaningless and illegal letter combinations). When compared directly, there is significantly more activity during the naming task in "reading-related" regions such as the inferior frontal gyrus (IFG) and supramarginal gyrus. More importantly, there are differing effects of lexicality in the tasks. A whole-brain task (matching vs. naming) by string type (word vs. pseudoword vs. nonword) by BOLD timecourse analysis identifies regions showing this three-way interaction, including the left IFG and left angular gyrus (AG). In the majority of the identified regions (including the left IFG and left AG), there is a string type × timecourse interaction in the naming but not the matching task. These results argue that the processing performed in specific regions is contingent on task, even in reading-related regions and is thus nonautomatic. Such differences should be taken into consideration when designing studies intended to investigate reading. Copyright © 2012 Wiley Periodicals, Inc.

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

    Directory of Open Access Journals (Sweden)

    Siska Okta Widya

    2017-05-01

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

  2. A Little about Language, Words and Concepts--or What May Happen When Children Learn To Read.

    Science.gov (United States)

    Jansen, Mogens

    A compilation of lectures and presentations from Nordic and international conferences, symposia, and seminars, as well as informal contributions to debates, this booklet was published originally as a 1987 greeting by the Danish National Association of Reading Teachers. Topics covered in an often humorous presentation include reading, reading…

  3. Lecture by the winner of the 2007 Nobel Prize for physics

    CERN Multimedia

    2007-01-01

    Professor Albert Fert, who has just been awarded the Nobel Prize for physics for his work on giant magneto-resistance and spintronics, will give a lecture at the University of Geneva on 16 November on this booming field of science. (c) CNRS Photothèque - C. LebedinskyOn 9 October, the 2007 Nobel Prize for physics was jointly awarded to Albert Fert of the CNRS and Peter Grünberg of the Jülich Research Centre for their simultaneous and independent discovery of giant magneto-resistance (GMR) in 1988. This discovery had a significant impact in the fields of information technology and communications as it was rapidly used to develop extremely sensitive hard disk read-out heads that are capable of reading information stored at very high densities, thereby allowing further progress in the miniaturisation of data-storage devices. Since the first GMR read-out head was launched in 1997, the technology has become the standard in the m...

  4. 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...

  5. 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.

  6. Interactive lectures in engineering education

    NARCIS (Netherlands)

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

    2001-01-01

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

  7. Lectures on quantum information

    International Nuclear Information System (INIS)

    Bruss, D.; Leuchs, G.

    2007-01-01

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

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

    Science.gov (United States)

    Miller, Lindsay

    2007-01-01

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

  9. 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.

  10. 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)

  11. 2016 International Orthoptic Congress Burian Lecture: Folklore or Evidence?

    Science.gov (United States)

    Horwood, Anna M

    2017-09-01

    The theme of the 2016 Burian Lecture is how our understanding of strabismus has been changed by the research carried out in our laboratory in Reading over the years. Accommodation and convergence are fundamental to orthoptics, but actual responses have often been very different compared to what we had expected. This paper outlines how our laboratory's understanding of common issues such as normal development of accommodation and convergence, their linkage, intermittent strabismus, anisometropia, orthoptic exercises, and risk factors for strabismus have changed. A new model of thinking about convergence and accommodation may help us to better understand and predict responses in our patients.

  12. 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 )

  13. TINGKAT KETERBACAAN READING MATERIALS DALAM MATA KULIAH TELAAH TEKS BAHASA INGGRIS STAIN PAMEKASAN

    Directory of Open Access Journals (Sweden)

    Mulyadi ---

    2011-07-01

    Full Text Available This Article is summarized from a research report about reading level of textbook of English text study subject in STAIN Pamekasan. Reading level is measure about according to not it a reading to certain reader seen from level facet of difficulty / amenity its discourse. This research target is to describing the reading level of reading materials of English text study subject in STAIN Pamekasan. English subject is studied in two levels, namely, elementary level calls the English subject and also advanced level is English Text Study. This two subjects have the character to be obliged to go through for all college students in five studies program (prodi --- Islamic Religion education, Arab language education, and English education in Tarbiyah Department. Two other studies program are Islam Civil Law and Moslem law Banking in Moslem law Department. By using the analytical descriptive method expected can give the reading level of textbook pursuanting to understanding of college students can be explained. Its source data is from all textbooks taught at English text study subject in STAIN Pamekasan. The research result indicates that most existing discourse in textbooks taught is standard classification. for that is suggested to curator lecturer of English text study subject to be more selective in discourse election its textbooks. Boosting up difficulty level undoubted to be done by paying attention of lecturing technique “reading” for the students facility comprehend textbooks

  14. Attentional asymmetry between visual hemifields is related to habitual direction of reading and its implications for debate on cause and effects of dyslexia.

    Science.gov (United States)

    Kermani, Mojtaba; Verghese, Ashika; Vidyasagar, Trichur R

    2018-02-01

    A major controversy regarding dyslexia is whether any of the many visual and phonological deficits found to be correlated with reading difficulty cause the impairment or result from the reduced amount of reading done by dyslexics. We studied this question by comparing a visual capacity in the left and right visual hemifields in people habitually reading scripts written right-to-left or left-to-right. Selective visual attention is necessary for efficient visual search and also for the sequential recognition of letters in words. Because such attentional allocation during reading depends on the direction in which one is reading, asymmetries in search efficiency may reflect biases arising from the habitual direction of reading. We studied this by examining search performance in three cohorts: (a) left-to-right readers who read English fluently; (b) right-to-left readers fluent in reading Farsi but not any left-to-right script; and (c) bilingual readers fluent in English and in Farsi, Arabic, or Hebrew. Left-to-right readers showed better search performance in the right hemifield and right-to-left readers in the left hemifield, but bilingual readers showed no such asymmetries. Thus, reading experience biases search performance in the direction of reading, which has implications for the cause and effect relationships between reading and cognitive functions. Copyright © 2017 John Wiley & Sons, Ltd.

  15. 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

  16. 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.

  17. 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...

  18. 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…

  19. 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...

  20. 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...

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

    Science.gov (United States)

    Carkin, Susan

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

  2. Performing T-tests to Compare Autocorrelated Time Series Data Collected from Direct-Reading Instruments.

    Science.gov (United States)

    O'Shaughnessy, Patrick; Cavanaugh, Joseph E

    2015-01-01

    Industrial hygienists now commonly use direct-reading instruments to evaluate hazards in the workplace. The stored values over time from these instruments constitute a time series of measurements that are often autocorrelated. Given the need to statistically compare two occupational scenarios using values from a direct-reading instrument, a t-test must consider measurement autocorrelation or the resulting test will have a largely inflated type-1 error probability (false rejection of the null hypothesis). A method is described for both the one-sample and two-sample cases which properly adjusts for autocorrelation. This method involves the computation of an "equivalent sample size" that effectively decreases the actual sample size when determining the standard error of the mean for the time series. An example is provided for the one-sample case, and an example is given where a two-sample t-test is conducted for two autocorrelated time series comprised of lognormally distributed measurements.

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

    Science.gov (United States)

    Syukri, Yandi; Nugroho, Bambang Hernawan

    2017-03-01

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

  4. 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.

  5. 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.

  6. 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 ...

  7. Direct and Indirect Teaching: Using E-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children

    Science.gov (United States)

    Korat, Ofra; Shamir, Adina

    2012-01-01

    We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control group which was afforded the regular school…

  8. 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

  9. 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.

  10. Lectures on string theory

    International Nuclear Information System (INIS)

    Thorn, C.B.

    1988-01-01

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

  11. Evaluation of discrepancies between thermoluminescent dosimeter and direct-reading dosimeter results

    International Nuclear Information System (INIS)

    Shaw, K.R.

    1993-07-01

    Currently at Oak Ridge National Laboratory (ORNL), the responses of thermoluminescent dosimeters (TLDs) and direct-reading dosimeters (DRDs) are not officially compared or the discrepancies investigated. However, both may soon be required due to the new US Department of Energy (DOE) Radiological Control Manual. In the past, unofficial comparisons of the two dosimeters have led to discrepancies of up to 200%. This work was conducted to determine the reasons behind such discrepancies. For tests conducted with the TLDs, the reported dose was most often lower than the delivered dose, while DRDs most often responded higher than the delivered dose. Trends were identified in personnel DRD readings, and ft was concluded that more training and more control of the DRDs could improve their response. TLD responses have already begun to be improved; a new background subtraction method was implemented in April 1993, and a new dose algorithm is being considered. It was concluded that the DOE Radiological Control Manual requirements are reasonable for identifying discrepancies between dosimeter types, and more stringent administrative limits might even be considered

  12. Improvement of lithium chloride dew-point hygrometer for direct reading and controlling of relative humidity

    Energy Technology Data Exchange (ETDEWEB)

    Zhang, X.Z.; Chu, Y.

    1986-01-01

    The lithium chloride dew-point hygrometer has many advantages over other types of hygrometers. However, it only reads and controls the dew-point temperature of air instead of the relative humidity, which is more important in industry, agriculture, food storage, and hygiene. This paper describes a new hygrometer which is based on the same principle as the lithium chloride dew-point hygrometer, but it can read and control the relative humidity directly. The instrument is quick in response and the ranges of temperature and relative humidity are quite large. Its accuracy is normally within 3% RH and its precision is within 2% RH.

  13. Göttingen Lectures

    CERN Document Server

    Woyczyński, Wojbor A

    1998-01-01

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

  14. 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.

  15. 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

  16. 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…

  17. 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

  18. 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

  19. Reading the Song of Songs through a spiritual direction lens

    Directory of Open Access Journals (Sweden)

    Judy E. Lam

    2015-08-01

    Full Text Available Research on the use of the Song of Songs in spiritual direction is rare; yet, the Song of Songs (or Canticle of Canticles is a highly conducive case as it provides in nuce the poetics, lyrics, erotics, and aesthetics of human and divine love which is found nowhere else in Scripture. This article draws on these unique features, integrates the biblical and the experiential, and offers a poetics-praxis paradigm for use in contemporary spiritual praxis. With the poem’s metaphorical vineyard (a figurative term for the beloved herself serving as hermeneutical key, the beloved’s experience of love is interpreted through a multifaceted reading that is intrinsic to the poem, namely: eros [yearning]; mythos [searching]; mustikos [finding]; and kosmos [birthing]. In following the inner dynamism and dramatic tensions across the eight chapters of the Song, the fourfold reading traces the beloved’s transformation from a neglected vineyard (Can 1:6 to a generative vineyard (Can 8:12. The article concludes that transformation in love is a journey from depletion (the giving away of self towards deification (the giving of self in love, and suggests tending one’s own vineyard as a living testament to divine love and a living sacrament in the world.

  20. 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.

  1. 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.

  2. 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

  3. 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)

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

    Directory of Open Access Journals (Sweden)

    Alaa Daud

    2017-03-01

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

  5. 1995 Edward teller lecture. Patience and optimism

    International Nuclear Information System (INIS)

    Miley, G.H.

    1996-01-01

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

  6. New Directions in Reading Instruction--Revised.

    Science.gov (United States)

    Hinson, Bess, Ed.

    The gains in knowledge about the nature of reading and how to most effectively teach it come from cognitive research. This booklet (in the form of a flipchart) synthesizes and summarizes much of the current research on effective instruction for improved literacy and greater student achievement. The booklet, a revised edition of "New…

  7. 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)

  8. 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…

  9. 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…

  10. 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.

  11. 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.

  12. 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…

  13. 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...

  14. 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…

  15. 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...

  16. 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

  17. 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.)

  18. 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...

  19. Les territoires fragiles dans la région alpine : une proposition de lecture entre innovation et marginalité

    Directory of Open Access Journals (Sweden)

    Federica Corrado

    2010-05-01

    Full Text Available Cet article propose une lecture et une description des territoires alpins fragiles, en jetant un autre regard, où le concept de fragilité est associé à celui de handicap, c’est-à-dire un autre regard sur l’identification des potentiels locaux spécifiques qui peuvent être encore activés à travers une force créatrice propre aux Alpes. La lecture est effectuée en fonction des territoires alpins fragiles qui font partie des provinces de Turin et Coni et se base sur une analyse empirique des initiatives qui enclenchent en quelque façon des dynamiques micro-territoriales de développement innovant.The paper proposes a reading and description of fragile Alpine areas that overturns the conventional standpoint, according to which marginality is often synonymous with handicap. The paper starts form a different point of view, able to recognize specific local potentialities that can still be activated with a specific creative effort. The reading regards fragile Alpine areas in the Provinces of Turin and Cuneo and is based on an empirical analysis of the actions underlying current micro-territorial innovative development trends.

  20. 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…

  1. Beyond the standard model in many directions

    Energy Technology Data Exchange (ETDEWEB)

    Chris Quigg

    2004-04-28

    These four lectures constitute a gentle introduction to what may lie beyond the standard model of quarks and leptons interacting through SU(3){sub c} {direct_product} SU(2){sub L} {direct_product} U(1){sub Y} gauge bosons, prepared for an audience of graduate students in experimental particle physics. In the first lecture, I introduce a novel graphical representation of the particles and interactions, the double simplex, to elicit questions that motivate our interest in physics beyond the standard model, without recourse to equations and formalism. Lecture 2 is devoted to a short review of the current status of the standard model, especially the electroweak theory, which serves as the point of departure for our explorations. The third lecture is concerned with unified theories of the strong, weak, and electromagnetic interactions. In the fourth lecture, I survey some attempts to extend and complete the electroweak theory, emphasizing some of the promise and challenges of supersymmetry. A short concluding section looks forward.

  2. 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

  3. 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.

  4. 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 ...

  5. The Trieste Lecture of John Stewart Bell

    Energy Technology Data Exchange (ETDEWEB)

    Bassi, Angelo; Ghirardi, GianCarlo

    2007-03-23

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

  6. The Trieste Lecture of John Stewart Bell

    International Nuclear Information System (INIS)

    Bassi, Angelo; Ghirardi, GianCarlo

    2007-01-01

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

  7. Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use.

    Science.gov (United States)

    Lien, Hsin-Yi

    2016-08-01

    Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers' distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers' perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use. © The Author(s) 2016.

  8. 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…

  9. Altered patterns of directed connectivity within the reading network of dyslexic children and their relation to reading dysfluency

    Directory of Open Access Journals (Sweden)

    Gojko Žarić

    2017-02-01

    Full Text Available Reading is a complex cognitive skill subserved by a distributed network of visual and language-related regions. Disruptions of connectivity within this network have been associated with developmental dyslexia but their relation to individual differences in the severity of reading problems remains unclear. Here we investigate whether dysfunctional connectivity scales with the level of reading dysfluency by examining EEG recordings during visual word and false font processing in 9-year-old typically reading children (TR and two groups of dyslexic children: severely dysfluent (SDD and moderately dysfluent (MDD dyslexics. Results indicated weaker occipital to inferior-temporal connectivity for words in both dyslexic groups relative to TRs. Furthermore, SDDs exhibited stronger connectivity from left central to right inferior-temporal and occipital sites for words relative to TRs, and for false fonts relative to both MDDs and TRs. Importantly, reading fluency was positively related with forward and negatively with backward connectivity. Our results suggest disrupted visual processing of words in both dyslexic groups, together with a compensatory recruitment of right posterior brain regions especially in the SDDs during word and false font processing. Functional connectivity in the brain’s reading network may thus depend on the level of reading dysfluency beyond group differences between dyslexic and typical readers.

  10. Modeling and simulation in the systems engineering life cycle core concepts and accompanying lectures

    CERN Document Server

    Loper, Margaret L

    2015-01-01

    This easy to read text/reference provides a broad introduction to the fundamental concepts of modeling and simulation (M&S) and systems engineering, highlighting how M&S is used across the entire systems engineering lifecycle. Each chapter corresponds to a short lecture covering a core topic in M&S or systems engineering.  Topics and features: reviews the full breadth of technologies, methodologies and uses of M&S, rather than just focusing on a specific aspect of the field; presents contributions from renowned specialists in each topic covered; introduces the foundational elements and proce

  11. Direct reading spectrochemical determination of aluminium, iron and silicon in fluorite

    International Nuclear Information System (INIS)

    Roca, M.

    1966-01-01

    A quantitative spectrochemical method for the determination of Al, Fe and Si in fluorite has been worked out. The sample was supported in a graphite electrode with crater of 5 mm. in diameter, 2,5 mm deep, and burned by a d.c. are in a direct reading spectrometer. The excitation of samples has been studied without dilution as well as using graphite powder as diluent in the ratios 1:1, 1:4, and 1:9; the latter factor was chosen. Ag, Ca, Co, Cr, Mo and Sn were tested as internal standards. It has not been found any significant inter element effect. It is necessary to use natural fluorite as base material for the standards. (Author) 5 refs

  12. Direct detector radiography versus dual reading computed radiography: feasibility of dose reduction in chest radiography

    International Nuclear Information System (INIS)

    Gruber, Michael; Uffmann, Martin; Weber, Michael; Balassy, Csilla; Schaefer-Prokop, Cornelia; Prokop, Mathias

    2006-01-01

    The image quality of dual-reading computed radiography and dose-reduced direct radiography of the chest was compared in a clinical setting. The study group consisted of 50 patients that underwent three posteroanterior chest radiographs within minutes, one image obtained with a dual read-out computed radiography system (CR; Fuji 5501) at regular dose and two images with a flat panel direct detector unit (DR; Diagnost, Philips). The DR images were obtained with the same and with 50% of the dose used for the CR images. Images were evaluated in a blinded side-by-side comparison. Eight radiologists ranked the visually perceivable difference in image quality using a three-point scale. Then, three radiologists scored the visibility of anatomic landmarks in low and high attenuation areas and image noise. Statistical analysis was based on Friedman tests and Wilcoxon rank sum tests at a significance level of P<0.05. DR was judged superior to CR for the delineation of structures in high attenuation areas of the mediastinum even when obtained with 50% less dose (P<0.001). The visibility of most pulmonary structures was judged equivalent with both techniques, regardless of acquisition dose and speed level. Scores for image noise were lower for DR compared with CR, with the exception of DR obtained at a reduced dose. Thus, in this clinical preference study, DR was equivalent or even superior to the most modern dual read-out CR, even when obtained with 50% dose. A further dose reduction does not appear to be feasible for DR without significant loss of image quality. (orig.)

  13. 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.

  14. 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.

  15. 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

  16. 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

  17. Fragile areas in the Alpine region: a reading between innovation and marginality

    Directory of Open Access Journals (Sweden)

    Federica Corrado

    2010-05-01

    Full Text Available The paper proposes a reading and description of fragile Alpine areas that overturns the conventional standpoint, according to which marginality is often synonymous with handicap. The paper starts form a different point of view, able to recognize specific local potentialities that can still be activated with a specific creative effort. The reading regards fragile Alpine areas in the Provinces of Turin and Cuneo and is based on an empirical analysis of the actions underlying current micro-territorial innovative development trends.Cet article propose une lecture et une description des territoires alpins fragiles, en jetant un autre regard, où le concept de fragilité est associé à celui de handicap, c’est-à-dire un autre regard sur l’identification des potentiels locaux spécifiques qui peuvent être encore activés à travers une force créatrice propre aux Alpes. La lecture est effectuée en fonction des territoires alpins fragiles qui font partie des provinces de Turin et Coni et se base sur une analyse empirique des initiatives qui enclenchent en quelque façon des dynamiques micro-territoriales de développement innovant.

  18. Direct reading spectrochemical analysis of nuclear graphite; Analisis espectroquimico de lectura directa de grafito nuclear

    Energy Technology Data Exchange (ETDEWEB)

    Roca Adell, M; Becerro Ruiz, E; Alvarez Gonzalez, F

    1964-07-01

    A description is given about the application of a direct-reading spectrometer the Quantometer, to the determination of boron. calcium, iron, titanium and vanadium in nuclear grade graphite. for boron the powdered sample is mixed with 1% cupric fluoride and excited in a 10-amperes direct current arc and graphite electrodes with a crater 7 mm wide and 10 mm deep. For the other elements a smaller crater has been used and dilution with a number of matrices has been investigated; the best results are achieved by employing 25% cupric fluoride. The sensitivity limit for boron is 0,15 ppm. (Author) 21 refs.

  19. Reading and writing direction effects on the aesthetic appreciation of photographs.

    Science.gov (United States)

    Chahboun, Sobh; Flumini, Andrea; Pérez González, Carmen; McManus, I Chris; Santiago, Julio

    2017-05-01

    Does reading and writing direction (RWD) influence the aesthetic appreciation of photography? Pérez González showed that nineteenth-century Iranian and Spanish professional photographers manifest lateral biases linked to RWD in their compositions. The present study aimed to test whether a population sample showed similar biases. Photographs with left-to-right (L-R) and right-to-left (R-L) directionality were selected from Pérez González's collections and presented in both original and mirror-reversed forms to Spanish (L-R readers) and Moroccan (R-L readers) participants. In Experiment 1, participants rated each picture for its aesthetic pleasingness. The results showed neither effects of lateral organization nor interactions with RWD. In Experiment 2, each picture and its mirror version were presented together and participants chose the one they liked better. Spaniards preferred rightward versions and Moroccans preferred leftward versions. RWD therefore affects aesthetic impressions of photography in our participants when people pay attention to the lateral spatial dimension of pictures. The observed directional aesthetic preferences were not sensitive to the sex of the model in the photographs, failing to support expectations from the hypotheses of emotionality and agency. Preferences were attributable to the interaction between general scanning strategies and scanning habits linked to RWD.

  20. 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.

  1. 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.

  2. Enhancing Islamic Students’ Reading Comprehension through Predict Organize Search Summarize Evaluate Strategy

    Directory of Open Access Journals (Sweden)

    Darmayenti Darmayenti

    2017-02-01

    Full Text Available This paper is a report of an experimental research project conducted in a reading comprehension course for first-year students of the Adab Faculty of the State Institute for Islamic Studies Imam Bonjol Padang, West Sumatera, Indonesia, during the academic year 2015/2016. The “Predict Organize Search Summarize Evaluate” (POSSE is one strategy that can enhance students’ comprehension in reading. Two classes of Arabic and History students chosen through cluster random sampling technique were used as the sample of the research. Reading tests were used to collect the data which was given to both of classes on pre-test and post-test. The result of the research showed that the implementation of Predict Organize Search Summarize Evaluate strategy gave a significant difference in term of the students-learning outcome between the students who were taught through POSSE strategy and by traditional one. The finding of the study showed that teaching reading by using POSSE strategy gave significant effect towards students’ reading comprehension. This strategy could improve the students’ reading component on finding topic. It can be concluded that using POSSE Strategy has improved Indonesian students’ reading comprehension. It is also recommended for English lecturers use POSSE strategy as one of teaching strategies for reading comprehension.

  3. 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".

  4. 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.

  5. 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.

  6. 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

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

    Directory of Open Access Journals (Sweden)

    Jennifer Lynn McLean

    2016-12-01

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

  8. Teaching students to read the primary literature using POGIL activities.

    Science.gov (United States)

    Murray, Tracey Arnold

    2014-01-01

    The ability to read, interpret, and evaluate articles in the primary literature are important skills that science majors will use in graduate school and professional life. Because of this, it is important that students are not only exposed to the primary literature in undergraduate education, but also taught how to read and interpret these articles. To achieve this objective, POGIL activities were designed to use the primary literature in a majors biochemistry sequence. Data show that students were able to learn content from the literature without separate activities or lecture. Students also reported an increase in comfort and confidence in approaching the literature as a result of the activities. Copyright © 2013 The International Union of Biochemistry and Molecular Biology.

  9. 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.

  10. 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)

  11. Lectures on functional analysis and the Lebesgue integral

    CERN Document Server

    Komornik, Vilmos

    2016-01-01

    This textbook, based on three series of lectures held by the author at the University of Strasbourg, presents functional analysis in a non-traditional way by generalizing elementary theorems of plane geometry to spaces of arbitrary dimension. This approach leads naturally to the basic notions and theorems. Most results are illustrated by the small ℓp spaces. The Lebesgue integral, meanwhile, is treated via the direct approach of Frigyes Riesz, whose constructive definition of measurable functions leads to optimal, clear-cut versions of the classical theorems of Fubini-Tonelli and Radon-Nikodým. Lectures on Functional Analysis and the Lebesgue Integral presents the most important topics for students, with short, elegant proofs. The exposition style follows the Hungarian mathematical tradition of Paul Erdős and others. The order of the first two parts, functional analysis and the Lebesgue integral, may be reversed. In the third and final part they are combined to study various spaces of continuous and integ...

  12. SchemaOnRead: A Package for Schema-on-Read in R

    Energy Technology Data Exchange (ETDEWEB)

    North, Michael J.

    2016-08-01

    Schema-on-read is an agile approach to data storage and retrieval that defers investments in data organization until production queries need to be run by working with data directly in native form. Schema-on-read functions have been implemented in a wide range of analytical systems, most notably Hadoop. SchemaOnRead is a CRAN package that uses R’s flexible data representations to provide transparent and convenient support for the schema-on-read paradigm in R. The schema-on- read tools within the package include a single function call that recursively reads folders with text, comma separated value, raster image, R data, HDF5, NetCDF, spreadsheet, Weka, Epi Info, Pajek network, R network, HTML, SPSS, Systat, and Stata files. The provided tools can be used as-is or easily adapted to implement customized schema-on-read tool chains in R. This paper’s contribution is that it introduces and describes SchemaOnRead, the first R package specifically focused on providing explicit schema-on-read support in R.

  13. 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.

  14. Bidirectional relations between text reading prosody and reading comprehension in the upper primary school grades: A longitudinal perspective

    NARCIS (Netherlands)

    Veenendaal, N.J.; Groen, M.A.; Verhoeven, L.T.W.

    2016-01-01

    The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and

  15. Type-Directed Partial Evaluation

    DEFF Research Database (Denmark)

    Danvy, Olivier

    1998-01-01

    Type-directed partial evaluation uses a normalization function to achieve partial evaluation. These lecture notes review its background, foundations, practice, and applications. Of specific interest is the modular technique of offline and online type-directed partial evaluation in Standard ML...

  16. Type-Directed Partial Evaluation

    DEFF Research Database (Denmark)

    Danvy, Olivier

    1998-01-01

    Type-directed partial evaluation uses a normalization function to achieve partial evaluation. These lecture notes review its background, foundations, practice, and applications. Of specific interest is the modular technique of offline and online type-directed partial evaluation in Standard ML of ...

  17. 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.

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

    Science.gov (United States)

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

    2014-12-15

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

  19. Using signal ''KVANT-1'' direct-reading dosemeter for the purposes of personnel monitoring

    International Nuclear Information System (INIS)

    Glinskij, G.A.; Karasev, V.S.; Mukhin, I.E.; Chumak, V.K.

    1977-01-01

    Presented is the description of ''KVANT-1'' dosemeter for monitoring personnel doses of gamma and X radiation. The dosemeter permits to judge on the radiation intensity, to control directly the dose being accumulated, to store the reading of the dose accumulated for a necessary period of time, to obtain sound signal in case of reaching the limit of a pre-set dose. Presented are a general view, block diagram, and the discription of the dosemeter desing and operation. Advantages of the ''KVANT-1'' dosemeter are shown as compared with the conventional personnel monitoring IFK-2,3 and KID-2 dosemeters [ru

  20. 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...

  1. Reading Actively Online: An Exploratory Investigation of Online Annotation Tools for Inquiry Learning / La lecture active en ligne: étude exploratoire sur les outils d'annotation en ligne pour l'apprentissage par l’enquête

    Directory of Open Access Journals (Sweden)

    Jingyan Lu

    2012-11-01

    Full Text Available This study seeks to design and facilitate active reading among secondary school students with an online annotation tool – Diigo. Two classes of different academic performance levels were recruited to examine their annotation behavior and perceptions of Diigo. We wanted to determine whether the two classes differed in how they used Diigo; how they perceived Diigo; and whether how they used Diigo was related to how they perceived it. Using annotation data and surveys in which students reported on their use and perceptions of Diigo, we found that although the tool facilitated individual annotations, the two classes used and perceived it differently. Overall, the study showed Diigo to be a promising tool for enhancing active reading in the inquiry learning process. Cette étude vise à concevoir et à faciliter la lecture active chez les élèves du secondaire grâce à l’outil d'annotation en ligne Diigo. Deux classes avec des niveaux de rendement scolaire différents ont été retenues afin qu’on examine leur manière d’annoter et leur perception de Diigo. Nous avons voulu déterminer si les deux classes diffèrent dans leur façon d’utiliser Diigo, leur perception de Diigo, et si leur manière d’utiliser Diigo était liée à leur perception. En utilisant les données d'annotation et d'enquêtes dans lesquelles les élèves relataient leur utilisation et leur perception de Diigo, nous avons constaté que, même si l'outil a facilité les annotations individuelles, les deux classes l’ont utilisé et perçu différemment. Dans l'ensemble, l'étude a montré que Diigo est un outil prometteur pour l'amélioration de la lecture active dans le processus d'apprentissage par enquête.

  2. Effects of Listening While Reading (LWR on Swahili Reading Fluency and Comprehension

    Directory of Open Access Journals (Sweden)

    Filipo Lubua

    2016-10-01

    Full Text Available A number of studies have examined the contribution of technology in teaching such languages as English, French, and Spanish, among many others. Contrarily, most LCTL’s, have received very little attention. This study investigates if listening while reading (LWR may expedite Swahili reading fluency and comprehension. The study employed the iBook Author tool to create weekly mediated and interactive reading texts, with comprehension exercises, which were eventually used to collect descriptive and qualitative data from four Elementary Swahili students. Participants participated in a seven week reading program, which provided them with some kind of directed self-learning, and met with the instructor for at least 30 minutes every week for observation and more reading activities. The teacher recorded their reading scores, and a number of themes on how LWR influenced reading fluency and comprehension are discussed here. It shows that participants have a positive attitude towards LWR and they suggest it for all the reading classes.

  3. Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction

    Science.gov (United States)

    Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan

    2013-01-01

    There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…

  4. 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 ...

  5. 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)

  6. 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...

  7. 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 ...

  8. Rapid analysis of fertilizers by the direct-reading thermometric method.

    Science.gov (United States)

    Sajó, I; Sipos, B

    1972-05-01

    The authors have developed rapid methods for the determination of the main components of fertilizers, namely phosphate, potassium and nitrogen fixed in various forms. In the absence of magnesium ions phosphate is precipitated with magnesia mixture; in the presence of magnesium ions ammonium phosphomolybdate is precipitated and the excess of molybdate is reacted with hydrogen peroxide. Potassium is determined by precipitation with silico-fluoride. For nitrogen fixed as ammonium salts the ammonium ions are condensed in a basic solution with formalin to hexamethylenetetramine; for nitrogen fixed as carbamide the latter is decomposed with sodium nitrite; for nitrogen fixed as nitrate the latter is reduced with titanium(III). In each case the temperature change of the test solution is measured. Practically all essential components of fertilizers may be determined by direct-reading thermometry; with this method and special apparatus the time of analysis is reduced to at most about 15 min for any determination.

  9. 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…

  10. Optimising Lecture Time

    DEFF Research Database (Denmark)

    Holst-Christensen, Bo

    interest in getting a degree, they prefer the educators to do the work for them. The focus of my experiments have therefore been to develop teaching techniques that ensures that the students study efficiently and at the same time moves the task of identifying which parts of the subjects that are giving...... the students problems from the educator to the students. By using techniques that put more weight on student participation, cooperation and preparation, I have been able to cut significantly down on the time used for lecturing, allowing more time for student work and reflection. As an example by getting...... the students to identify the parts of the subjects that need further explanation, I get the students to take ownership of the learning task and at the same time give me a more direct feedback. By creating teaching materials and exercises that can be used in a number of different ways, it is possible to involve...

  11. Setting-up of a direct reading emission spectrometer and its adaptation for plutonium handling

    International Nuclear Information System (INIS)

    Page, A.G.; Godbole, S.V.; Kulkarni, M.J.; Porwal, N.K.; Thulasidas, S.K.; Sastry, M.D.; Srinivasan, P.S.

    1986-01-01

    A Jarrell-Ash 750 AtomComp 1100 series direct reading emission spectrometer was set up and its performance features were checked with regard to analysis of uranium-based samples using d.c. arc/inductively coupled argon plasma excitation techniques. The instrument has been subsequently modified to enable handling of plutonium-based samples. The modifications include building up of a specially designed glove-box around the excitation sources and consequent changes in the electro-mechanical controls associated with them. The modified system was extensively used for the trace metal assay of FBTR fuel sample. (author)

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

    Science.gov (United States)

    Ozgonul, Levent; Alimoglu, Mustafa Kemal

    2017-01-01

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

  13. Job dissatisfaction in lecturers in School of Medical Sciences Universiti Sains Malaysia and Faculty of Medicine Universiti Kebangsaan Malaysia.

    Science.gov (United States)

    Huda, B Z; Rusli, B N; Naing, L; Tengku, M A; Winn, T; Rampal, K G

    2004-06-01

    Job dissatisfaction in doctors and teachers is known to have direct consequences on the quality of service and teaching for patients and students respectively. A cross-sectional study to assess dissatisfaction in lecturers of School of Medical Sciences, Universiti Sains Malaysia (USM) and Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM) was undertaken between August 2001 and May 2002. The original English version of the Job Content Questionnaire (CQ) version 1.7 (revised 1997) by Robert Karasek was self-administered to 73 (response rate 58.4%) and 80 (response rate 41.7%) lecturers in the medical faculties of USM and UKM, respectively. The prevalence of job dissatisfaction in USM and UKM lecturers were 42.6% and 42.9%, respectively; the difference was not significant (p>0.05). Risk factors of job dissatisfaction in USM lecturers were decision authority (pjob demand (pjob dissatisfaction in UKM lecturers were skill discretion (pjob demand (pjob demand was a risk factor of job dissatisfaction in both USM and UKM lecturers; in USM, decision authority was protective, while in UKM, skill discretion was protective against job dissatisfaction.

  14. "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.

  15. 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.

  16. 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.

  17. 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

  18. Effect of Repeated Reading and Self-Directed Behavior on Reading Skills and Generalization of the Reading Skills of Third-Grade Hill Tribe Students.

    Science.gov (United States)

    Compan, Boonlert; Iamsupasit, Sompoch; Samuels, Jay

    A study tested a method for developing reading fluency with third-grade Hill Tribe children in a welfare school in Chiang Mai, a city located in northern Thailand. Most of the students were bilingual, speaking their native tongues and Thai, their second language. Only 18.7% of the Hill Tribe population can read Thai, and many students fail to…

  19. 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

  20. 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

  1. Lectures on algebraic quantum field theory and operator algebras

    International Nuclear Information System (INIS)

    Schroer, Bert

    2001-04-01

    In this series of lectures directed towards a mainly mathematically oriented audience I try to motivate the use of operator algebra methods in quantum field theory. Therefore a title as why mathematicians are/should be interested in algebraic quantum field theory would be equally fitting. besides a presentation of the framework and the main results of local quantum physics these notes may serve as a guide to frontier research problems in mathematical. (author)

  2. The Effect Working Environment, Job Characteristic and Job Motivation to Job Satisfaction at Lecture Jambi Universitas

    OpenAIRE

    Rosmiati, Rosmiati; Ekawarna, Ekawarna; Haryanto, Eddy

    2017-01-01

    The objective of this research is to obtain information on the effect of working environment, job Characteristic and job motivation to job satisfaction. The population of this research is the Lecture Jambi University. The total number of the research sample was 273 Official Member of Lecture Jambi University and they were taken randomly. Data analysis technique was used path analisys with SPSS and LISREL program.The formulation of this research are: 1) Is the work environment (X1) directly in...

  3. 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…

  4. 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.

  5. 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 ...

  6. Development of direct reading dosimeters for the dose 0-3 mSv and 0-5 mSv ranges for personnel monitoring

    International Nuclear Information System (INIS)

    Gaikwad, P.V.; Shirkar, Y.B.; Patil, A.S.; Madgaonkar, P.P.; Kale, K.L.; Guhagarkar, H.V.; Gandhi, D.P.; Gupta, S.K.; Kothiyal, G.P.; Sahni, V.C.

    1998-01-01

    Direct reading dosimeters (DRDs) are widely used to measure cumulative dose received by personnel working at nuclear reactor sites or in other environment having x- and gamma rays. A DRD operates on the principle of gold leaf electroscope, and is a small, rugged, hermetically sealed, self reading type device easily carried by an individual in his pocket. The development of dosimeters suitable for the dose ranges 0-3 mSv and 0-5 mSv is reported

  7. Top down viewing of the inductively coupled plasma using a dual grating, direct reading spectrograph and an all mirror optical system

    International Nuclear Information System (INIS)

    Apel, C.T.; Duchane, D.V.; Palmer, B.A.

    1980-01-01

    Using an all-mirror optical system, an inductively coupled plasma is viewed top down and the light is directed to a dual grating, direct reading spectrograph. Top down viewing of the plasma, with masking of the image of the argon plasma torus at the spectrograph entrance slit, significantly reduces background signal from the source and permits the use of the depth of field of the optical system to achieve compromise conditions for viewing the plasma. Light from the plasma source is introduced to the optical system by means of a mirror situated directly over the plasma. The system is exhausted in such a way that cool air flowing past the mirror forms a thermal barrier between the mirror and the plasma. Elements such as copper and lead have atomic and ionic lines which tend to exhibit self absorption when viewed top down through the cooler ground state atoms in the plume of the plasma. One of the approaches to this problem is to shear off the plume of the plasma with a jet of air directed across the tip of the plasma. A second approach is to make use of the dual grating, direct reading spectrograph and real-time computer system which easily permits the setting of alternate lines for each element so that self absorption and matrix effects are minimized. The design of the dual-grating, direct-reading spectrograph allows for the mounting of more than 200 13-mm-dia photomultiplier tubes along the focal curves. In an effort to demonstrate the use of fiber optics as a viable technique for the closer placement of exit slits, a red sensitive photomultiplier tube was coupled with a 30-cm fiber-optic ribbon to detect light from the Li 670.784 nm line on the focal curve. It was successful and had the added advantages of absorbing second-order ultraviolet light

  8. Vers un modele d'intervention precoce en lecture en actualisation linguistique (Towards a Model of Early Intervention in Reading Readiness).

    Science.gov (United States)

    Berger, Marie Josee

    1999-01-01

    Argues that in Ontario's French-medium schools, reading is often a challenge, particularly for those in readiness classes who speak little or no French. A model for early intervention in reading is recommended, combining reading and writing to address the linguistic challenges of students in a minority-language community. (Author/MSE)

  9. 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)

  10. 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....

  11. 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…

  12. 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.

  13. 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…

  14. 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 ...

  15. 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....

  16. 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.

  17. Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

    Science.gov (United States)

    Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

    2018-01-01

    Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However,…

  18. 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.

  19. 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…

  20. 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.

  1. A Model of Flexible Learning: Exploring Interdependent Relationships Between Students, Lecturers, Resources and Contexts in Virtual Spaces

    Directory of Open Access Journals (Sweden)

    John Raymond Bostock

    2018-04-01

    Full Text Available In flexible and open models of education students and lecturers experience a virtual sense of separation that is caused by more than physical distance between students and lecturers. Transactional distance is “a psychological and communications gap, a space of potential misunderstanding between the inputs of lecturer and those of the student” created in part by the physical distance inherent to online learning (Moore 1991, p. 2. a large transactional distance such as that between geographically dispersed students and lecturers in an asynchronous, text-based, online learning environment may contribute to students’ feelings of isolation and disconnectedness, which can lead to reduced levels of motivation and engagement and consequently attrition. When designing e-learning experiences lecturers must consider two variables that affect transactional distance: structure and dialogue. Structure refers to the flexibility or rigidity of the pedagogical methods and strategies used in an e-learning experience. Dialogue refers to the interaction between the lecturer and student during an e-learning experience. Moore does not suggest that either structure or dialogue are inherently good things. Each may be appropriate in different circumstances and a typical educational event such as a conventional lecture will, at a micro-level, move constantly between the two. Another dimension of the theory suggests that more autonomous students, being self-directed, are better able to cope with more structure while less autonomous students benefit more from greater dialogue. This paper explores a proposed model of flexible learning which attempts to inform practitioners of the fluid, interdependent relationships between students, resources, contexts and lecturers. This helps explain and justify a reconceptualisation of the role of the lecturer and suggests how social activity is also pivotal in successful learning outcomes for students.

  2. 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.

  3. 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 ...

  4. Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners

    Science.gov (United States)

    Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina

    2018-01-01

    We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…

  5. Direct-reading spectrochemical analysis of soils and plant ashes; Analisis espectroquimico de lectura directa de suelos y cenizas de plantas

    Energy Technology Data Exchange (ETDEWEB)

    Roca, M; Alvarez, F; Cellini, R F; Burriel, F

    1966-07-01

    Two different techniques haves been tried to determine trace elements in soils and plant ashes using a direct reading spectrometer :1) the samples are mixed with graphite powder and excited on 2x4 mm graphite rods with a 13 amperes direct current arc: 2) a mixture of graphite and strontium carbonate is used as spectrochemical buffer, and 2x6 mm cup graphite rods in a 10 amperes direct current arc. We have studies the influence of sodium, potassium and calcium on the results. (Author)

  6. 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.

  7. 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.

  8. Portraiture in the Large Lecture: Storying One Chemistry Professor's Practical Knowledge

    Science.gov (United States)

    Eddleton, Jeannine E.

    Practical knowledge, as defined by Freema Elbaz (1983), is a complex, practically oriented set of understandings which teachers use to actively shape and direct their work. The goal of this study is the construction of a social science portrait that illuminates the practical knowledge of a large lecture professor of general chemistry at a public research university in the southeast. This study continues Elbaz's (1981) work on practical knowledge with the incorporation of a qualitative and intentionally interventionist methodology which "blurs the boundaries of aesthetics and empiricism in an effort to capture the complexity, dynamics, and subtlety of human experience and organizational life," (Lawrence-Lightfoot & Davis, 1997). This collection of interviews, observations, writings, and reflections is designed for an eclectic audience with the intent of initiating conversation on the topic of the large lecture and is a purposeful attempt to link research and practice. Social science portraiture is uniquely suited to this intersection of researcher and researched, the perfect combination of methodology and analysis for a project that is both product and praxis. The following research questions guide the study. • Are aspects of Elbaz's practical knowledge identifiable in the research conversations conducted with a large lecture college professor? • Is practical knowledge identifiable during observations of Patricia's large lecture? Freema Elbaz conducted research conversations with Sarah, a high school classroom and writing resource teacher who conducted much of her teaching work one on one with students. Patricia's practice differs significantly from Sarah's with respect to subject matter and to scale.

  9. 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.

  10. 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)

  11. 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

  12. 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)

  13. 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

  14. 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

  15. 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 ...

  16. Promoting active learning of graduate student by deep reading in biochemistry and microbiology pharmacy curriculum.

    Science.gov (United States)

    Peng, Ren

    2017-07-08

    To promote graduate students' active learning, deep reading of high quality papers was done by graduate students enrolled in biochemistry and microbiology pharmacy curriculum offered by college of life science, Jiangxi Normal University from 2013 to 2015. The number of graduate students, who participated in the course in 2013, 2014, and 2015 were eleven, thirteen and fifteen, respectively. Through deep reading of papers, presentation, and group discussion in the lecture, these graduate students have improved their academic performances effectively, such as literature search, PPT document production, presentation management, specialty document reading, academic inquiry, and analytical and comprehensive ability. The graduate students also have increased their understanding level of frontier research, scientific research methods, and experimental methods. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):305-312, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  17. Assessing Approaches to Teaching Systems Thinking: Reading Article vs. Game Play

    Science.gov (United States)

    Pfirman, S. L.; O'Garra, T.; Lee, J.; Bachrach, E.; Bachman, G.; Orlove, B. S.

    2016-12-01

    Problem-solving in the complex domain of climate change requires consideration of the dynamics of systems as wholes. The long time frame, coupled with multiple interacting elements is challenging to teach through traditionally linear approaches, such as lectures or reading. On the other hand some have claimed that games are potentially useful in teaching system skills, due to their iterative, interacting, and problem solving character. In this experiment, we evaluated the impact of the EcoChains: Arctic Crisis card game on participants' mental models using a `fuzzy cognitive mapping' approach. The study population included 41 participants randomly assigned to the treatment/game play n=21 and the control/reading illustrated article: n=20. To obtain cognitive maps from participants, the first step was explaining how to draw a map, using an unrelated map as an example. Following the explanation, participants were handed large sheets of paper and asked to write down all the concepts they could think of related to: Arctic marine & sea-ice ecosystems, including the species & inhabitants of these ecosystems, all the different factors that negatively affect the health of Arctic marine & sea-ice ecosystems, its species & inhabitants, all the different factors that positively affect the health of Arctic marine & sea-ice ecosystems, its species & inhabitants. Once participants had drafted their list of concepts, they were asked to construct maps with the concepts in the center followed by arrows drawn between them to represent the direction of relationships between concepts. After the intervention - either playing the EcoChains card game or reading the illustrated article - participants were handed back their maps, together with a different colored pencil from the one they used previously, and asked to adjust the maps based on what they had learned from playing Ecochains/reading the article. Results indicate that both playing EcoChains and reading an illustrated article with

  18. Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers

    Science.gov (United States)

    Kieffer, Michael J.; Lesaux, Nonie K.

    2012-01-01

    This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native…

  19. 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

  20. 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...

  1. AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO

    Directory of Open Access Journals (Sweden)

    Dhinuk Puspita Kirana

    2013-12-01

    Full Text Available It is widely believed that English Foreign Language (EFL learners need to develop their language proficiency by getting so much input. Moreover, students need to be familiarized with the real English us­age where real forms of communication and cultural knowledge are crucially exposed. Teaching through authentic materials will make the learners feel that they are learning a real language which is used by the real native speakers for real communication. incorporating au­thentic materials helps students acquire an effective communicative competence in the language focus. The research intended to describe the implementation of authentic materials in extensive reading class, the problems arise and the students’ responses toward the authen­tic materials in extensive reading class. The design of the research was Descriptive Qualitative method and the research subject was the lecturer of Extensive Reading class and 33 students in B class of the fourth semester of STAIN Ponorogo who took Extensive Read­ing subject. The instruments used were in the form of observation sheet, interview guideline and questionnaire. The implementation of authentic materials in extensive reading class covered some procedures into three main phases namely (1 Pre­ Activity, (2 Main­ Activity and (3 Post­Activity. The activities in main activity are as follows: (a Pre­ Activity; (b Whilst ­Activity; and (3 The language focus stage. There were problems arose during the implementation in terms of complicated planning, more time allocation and some disinterested students. Finally, the students showed significantly positive attitude toward the implementation of authentic materials in extensive reading class.

  2. 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...

  3. "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…

  4. 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…

  5. 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…

  6. A Framework for Analysis of Case Studies of Reading Lessons

    Science.gov (United States)

    Carlisle, Joanne F.; Kelcey, Ben; Rosaen, Cheryl; Phelps, Geoffrey; Vereb, Anita

    2013-01-01

    This paper focuses on the development and study of a framework to provide direction and guidance for practicing teachers in using a web-based case studies program for professional development in early reading; the program is called Case Studies Reading Lessons (CSRL). The framework directs and guides teachers' analysis of reading instruction by…

  7. Comparison of observer performance reading from a video CRT vs. reading from film

    International Nuclear Information System (INIS)

    Keyes, J.W. Jr.; Kline, R.C.; Resinger, W.W.; Rose, E.A.; Koral, K.F.; Rogers, W.L.

    1983-01-01

    The developing trend for all medical images to be in digital form raises an important question: should diagnostic interpretations be made directly from a CRT or from some form of hard copy recording of the CRT. This question was studied by having two observers read a series of digital images of the thyroid including both conventional scintigrams and computer-generated tomograms. The CRT images were photographed in a carefully controlled fashion. Images were read once from film and a second time directly from the CRT. No significant difference in performance could be found for either display modality based on an ROC analysis. Although based on uncomplicated images and analysis, this result suggests that the decision to read from film or from the CRT can be made on other grounds than observer performance. This important result needs confirmation with more complex images such as ultrasound or CT

  8. The Use of Blog as Supporting Media for Competence of Lecturer

    Directory of Open Access Journals (Sweden)

    Anne Ratnasari

    2015-12-01

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

  9. 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...

  10. 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...

  11. 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.

  12. 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.

  13. Reading assessment and training program

    International Nuclear Information System (INIS)

    Lewis, C.L.

    1991-01-01

    The objective was to ensure ourselves and the general public that the workers in the Nuclear Materials Processing Department (NMPD) could read, follow, and understand procedures. Procedures were randomly selected and analyzed for reading levels. A tenth grade reading level was established as the standard for all NMPD employees. Employees were tested to determine reading levels and approximately 12% could not read at the target level. A Procedure Walk-Through Evaluation was administered to each person not reaching tenth grade reading level. This was a job performance measure given to ensure that the worker was competent in his/her present job, and should remain there while completing reading training. A mandatory Reading Training Program utilizing Computer Based Training was established. This program is self-paced, individualized instruction and provided to the worker on Company time. Results of the CBT Program have been very good. Instruction is supplemented with test-taking skills seminars, practice exams, individual conferences with their own reading specialist, and some self-directed study books. This paper describes the program at Savannah River Site

  14. 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

  15. 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.

  16. 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.

  17. 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.

  18. 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

  19. Lire/voir The Ballad of Reading Gaol d’Oscar Wilde à la lumière de l’expressionnisme

    OpenAIRE

    Giudicelli, Xavier

    2017-01-01

    Objet hybride, un livre illustré met en présence deux ensembles de signes distincts qui se complètent, s’éclairent et tissent des relations dialectiques. Cet article se propose d’étudier l’édition de The Ballad of Reading Gaol mise en image par l’artiste expressionniste allemand Erich Heckel en 1907, dans le but d’interroger les effets de lecture produits par la rencontre entre le texte et l’image dans cette édition. Après avoir replacé The Ballad of Reading Gaol et l’édition illustrée par Er...

  20. 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…

  1. 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 ...

  2. 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.

  3. 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...

  4. 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...

  5. 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...

  6. 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

  7. 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…

  8. 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...

  9. 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

  10. 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)

  11. 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…

  12. 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,...

  13. 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.

  14. 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.

  15. How Reading Volume Affects both Reading Fluency and Reading Achievement

    Directory of Open Access Journals (Sweden)

    Richard L. ALLINGTON

    2014-10-01

    Full Text Available Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires about 15 minutes of reading activity daily. The remaining 75 minute of reading lessons is filled with many other activities such as completing workbook pages or responding to low-level literal questions about what has been read. Studies designed to enhance the volume of reading that children do during their reading lessons demonstrate one way to enhance reading development. Repeated readings have been widely used in fostering reading fluency but wide reading options seem to work faster and more broadly in developing reading proficiencies, including oral reading fluency.

  16. Self-Directed Learning with Feedback

    Science.gov (United States)

    Choi, Youngeun; Anderson, William

    2016-01-01

    This article describes a weekly writing assignment named SelFeed (Self-Directed Learning with Feedback), in which students are asked to identify their own questions relevant to the lecture content and provide logical answers.

  17. Self-directed learning in gross human anatomy: assessment outcomes and student perceptions.

    Science.gov (United States)

    Smythe, Gayle; Hughes, Diane

    2008-01-01

    Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first self-directed topic as they did in lecture-based material, but performance declined significantly on the second self-directed topic. Correlations showed that students who performed well in lecture-based topics also performed well on self-directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self-directed modes for the first time.

  18. 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.

  19. 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.

  20. Effects of sequential and discrete rapid naming on reading in Japanese children with reading difficulty.

    Science.gov (United States)

    Wakamiya, Eiji; Okumura, Tomohito; Nakanishi, Makoto; Takeshita, Takashi; Mizuta, Mekumi; Kurimoto, Naoko; Tamai, Hiroshi

    2011-06-01

    To clarify whether rapid naming ability itself is a main underpinning factor of rapid automatized naming tests (RAN) and how deep an influence the discrete decoding process has on reading, we performed discrete naming tasks and discrete hiragana reading tasks as well as sequential naming tasks and sequential hiragana reading tasks with 38 Japanese schoolchildren with reading difficulty. There were high correlations between both discrete and sequential hiragana reading and sentence reading, suggesting that some mechanism which automatizes hiragana reading makes sentence reading fluent. In object and color tasks, there were moderate correlations between sentence reading and sequential naming, and between sequential naming and discrete naming. But no correlation was found between reading tasks and discrete naming tasks. The influence of rapid naming ability of objects and colors upon reading seemed relatively small, and multi-item processing may work in relation to these. In contrast, in the digit naming task there was moderate correlation between sentence reading and discrete naming, while no correlation was seen between sequential naming and discrete naming. There was moderate correlation between reading tasks and sequential digit naming tasks. Digit rapid naming ability has more direct effect on reading while its effect on RAN is relatively limited. The ratio of how rapid naming ability influences RAN and reading seems to vary according to kind of the stimuli used. An assumption about components in RAN which influence reading is discussed in the context of both sequential processing and discrete naming speed. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  1. A Quantitative Evaluation of the Flipped Classroom in a Large Lecture Principles of Economics Course

    Science.gov (United States)

    Balaban, Rita A.; Gilleskie, Donna B.; Tran, Uyen

    2016-01-01

    This research provides evidence that the flipped classroom instructional format increases student final exam performance, relative to the traditional instructional format, in a large lecture principles of economics course. The authors find that the flipped classroom directly improves performance by 0.2 to 0.7 standardized deviations, depending on…

  2. 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

  3. 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.

  4. 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 ...

  5. 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.

  6. 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.

  7. 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,"

  8. 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...

  9. 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

  10. 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.

  11. 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.

  12. Dealing with the size-of-source effect in the calibration of direct-reading radiation thermometer

    Energy Technology Data Exchange (ETDEWEB)

    Saunders, P. [Measurement Standards Laboratory of New Zealand, PO Box 31-310, Lower Hutt 5040 (New Zealand)

    2013-09-11

    The majority of general-purpose low-temperature handheld radiation thermometers are severely affected by the size-of-source effect (SSE). Calibration of these instruments is pointless unless the SSE is accounted for in the calibration process. Traditional SSE measurement techniques, however, are costly and time consuming, and because the instruments are direct-reading in temperature, traditional SSE results are not easily interpretable, particularly by the general user. This paper describes a simplified method for measuring the SSE, suitable for second-tier calibration laboratories and requiring no additional equipment, and proposes a means of reporting SSE results on a calibration certificate that should be easily understood by the non-specialist user.

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

    Science.gov (United States)

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

    2014-01-01

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

  14. 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…

  15. 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.)

  16. 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 - ...

  17. 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.

  18. 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.

  19. 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…

  20. 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

  1. 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...

  2. Can verbal working memory training improve reading?

    Science.gov (United States)

    Banales, Erin; Kohnen, Saskia; McArthur, Genevieve

    2015-01-01

    The aim of the current study was to determine whether poor verbal working memory is associated with poor word reading accuracy because the former causes the latter, or the latter causes the former. To this end, we tested whether (a) verbal working memory training improves poor verbal working memory or poor word reading accuracy, and whether (b) reading training improves poor reading accuracy or verbal working memory in a case series of four children with poor word reading accuracy and verbal working memory. Each child completed 8 weeks of verbal working memory training and 8 weeks of reading training. Verbal working memory training improved verbal working memory in two of the four children, but did not improve their reading accuracy. Similarly, reading training improved word reading accuracy in all children, but did not improve their verbal working memory. These results suggest that the causal links between verbal working memory and reading accuracy may not be as direct as has been assumed.

  3. 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…

  4. Engaging with Terminology in the Multilingual Classroom: Teachers' Practices for Bridging the Gap between L1 Lectures and English Reading

    Science.gov (United States)

    Malmström, Hans; Mežek, Špela; Pecorari, Diane; Shaw, Philip; Irvine, Aileen

    2017-01-01

    In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice…

  5. 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 ...

  6. 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

  7. 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.

  8. 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.

  9. Explicit Instruction Elements in Core Reading Programs

    Science.gov (United States)

    Child, Angela R.

    2012-01-01

    Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

  10. 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…

  11. 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

  12. 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.

  13. How to teach children reading and spelling

    NARCIS (Netherlands)

    Bosman, A.M.T.; Schraven, J.L.M.; Segers, E.; Broek, P. van den

    2017-01-01

    The effectiveness of the Dutch reading and spelling didactic 'How to teach children reading and spelling' (HTCRS), developed by Schraven (1994/2013) was empirically tested in children attending special education. HTCRS is based on the principles of direct and classroom instruction, and the task

  14. Direct lexical control of eye movements in reading: Evidence from a survival analysis of fixation durations

    Science.gov (United States)

    Reingold, Eyal M.; Reichle, Erik D.; Glaholt, Mackenzie G.; Sheridan, Heather

    2013-01-01

    Participants’ eye movements were monitored in an experiment that manipulated the frequency of target words (high vs. low) as well as their availability for parafoveal processing during fixations on the pre-target word (valid vs. invalid preview). The influence of the word-frequency by preview validity manipulation on the distributions of first fixation duration was examined by using ex-Gaussian fitting as well as a novel survival analysis technique which provided precise estimates of the timing of the first discernible influence of word frequency on first fixation duration. Using this technique, we found a significant influence of word frequency on fixation duration in normal reading (valid preview) as early as 145 ms from the start of fixation. We also demonstrated an equally rapid non-lexical influence on first fixation duration as a function of initial landing position (location) on target words. The time-course of frequency effects, but not location effects was strongly influenced by preview validity, demonstrating the crucial role of parafoveal processing in enabling direct lexical control of reading fixation times. Implications for models of eye-movement control are discussed. PMID:22542804

  15. 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…

  16. 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…

  17. 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) ...

  18. 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…

  19. 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. 

  20. 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.

  1. 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.

  2. 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

  3. University Students' Reading of Their First-Year Mathematics Textbooks

    Science.gov (United States)

    Shepherd, Mary D.; Selden, Annie; Selden, John

    2012-01-01

    This article reports the observed behaviors and difficulties that 11 precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the "effectiveness" of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. The…

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

    Directory of Open Access Journals (Sweden)

    James Christopher Moore

    2018-02-01

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

  5. 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)

  6. 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)

  7. 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....

  8. Reciprocal Relations between Intrinsic Reading Motivation and Reading Competence: A Comparison between Native and Immigrant Students in Germany

    Science.gov (United States)

    Miyamoto, Ai; Pfost, Maximilian; Artelt, Cordula

    2018-01-01

    The present study compares native and immigrant students regarding the direction and the strength of the relation between intrinsic reading motivation and reading competence. Within the framework of the German National Educational Panel Study, 4,619 secondary school students were included in the analyses. The present study confirmed the reciprocal…

  9. Action video games make dyslexic children read better.

    Science.gov (United States)

    Franceschini, Sandro; Gori, Simone; Ruffino, Milena; Viola, Simona; Molteni, Massimo; Facoetti, Andrea

    2013-03-18

    Learning to read is extremely difficult for about 10% of children; they are affected by a neurodevelopmental disorder called dyslexia [1, 2]. The neurocognitive causes of dyslexia are still hotly debated [3-12]. Dyslexia remediation is far from being fully achieved [13], and the current treatments demand high levels of resources [1]. Here, we demonstrate that only 12 hr of playing action video games-not involving any direct phonological or orthographic training-drastically improve the reading abilities of children with dyslexia. We tested reading, phonological, and attentional skills in two matched groups of children with dyslexia before and after they played action or nonaction video games for nine sessions of 80 min per day. We found that only playing action video games improved children's reading speed, without any cost in accuracy, more so than 1 year of spontaneous reading development and more than or equal to highly demanding traditional reading treatments. Attentional skills also improved during action video game training. It has been demonstrated that action video games efficiently improve attention abilities [14, 15]; our results showed that this attention improvement can directly translate into better reading abilities, providing a new, fast, fun remediation of dyslexia that has theoretical relevance in unveiling the causal role of attention in reading acquisition. Copyright © 2013 Elsevier Ltd. All rights reserved.

  10. 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…

  11. 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,…

  12. 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.

  13. 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.

  14. 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.

  15. 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.

  16. Oedipus in Brooklyn: reading Freud on women, watching Lena Dunham's girls.

    Science.gov (United States)

    Buchberg, Lisa

    2014-01-01

    Through an examination of Freud's Lecture 33, "Femininity" (1933), and "Mourning and Melancholia" (1917), the author proposes a reading of Freud's description of the girl becoming a woman. Female development is retold as a melancholic narrative-one in which the girl's entrance into the positive Oedipus is founded on unconscious grievance and unmourned loss of the early relationship with her mother. Castration and penis envy are reconceived as melancholic markers-the manifest content of the subjectivity of refusal, loss, and imagined repair of the early maternal relationship. Lena Dunham's HBO television series Girls is analyzed as an illustration of these theoretical understandings. © 2014 The Psychoanalytic Quarterly, Inc.

  17. 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.

  18. 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 ...

  19. 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.

  20. 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

  1. [Study on the method for the determination of trace boron, molybdenum, silver, tin and lead in geochemical samples by direct current arc full spectrum direct reading atomic emission spectroscopy (DC-Arc-AES)].

    Science.gov (United States)

    Hao, Zhi-hong; Yao, Jian-zhen; Tang, Rui-ling; Zhang, Xue-mei; Li, Wen-ge; Zhang, Qin

    2015-02-01

    The method for the determmation of trace boron, molybdenum, silver, tin and lead in geochemical samples by direct current are full spectrum direct reading atomic emission spectroscopy (DC-Arc-AES) was established. Direct current are full spectrum direct reading atomic emission spectrometer with a large area of solid-state detectors has functions of full spectrum direct reading and real-time background correction. The new electrodes and new buffer recipe were proposed in this paper, and have applied for national patent. Suitable analytical line pairs, back ground correcting points of elements and the internal standard method were selected, and Ge was used as internal standard. Multistage currents were selected in the research on current program, and each current set different holding time to ensure that each element has a good signal to noise ratio. Continuous rising current mode selected can effectively eliminate the splash of the sample. Argon as shielding gas can eliminate CN band generating and reduce spectral background, also plays a role in stabilizing the are, and argon flow 3.5 L x min(-1) was selected. Evaporation curve of each element was made, and it was concluded that the evaporation behavior of each element is consistent, and combined with the effects of different spectrographic times on the intensity and background, the spectrographic time of 35s was selected. In this paper, national standards substances were selected as a standard series, and the standard series includes different nature and different content of standard substances which meet the determination of trace boron, molybdenum, silver, tin and lead in geochemical samples. In the optimum experimental conditions, the detection limits for B, Mo, Ag, Sn and Pb are 1.1, 0.09, 0.01, 0.41, and 0.56 microg x g(-1) respectively, and the precisions (RSD, n=12) for B, Mo, Ag, Sn and Pb are 4.57%-7.63%, 5.14%-7.75%, 5.48%-12.30%, 3.97%-10.46%, and 4.26%-9.21% respectively. The analytical accuracy was

  2. Factoring AAVE into Reading Assessment and Instruction

    Science.gov (United States)

    Wheeler, Rebecca; Cartwright, Kelly B.; Swords, Rachel

    2012-01-01

    In our increasingly diverse schools, students bring diverse ways of speaking to the classroom. In turn, as features from students' home language varieties transfer into their readings of texts, teachers' assessment and intervention plans may be directly affected. If teachers conflate dialect influence with reading error in Standard English, they…

  3. 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…

  4. 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.

  5. 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…

  6. 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...

  7. 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

  8. Reading literacy as a measure of the quality of education: Estimates based on PISA 2009 data

    Directory of Open Access Journals (Sweden)

    Pavlović-Babić Dragica

    2010-01-01

    Full Text Available The definition of reading literacy in the PISA study, similar to other international studies of reading, emphasizes the importance of reading for active participation in society, thereby promoting the ability of students to critically analyze information and use it for different purposes. The study examined the level of reading literacy in fifteen-year-old students in different countries, whether there was progress compared to previous cycles of testing, the development of the individual literacy components, and the distribution of students by levels of reading literacy. The sample included fifteen-year-old students, regardless of the grade they had attended at the time of testing. The study was conducted in 190 schools, with the total of 5,523 students tested. The data show that the average achievement of students in Serbia in the domain of reading literacy is still below average compared to the achievement of students from OECD countries, but the results were significantly higher when compared to 2006. The most conspicuous change between two cycles of testing occurred at lower achieving levels of reading literacy, which indicates that the dominant way of teaching in schools is through traditional lectures and oriented towards the adoption of academic knowledge. The progress achieved in the average score for reading literacy scale can be seen as a result of greater involvement and greater motivation of students and teachers, the more apparent support of officials in the PISA 2009 study than in 2006 study, as well as a result of substantial changes in general social context in which students were educated. .

  9. Development of the Alberta Diagnostic Reading Program.

    Science.gov (United States)

    Horvath, Frank G.; Machura, Shirley

    The development of the Alberta Diagnostic Reading Program (ADRP) was based on a current psycholinguistic theory that describes reading as a process in which the reader uses background information to communicate with the author. To ensure its usefulness and effectiveness, the developers of the ADRP sought the advice and direct involvement of many…

  10. 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...

  11. 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...

  12. Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère Effects of Visible and Invisible Hyperlinks on Vocabulary Acquisition and Reading Comprehension for High- and Average-Foreign Language Achievers

    Directory of Open Access Journals (Sweden)

    Ofelia R. Nikolova

    2004-12-01

    Full Text Available Cet article est consacré à l'étude des effets des hyperliens visibles et invisibles pour les mots annotés dans un environnement informatique centré sur l'acquisition de vocabulaire et la compréhension en lecture pour deux types d'apprenants, intermédiaires et avancés, en français. Deux cent soixante-quatre étudiants de français de deuxième semestre ont été identifiés comme intermédiaires ou avancés. Les étudiants de chaque type ont été ensuite assignés par tirage au sort en deux groupes ; un groupe utilisant des liens visibles et un autre des liens invisibles. Tous les étudiants ont reçu pour instruction de lire un court passage en français (181 mots dans un but de compréhension générale. Les étudiants ont reçu également la permission de consulter à loisir tous les mots annotés (marqués par des caractères gras pour le groupe avec liens visibles. Les apprenants ont été soumis à un prétest de vocabulaire et à des post-tests, immédiats et différés de deux semaines, de vocabulaire et de compréhension en lecture. Les résultats de l'étude ont démontré que les apprenants intermédiaires bénéficient mieux des liens visibles en ce qui concerne leur acquisition de vocabulaire et leur compréhension en lecture que les apprenants avancés. Ces résultats sont discutés dans le cadre des théories de l'apprentissage des langues secondes et des apprenants doués. Des suggestions de pistes pour des recherches futures sont proposées.This study investigated the effects of visible and invisible links for annotated words in a computer module for learning French on the vocabulary acquisition and reading comprehension of two types of students – high – and average-achievers. Two hundred and sixty four second-semester students of French were identified as high- or average-achievers. Each type of students was then randomly assigned to two groups – with visible or invisible hyperlinks. All students were instructed

  13. 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.

  14. 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…

  15. 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…

  16. 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.

  17. 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.

  18. 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…

  19. Introductory lectures on conformal field theory and strings

    International Nuclear Information System (INIS)

    Randjbar-Daemi, S.; Strathdee, J.

    1990-01-01

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

  20. 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

  1. Introductory lectures on Conformal Field Theory and Strings

    International Nuclear Information System (INIS)

    Randjbar-Daemi, S.; Strathdee, J.

    1990-01-01

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

  2. 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

  3. 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

  4. 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.

  5. 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)

  6. 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.

  7. 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.

  8. Factors Contributing to Learners’ Autonomy in EFL Reading

    Directory of Open Access Journals (Sweden)

    Sri Endah Tabiati

    2016-08-01

    Full Text Available Abstract: This study aims to discover factors that assist learners develop their autonomy in EFL reading. The approach employed is qualitative involving EFL learners in an English Department of the Faculty of Cultural Studies, Brawijaya University Malang. There are two stages in the study: the subject selection stage intended to gain potential subjects and the main study intended to find the answer of the research questions. The findings of the study show that the autonomy of EFL learners in reading is influenced by 14 internal and 14 external factors.These factors appear to happen naturally. It seemed that autonomy in reading is subconscious and has been gained by the subjects gradually since childhood. Moreover, autonomy in EFL reading is presumed to be universal as it is found in a collectivist culture such as the one in Indonesia. Based on the findings, suggestions are proposed and addressed to Reading lecturers, parents and the faculty representing the goverment. Because the factors seem to occur before they study at a university, the suggestions are also addressed to teachers and schools. Key Words: internal factors, external factors, contribution, learners’ autonomy, EFL reading Abstrak: Penelitian ini bertujuan untuk menemukan faktor yang membantu mahasiswa dalam mengembangkan kemampuannya secara otonom pada kemampuan membaca EFL. Penelitian ini menggunakan desain kualitative dengan melibatkan mahasiswa kategori EFL Fakultas Ilmu Budaya Universitas Brawijaya Malang. Terdapat dua thapa dalam penelitian ini. Tahap pertama merupakan pemilihan subyek yang bertujuan untuk mencari subyek yang berpotensi dan setelah itu penelitian dilakukan untuk menjawab rumusan masalah. Hasil penelitian ini menunjukan bahwa sikap otonom mahasiswa EFL dalam kemampuan membaca dipengaruhi oleh 14 faktor internal dan 14 faktor eksternal. Faktor-faktor tersebut muncul secara natural. Terlihat bahwa sikap otonom dalam kemampuan membaca merupakah hal yang terjadi

  9. 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…

  10. 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

  11. Medical Statistics – Mathematics or Oracle? Farewell Lecture

    Directory of Open Access Journals (Sweden)

    Gaus, Wilhelm

    2005-06-01

    Full Text Available Certainty is rare in medicine. This is a direct consequence of the individuality of each and every human being and the reason why we need medical statistics. However, statistics have their pitfalls, too. Fig. 1 shows that the suicide rate peaks in youth, while in Fig. 2 the rate is highest in midlife and Fig. 3 in old age. Which of these contradictory messages is right? After an introduction to the principles of statistical testing, this lecture examines the probability with which statistical test results are correct. For this purpose the level of significance and the power of the test are compared with the sensitivity and specificity of a diagnostic procedure. The probability of obtaining correct statistical test results is the same as that for the positive and negative correctness of a diagnostic procedure and therefore depends on prevalence. The focus then shifts to the problem of multiple statistical testing. The lecture demonstrates that for each data set of reasonable size at least one test result proves to be significant - even if the data set is produced by a random number generator. It is extremely important that a hypothesis is generated independently from the data used for its testing. These considerations enable us to understand the gradation of "lame excuses, lies and statistics" and the difference between pure truth and the full truth. Finally, two historical oracles are cited.

  12. Book Reading Styles in Dual-Parent and Single-Mother Families

    Science.gov (United States)

    Blake, Joanna; Macdonald, Silvana; Bayrami, Lisa; Agosta, Vanessa; Milian, Andrea

    2006-01-01

    Background: Whereas many studies have investigated quantitative aspects of book reading (frequency), few have examined qualitative aspects, especially in very young children and through direct observations of shared reading. Aim: The purpose of this study was to determine possible differences in book-reading styles between mothers and fathers and …

  13. 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,…

  14. 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…

  15. 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 ...

  16. Developing reading literacy by reading badge

    OpenAIRE

    Rejc, Blanka

    2017-01-01

    Reading is a fundamental activity of our society and is present in all areas of a person’s life. Authors who deal with reading define reading with different definitions, some of them I also presented in my master’s degree thesis. The ways of reading, typology of readers and knowledge of different reading models are only some of the important theoretical facts that serve as a basis for the research and defining reading. Reading motivation is an important motivational factor, which encourages a...

  17. Exploring the Relationship between Adolescent's Reading Skills, Reading Motivation and Reading Habits

    Science.gov (United States)

    McGeown, Sarah P.; Duncan, Lynne G.; Griffiths, Yvonne M.; Stothard, Sue E.

    2015-01-01

    The present study examines the extent to which adolescents' reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word reading, comprehension, summarisation and text reading speed) and also adds to the limited research examining group differences (gender, age, ability) in adolescents' reading…

  18. 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.

  19. 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.

  20. The Role of Trait Anxiety and Preoccupation with Reading Disabilities of Children and Their Mothers in Predicting Children's Reading Comprehension

    Science.gov (United States)

    Blicher, Shira; Feingold, Liat; Shany, Michal

    2017-01-01

    This study investigated the relationship between reading comprehension (RC), trait anxiety, and preoccupation with reading disability (RD) in 88 school children in Grades 3 through 5 and in their mothers. Children's trait anxiety had a significant direct negative relationship with RC and also mediated the association between preoccupation with RD…

  1. 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...

  2. 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

  3. 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.

  4. The Effectiveness of the Barton’s Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia

    Science.gov (United States)

    Mihandoost, Zeinab; Elias, Habibah

    2011-01-01

    Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Methods: Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton’s method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. Results: The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. Conclusion: This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education. PMID:24644446

  5. 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.

  6. 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.

  7. 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)

  8. Cortical areas involved in Arabic number reading.

    Science.gov (United States)

    Roux, F-E; Lubrano, V; Lauwers-Cances, V; Giussani, C; Démonet, J-F

    2008-01-15

    Distinct functional pathways for processing words and numbers have been hypothesized from the observation of dissociated impairments of these categories in brain-damaged patients. We aimed to identify the cortical areas involved in Arabic number reading process in patients operated on for various brain lesions. Direct cortical electrostimulation was prospectively used in 60 brain mappings. We used object naming and two reading tasks: alphabetic script (sentences and number words) and Arabic number reading. Cortical areas involved in Arabic number reading were identified according to location, type of interference, and distinctness from areas associated with other language tasks. Arabic number reading was sustained by small cortical areas, often extremely well localized (area (Brodmann area 45), the anterior part of the dominant supramarginal gyrus (Brodmann area 40; p area (Brodmann area 37; p areas.

  9. 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,…

  10. 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.

  11. 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...

  12. 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...

  13. 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.

  14. Research on Eye Movement Tracking in ESL Reading

    Directory of Open Access Journals (Sweden)

    Wenlian ZHAN

    2014-06-01

    Full Text Available Eye movement behavior in reading can reflect on-line cognitive process. Through the on-line measure of eye movement, under relatively natural reading condition, data of the reader’ s eye movement in the text can be obtained in processing information, and thus help to reveal the internal cognitive mechanisms in reading. With the development of intelligentization, serialization and portable direction in eye tracker, there exist great number of studies on eye movement tracking, but studies on eye movement features in ESL reading are rare. In such circumstances, this paper mainly illustrates eye movement patterns, the relationship between eye movement and perceptual processing, and eye movement control in ESL reading.

  15. Language differences in the brain network for reading in naturalistic story reading and lexical decision.

    Science.gov (United States)

    Wang, Xiaojuan; Yang, Jianfeng; Yang, Jie; Mencl, W Einar; Shu, Hua; Zevin, Jason David

    2015-01-01

    Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English) and morpho-syllabic (Chinese) writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG) and right Fusiform Gyrus (rFFG) were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.

  16. 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)

  17. Brain bases of reading fluency in typical reading and impaired fluency in dyslexia.

    Directory of Open Access Journals (Sweden)

    Joanna A Christodoulou

    Full Text Available Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic adult readers, using sentences presented in a word-by-word format in which single words were presented sequentially at fixed rates. Sentences were presented at slow, medium, and fast rates, and participants were asked to decide whether each sentence did or did not make sense semantically. As presentation rates increased, participants became less accurate and slower at making judgments, with comprehension accuracy decreasing disproportionately for dyslexic readers. In-scanner performance on the sentence task correlated significantly with standardized clinical measures of both reading fluency and phonological awareness. Both typical readers and readers with dyslexia exhibited widespread, bilateral increases in activation that corresponded to increases in presentation rate. Typical readers exhibited significantly larger gains in activation as a function of faster presentation rates than readers with dyslexia in several areas, including left prefrontal and left superior temporal regions associated with semantic retrieval and semantic and phonological representations. Group differences were more extensive when behavioral differences between conditions were equated across groups. These findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a failure of brain regions involved in semantic retrieval and semantic and phonological representations to become fully engaged for comprehension at rapid reading rates.

  18. A direct reading on-line flowrate meter for use in radiochemical plant

    International Nuclear Information System (INIS)

    Shah, B.V.; Kaimal, C.K.R.; Siddiqui, I.A.; Kumar, S.V.

    1987-01-01

    A device for measurement and remote direct reading display of the flowrates of streams in a radiochemical plant is described. The device is interposed in the measured stream and consists of a syphon pot with a specially developed attachment on the discharge line. Differential pressure switches are used to trigger a timer device at set levels in the pot and the time required for filling the pot during each cycle is measured and is used to compute and display the flowrate. The device is accurate and reliable and is simple to fabricate and install. It is maintenance-free since it has no moving parts. It is also suggested that a manometer with conductive contacts could be used in place of the d.p. switches. The background and various stages of development of the device are described. The operating data is tabulated and parameters required for plant applications are indicated in detail. A simple method to detect and correct for errors due to drift in d.p. switch setting is also outlined. Sketches of typical syphon pot, the schematic of the apparatus and suggested layout for application in radiochemical plant are also included. (author). 11 figures, 6 tables

  19. 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

  20. 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.

  1. 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)

  2. AN EVALUATION OF THE READING COMPREHENSION TEXTBOOKS TAUGHT AT THE ENGLISH EDUCATION DEPARTMENT OF ISLAMIC HIGHER EDUCATION IN WEST SUMATERA

    Directory of Open Access Journals (Sweden)

    Sirajul Munir

    2014-05-01

    Full Text Available The purpose of presentstudy is to critically assess the reading comprehension textbooks which have been prescribed for use at the English Education Department ofPublic Islamic Higher Education in West Sumatera.The writer used criteria taken from Cunningswoth’s(1995 and Miekley’s (2005. These include(1 Aims and Approaches; (2 Design and Organization; (3 Content; (4 Skills; (5 Vocabulary and Grammar; (6 Exercises and Activities; (7 Methodology; (8 Attractiveness of the Text and Physical Make-Up; (9 Teacher’s Manual; and (10 Practical Consideration. To interpret the checklist, the four rating scale was used, namely excellent, good, fair, and poor. The research showed that every textbook has strong and weak points. This result of this analysis could be used as the basis to gain more effective reading textbooks for the lecturer of reading comprehension. Keywords: evaluation; textbook; Islamic Higher Education

  3. 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…

  4. 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,…

  5. I read, you read, we read: the history of reading in Slovenia

    Directory of Open Access Journals (Sweden)

    Anja Dular

    2013-03-01

    Full Text Available ABSTRACTPurpose: The aim of the article is to research reading habits in Slovenia in the period between 16th and 19th century and to find similarities with Austria and other European countries of that time.Methodology/approach: For the purpose of the analysis different resources were used – study books, catechisms, prayer books and manuals. We were focused on introductions in which readers are advised how to read, explaining to whom the work is intended and emphasizing the importance of meditation on the texts.Results: Historically the laud reading was prefered, as to continue the folk tradition. However, the 16th century texts were transmitted by women while the folk tradition was narrated by males. In the 18th century the higher level of literacy and greater book production and availability caused that the books were not a privilege of a few. At that time more texts were intended for silent, individual reading. Interestingly, the authors emphasized the importance of meditation on the texts, too. It was also advised when to read – it wasrecommedend to read in leisure time on Sundays, and on holidays. The role of books was also to breakaway with the reality and to forget everyday problems. Due to the overproduction of books in the 17th centrury it was concerned that books are misleading the crowds. The church considered the reading of books as inappropriate, and criticized fiction, novels and adventure stories mostly read by women.Research limitation: The study is based on Slovenian texts only, although the foreign literature, especially in German, was generally available, too.Originality/practical implications: The study is fullfiling the gap in the history of reading in Slovenia.

  6. Reciprocal Effects between Intrinsic Reading Motivation and Reading Competence? A Cross-Lagged Panel Model for Academic Track and Nonacademic Track Students

    Science.gov (United States)

    Schaffner, Ellen; Philipp, Maik; Schiefele, Ulrich

    2016-01-01

    Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross-lagged panel model was applied to…

  7. Fast, remote read-off for binary scale counters; Lecture rapide a distance d'echelles binaires de comptage; Bystraya peredacha na rasstoyanie pokazanij binarnykh pereschetnykh ustrojstv; Lectura rapida, a distancia, de escalas binarias

    Energy Technology Data Exchange (ETDEWEB)

    Brun, J C; Antoine, P; Corbe, G; Schiller, J G; Victor, C [Faculte des Sciences de Paris, Orsay (France)

    1962-04-15

    The author describes a device for the rapid, remote transfer of the information contained in a 2{sup 20} scaler. Transformation of the parallel number to a series number of one microsecond duration. Application for non-destructive reading of a counter group connected to a scintillation detector with 30 simultaneous channels. (author) [French] L'auteur decrit un dispositif de transfert rapide a distance de l'information contenue dans une echelle de 2{sup 20}. Transformation du nombre parallele en nombre serie d'une microseconde de duree. Application a la lecture non destructive d'un groupe de comptage lie a un ensemble de detection par scintillation a 30 voies simultanees. (author) [Spanish] El autor describe un dispositivo para transferir rapidamente, a distancia, la informacion contenida en una escala de 2{sup 20}. Transformacion de la cifra paralela en cifra serie de un microsegundo de duracion. Aplicacion a la lectura no destructiva de un grupo de contaje unido a un conjunto de deteccion por centelleo de 30 canales simultaneos. (author) [Russian] Opisan apparat bystroj peredachi na rasstoyanie informatsii, soderzhashchejsya v pereschetnoj skheme 2{sup 20}. Prevrashchenie parallel'nogo chisla v serijnoe proiskhodit v techenie mikrosekundy. Primenenie pri normal'noj peredache schetnoj gruppy, svyazannoj s sistemoj detektirovaniya pri pomoshchi stsintillyatsii na 30 odnovremennykh kanalakh. (author)

  8. Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.

    Science.gov (United States)

    Kim, Young-Suk Grace

    2015-01-01

    The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children ( N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development.

  9. Does Extensive Reading Promote Reading Speed?

    Science.gov (United States)

    He, Mu

    2014-01-01

    Research has shown a wide range of learning benefits accruing from extensive reading. Not only is there improvement in reading, but also in a wide range of language uses and areas of language knowledge. However, few research studies have examined reading speed. The existing literature on reading speed focused on students' reading speed without…

  10. 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

  11. 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

  12. 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.

  13. 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

  14. 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.

  15. 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

  16. 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.)

  17. 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.

  18. 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.

  19. 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.

  20. Academic Training Lecture | Game Theory | 8 - 9 May

    CERN Multimedia

    2014-01-01

    Game Theory (1 & 2), by Elias Koutsoupias (Professor of Computer Science, University of Oxford, UK).   Thursday 8 May and Friday 9 May from 11 a.m. to 12 a.m. CERN (500-1-001 - Main Auditorium) Description: This lecture series will present the main directions of Algorithmic Game Theory, a new field that has emerged in the last two decades at the interface of Game Theory and Computer Science, because of the unprecedented growth in size, complexity, and impact of the Internet and the Web. These include the price of anarchy (what is the impact of selfishness on a system of competing entities), computational complexity (can the market find a reasonable solution), mechanisms and auctions (what incentives to give to selfish individuals). See the Indico page here.

  1. 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)

  2. Reading Clubs, Language Societies and Female Education in Fin-de-Siècle Copenhagen

    DEFF Research Database (Denmark)

    Østermark-Johansen, Lene

    2017-01-01

    Copenhagen became increasingly cosmopolitan at the end of the nineteenth century, as foreign artists and academics settled in the city, and Georg Brandes’s lectures on ‘The Modern Breakthrough’ introduced the literatures of France and England to Danish readers. This essay examines the role played...... opening hours, the reading clubs became popular alternatives to the domestic sphere, and their aesthetic interiors became exhibition spaces where the newly educated female artists could display their works to the Copenhagen bourgeoisie. My essay examines these physical and literary cosmopolitan spaces...

  3. Materiality of a simulation: Scratch reading machine, 1931

    Directory of Open Access Journals (Sweden)

    Craig Saper

    2009-12-01

    Full Text Available Using Bob Brown's reading machine and the prepared texts for his machine, called readies, both designed in 1930, as an example of scratch turntablist techniques, suggests an alternative to narrow definitions of literacy and new ways to appreciate the history of scratch techniques. Brown's machine resembles the turntablist’s ability to rapidly shift reading (its direction, speed, and repetition rather than slowly flipping the pages of a book. Punctuation marks, in the readies, become visual analogies. For movement we see em-dashes (— that also, by definition, indicate that the sentence was interrupted or cut short. The old uses of punctuation, such as employment of periods to mark the end of a sentence, disappear. The result looks like a script for a turntablist’s performance, and dj Herc starts to sound like a reading teacher. An online simulation of Brown's machine, http://www.readies.org, reproduce, or approximate, the motion, scratch, jerking, flickering, and visual effects produced or illuminated with the machine. Those supplemental aspects of reading are always already part of reading. The supplement (movement, visuality, mechanicity to traditional notions of literacy usually remain part of an implicate process. The reading machine and scratch techniques are not simply a new conduit for the same supposedly natural process. The scratch reading highlights what Jacques Derrida calls the "virtual multimedia" (of reading print on paper. The increasing prevalence, even omnipresent and [to some critics] epidemic, use of text(ing machines, something outside or beside traditional literacy, the scratch-meaning becomes foregrounded. Brown's machine puts the natural process of reading under erasure or scratch (simply by adjusting the speed, direction, and layout. dj Herc did the same for music.

  4. Lecture, intertextualité et comique: Des Esseintes voyage

    Directory of Open Access Journals (Sweden)

    R. S. Monsegu

    2013-10-01

    Full Text Available ENHuysmans has tried, with À rebours, to put into practice his will of renewal of the novel. In this perspective, he has used the resources of intertextuality in order to distance himself from what he calls “le roman romanesque”. The wish of des Esseintes to visit London is the occasion of an interplay of readings and re-readings that paves the way to an omnipresent intertextuality. The places visited by des Esseintes be¬come an open book and the other characters, in a vertiginous mise en abyme, become a mere scenery for des Esseintes, turned into a reader who revisits the world in the light of the novels of Dickens. Intertextuality thus becomes a diegetic element which creates also the comic dimension of this chapter. It also contributes to question the naturalist novel with the help of derision and parody.>>Huysmans a cherché avec À rebours à mettre en pratique sa volonté renouvellement du roman. Dans cette perspective, il a utilisé les ressources de l’intertextualité pour se distancer de ce qu’il appelle le « roman romanesque ». Le souhait de des Esseintes de visiter Londres est l’occasion d’un jeu de lectures et de relectures qui ouvre la voie à une intertextualité omniprésente. Les lieux visités par des Esseintes deviennent un livre ouvert et les autres personnages, dans une mise en abyme vertigineuse, deviennent un simple décor pour des Esseintes devenu lecteur d’un monde revisité à la lumière des romans de Dickens. L’intertextualité devient ainsi un élément diégétique qui s’inscrit parallèlement dans la création de la tonalité comique du chapitre. Elle contribue aussi à remettre en cause du roman naturaliste par la parodie et la dérision.

  5. 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…

  6. Implementation of the CEC Directive on patient protection

    International Nuclear Information System (INIS)

    Harris, M.A.

    1986-01-01

    A report on a lecture given on the implementation in the UK of the CEC Directive on patient protection is given. After outlining the history of legislation on the medical uses of ionizing radiations, the current Directive and the Department of Health and Social Security's specific proposals to meet its requirements are presented. (UK)

  7. Language differences in the brain network for reading in naturalistic story reading and lexical decision.

    Directory of Open Access Journals (Sweden)

    Xiaojuan Wang

    Full Text Available Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English and morpho-syllabic (Chinese writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG and right Fusiform Gyrus (rFFG were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.

  8. 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...

  9. 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.

  10. 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)

  11. 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

  12. 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

  13. Reading and writing academic practices in the phonoaudiology program at the University of Cauca

    Directory of Open Access Journals (Sweden)

    Pilar Mirely Chois-Lenis

    2010-09-01

    Full Text Available This article presents some results of an investigation aimed to characterize the academic literacy practices that are developed in the Phonoaudiology program at the University of Cauca. In this descriptive study, a sample of 24 students was taken from those in the last semester of the first academic period of 2009, who answered a survey of 26 multiple choice questions. The results indicate that the academic moment for which the students write and read the most is for the courses, who develop these practices primarily to be assessed and predominantly read and write their own lecture notes and the materials prepared by their faculty, to the detriment of scientific articles or papers for publication. It is expected, from these results, to generate reflexion processes and actions that qualify the practices of academic literacy within the program for the benefit of academic and professional performance of their students and graduates.

  14. 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.

  15. 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…

  16. 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…

  17. 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 ...

  18. 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.

  19. Unveiling the dynamics of reading

    International Nuclear Information System (INIS)

    Posner, M.; Abdullaev, Y.

    1996-01-01

    What happens in our brain when we read isolated words? Are some particular areas of cortex stimulated when these words make sense? Does the reading practice induce others areas? And what about the new senses research? Some studies carried out for a century show that two regions of the left cerebral hemisphere: the Broca and the Wernicke areas are involved. By visualizing in vivo an elementary thought as what is for instance the function of a hammer, the functional cerebral imagery (positron computed tomography, NMR imaging, electro-encephalography) allows to deepen and to explain the analysis. It reveals an areas network called semantic, in the right hemisphere too. Their activation would take place according to a very fast sequence in order to direct the eye movements during the reading. (O.M.)

  20. 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

  1. 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. |

  2. The opening and reading behavior of business-to-business direct mail

    NARCIS (Netherlands)

    De Wulf, K; Hoekstra, JC; Commandeur, HR

    Companies who are able to optimize their target audience's opening and reading behavior of commercial business-to-business mailings realize two objectives at the same time: increase response rates of these mailings and lift the level of exposure of their company, its products, and/or services.

  3. 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...

  4. 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...

  5. 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...

  6. 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.

  7. Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension

    OpenAIRE

    Kim, Young-Suk Grace

    2015-01-01

    The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)—how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text readi...

  8. 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…

  9. 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…

  10. 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.

  11. Developmental relations between reading comprehension and reading strategies

    OpenAIRE

    Muijselaar, M.M.L.; Swart, N.M.; Steenbeek-Planting, E.G.; Droop, W.; Verhoeven, L.T.W.; Jong, P.F. de

    2017-01-01

    We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural equation model was constructed to estimate the unique relations between reading strategies and reading comprehension, while controlling for reading...

  12. 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.

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

    Science.gov (United States)

    Hisamura, Masaki

    2014-01-01

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

  14. Changing the Nature of Lectures Using a Personal Response System

    Science.gov (United States)

    Masikunis, George; Panayiotidis, Andreas; Burke, Linda

    2009-01-01

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

  15. 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 ...

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

    Science.gov (United States)

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

    2015-01-01

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

  17. 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 ...

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

    Science.gov (United States)

    Stolzenberg, Daniel; Pforte, Stefan

    2007-01-01

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

  19. 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).

  20. 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.

  1. 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.

  2. 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

  3. 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.

  4. 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.

  5. We learn to write by reading, but writing can make you smarter We learn to write by reading, but writing can make you smarter

    Directory of Open Access Journals (Sweden)

    Stephen Krashen

    2008-04-01

    Full Text Available My goal in this paper is to make Iwo points: Writing style does not come from writing or from direct instruction, but from reading. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Readino, A substantial amount of research strongly suggests that we learn to write by reading. To be more precise, we acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instniction, is consistent with what is known about language acquisition: Most of language acquisition lakes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. My goal in this paper is to make Iwo points: Writing style does not come from writing or from direct instruction, but from reading. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Readino, A substantial amount of research strongly suggests that we learn to write by reading. To be more precise, we acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instniction, is consistent with what is known about language acquisition: Most of language acquisition lakes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982.

  6. 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...

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

    Science.gov (United States)

    Thornton, Ronald

    2010-10-01

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

  8. 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

  9. The eye-voice span during reading aloud

    Directory of Open Access Journals (Sweden)

    Jochen eLaubrock

    2015-09-01

    Full Text Available Although eye movements during reading are modulated by cognitive processing demands, they also reflect visual sampling of the input, and possibly preparation of output for speech or the inner voice. By simultaneously recording eye movements and the voice during reading aloud, we obtained an output measure that constrains the length of time spent on cognitive processing. Here we investigate the dynamics of the eye-voice span (EVS, the distance between eye and voice. We show that the EVS is regulated immediately during fixation of a word by either increasing fixation duration or programming a regressive eye movement against the reading direction. EVS size at the beginning of a fixation was positively correlated with the likelihood of regressions and refixations. Regression probability was further increased if the EVS was still large at the end of a fixation: if adjustment of fixation duration did not sufficiently reduce the EVS during a fixation, then a regression rather than a refixation followed with high probability. We further show that the EVS can help understand cognitive influences on fixation duration during reading: in mixed model analyses, the EVS was a stronger predictor of fixation durations than either word frequency or word length. The EVS modulated the influence of several other predictors on single fixation durations. For example, word-N frequency effects were larger with a large EVS, especially when word N-1 frequency was low. Finally, a comparison of single fixation durations during oral and silent reading showed that reading is governed by similar principles in both reading modes, although EVS maintenance and articulatory processing also cause some differences. In summary, the eye-voice span is regulated by adjusting fixation duration and/or by programming a regressive eye movement when the eye-voice span gets too large. Overall, the EVS appears to be directly related to updating of the working memory buffer during reading.

  10. THE EFFECT OF JIGSAW II TOWARD LEARNING MOTIVATION AND READING COMPREHENSION AT THE SECOND GRADE OF ENGLISH STUDENTS IN STKIP DHARMA BAKTI

    Directory of Open Access Journals (Sweden)

    eka melati

    2016-10-01

    Full Text Available In teaching Reading, learning motivation and reading comprehension are essential. Ideally, after students learn the reading skills, both of their learning motivation and reading comprehension are better than before. In fact, the students still face some problems in comprehending the text. The problems are: they got low score of reading comprehension, they are lack of motivation, they are lack of vocabulary mastery, their reading achievement is still low, and the lecturer always uses small group discussion method without any variation. The purpose of this research was to find out the effect of JIgsaw II on learning motivation and reading comprehension.This study was an experimental research. Poupulation of this research was the second grade students of English Department of STKIP Dharma Bakti Lubuk Alung academic year 2010/2011 who was totally 133 students. The sample was selected by cluster random technique. The instruments were questionnaire of learning motivation and test of reading comprehension. The data were analyzed manually by t-test formula.The result of this study were learning motivation of students who were taught by Jigsaw II was better than those who were taught by small group discussion; and reading comprehension of students who taught by Jigsaw II was better than those who taught by small group discussion. It concluded that Jigsaw II produced better result on learning motivation and reading comprehension. It was implied that Jigsaw II could be used as method of teaching reading for English students.Doi: 10.22216/jit.2014.v8i2.211 

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

    CERN Multimedia

    2014-01-01

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

  12. Teaching Reading

    Science.gov (United States)

    Day, Richard R.

    2013-01-01

    "Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…

  13. Slow Reading: Reading along "Lectio" Lines

    Science.gov (United States)

    Badley, K. Jo-Ann; Badley, Ken

    2011-01-01

    The medieval monastic movement preserved and developed reading practices--lectio--from ancient Greek pedagogy as a slow, mindful approach to reading for formation. This ancient way of reading, now better known as lectio divina, challenges the fast, pragmatic reading so characteristic of our time. We propose that the present moment may be ripe for…

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

    Science.gov (United States)

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

    2013-07-01

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

  15. Lectures on the basis of physics

    International Nuclear Information System (INIS)

    Cook, A.

    1990-09-01

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

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

    Directory of Open Access Journals (Sweden)

    Gwendolyn Witecki

    2015-01-01

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

  17. Eleven lectures on the physics of the quark-gluon plasma

    International Nuclear Information System (INIS)

    McLerran, L.

    1984-10-01

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

  18. Recording and podcasting of lectures for students of medical school.

    Science.gov (United States)

    Brunet, Pierre; Cuggia, Marc; Le Beux, Pierre

    2011-01-01

    Information and communication technology (ICT) becomes an important way for the knowledge transmission, especially in the field of medicine. Podcasting (mobile broadcast content) has recently emerged as an efficient tool for distributing information towards professionals, especially for e-learning contents.The goal of this work is to implement software and hardware tools for collecting medical lectures at its source by direct recording (halls and classrooms) and provide the automatic delivery of these resources for students on different type of devices (computer, smartphone or videogames console). We describe the overall architecture and the methods used by medical students to master this technology in their daily activities. We highlight the benefits and the limits of the Podcast technologies for medical education.

  19. The 1978 Macmillan Education Lecture

    Science.gov (United States)

    Williams, Shirley

    1978-01-01

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

  20. Introduction lecture to magnetic resonance

    International Nuclear Information System (INIS)

    Conard, J.

    1980-01-01

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

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

    Science.gov (United States)

    Cheng, K.; Caglar, Mehmet

    2011-10-01

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

  2. LIEN ENTRE LA LECTURE EN ARABE A VOIX HAUTE ET LA CONSCIENCE PHONOLOGIQUE CHEZ DES COLLEGIENS MAROCAINS DE LA REGION DE MRIRT, MAROC / RELATIONSHIP BETWEEN HIGH-VOICE ARAB READING AND PHONOLOGICAL CONSCIOUSNESS IN MOROCCAN COLLEGIANS IN THE MRIRT REGION, MOROCCO

    OpenAIRE

    Jamal El Azmy; Ahmed Ahami; Benaissa Badda; Khalid Ahaji

    2018-01-01

    La population de cette étude comprend 200 enfants appartenant aux trois niveaux scolaires du collège el Moukaouama Mrirt. Pour vérifier la présence d’un lien entre la lecture en arabe à voix haute et la conscience phonologique, les sujets ont subi trois tests de lecture : Lecture en Une Minute (LUM) vocalisés en arabe, Lecture en Une Minute (LUM) non vocalisés en arabe et pseudo-mots vocalisés en arabe et deux tests métaphonologiques en arabe : suppression de phonème initial en arabe et comp...

  3. A Lecture Supporting System Based on Real-Time Learning Analytics

    Science.gov (United States)

    Shimada, Atsushi; Konomi, Shin'ichi

    2017-01-01

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

  4. The Use of Lecture Capture and Student Performance in Physiology

    Science.gov (United States)

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

    2016-01-01

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

  5. Book Clubs: An Ethnographic Study of an Innovative Reading Practice in Spain

    Science.gov (United States)

    Álvarez-Álvarez, Carmen

    2016-01-01

    The most innovative reading practices currently rely on the paradigm of dialogic reading. Book clubs, literary gatherings and study circles are emerging in different social spaces to promote reading and literary discussion amongst adults, and libraries, bookshops, cultural centres, etc. are increasingly developing strategies in this direction.…

  6. 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

  7. Reconsidering the lecture in modern veterinary education.

    Science.gov (United States)

    Campanella, Michelangelo; Lygo-Baker, Simon

    2014-01-01

    Those teaching in the higher-education environment are now increasingly meeting with larger cohorts of students. The result is additional pressure on the resources available and on the teacher and learners. Against this backdrop, discussions and reflections took place between a practitioner, within a UK veterinary school, and an educational researcher with extensive experience in observing teaching in veterinary medicine. The result was an examination of the lecture as a method of teaching to consider how to resolve identified challenges. The focus of much of the literature is on technical aspects of teaching and learning, reverting to a range of tips to resolve particular issues recognized in large-group settings. We suggest that while these tips are useful, they will only take a practitioner so far. To be able to make a genuine connection to learners and help them connect directly to the discipline, we need to take account of the emotional aspects of our role as teachers, without which, delivery of knowledge may be undermined.

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

    Directory of Open Access Journals (Sweden)

    Anudeep Singh

    2017-03-01

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

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

    Science.gov (United States)

    Singh, Anudeep; Min, Aung Ko Ko

    2017-03-01

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

  10. Reading for tracing evidence: developing scientific knowledge through science text

    Science.gov (United States)

    Probosari, R. M.; Widyastuti, F.; Sajidan, S.; Suranto, S.; Prayitno, B. A.

    2018-05-01

    The purposes of this study were to investigate students’ learning progression on reading activity, science concept comprehension and how they imply it in scientific communication in the classroom. Fifty-nine biology education students participated in this study. This classroom research was developed to portray students’ reading activity, factors affecting reading comprehension, and the development of reading motivation. Qualitative analysis was used to describe the whole activities, involve the instruction, process and the product of reading activity. The result concluded that each student has their own way in interpreting the information from scientific text, but generally, they can filter and apply it in their argument as a part of reasoning and evidence. The findings can be used to direct reading activity to the goal of inquiry in order to support the nature of reading as evidence.

  11. Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course

    Directory of Open Access Journals (Sweden)

    Kendra M. Hill

    2014-02-01

    Full Text Available Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a non-majors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154 or face-to-face (Group 2: N = 152. Previously validated pre- and post-surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05. Pre- and post-survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively and reading comprehension (p < 0.001 for both groups. When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885. For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381, however, differences in pre- and post- test scores was measured (pre- p = 0.005, post- p = 0.038. This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction.

  12. ACADEMIC TRAINING LECTURES-QUESTIONNAIRE: SUGGEST AND WIN!

    CERN Multimedia

    2003-01-01

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

  13. ACADEMIC TRAINING LECTURES-QUESTIONNAIRE: SUGGEST AND WIN !

    CERN Multimedia

    2003-01-01

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

  14. The dual reading of general conditionals: The influence of abstract versus concrete contexts.

    Science.gov (United States)

    Wang, Moyun; Yao, Xinyun

    2018-04-01

    A current main issue on conditionals is whether the meaning of general conditionals (e.g., If a card is red, then it is round) is deterministic (exceptionless) or probabilistic (exception-tolerating). In order to resolve the issue, two experiments examined the influence of conditional contexts (with vs. without frequency information of truth table cases) on the reading of general conditionals. Experiment 1 examined the direct reading of general conditionals in the possibility judgment task. Experiment 2 examined the indirect reading of general conditionals in the truth judgment task. It was found that both the direct and indirect reading of general conditionals exhibited the duality: the predominant deterministic semantic reading of conditionals without frequency information, and the predominant probabilistic pragmatic reading of conditionals with frequency information. The context of general conditionals determined the predominant reading of general conditionals. There were obvious individual differences in reading general conditionals with frequency information. The meaning of general conditionals is relative, depending on conditional contexts. The reading of general conditionals is flexible and complex so that no simple deterministic and probabilistic accounts are able to explain it. The present findings are beyond the extant deterministic and probabilistic accounts of conditionals.

  15. Environmental law. A course of lectures for a cross-disciplinary audience

    International Nuclear Information System (INIS)

    Schulte, H.

    1999-01-01

    Readers interested in getting more insight in the legal framework available for supporting environmental protection policy will find a comprehensive picture of the environmental law applicable in Germany. The format chosen for the book is that of a lecture series, so that the reader is given step-by-step orientation and systematic guidance in approaching the complex material. The positive law and the underlying scientific systems are explained. An introductory part discusses the legal instruments available for enforcement of environmental law, the position of environmental law within the entire legal system of Germany, as well as relevant aspects of the law of the European Union, and international law. The subsequent chapters present an exhaustive survey of the subjects and objectives of German environmental law, as well as the legal practice and the issues involved. The chapters' headings read as follows: Abatement and control of emissions; the structure and functions of the state; administrative powers and action; civil rights and environmental protection; atomic energy law; water protection; waste management; nature conservation; the law on chemicals; the law relating to genetic engineering. The final chapter discusses aspects of environmental liability. (orig./CB) [de

  16. READING FOR YOUTH INTEREST DURING CURRENT

    Directory of Open Access Journals (Sweden)

    Aurelia-Camelia, MARIN

    2014-11-01

    Full Text Available Virtual reality and images conquer them permanently and irrevocably even children from the earliest age. For instance, I can say that as they grow departs books. So many young people arrive at teens refuse to read a book, even electronically. Children considered mandatory reading something imposed by adults and tries to escape, finding other concerns. They also have no motivation, the universe discovered through books hardly seems interesting, which is, in their opinion, obsolete. The environment in which I work led me to satisfy my curiosity namely that of finding out to what extent reading is among the priorities of young people today. This research considers the study of attitudes, behaviors, opinions and intentions of young people their interest in reading, be it physical or books in electronic format. Then I directed a questionnaire to students of the Faculty of Management Marketing in Economic Affairs Rm. Valcea. For example, we chose a target group of young people aged between 18 and 25 years.

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

    Directory of Open Access Journals (Sweden)

    Judy Backhouse

    2013-09-01

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

  18. 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)

  19. Perceptions of Engineering students, lecturers and academic ...

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

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

    2013-10-14

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