High-energy hadron spin-flip amplitude at small momentum transfer and new AN data from RHIC

International Nuclear Information System (INIS)

Cudell, J.-R.; Selyugin, O.V.; Predazzi, E.

2004-01-01

In the case of elastic high-energy hadron-hadron scattering, the impact of the large-distance contributions on the behaviour of the slopes of the spin-non-flip and of the spin-flip amplitudes is analysed. It is shown that the long tail of the hadronic potential in impact parameter space leads to a value of the slope of the reduced spin-flip amplitude larger than that of the spin-non-flip amplitude. This effect is taken into account in the calculation of the analysing power in proton-nucleus reactions at high energies. It is shown that the preliminary measurement of A N for p 12 C obtained by the E950 Collaboration indeed favours a spin-flip amplitude with a large slope. Predictions for A N at p L =250/ GeV/c are given. (orig.)

A novel conductive-polymer-based integration process for high-performance flip-chip packages

Science.gov (United States)

Lohokare, Saurabh

Conductive polymers have recently attracted considerable attention for low-temperature fabrication of lead-free, reworkable, and flexible flip-chip interconnects. Using these materials, I demonstrate in this thesis a process that enables low-cost and high-resolution flip-chip interconnects using conventional micro-fabrication techniques. This fabrication process offers improved performance as compared to conventional flip-chip techniques, such as screen-printing, and allows for definition of interconnects with excellent surface uniformity and control over the bump profile. In order to demonstrate the utility and wide applicability of this process, several test implementations that serve as case studies were investigated. Specifically, novel InGaAsSb avalanche photodiodes (APDs), operating around lambda = 2m and targeted for free-space communication and biomedical spectroscopy applications, were fabricated and flip-chip-integrated to test the static electrical characteristics of the polymer bumps. Additionally, the dynamic electrical performance characteristics of the polymer bumps were studied by using AlGaAsSb/AlGaSb p-i-n photodetectors as a case study. The fabrication of these photodetectors, operating around lambda = 1.55mum and targeted for optical communication applications, was accomplished using a customized inductively coupled plasma (ICP) etch process that resulted in a low dark current and excellent speed (3dB bandwidth of 10GHz) and, responsivity (60% external quantum efficiency) characteristics. Furthermore, flip-chip integration was used to demonstrate a three-dimensional, point-to-point micro-optical interconnect, which was 2.33mm-long in a system 15.27mm3 in volume. Lastly, high-speed parallel optical interconnects were demonstrated using polymer-flip-chip-integrated 10GHz vertical-cavity surface-emitting laser (VCSEL) and DOEs. Such interconnects offer the ability to alleviate the communication bottleneck that is projected to occur in future, high

Oscillations of quantum transport through double-AB rings with magnetic impurity

International Nuclear Information System (INIS)

Gao Yingfang; Liang, J-Q

2006-01-01

We have studied the effect of impurity scattering on the quantum transport through double AB rings in the presence of spin-flipper in the middle lead in terms of one-dimensional quantum waveguide theory. The electron interacts with the impurity through the exchange interaction leading to spin-flip scattering. Transmissions in the spin-flipped and non-spin-flipped channels are calculated explicitly. It is found that the overall transmission and the conductance are distorted due to the impurity scattering. The extent of distortion not only depends on the strength of the impurity potential but also on the impurity position. Moreover, the transmission probability and the conductance are modulated by the magnetic flux, the size of the ring and the impurity potential strength as well

Flipped Instruction in a High School Science Classroom

Science.gov (United States)

Leo, Jonathan; Puzio, Kelly

2016-01-01

This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two…

Flipped Instruction in a High School Science Classroom

Science.gov (United States)

Leo, Jonathan; Puzio, Kelly

2016-10-01

This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two remained traditional. The quiz and posttest data were adjusted for pretest differences using ANCOVA. The results suggest that flipped instruction had a positive effect student achievement, with effect sizes ranging from +0.16 to +0.44. In addition, some students reported that they preferred watching video lectures outside of class and appreciated more active approaches to learning.

Spin Flipping and Polarization Lifetimes of a 270 MeV Deuteron Beam

International Nuclear Information System (INIS)

Morozov, V.S.; Crawford, M.Q.; Etienne, Z.B.; Kandes, M.C.; Krisch, A.D.; Leonova, M.A.; Sivers, D.W.; Wong, V.K.; Yonehara, K.; Anferov, V.A.; Meyer, H.O.; Schwandt, P.; Stephenson, E.J.; Przewoski, B. von

2003-01-01

We recently studied the spin flipping of a 270 MeV vertically polarized deuteron beam stored in the IUCF Cooler Ring. We swept an rf solenoid's frequency through an rf-induced spin resonance and observed the effect on the beam's vector and tensor polarizations. After optimizing the resonance crossing rate and setting the solenoid's voltage to its maximum value, we obtained a spin-flip efficiency of about 94 ± 1% for the vector polarization; we also observed a partial spin-flip of the tensor polarization. We then used the rf-induced resonance to measure the vector and tensor polarizations' lifetimes at different distances from the resonance; the polarization lifetime ratio τvector/τtensor was about 1.9 ± 0.4

Observation of Beam Size Flip-Flop in PEP-II

International Nuclear Information System (INIS)

Holtzapple, Robert luther

2002-01-01

The asymmetric B-factory, PEP-II, has delivered a peak luminosity of 4.6 x 10 33 cm -2 s -1 with less than half the design number of bunches, requiring a luminosity per bunch crossing more than three times larger than the design. As a result, strong beam-beam effects are present. The strong beam-beam forces between colliding electron and positron bunches can result in a ''flip-flop'' of the transverse beam size of some bunches. Focusing on one positron-electron colliding bunch pair, a flip-flop occurs when the transverse size of the positron bunch shrinks and the electron bunch grows. The flip-flop accounts for a reduction in luminosity, a lower positron lifetime, and increased background in the BABAR detector. The flip-flop phenomenon occurs not for all of the colliding bunches, but for the bunches at the front of a mini-train. Once a colliding pair has flipped to its reduced luminosity state it can be changed back to its normal state by raising the horizontal tune in the low-energy ring (LER, positrons) by 0.01. Afterwards the LER x-tune can be reduced nearly back to its original point, resulting in higher luminosity. These observations were verified and quantified with a new time-gated camera with a resolution of 2 ns, making it possible to observe single bunches

Report on damaged FLIP TRIGA fuel

International Nuclear Information System (INIS)

Feltz, Donald E.; Randall, John D.; Schumacher, Robert F.

1977-01-01

Damaged FLIP elements were discovered, positioned adjacent to the transient rod. It then became apparent that this was not the failure of a defective, element but a heretofore unknown operating or design problem. The damaged elements are described as having bulges in the cladding and unevenly spaced dark rings along the fuelled portion of the element. Possible causes are investigated, including: defective fuel elements, incorrectly calculated power distributions in the core and in the elements, water leakage into the void follower of the transient rod, and improper safety limit for FLIP fuel. Based on measurements and calculations that have been experimentally verified it is concluded that the safety limit was not exceeded or even closely approached. It is also concluded that the problem is due entirely due to some phenomena occurring during pulsing, and that the steady state history of the fuel is not a factor

Vibration characteristics of an inclined flip-flow screen panel in banana flip-flow screens

Science.gov (United States)

Xiong, Xiaoyan; Niu, Linkai; Gu, Chengxiang; Wang, Yinhua

2017-12-01

A banana flip-flow screen is an effective solution for the screening of high-viscosity, high-water and fine materials. As one of the key components, the vibration characteristics of the inclined flip-flow screen panel largely affects the screen performance and the processing capacity. In this paper, a mathematical model for the vibration characteristic of the inclined flip-flow screen panel is proposed based on Catenary theory. The reasonability of Catenary theory in analyzing the vibration characteristic of flip-flow screen panels is verified by a published experiment. Moreover, the effects of the rotation speed of exciters, the incline angle, the slack length and the characteristics of the screen on the vertical deflection, the vertical velocity and the vertical acceleration of the screen panel are investigated parametrically. The results show that the rotation speed of exciters, the incline angle, the slack length and the characteristics of the screen have significant effects on the vibrations of an inclined flip-flow screen panel, and these parameters should be optimized.

DomFLIP++

International Nuclear Information System (INIS)

Hendrysiak, W.; Raggl, A.; Slany, W.

1996-01-01

DomFLIP++ is the knowledge engineering module of the *FLIP++ project. *FLIP++ is a tool for optimizing multiple criteria problems. It uses fuzzy constraints to model optimizing criteria and applies algorithms such as Tabu search or genetic algorithms to the problems. DomFLIP++ is a C++ library. It allows the definition of new optimization problems. It helps a domain engineer to design the structure of a new problem. However, there is a domain independent interface to other *FLIP++ modules such as OptiFLIP++, DynaFLIP++, and InterFLIP++. After each iteration in the optimization process, the considered instantiations of the problem are evaluated. Each evaluation produces a list of violated constraints. For each constraint in further iterations of the optimization. A domain can be fine-tuned through modifications of constraints, through editing their repair lists, and through change in the optimizing parameters. A well-tuned domain can be successfully applied for optimization. Object-oriented design and implementation makes this module easy to modify and to reuse. Definition of new domains, system extensions with new optimizing algorithms, and definition of specific domain-dependent repair steps can be done efficiently. DomFLIP++ is tested on real-world example, namely scheduling the steel plant LD3 in Linz, Austria

Flipped Instruction with English Language Learners at a Newcomer High School

Science.gov (United States)

Graziano, Kevin J.; Hall, John D.

2017-01-01

Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…

SU(5): to flip or not to flip

International Nuclear Information System (INIS)

Nanopoulos, D.V.; Wisconsin Univ., Madison,

1988-01-01

Flipped SU(5) possesses some unique features as a grand unified theory: elegant missing partner mechanism, see-saw neutrino masses, no Higgs adjoints. This last property makes flipped SU(5) the only known grand unified theory derivable from 4-dimensional superstrings. When derived from the superstrings, flipped SU(5) possesses, in addition a hierarchical fermion mass spectrum. All these recent developments involving flipped SU(5) are discussed in a detailed but simple way, including phenomenological consequences at low energies

Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

Science.gov (United States)

Hunley, Rebecca C.

For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

Electronic de-multipliers II (ring-shape systems)

International Nuclear Information System (INIS)

Raievski, V.

1948-09-01

This report describes a new type of ring-shape fast electronic counter (de-multiplier) with a resolution capacity equivalent to the one made by Regener (Rev. of Scientific Instruments USA 1946, 17, 180-89) but requiring two-times less electronic valves. This report follows the general description of electronic de-multipliers made by J. Ailloud (CEA--001). The ring comprises 5 flip-flop circuits with two valves each. The different elements of the ring are calculated with enough details to allow the transfer of this calculation to different valve types. (J.S.)

FLIP the Switch: Regulation of Apoptosis and Necroptosis by cFLIP

Directory of Open Access Journals (Sweden)

Yuichi Tsuchiya

2015-12-01

Full Text Available cFLIP (cellular FLICE-like inhibitory protein is structurally related to caspase-8 but lacks proteolytic activity due to multiple amino acid substitutions of catalytically important residues. cFLIP protein is evolutionarily conserved and expressed as three functionally different isoforms in humans (cFLIPL, cFLIPS, and cFLIPR. cFLIP controls not only the classical death receptor-mediated extrinsic apoptosis pathway, but also the non-conventional pattern recognition receptor-dependent apoptotic pathway. In addition, cFLIP regulates the formation of the death receptor-independent apoptotic platform named the ripoptosome. Moreover, recent studies have revealed that cFLIP is also involved in a non-apoptotic cell death pathway known as programmed necrosis or necroptosis. These functions of cFLIP are strictly controlled in an isoform-, concentration- and tissue-specific manner, and the ubiquitin-proteasome system plays an important role in regulating the stability of cFLIP. In this review, we summarize the current scientific findings from biochemical analyses, cell biological studies, mathematical modeling, and gene-manipulated mice models to illustrate the critical role of cFLIP as a switch to determine the destiny of cells among survival, apoptosis, and necroptosis.

Association of Increased F4/80high Macrophages With Suppression of Serum-Transfer Arthritis in Mice With Reduced FLIP in Myeloid Cells.

Science.gov (United States)

Huang, Qi-Quan; Birkett, Robert; Doyle, Renee E; Haines, G Kenneth; Perlman, Harris; Shi, Bo; Homan, Philip; Xing, Lianping; Pope, Richard M

2017-09-01

Macrophages are critical in the pathogenesis of rheumatoid arthritis (RA). We recently demonstrated that FLIP is necessary for the differentiation and/or survival of macrophages. We also showed that FLIP is highly expressed in RA synovial macrophages. This study was undertaken to determine if a reduction in FLIP in mouse macrophages reduces synovial tissue macrophages and ameliorates serum-transfer arthritis. Mice with Flip deleted in myeloid cells (Flip f/f LysM c/+ mice) and littermate controls were used. Arthritis was induced by intraperitoneal injection of K/BxN serum. Disease severity was evaluated by clinical score and change in ankle thickness, and joints were examined by histology and immunohistochemistry. Cells were isolated from the ankles and bone marrow of the mice and examined by flow cytometry, real-time quantitative reverse transcriptase-polymerase chain reaction, or Western blotting. In contrast to expectations, Flip f/f LysM c/+ mice developed more severe arthritis early in the clinical course, but peak arthritis was attenuated and the resolution phase more complete than in control mice. Prior to the induction of serum-transfer arthritis, the number of tissue-resident macrophages was reduced. On day 9 after arthritis induction, the number of F4/80 high macrophages in the joints of the Flip f/f LysM c/+ mice was not decreased, but increased. FLIP was reduced in the F4/80 high macrophages in the ankles of the Flip f/f LysM c/+ mice, while F4/80 high macrophages expressed an antiinflammatory phenotype in both the Flip f/f LysM c/+ and control mice. Our observations suggest that reducing FLIP in macrophages by increasing the number of antiinflammatory macrophages may be an effective therapeutic approach to suppress inflammation, depending on the disease stage. © 2017, American College of Rheumatology.

Flipped Learning

DEFF Research Database (Denmark)

Holmboe, Peter; Hachmann, Roland

I FLIPPED LEARNING – FLIP MED VIDEO kan du læse om, hvordan du som underviser kommer godt i gang med at implementere video i undervisning, der har afsæt i tankerne omkring flipped learning. Bogen indeholder fire dele: I Del 1 fokuserer vi på det metarefleksive i at tænke video ind i undervisningen...

Spin-polarization and spin-flip in a triple-quantum-dot ring by using tunable lateral bias voltage and Rashba spin-orbit interaction

Energy Technology Data Exchange (ETDEWEB)

Molavi, Mohamad, E-mail: Mo_molavi@yahoo.com [Faculty of Physics, Kharazmi University, Tehran (Iran, Islamic Republic of); Faizabadi, Edris, E-mail: Edris@iust.ac.ir [School of Physics, Iran University of Science and Technology, 16846 Tehran (Iran, Islamic Republic of)

2017-04-15

By using the Green's function formalism, we investigate the effects of single particle energy levels of a quantum dot on the spin-dependent transmission properties through a triple-quantum-dot ring structure. In this structure, one of the quantum dots has been regarded to be non-magnetic and the Rashba spin-orbit interaction is imposed locally on this dot while the two others can be magnetic. The on-site energy of dots, manipulates the interference of the electron spinors that are transmitted to output leads. Our results show that the effects of magnetic dots on spin-dependent transmission properties are the same as the difference of on-site energies of the various dots, which is applicable by a controllable lateral bias voltage externally. Besides, by tuning the parameters such as Rashba spin-orbit interaction, and on-site energy of dots and magnetic flux inside the ring, the structure can be indicated the spin-flip effect and behave as a full spin polarizer or splitter. - Highlights: • The effects of magnetic dots on spin-dependent transmission properties are the same as the difference of on-site energies of the various dots. • In the situation that the QDs have non-zero on-site energies, the system can demonstrate the full spin-polarization. • By tuning the Rashba spin-orbit strength and magnetic flux encountered by the ring the system operates as a Stern-Gerlach apparatus.

Variable-flip-angle spin-echo imaging (VFSE)

International Nuclear Information System (INIS)

Kasai, Toshifumi; Sugimura, Kazuro; Kawamitsu, Hideaki; Yasui, Kiyoshi; Ishida, Tetsuya; Tsukamoto, Tetsuji.

1990-01-01

T 2 weighted imaging provides images with high object contrast for pathologic conditions in which the water content of tissues is increased. The authors predicted theoretical analysis of the effects of changing flip angle, and analyzed the effects in MR imaging of both phantoms and humans. Variable flip angle spin echo MR imaging (VFSE) with a 1,000/80 (repetition time msec/echo time msec) can obtain T 2 weighted image when flip angle is smaller than 80 degrees. VFSE with 40 to 60 degrees flip angle have higher contrast than other flip angle images. Signal to noise ratio (S/N) of VFSE are 55% at a 30 degree, 76% at a 45 degree, 92% at a 60 degree respectively as compared with conventional spin echo image (2000/80, flip angle 90 degree). VFSE is applicable to obtain T 2 weighted image reduced imaging time. (author)

A Technology Leader's Role in Initiating a Flipped Classroom in a High School Math Class

Science.gov (United States)

Caverly, Gregg

2017-01-01

A mixed methods study was conducted to measure the effectiveness of a flipped classroom in a high school discrete mathematics course. In the flipped classroom, students watched videos of the teacher's lesson for homework while completing problems during class. Two sections of the course were involved in the study, with one group receiving the…

High-Speed and Low-Energy Flip-Flop Operation of Asymmetric Active-Multimode Interferometer Bi-Stable Laser Diodes

DEFF Research Database (Denmark)

Jiang, Haisong; Chaen, Yutaka; Hagio, Takuma

2011-01-01

High-speed (121/25 ps rise/fall time) and low-switching energy (7.1 and 3.4 fJ) alloptical flip-flop operation of single-wavelength high-mesa asymmetric active-MMI bi-stable laser diodes is demonstrated for the first time using 25 ps long switching pulses.......High-speed (121/25 ps rise/fall time) and low-switching energy (7.1 and 3.4 fJ) alloptical flip-flop operation of single-wavelength high-mesa asymmetric active-MMI bi-stable laser diodes is demonstrated for the first time using 25 ps long switching pulses....

Analysis of a flip-chip bonded tunable high-temperature superconducting coplanar waveguide resonator using the conformal mapping technique

CERN Document Server

Misra, M; Murakami, H; Tonouchi, M

2003-01-01

We have studied the tuning properties of a high-temperature superconducting (HTS) half-wavelength coplanar waveguide (CPW) resonator operating at 5 GHz. The tuning schemes are based on flip-chip bonding of an electrically tunable ferroelectric (FE) thin film and a mechanically movable low-loss single crystal on top of the resonator. Using the conformal mapping method, closed-form analytical expressions have been derived for a flip-chip bonded conductor-backed and top-shielded CPW transmission line. The obtained expressions are used to analyse the volume effect of the FE thin film and the gap between the flip-chip and the CPW resonator on the tuning properties of the device. It has been found that large frequency modulation of the resonator produces impedance mismatch, which can considerably enhance the insertion loss of high-performance HTS microwave devices. Analysis also suggests that, for electrically tunable devices, flip-chip bonded FE thin films on HTS CPW devices provide a relatively higher performance...

Polarizing a stored proton beam by spin flip? - A high statistic reanalysis

International Nuclear Information System (INIS)

Oellers, Dieter

2011-01-01

Prompted by recent, conflicting calculations, we have carried out a measurement of the spin flip cross section in low-energy electron-proton scattering. The experiment uses the cooling electron beam at COSY as an electron target. A reanalysis of the data leeds to a reduced statistical errors resulting in a factor of 4 reduced upper limit for the spin flip cross section. The measured cross sections are too small for making spin flip a viable tool in polarizing a stored beam.

Rework of flip chip bonded radiation pixel detectors

International Nuclear Information System (INIS)

Vaehaenen, S.; Heikkinen, H.; Pohjonen, H.; Salonen, J.; Savolainen-Pulli, S.

2008-01-01

In this paper, some practical aspects of reworking flip chip hybridized pixel detectors are discussed. As flip chip technology has been advancing in terms of placement accuracy and reliability, large-area hybrid pixel detectors have been developed. The area requirements are usually fulfilled by placing several readout chips (ROCs) on single sensor chip. However, as the number of ROCs increases, the probability of failure in the hybridization process and the ROC operation also increases. Because high accuracy flip chip bonding takes time, a significant part of the price of a pixel detector comes from the flip chip assembly process itself. As large-area detector substrates are expensive, and many flip chip placements are required, the price of an assembled detector can become very high. In a typical case, there is just one bad ROC (out of several) on a faulty detector to be replaced. Considering the high price of pixel detectors and the fact that reworking faulty ROCs does not take much longer than the original placement, it is worthwhile to investigate the feasibility of a rework process

Rework of flip chip bonded radiation pixel detectors

Energy Technology Data Exchange (ETDEWEB)

Vaehaenen, S. [VTT MEMS and Micropackaging, Espoo 02150 (Finland)], E-mail: sami.vahanen@vtt.fi; Heikkinen, H.; Pohjonen, H.; Salonen, J.; Savolainen-Pulli, S. [VTT MEMS and Micropackaging, Espoo 02150 (Finland)

2008-06-11

In this paper, some practical aspects of reworking flip chip hybridized pixel detectors are discussed. As flip chip technology has been advancing in terms of placement accuracy and reliability, large-area hybrid pixel detectors have been developed. The area requirements are usually fulfilled by placing several readout chips (ROCs) on single sensor chip. However, as the number of ROCs increases, the probability of failure in the hybridization process and the ROC operation also increases. Because high accuracy flip chip bonding takes time, a significant part of the price of a pixel detector comes from the flip chip assembly process itself. As large-area detector substrates are expensive, and many flip chip placements are required, the price of an assembled detector can become very high. In a typical case, there is just one bad ROC (out of several) on a faulty detector to be replaced. Considering the high price of pixel detectors and the fact that reworking faulty ROCs does not take much longer than the original placement, it is worthwhile to investigate the feasibility of a rework process.

Some comments on flipped SU(5) times U(1) and flipped unification in general

Energy Technology Data Exchange (ETDEWEB)

Barr, S.M. (Bartol Research Institute, University of Delaware, Newark, Delaware 19716 (US))

1989-10-01

A general group-theoretical discussion of flipped embeddings is given. In addition to the well-known flipped SU(5) and flipped SO(10), the existence of flipped E{sub 6} and E{sub 7} is shown, as well as several families and special cases of flipped embeddings. A possible physical reason, essentially based on the group theory of flipped embeddings, why nature prefers the low-energy group SU(3){times}SU(2){times}U(1) to alternatives such as SU(4){times}U(1) and SU(5) is pointed out.

Some comments on flipped SU(5)xU(1) and flipped unification in general

International Nuclear Information System (INIS)

Barr, S.M.

1989-01-01

A general group-theoretical discussion of flipped embeddings is given. In addition to the well-known flipped SU(5) and flipped SO(10), the existence of flipped E 6 and E 7 is shown, as well as several families and special cases of flipped embeddings. A possible physical reason, essentially based on the group theory of flipped embeddings, why nature prefers the low-energy group SU(3)xSU(2)xU(1) to alternatives such as SU(4)xU(1) and SU(5) is pointed out

Short-time dynamics of phenylene-rings in bisphenol based engineering thermoplastics

International Nuclear Information System (INIS)

Arrese-Igor, S.; Arbe, A.; Alegria, A.; Colmenero, J.; Frick, B.

2003-01-01

We have recently performed one of the first approaches by means of quasielastic neutron scattering (QENS) to the problem of identifying the molecular motions giving rise to the secondary relaxations of engineering thermoplastics. Preliminary results point to phenylene ring π-flips as the main motion causing the observed quasielastic broadening in the ∼10 -10 -10 -9 s time scale below the glass transition temperature T g . Continuing our study of sub-T g dynamics in these systems by QENS, measurements on polycarbonate (PC) and polysulfone (PSF) with deuterated methyl groups (d6) in the ∼10 -13 -10 -11 s time scale have been performed. The intermediate scattering function shows a smooth second decay in addition to that of vibrations and 'fast dynamics' at T > or approx. 200 K. The extrapolation of phenylene π-flip motion to faster times does not explain the decay observed. However, a non-negligible contribution of π-flips at T≥350 K in PCd6 is noticeable, whereas for PSFd6 some effect can be inferred above ∼450 K. In the temperature region where the π-flips do not contribute to the spectra we have characterised the signal by assuming a temperature dependent distribution of small angle oscillations of phenylene rings leading to an activation energy of 0.18 eV

On Flipping First-Semester Calculus: A Case Study

Science.gov (United States)

Petrillo, Joseph

2016-01-01

High failure rates in calculus have plagued students, teachers, and administrators for decades, while science, technology, engineering, and mathematics programmes continue to suffer from low enrollments and high attrition. In an effort to affect this reality, some educators are "flipping" (or inverting) their classrooms. By flipping, we…

Flipped Learning, Flipped Satisfaction, Getting the Balance Right

Science.gov (United States)

Swinburne, Rosemary Fisher; Ross, Bella; LaFerriere, Richard; Maritz, Alex

2017-01-01

This paper explores students' perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and…

The flipped classroom

DEFF Research Database (Denmark)

Triantafyllou, Evangelia

2015-01-01

One of the novel ideas in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while...... class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper presents design considerations for flipped classrooms, and discusses how Moodle can facilitate...... with a discussion of the opportunities and challenges when implementing the flipped model in a virtual learning environment (VLE) like Moodle....

Flipped Classroom Approach

Directory of Open Access Journals (Sweden)

Fezile Ozdamli

2016-07-01

Full Text Available Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.

Detection of trans–cis flips and peptide-plane flips in protein structures

Energy Technology Data Exchange (ETDEWEB)

Touw, Wouter G., E-mail: wouter.touw@radboudumc.nl [Radboud University Medical Center, Geert Grooteplein-Zuid 26-28, 6525 GA Nijmegen (Netherlands); Joosten, Robbie P. [Netherlands Cancer Institute, Plesmanlaan 121, 1066 CX Amsterdam (Netherlands); Vriend, Gert, E-mail: wouter.touw@radboudumc.nl [Radboud University Medical Center, Geert Grooteplein-Zuid 26-28, 6525 GA Nijmegen (Netherlands)

2015-07-28

A method is presented to detect peptide bonds that need either a trans–cis flip or a peptide-plane flip. A coordinate-based method is presented to detect peptide bonds that need correction either by a peptide-plane flip or by a trans–cis inversion of the peptide bond. When applied to the whole Protein Data Bank, the method predicts 4617 trans–cis flips and many thousands of hitherto unknown peptide-plane flips. A few examples are highlighted for which a correction of the peptide-plane geometry leads to a correction of the understanding of the structure–function relation. All data, including 1088 manually validated cases, are freely available and the method is available from a web server, a web-service interface and through WHAT-CHECK.

Detection of trans–cis flips and peptide-plane flips in protein structures

International Nuclear Information System (INIS)

Touw, Wouter G.; Joosten, Robbie P.; Vriend, Gert

2015-01-01

A method is presented to detect peptide bonds that need either a trans–cis flip or a peptide-plane flip. A coordinate-based method is presented to detect peptide bonds that need correction either by a peptide-plane flip or by a trans–cis inversion of the peptide bond. When applied to the whole Protein Data Bank, the method predicts 4617 trans–cis flips and many thousands of hitherto unknown peptide-plane flips. A few examples are highlighted for which a correction of the peptide-plane geometry leads to a correction of the understanding of the structure–function relation. All data, including 1088 manually validated cases, are freely available and the method is available from a web server, a web-service interface and through WHAT-CHECK

On flipping first-semester calculus: a case study

Science.gov (United States)

Petrillo, Joseph

2016-05-01

High failure rates in calculus have plagued students, teachers, and administrators for decades, while science, technology, engineering, and mathematics programmes continue to suffer from low enrollments and high attrition. In an effort to affect this reality, some educators are 'flipping' (or inverting) their classrooms. By flipping, we mean administering course content outside of the classroom and replacing the traditional in-class lectures with discussion, practice, group work, and other elements of active learning. This paper presents the major results from a three-year study of a flipped, first-semester calculus course at a small, comprehensive, American university with a well-known engineering programme. The data we have collected help quantify the positive and substantial effects of our flipped calculus course on failure rates, scores on the common final exam, student opinion of calculus, teacher impact on measurable outcomes, and success in second-semester calculus. While flipping may not be suitable for every teacher, every student, and in every situation, this report provides some evidence that it may be a viable option for those seeking an alternative to the traditional lecture model.

FLIPPED LEARNING: PRACTICAL ASPECTS

Directory of Open Access Journals (Sweden)

Olena Kuzminska

2016-03-01

Full Text Available The article is devoted to issues of implementation of the flipped learning technology in the practice of higher education institutions. The article defines the principles of technology and a model of the educational process, it notes the need to establish an information support system. The article defines online platforms and resources; it describes recommendations for the design of electronic training courses and organization of the students in the process of implementing the proposed model, as well as tools for assessing its effectiveness. The article provides a description of flipped learning implementation scenario and formulates suggestions regarding the use of this model as a mechanism to improve the efficiency of the learning process in the ICT-rich environment of high school: use of learning management systems (LMS and personal learning environments (PLE of participants in a learning process. The article provides an example of implementation of the flipped learning model as a part of the Information Technologies course in the National University of Life and Environmental Sciences of Ukraine (NULES. The article gives examples of tasks, resources and services, results of students’ research activity, as well as an example of the personal learning network, established in the course of implementation of the flipped learning model and elements of digital student portfolios. It presents the results of the monitoring of learning activities and students’ feedback. The author describes cautions against the mass introduction of the flipped learning model without monitoring of readiness of the participants of the educational process for its implementation

Flip-J: Development of the System for Flipped Jigsaw Supported Language Learning

Science.gov (United States)

Yamada, Masanori; Goda, Yoshiko; Hata, Kojiro; Matsukawa, Hideya; Yasunami, Seisuke

2016-01-01

This study aims to develop and evaluate a language learning system supported by the "flipped jigsaw" technique, called "Flip-J". This system mainly consists of three functions: (1) the creation of a learning material database, (2) allocation of learning materials, and (3) formation of an expert and jigsaw group. Flip-J was…

Flipped Learning

DEFF Research Database (Denmark)

Hachmann, Roland; Holmboe, Peter

arbejde med faglige problemstillinger gennem problembaserede og undersøgende didaktiske designs. Flipped Learning er dermed andet og mere end at distribuere digitale materialer til eleverne forud for undervisning. Flipped Learning er i lige så høj grad et syn på, hvordan undervisning med digitale medier...

One High School English Teacher: On His Way to a Flipped Classroom

Science.gov (United States)

Shaffer, Shelly

2016-01-01

This article describes a qualitative case study, conducted at a high school in the Southwestern United States, that follows a veteran teacher as he develops and implements a two-week unit on "The Great Gatsby" by F. Scott Fitzgerald using flipped classroom methods. The researcher collected data while the teacher used this method for the…

Fat fraction bias correction using T1 estimates and flip angle mapping.

Science.gov (United States)

Yang, Issac Y; Cui, Yifan; Wiens, Curtis N; Wade, Trevor P; Friesen-Waldner, Lanette J; McKenzie, Charles A

2014-01-01

To develop a new method of reducing T1 bias in proton density fat fraction (PDFF) measured with iterative decomposition of water and fat with echo asymmetry and least-squares estimation (IDEAL). PDFF maps reconstructed from high flip angle IDEAL measurements were simulated and acquired from phantoms and volunteer L4 vertebrae. T1 bias was corrected using a priori T1 values for water and fat, both with and without flip angle correction. Signal-to-noise ratio (SNR) maps were used to measure precision of the reconstructed PDFF maps. PDFF measurements acquired using small flip angles were then compared to both sets of corrected large flip angle measurements for accuracy and precision. Simulations show similar results in PDFF error between small flip angle measurements and corrected large flip angle measurements as long as T1 estimates were within one standard deviation from the true value. Compared to low flip angle measurements, phantom and in vivo measurements demonstrate better precision and accuracy in PDFF measurements if images were acquired at a high flip angle, with T1 bias corrected using T1 estimates and flip angle mapping. T1 bias correction of large flip angle acquisitions using estimated T1 values with flip angle mapping yields fat fraction measurements of similar accuracy and superior precision compared to low flip angle acquisitions. Copyright © 2013 Wiley Periodicals, Inc.

Mapping of low flip angles in magnetic resonance

International Nuclear Information System (INIS)

Balezeau, Fabien; Saint-Jalmes, Herve; Eliat, Pierre-Antoine; Cayamo, Alejandro Bordelois

2011-01-01

Errors in the flip angle have to be corrected in many magnetic resonance imaging applications, especially for T1 quantification. However, the existing methods of B1 mapping fail to measure lower values of the flip angle despite the fact that these are extensively used in dynamic acquisition and 3D imaging. In this study, the nonlinearity of the radiofrequency (RF) transmit chain, especially for very low flip angles, is investigated and a simple method is proposed to accurately determine both the gain of the RF transmitter and the B1 field map for low flip angles. The method makes use of the spoiled gradient echo sequence with long repetition time (TR), such as applied in the double-angle method. It uses an image acquired with a flip angle of 90 0 as a reference image that is robust to B1 inhomogeneity. The ratio of the image at flip angle alpha to the image at a flip angle of 90 0 enables us to calculate the actual value of alpha. This study was carried out at 1.5 and 4.7 T, showing that the linearity of the RF supply system is highly dependent on the hardware. The method proposed here allows us to measure the flip angle from 1 0 to 60 0 with a maximal uncertainty of 10% and to correct T1 maps based on the variable flip angle method.

Flipped Classrooms for Advanced Science Courses

Science.gov (United States)

Tomory, Annette; Watson, Sunnie Lee

2015-12-01

This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

Flipped Classroom Experiences: Student Preferences and Flip Strategy in a Higher Education Context

Science.gov (United States)

McNally, Brenton; Chipperfield, Janine; Dorsett, Pat; Del Fabbro, Letitia; Frommolt, Valda; Goetz, Sandra; Lewohl, Joanne; Molineux, Matthew; Pearson, Andrew; Reddan, Gregory; Roiko, Anne; Rung, Andrea

2017-01-01

Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61% female) participating in flipped teaching environments and ten convenors of the flipped courses in which…

How to Flip the Classroom--"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?

Science.gov (United States)

Song, Yanjie; Kapur, Manu

2017-01-01

The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students…

Flipped Learning in the Workplace

Science.gov (United States)

Nederveld, Allison; Berge, Zane L.

2015-01-01

Purpose: The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is "flipped". Flipped learning and the flipped classroom are hot topics that have emerged in K-12 education, made their way to the university and are now being noticed…

Flipping Excel

Science.gov (United States)

Frydenberg, Mark

2013-01-01

The "flipped classroom" model has become increasingly popular in recent years as faculty try new ways to engage students in the classroom. In a flipped classroom setting, students review the lecture online prior to the class session and spend time in class working on problems or exercises that would have been traditionally assigned as…

Flipped classroom

DEFF Research Database (Denmark)

Skov, Tobias Kidde; Jørgensen, Søren

2016-01-01

Artiklen beskriver Flipped Classroom som et didaktisk princip, der kan være med til at organisere og tilrettelægge en undervisning, med fokus på forskellige læringsformer. Det handler om at forstå Flipped Classroom som en opdeling i 2 faser og 3 led, som samlet set skaber en didaktisk organisering....

To Flip or Not to Flip? An Exploratory Study Comparing Student Performance in Calculus I

Science.gov (United States)

Schroeder, Larissa B.; McGivney-Burelle, Jean; Xue, Fei

2015-01-01

The purpose of this exploratory, mixed-methods study was to compare student performance in flipped and non-flipped sections of Calculus I. The study also examined students' perceptions of the flipping pedagogy. Students in the flipped courses reported spending, on average, an additional 1-2 hours per week outside of class on course content.…

Study and practice of flipped classroom in optoelectronic technology curriculum

Science.gov (United States)

Shi, Jianhua; Lei, Bing; Liu, Wei; Yao, Tianfu; Jiang, Wenjie

2017-08-01

"Flipped Classroom" is one of the most popular teaching models, and has been applied in more and more curriculums. It is totally different from the traditional teaching model. In the "Flipped Classroom" model, the students should watch the teaching video afterschool, and in the classroom only the discussion is proceeded to improve the students' comprehension. In this presentation, "Flipped Classroom" was studied and practiced in opto-electronic technology curriculum; its effect was analyzed by comparing it with the traditional teaching model. Based on extensive and deep investigation, the phylogeny, the characters and the important processes of "Flipped Classroom" are studied. The differences between the "Flipped Classroom" and the traditional teaching model are demonstrated. Then "Flipped Classroom" was practiced in opto-electronic technology curriculum. In order to obtain high effectiveness, a lot of teaching resources were prepared, such as the high-quality teaching video, the animations and the virtual experiments, the questions that the students should finish before and discussed in the class, etc. At last, the teaching effect was evaluated through analyzing the result of the examination and the students' surveys.

Flipping the Graduate Qualitative Research Methods Classroom: Did It Lead to Flipped Learning?

Science.gov (United States)

Earley, Mark

2016-01-01

The flipped, or inverted, classroom has gained popularity in a variety of fields and at a variety of educational levels, from K-12 through higher education. This paper describes the author's positive experience flipping a graduate qualitative research methods classroom. After a review of the current literature on flipped classrooms in higher…

Implementing A Flipped Classroom: A Case Study of Biology Teaching in A Greek High School

Directory of Open Access Journals (Sweden)

Angeliki GARIOU-PAPALEXIOU

2017-07-01

Full Text Available The purpose of this study was to investigate the application of the model of the “flipped classroom” as a complementary method to school distance education in junior high school Biology. The “flipped classroom” model attempts a different way of organizing the educational process according to which the traditional methods of learning at school and studying at home are interchanged, the learners’ active involvement is supported, their autonomy is reinforced, ICT is utilized and learning occurs partially by distance (blended learning. We performed an action research implementing flipped classroom in Biology teaching in a class of 17 students attending the1st year of junior high school. The educational platform used was the Learning Activity Management System (LAMS. The findings were evaluated qualitative rather than quantitative, and can provide evidence about the prevailing situation. During the action research, it became evident that time management in the classroom was improved. Furthermore, it was observed that students’ involvement in the educational process was also improved. Students had already familiarized themselves with the cognitive aspect of the lesson before entering the class and they considered the learning process as an individual affair which does not only depend on the teacher. The implementation of digital activities accomplished by distance led to taking action and initiative and finally to active learning. School distance education combined with the radical development of ICT can be complementary with the use of various methods, like the “flipped learning”, and give a new perspective and potential to the limited choices of conventional education in the Greek educational system which is worth further investigation.

Flipping qubits

International Nuclear Information System (INIS)

Martini De, F.; Sciarrino, F.; Sias, C.; Buzek, V.

2003-01-01

On a classical level the information can be represented by bits, each of which can be either 0 or 1. Quantum information, on the other hand, consists of qubits which can be represented as two-level quantum systems with one level labeled |0> and the other |1>. Unlike bits, qubits cannot only be in one of the two levels, but in any superposition of them as well. This superposition principle makes quantum information fundamentally different from its classical counterpart. One of the most striking difference between the classical and quantum information is as follows: it is not a problem to flip a classical bit, i.e., to change the value of a bit, a 0 to a 1 and vice versa. This is accomplished by a NOT gate. Flipping a qubit, however, is another matter: there exists the fundamental bound which prohibits to flip a qubit prepared in an arbitrary state |Ψ>=α|0> and to obtain the state |Ψ T >=β*|0>-α*|1> which is orthogonal to it, i.e., T |Ψ>=0. We experimentally realize the best possible approximation of the qubit flipping that achieves bounds imposed by complete positivity of quantum mechanics

The Impact of the Flipped Classroom on Mathematics Concept Learning in High School

Science.gov (United States)

Bhagat, Kaushal Kumar; Chang, Cheng-Nan; Chang, Chun-Yen

2016-01-01

The present study aimed to examine the effectiveness of the flipped classroom learning environment on learner's learning achievement and motivation, as well as to investigate the effects of flipped classrooms on learners with different achievement levels in learning mathematics concepts. The learning achievement and motivation were measured by the…

Evaluation of esophageal motility utilizing the functional lumen imaging probe (FLIP)

Science.gov (United States)

Carlson, Dustin A.; Kahrilas, Peter J.; Lin, Zhiyue; Hirano, Ikuo; Gonsalves, Nirmala; Listernick, Zoe; Ritter, Katherine; Tye, Michael; Ponds, Fraukje A.; Wong, Ian; Pandolfino, John E.

2016-01-01

Background Esophagogastric junction (EGJ) distensibility and distension-mediated peristalsis can be assessed with the functional lumen imaging probe (FLIP) during a sedated upper endoscopy. We aimed to describe esophageal motility assessment using FLIP topography in patients presenting with dysphagia. Methods 145 patients (ages 18 – 85, 54% female) with dysphagia that completed upper endoscopy with a 16-cm FLIP assembly and high-resolution manometry (HRM) were included. HRM was analyzed according to the Chicago Classification of esophageal motility disorders; major esophageal motility disorders were considered ‘abnormal’. FLIP studies were analyzed using a customized program to calculate the EGJ-distensibility index (DI) and generate FLIP topography plots to identify esophageal contractility patterns. FLIP topography was considered ‘abnormal’ if EGJ-DI was esophageal motility and 29 normal motility. 17 (50%) had abnormal FLIP topography including 13 (37%) with abnormal EGJ-DI. Conclusions FLIP topography provides a well-tolerated method for esophageal motility assessment (especially to identify achalasia) at the time of upper endoscopy. FLIP topography findings that are discordant with HRM may indicate otherwise undetected abnormalities of esophageal function, thus FLIP provides an alternative and complementary method to HRM for evaluation of non-obstructive dysphagia. PMID:27725650

Advanced flip chip packaging

CERN Document Server

Lai, Yi-Shao; Wong, CP

2013-01-01

Advanced Flip Chip Packaging presents past, present and future advances and trends in areas such as substrate technology, material development, and assembly processes. Flip chip packaging is now in widespread use in computing, communications, consumer and automotive electronics, and the demand for flip chip technology is continuing to grow in order to meet the need for products that offer better performance, are smaller, and are environmentally sustainable. This book also: Offers broad-ranging chapters with a focus on IC-package-system integration Provides viewpoints from leading industry executives and experts Details state-of-the-art achievements in process technologies and scientific research Presents a clear development history and touches on trends in the industry while also discussing up-to-date technology information Advanced Flip Chip Packaging is an ideal book for engineers, researchers, and graduate students interested in the field of flip chip packaging.

The flip-over effect in pulsed laser deposition: Is it relevant at high background gas pressures?

International Nuclear Information System (INIS)

Ojeda-G-P, Alejandro; Schneider, Christof W.; Döbeli, Max; Lippert, Thomas; Wokaun, Alexander

2015-01-01

Highlights: • The flip-over effect in PLD is observed up to high deposition pressures. • Consistent congruent transfer of the target composition is generally not correct. • The choice of deposition pressure can change the film composition strongly. • Large compositional changes appear at high off-axis angles and large spot sizes. - Abstract: In pulsed laser deposition the use of a rectangular or elliptical beam spot with a non 1:1 aspect ratio leads to the so called flip-over effect. Here, the longest dimension of the laser spot results in the shortest direction of plasma plume expansion. This effect has been mainly reported for vacuum depositions of single element targets and is particularly noticeable when the aspect ratio of the beam spot is large. We investigate the flip-over effect in vacuum and at three relevant background-gas pressures for pulsed laser deposition using a La 0.4 Ca 0.6 MnO 3 target by measuring the thickness dependence of the deposited material as a function of angle. The film thicknesses and compositions are determined by Rutherford backscattering and argon is used to reduce the influence of additional chemical reactions in the plasma. The results show the prevalence of the flip-over effect for all pressures except for the highest, i.e. 1 × 10 −1 mbar, where the film thickness is constant for all angles. The composition profiles show noticeable compositional variations of up to 30% with respect to the target material depending on the background gas pressure, the angular location, and the laser spot dimensions.

Flip Video for Dummies

CERN Document Server

Hutsko, Joe

2010-01-01

The full-color guide to shooting great video with the Flip Video camera. The inexpensive Flip Video camera is currently one of the hottest must-have gadgets. It's portable and connects easily to any computer to transfer video you shoot onto your PC or Mac. Although the Flip Video camera comes with a quick-start guide, it lacks a how-to manual, and this full-color book fills that void! Packed with full-color screen shots throughout, Flip Video For Dummies shows you how to shoot the best possible footage in a variety of situations. You'll learn how to transfer video to your computer and then edi

To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course

Science.gov (United States)

Heyborne, William H.; Perrett, Jamis J.

2016-01-01

In an attempt to better understand the flipped technique and evaluate its purported superiority in terms of student learning gains, the authors conducted an experiment comparing a flipped classroom to a traditional lecture classroom. Although the outcomes were mixed, regarding the superiority of either pedagogical approach, there does seem to be a…

Selection of the new position for the instrumented fuel Flip type; Seleccion de la nueva posicion para el combustible instrumentado tipo Flip

Energy Technology Data Exchange (ETDEWEB)

Paredes G, L C

1991-12-15

It was selected and proved the new position for the instrumented fuel, in function of the smallest influence on the temperature of the fuel due to movements of the control bars, as well as to its functionality regarding their geometric localization in the core. Therefore, it intends that the instrumented fuel Flip type, pass from the position C-9 to the C-6. It was selected the turn angle of the fuel of 180 C, for to be the one that presents a smaller influence of the control bars and it allows to register the values of temperature but high. It was as the movements of the control bars they produce local interferences of the neutron flow in the fuels and that in the case of the ring C, these interferences became maximum variations of the fuel temperature of 125 C, for operations to 1 MW in the thermal column. (Author)

Comparing the Effectiveness of Blended, Semi-Flipped, and Flipped Formats in an Engineering Numerical Methods Course

Science.gov (United States)

Clark, Renee M.; Kaw, Autar; Besterfield-Sacre, Mary

2016-01-01

Blended, flipped, and semi-flipped instructional approaches were used in various sections of a numerical methods course for undergraduate mechanical engineers. During the spring of 2014, a blended approach was used; in the summer of 2014, a combination of blended and flipped instruction was used to deliver a semi-flipped course; and in the fall of…

Scaffolded Semi-Flipped General Chemistry Designed to Support Rural Students' Learning

Science.gov (United States)

Lenczewski, Mary S.

2016-01-01

Students who lack academic maturity can sometimes feel overwhelmed in a fully flipped classroom. Here an alternative, the Semi-Flipped method, is discussed. Rural students, who face unique challenges in transitioning from high school learning to college-level learning, can particularly profit from the use of the Semi-Flipped method in the General…

Electronic de-multipliers II (ring-shape systems); Demultiplieurs electroniques II (systeme en anneau)

Energy Technology Data Exchange (ETDEWEB)

Raievski, V

1948-09-01

This report describes a new type of ring-shape fast electronic counter (de-multiplier) with a resolution capacity equivalent to the one made by Regener (Rev. of Scientific Instruments USA 1946, 17, 180-89) but requiring two-times less electronic valves. This report follows the general description of electronic de-multipliers made by J. Ailloud (CEA--001). The ring comprises 5 flip-flop circuits with two valves each. The different elements of the ring are calculated with enough details to allow the transfer of this calculation to different valve types. (J.S.)

Flipped Classroom Approach

Science.gov (United States)

Ozdamli, Fezile; Asiksoy, Gulsum

2016-01-01

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly…

The flip-over effect in pulsed laser deposition: Is it relevant at high background gas pressures?

Energy Technology Data Exchange (ETDEWEB)

Ojeda-G-P, Alejandro [Paul Scherrer Institut, General Energy Research Department, 5232 Villigen-PSI (Switzerland); Schneider, Christof W., E-mail: christof.schneider@psi.ch [Paul Scherrer Institut, General Energy Research Department, 5232 Villigen-PSI (Switzerland); Döbeli, Max [Ion Beam Physics, ETH Zurich, CH-8093 Zurich (Switzerland); Lippert, Thomas; Wokaun, Alexander [Paul Scherrer Institut, General Energy Research Department, 5232 Villigen-PSI (Switzerland)

2015-12-01

Highlights: • The flip-over effect in PLD is observed up to high deposition pressures. • Consistent congruent transfer of the target composition is generally not correct. • The choice of deposition pressure can change the film composition strongly. • Large compositional changes appear at high off-axis angles and large spot sizes. - Abstract: In pulsed laser deposition the use of a rectangular or elliptical beam spot with a non 1:1 aspect ratio leads to the so called flip-over effect. Here, the longest dimension of the laser spot results in the shortest direction of plasma plume expansion. This effect has been mainly reported for vacuum depositions of single element targets and is particularly noticeable when the aspect ratio of the beam spot is large. We investigate the flip-over effect in vacuum and at three relevant background-gas pressures for pulsed laser deposition using a La{sub 0.4}Ca{sub 0.6}MnO{sub 3} target by measuring the thickness dependence of the deposited material as a function of angle. The film thicknesses and compositions are determined by Rutherford backscattering and argon is used to reduce the influence of additional chemical reactions in the plasma. The results show the prevalence of the flip-over effect for all pressures except for the highest, i.e. 1 × 10{sup −1} mbar, where the film thickness is constant for all angles. The composition profiles show noticeable compositional variations of up to 30% with respect to the target material depending on the background gas pressure, the angular location, and the laser spot dimensions.

Formation of very short pulse by neutron spin flip chopper for J-PARC

International Nuclear Information System (INIS)

Ebisawa, T.; Soyama, K.; Yamazaki, D.; Tasaki, S.; Sakai, K.; Oku, T.; Maruyama, R.; Hino, M.

2004-01-01

We have developed neutron spin flip choppers with high S/N ratio and high intensity for pulsed sources using multi-stage spin flip choppers. It is not easy for us to obtain a very short neutron pulse less than 10 μs using a spin flip chopper, due to the time constant L/R in the normal LR circuit. We will discuss a method obtaining a very short neutron pulse applying the modified push-pull circuit proposed by Ito and Takahashi [4] to the double spin flip chopper with polarizing guides

Flipping Freshman Mathematics

Science.gov (United States)

Zack, Laurie; Fuselier, Jenny; Graham-Squire, Adam; Lamb, Ron; O'Hara, Karen

2015-01-01

Our study compared a flipped class with a standard lecture class in four introductory courses: finite mathematics, precalculus, business calculus, and calculus 1. The flipped sections watched video lectures outside of class and spent time in class actively working on problems. The traditional sections had lectures in class and did homework outside…

LASL high-current proton storage rings

International Nuclear Information System (INIS)

Lawrence, G.P.; Cooper, R.K.; Hudgings, D.W.; Spalek, G.; Jason, A.J.; Higgins, E.F.; Gillis, R.E.

1980-01-01

The Proton Storage Ring at LAMPF is a high-current accumulator designed to convert long 800-MeV linac pulses into very short high-intensity proton bunches ideally suited to driving a pulsed polyenergetic neutron source. The Ring, authorized for construction at $19 million, will operate in a short-bunch high-frequency mode for fast neutron physics and a long-bunch low-frequency mode for thermal neutron-scattering programs. Unique features of the project include charge-changing injection with initial conversion from H - to H 0 , a high repetition rate fast-risetime extraction kicker, and high-frequency and first-harmonic bunching system

Flipping Radiology Education Right Side Up.

Science.gov (United States)

O'Connor, Erin E; Fried, Jessica; McNulty, Nancy; Shah, Pallav; Hogg, Jeffery P; Lewis, Petra; Zeffiro, Thomas; Agarwal, Vikas; Reddy, Sravanthi

2016-07-01

In flipped learning, medical students independently learn facts and concepts outside the classroom, and then participate in interactive classes to learn to apply these facts. Although there are recent calls for medical education reform using flipped learning, little has been published on its effectiveness. Our study compares the effects of flipped learning to traditional didactic instruction on students' academic achievement, task value, and achievement emotions. At three institutions, we alternated flipped learning with traditional didactic lectures during radiology clerkships, with 175 medical students completing a pretest on general diagnostic imaging knowledge to assess baseline cohort comparability. Following instruction, posttests and survey examinations of task value and achievement emotions were administered. Linear mixed effects analysis was used to examine the relationship between test scores and instruction type. Survey responses were modeled using ordinal category logistic regression. Instructor surveys were also collected. There were no baseline differences in test scores. Mean posttest minus pretest scores were 10.5% higher in the flipped learning group than in the didactic instruction group (P = 0.013). Assessment of task value and achievement emotions showed greater task value, increased enjoyment, and decreased boredom with flipped learning (all P flipped learning condition. Flipped learning was associated with increased academic achievement, greater task value, and more positive achievement emotions when compared to traditional didactic instruction. Further investigation of flipped learning methods in radiology education is needed to determine whether flipped learning improves long-term retention of knowledge, academic success, and patient care. Copyright © 2016 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Spin flipping a stored polarized proton beam

International Nuclear Information System (INIS)

Caussyn, D.D.; Derbenev, Y.S.; Ellison, T.J.P.; Lee, S.Y.; Rinckel, T.; Schwandt, P.; Sperisen, F.; Stephenson, E.J.; von Przewoski, B.; Blinov, B.B.; Chu, C.M.; Courant, E.D.; Crandell, D.A.; Kaufman, W.A.; Krisch, A.D.; Nurushev, T.S.; Phelps, R.A.; Ratner, L.G.; Wong, V.K.; Ohmori, C.

1994-01-01

We recently studied the spin flipping of a vertically polarized, stored 139-MeV proton beam. To flip the spin, we induced an rf depolarizing resonance by sweeping our rf solenoid magnet's frequency through the resonance frequency. With multiple spin flips, we found a polarization loss of 0.0000±0.0005 per spin flip under the best conditions; this loss increased significantly for small changes in the conditions. Minimizing the depolarization during each spin flip is especially important because frequent spin flipping could significantly reduce the systematic errors in stored polarized-beam experiments

Development of gold based solder candidates for flip chip assembly

DEFF Research Database (Denmark)

Chidambaram, Vivek; Hald, John; Hattel, Jesper Henri

2009-01-01

Flip chip technology is now rapidly replacing the traditional wire bonding interconnection technology in the first level packaging applications due to the miniaturization drive in the microelectronics industry. Flip chip assembly currently involves the use of high lead containing solders...

The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education.

Science.gov (United States)

Betihavas, Vasiliki; Bridgman, Heather; Kornhaber, Rachel; Cross, Merylin

2016-03-01

The flipped classroom has generated interest in higher education providing a student-centred approach to learning. This has the potential to engage nursing students in ways that address the needs of today's students and the complexity of contemporary healthcare. Calls for educational reform, particularly in healthcare programs such as nursing, highlight the need for students to problem-solve, reason and apply theory into practice. The drivers towards student-based learning have manifested in team, problem and case-based learning models. Though there has been a shift towards the flipped classroom, comparatively little is known about how it is used in nursing curricula. The aims of this systematic review were to examine how the flipped classroom has been applied in nursing education and outcomes associated with this style of teaching. Five databases were searched and resulted in the retrieval of 21 papers: PubMed, CINAHL, EMBASE, Scopus and ERIC. After screening for inclusion/exclusion criteria, each paper was evaluated using a critical appraisal tool. Data extraction and analysis were completed on all included studies. This systematic review screened 21 titles and abstracts resulting in nine included studies. All authors critically appraised the quality of the included studies. Five studies were identified and themes identified were: academic performance outcomes, and student satisfaction implementing the flipped classroom. Use of the flipped classroom in higher education nursing programmes yielded neutral or positive academic outcomes and mixed results for satisfaction. Engagement of students in the flipped classroom model was achieved when academics informed and rationalised the purpose of the flipped classroom model to students. However, no studies in this review identified the evaluation of the process of implementing the flipped classroom. Studies examining the process and ongoing evaluation and refinement of the flipped classroom in higher education nursing

The Partially Flipped Classroom: The Effects of Flipping a Module on "Junk Science" in a Large Methods Course

Science.gov (United States)

Burgoyne, Stephanie; Eaton, Judy

2018-01-01

Flipped classrooms are gaining popularity, especially in psychology statistics courses. However, not all courses lend themselves to a fully flipped design, and some instructors might not want to commit to flipping every class. We tested the effectiveness of flipping just one component (a module on junk science) of a large methods course. We…

Flip-flop design in nanometer CMOS from high speed to low energy

CERN Document Server

Alioto, Massimo; Palumbo, Gaetano

2015-01-01

This book provides a unified treatment of Flip-Flop design and selection in nanometer CMOS VLSI systems. The design aspects related to the energy-delay tradeoff in Flip-Flops are discussed, including their energy-optimal selection according to the targeted application, and the detailed circuit design in nanometer CMOS VLSI systems. Design strategies are derived in a coherent framework that includes explicitly nanometer effects, including leakage, layout parasitics and process/voltage/temperature variations, as main advances over the existing body of work in the field. The related design tradeoffs are explored in a wide range of applications and the related energy-performance targets. A wide range of existing and recently proposed Flip-Flop topologies are discussed. Theoretical foundations are provided to set the stage for the derivation of design guidelines, and emphasis is given on practical aspects and consequences of the presented results. Analytical models and derivations are introduced when needed to gai...

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…

Uncertainty in T1 mapping using the variable flip angle method with two flip angles

International Nuclear Information System (INIS)

Schabel, Matthias C; Morrell, Glen R

2009-01-01

Propagation of errors, in conjunction with the theoretical signal equation for spoiled gradient echo pulse sequences, is used to derive a theoretical expression for uncertainty in quantitative variable flip angle T 1 mapping using two flip angles. This expression is then minimized to derive a rigorous expression for optimal flip angles that elucidates a commonly used empirical result. The theoretical expressions for uncertainty and optimal flip angles are combined to derive a lower bound on the achievable uncertainty for a given set of pulse sequence parameters and signal-to-noise ratio (SNR). These results provide a means of quantitatively determining the effect of changing acquisition parameters on T 1 uncertainty. (note)

Use of high flip angle in T1-prepared FAST sequences for myocardial perfusion quantification

International Nuclear Information System (INIS)

Vallee, Jean-Paul; Ivancevic, Marko; Lazeyras, Francois; Didier, Dominique; Kasuboski, Larry; Chatelain, Pascal; Righetti, Alberto

2003-01-01

This study reports on the first use of high flip angle and radio-frequency (RF) spoiling in T1-prepared fast acquisition in steady state (FAST) sequence for myocardial perfusion in patients. T1 dynamic range was measured in vitro with a FAST, an RF FAST and a snapshot fast low-angle shot (FLASH) sequences with a 90 flip angle. Myocardial perfusion was then measured twice in 6 patients during the same MR session. The RF FAST and FLASH, but not the FAST sequence, demonstrated an extended T1 dynamic range; however, the FLASH images were degraded by artifacts not present on the RF FAST images. The myocardial perfusion indices K1 (first-order transfer constant from the blood to the myocardium for the Gd-DTPA) and Vd (distribution volume of Gd-DTPA in myocardium) did not differ significantly between the two injections. K1 was 0.48±0.12 ml/min g -1 and Vd was 12.5±2.9%. With an extended T1 dynamic range and the sensitivity required for myocardial perfusion quantification, the RF FAST sequence with a 90 flip angle outperformed the snapshot FLASH sequence in terms of image quality and the FAST sequence in terms of contrast dynamic range. (orig.)

Detection of trans-cis flips and peptide-plane flips in protein structures

NARCIS (Netherlands)

Touw, W.G.; Joosten, R.P.; Vriend, G.

2015-01-01

A coordinate-based method is presented to detect peptide bonds that need correction either by a peptide-plane flip or by a trans-cis inversion of the peptide bond. When applied to the whole Protein Data Bank, the method predicts 4617 trans-cis flips and many thousands of hitherto unknown

The Flipped Journal Club.

Science.gov (United States)

Bounds, Richard; Boone, Stephen

2018-01-01

Educators struggle to develop a journal club format that promotes active participation from all levels of trainees. The explosion of social media compels residencies to incorporate the evaluation and application of these resources into evidence-based practice. We sought to design an innovative "flipped journal club" to achieve greater effectiveness in meeting goals and objectives among residents and faculty. Each journal club is focused on a specific clinical question based on a landmark article, a background article, and a podcast or blog post. With the "flipped" model, residents are assigned to prepare an in-depth discussion of one of these works based on their level of training. At journal club, trainees break into small groups and discuss their assigned readings with faculty facilitation. Following the small-group discussions, all participants convene to summarize key points. In redesigning our journal club, we sought to achieve specific educational outcomes, and improve participant engagement and overall impressions. Sixty-one residents at our emergency medicine program participated in the flipped journal club during the 2015-2016 academic year, with supervision by core faculty. Program evaluation for the flipped journal club was performed using an anonymous survey, with response rates of 70% and 56% for residents and faculty, respectively. Overall, 95% of resident respondents and 100% of faculty respondents preferred the flipped format. The "flipped journal club" hinges upon well-selected articles, incorporation of social media, and small-group discussions. This format engages all residents, holds learners accountable, and encourages greater participation among residents and faculty.

Spin-flip processes in low-energy Fe17+ + He collisions

International Nuclear Information System (INIS)

Bruch, R.; Altick, P.L.; Rauscher, E.; Wang, H.; Schneider, D.

1993-01-01

Spin-nonconserving electron transfer processes violating the ''Wigner rule'' have been studied for slow multiply charged ion-atom collisions. Experimentally a strong population of highly metastable sodium-like quartet states in low energy Fe 17+ + He single collision events has been observed. The possibility of double-electron capture plus spin-flip mechanisms has been discussed experimentally and theoretically, Our theoretical model using time dependent perturbation theory predicts that spin-flip processes are as likely as no spin flip under the conditions of our experiment

The Flipped Classroom in Counselor Education

Science.gov (United States)

Moran, Kristen; Milsom, Amy

2015-01-01

The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped…

Flipped Classroom, active Learning?

DEFF Research Database (Denmark)

Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

2015-01-01

Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...

RECOILING SUPERMASSIVE BLACK HOLES IN SPIN-FLIP RADIO GALAXIES

International Nuclear Information System (INIS)

Liu, F. K.; Wang Dong; Chen Xian

2012-01-01

Numerical relativity simulations predict that coalescence of supermassive black hole (SMBH) binaries leads not only to a spin flip but also to a recoiling of the merger remnant SMBHs. In the literature, X-shaped radio sources are popularly suggested to be candidates for SMBH mergers with spin flip of jet-ejecting SMBHs. Here we investigate the spectral and spatial observational signatures of the recoiling SMBHs in radio sources undergoing black hole spin flip. Our results show that SMBHs in most spin-flip radio sources have mass ratio q ∼> 0.3 with a minimum possible value q min ≅ 0.05. For major mergers, the remnant SMBHs can get a kick velocity as high as 2100 km s –1 in the direction within an angle ∼< 40° relative to the spin axes of remnant SMBHs, implying that recoiling quasars are biased to be with high Doppler-shifted broad emission lines while recoiling radio galaxies are biased to large apparent spatial off-center displacements. We also calculate the distribution functions of line-of-sight velocity and apparent spatial off-center displacements for spin-flip radio sources with different apparent jet reorientation angles. Our results show that the larger the apparent jet reorientation angle is, the larger the Doppler-shifting recoiling velocity and apparent spatial off-center displacement will be. We investigate the effects of recoiling velocity on the dust torus in spin-flip radio sources and suggest that recoiling of SMBHs would lead to 'dust-poor' active galactic nuclei. Finally, we collect a sample of 19 X-shaped radio objects and for each object give the probability of detecting the predicted signatures of recoiling SMBH.

The influence of flip angle on the magic angle effect

International Nuclear Information System (INIS)

Zurlo, J.V.; Blacksin, M.F.; Karimi, S.

2000-01-01

Objective. To assess the impact of flip angle with gradient sequences on the ''magic angle effect''. We characterized the magic angle effect in various gradient echo sequences and compared the signal- to-noise ratios present on these sequences with the signal-to-noise ratios of spin echo sequences.Design. Ten normal healthy volunteers were positioned such that the flexor hallucis longus tendon remained at approximately at 55 to the main magnetic field (the magic angle). The tendon was imaged by a conventional spin echo T1- and T2-weighted techniques and by a series of gradient techniques. Gradient sequences were altered by both TE and flip angle. Signal-to-noise measurements were obtained at segments of the flexor hallucis longus tendon demonstrating the magic angle effect to quantify the artifact. Signal-to-noise measurements were compared and statistical analysis performed. Similar measurements were taken of the anterior tibialis tendon as an internal control.Results and conclusions. We demonstrated the magic angle effect on all the gradient sequences. The intensity of the artifact was affected by both the TE and flip angle. Low TE values and a high flip angle demonstrated the greatest magic angle effect. At TE values less than 30 ms, a high flip angle will markedly increase the magic angle effect. (orig.)

Interplay of Nitrogen-Atom Inversion and Conformational Inversion in Enantiomerization of 1H-1-Benzazepines.

Science.gov (United States)

Ramig, Keith; Subramaniam, Gopal; Karimi, Sasan; Szalda, David J; Ko, Allen; Lam, Aaron; Li, Jeffrey; Coaderaj, Ani; Cavdar, Leyla; Bogdan, Lukasz; Kwon, Kitae; Greer, Edyta M

2016-04-15

A series of 2,4-disubstituted 1H-1-benzazepines, 2a-d, 4, and 6, were studied, varying both the substituents at C2 and C4 and at the nitrogen atom. The conformational inversion (ring-flip) and nitrogen-atom inversion (N-inversion) energetics were studied by variable-temperature NMR spectroscopy and computations. The steric bulk of the nitrogen-atom substituent was found to affect both the conformation of the azepine ring and the geometry around the nitrogen atom. Also affected were the Gibbs free energy barriers for the ring-flip and the N-inversion. When the nitrogen-atom substituent was alkyl, as in 2a-c, the geometry of the nitrogen atom was nearly planar and the azepine ring was highly puckered; the result was a relatively high-energy barrier to ring-flip and a low barrier to N-inversion. Conversely, when the nitrogen-atom substituent was a hydrogen atom, as in 2d, 4, and 6, the nitrogen atom was significantly pyramidalized and the azepine ring was less puckered; the result here was a relatively high energy barrier to N-inversion and a low barrier to ring-flip. In these N-unsubstituted compounds, it was found computationally that the lowest-energy stereodynamic process was ring-flip coupled with N-inversion, as N-inversion alone had a much higher energy barrier.

High-Sensitivity Low-Noise Miniature Fluxgate Magnetometers Using a Flip Chip Conceptual Design

OpenAIRE

Lu, Chih-Cheng; Huang, Jeff; Chiu, Po-Kai; Chiu, Shih-Liang; Jeng, Jen-Tzong

2014-01-01

This paper presents a novel class of miniature fluxgate magnetometers fabricated on a print circuit board (PCB) substrate and electrically connected to each other similar to the current “flip chip” concept in semiconductor package. This sensor is soldered together by reversely flipping a 5 cm × 3 cm PCB substrate to the other identical one which includes dual magnetic cores, planar pick-up coils, and 3-D excitation coils constructed by planar Cu interconnections patterned on PCB substrates. P...

Flipped Classroom Approach

OpenAIRE

Fezile Ozdamli; Gulsum Asiksoy

2016-01-01

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and pr...

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

Science.gov (United States)

Burke, Alison S.; Fedorek, Brian

2017-01-01

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

Quark loops and spin-flip effects in pomeron exchange

International Nuclear Information System (INIS)

Goloskokov, S.V.

1991-01-01

On the basis of QCD at large distances with taking account of some nonperturbative properties of the theory, the possibility of spin-flip effects in high energy hadron processes at fixed momenta transfer is investigated. It is shown that the diagrams with the quark loops in QCD at large distances may lead to the spin-flip amplitude growing as s for s→∞, t-fixed. The confirmation of this result is obtained by calculations of the nonleading contributions from quark loops in t-channel exchange in QED up to the end. Physical mechanisms leading to that behaviour of the spin-flip amplitude is discussed. So we conclude that the pomeron has a complicated spin structure. (orig.)

Flipped classroom: a review of recent literature

Directory of Open Access Journals (Sweden)

Huseyin Uzunboylu

2015-07-01

Full Text Available The use of learning technologies, especially multimedia provide varied facilities for students’ learning that are not possible with other media. Pedagogical literature has proved that individuals have different learning styles. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice versa. Flipped classroom environment ensures that students become more active participants compared with the traditional classroom. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of flipped classroom approach in education. The contribution of flipped classroom to education is discussed in relation to the change of students' and instructors' role. Subsequently, flipped classroom applications in various disciplines of education are illustrated. The recommendations made in the literature for design specifications that integrate flipped classrooms with technology are discussed. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective flipped classroom environments and also this paper attempts to inform those who are thinking of using new technologies and approaches to deliver courses.

Dynamics of spin-flip photon-assisted tunneling

NARCIS (Netherlands)

Braakman, F.R.; Danon, J.; Schreiber, L.R.; Wegscheider, W.; Vandersypen, L.M.K.

2014-01-01

We present time-resolved measurements of spin-flip photon-assisted tunneling and spin-flip relaxation in a doubly occupied double quantum dot. The photon-assisted excitation rate as a function of magnetic field indicates that spin-orbit coupling is the dominant mechanism behind the spin-flip under

The Marriage of Constructivism and Flipped Learning

Science.gov (United States)

Chang, Sau Hou

2016-01-01

This report talks about how a constructivist teacher used flipped learning in a college class. To illustrate how to use flipped learning in a constructivist classroom, examples were given with the four pillars of F-L-I-P: Flexible environment, learning culture, intentional content, and professional educator.

O-Ring sealing arrangements for ultra-high vacuum systems

Science.gov (United States)

Kim, Chang-Kyo; Flaherty, Robert

1981-01-01

An all metal reusable O-ring sealing arrangement for sealing two concentric tubes in an ultra-high vacuum system. An O-ring of a heat recoverable alloy such as Nitinol is concentrically positioned between protruding sealing rings of the concentric tubes. The O-ring is installed between the tubes while in a stressed martensitic state and is made to undergo a thermally induced transformation to an austenitic state. During the transformation the O-ring expands outwardly and contracts inwardly toward a previously sized austenitic configuration, thereby sealing against the protruding sealing rings of the concentric tubes.

Targeting the Anti-Apoptotic Protein c-FLIP for Cancer Therapy

International Nuclear Information System (INIS)

Safa, Ahmad R.; Pollok, Karen E.

2011-01-01

Cellular FLICE (FADD-like IL-1beta-converting enzyme)-inhibitory protein (c-FLIP) is a major resistance factor and critical anti-apoptotic regulator that inhibits tumor necrosis factor-alpha (TNF-alpha), Fas-L, and TNF-related apoptosis-inducing ligand (TRAIL)-induced apoptosis as well as chemotherapy-triggered apoptosis in malignant cells. c-FLIP is expressed as long (c-FLIP L ), short (c-FLIP S ), and c-FLIP R splice variants in human cells. c-FLIP binds to FADD and/or caspase-8 or -10 in a ligand-dependent and-independent fashion, which in turn prevents death-inducing signaling complex (DISC) formation and subsequent activation of the caspase cascade. Moreover, c-FLIP L and c-FLIP S are known to have multifunctional roles in various signaling pathways, as well as activating and/or upregulating several cytoprotective signaling molecules. Upregulation of c-FLIP has been found in various tumor types, and its downregulation has been shown to restore apoptosis triggered by cytokines and various chemotherapeutic agents. Hence, c-FLIP is an important target for cancer therapy. For example, small interfering RNAs (siRNAs) that specifically knockdown the expression of c-FLIP L in diverse human cancer cell lines augmented TRAIL-induced DISC recruitment and increased the efficacy of chemotherapeutic agents, thereby enhancing effector caspase stimulation and apoptosis. Moreover, small molecules causing degradation of c-FLIP as well as decreasing mRNA and protein levels of c-FLIP L and c-FLIP S splice variants have been found, and efforts are underway to develop other c-FLIP-targeted cancer therapies. This review focuses on (1) the functional role of c-FLIP splice variants in preventing apoptosis and inducing cytokine and drug resistance; (2) the molecular mechanisms that regulate c-FLIP expression; and (3) strategies to inhibit c-FLIP expression and function

Low energy current accumulator for high-energy proton rings

International Nuclear Information System (INIS)

Month, M.

1977-01-01

Building current in high-energy p-p colliding beam machines is most appropriately done in a low-energy (small circumference) current accumulator. Three significant factors favor such a procedure: First, large rings tend to be susceptible to unstable longitudinal density oscillations. These can be avoided by pumping up the beam in the accumulator. When the current stack is injected into the storage ring, potentially harmful instability is essentially neutralized. Second, high-field magnets characteristic of future high energy proton rings are designed with superconducting coils within the iron magnetic shield. This means coil construction and placement errors propagate rapidly within the beam aperture. An intermediate ''stacking ring'' allows the minimum use of the superconducting ring aperture. Finally, the coils are vulnerable to radiation heating and possible magnet quenching. By minimizing beam manipulaion in the superconducting environment and using only the central portion of the beam aperture, coil vulnerability can be put at a minimum

Neutrino helicity flips via electroweak interactions

International Nuclear Information System (INIS)

Gaemers, K.J.F.; Gandhi, R.; Lattimer, J.M.; Department of Earth and Space Sciences, State University of New York, Stony Brook, New York 11794)

1989-01-01

Electroweak mechanisms via which neutrinos may flip helicity are examined in detail. Exact and approximate expressions for a variety of flip processes relevant in astrophysics and cosmology, mediated by W, Z, and γ exchange, including their interference, are derived for both Dirac and Majorana neutrinos (with emphasis on the former). It is shown that in general flip and nonflip cross sections differ by more than just a multiplicative factor of m/sub ν/ 2 /4E/sub ν/ 2 contrary to what might be expected and that this additional dependence on helicities can be significant. It is also shown that within the context of the standard model with massive neutrinos, for νe yields νe scattering, σ/sub Z//sup flip//σ/sub γ//sup flip/ ∼ 10 4 , independent of particle masses and energies to a good approximation. As an application, using some general considerations and the fact that the observed bar nu/sub e/ burst from SN 1987A lasted several seconds, these weak-interaction flip cross sections are used to rule out μ and tau neutrino masses above 30 keV. Finally, some other consequences for astrophysics in general and supernovae in particular are briefly discussed

Flipping a Calculus Class: One Instructor's Experience

Science.gov (United States)

Palmer, Katrina

2015-01-01

This paper describes one instructor's experiences during a year of flipping four calculus classes. The first exploration attempts to understand student expectations of a math class and their preference towards a flipped classroom. The second examines success of students from a flipped classroom, and the last investigates relationships with student…

Studenters erfaringer med Flipped Classroom i en helsefagutdanning

Directory of Open Access Journals (Sweden)

Christine Tørris

2015-12-01

Full Text Available Background: The flipped classroom approach has gained increased attention in educational research literature. The purpose of this study was to investigate how students experience a flipped classroom approach in health education, compared to ordinary lectures. Method: Bachelor students (n=25 who watched the video-based material in the flipped classrooms pre-session, answered a questionnaire to evaluate their flipped classroom experience. The questionnaire consisted of both closed and open questions. Results: Ninety six per cent (24/25 of respondents found the video-based material in the pre-session useful. Seventy six per cent (19/25 of respondents found that the flipped classroom approach resulted in the highest learning outcome, over the traditional approach (16%, 4/25. Barriers to the flipped classroom approach was technical problems with the video-based material, such as screen view. Conclusion: The flipped classroom approach is promising as an acceptable approach for teaching in health science curricular in higher education.

The Flipped Journal Club

Directory of Open Access Journals (Sweden)

Richard Bounds

2017-12-01

Full Text Available Introduction Educators struggle to develop a journal club format that promotes active participation from all levels of trainees. The explosion of social media compels residencies to incorporate the evaluation and application of these resources into evidence-based practice. We sought to design an innovative “flipped journal club” to achieve greater effectiveness in meeting goals and objectives among residents and faculty. Methods Each journal club is focused on a specific clinical question based on a landmark article, a background article, and a podcast or blog post. With the “flipped” model, residents are assigned to prepare an in-depth discussion of one of these works based on their level of training. At journal club, trainees break into small groups and discuss their assigned readings with faculty facilitation. Following the small-group discussions, all participants convene to summarize key points. In redesigning our journal club, we sought to achieve specific educational outcomes, and improve participant engagement and overall impressions. Results Sixty-one residents at our emergency medicine program participated in the flipped journal club during the 2015–2016 academic year, with supervision by core faculty. Program evaluation for the flipped journal club was performed using an anonymous survey, with response rates of 70% and 56% for residents and faculty, respectively. Overall, 95% of resident respondents and 100% of faculty respondents preferred the flipped format. Conclusion The “flipped journal club” hinges upon well-selected articles, incorporation of social media, and small-group discussions. This format engages all residents, holds learners accountable, and encourages greater participation among residents and faculty.

A Flipped Classroom Redesign in General Chemistry

Science.gov (United States)

Reid, Scott A.

2016-01-01

The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course ("J. Chem. Educ.," 2016, 93, 13-23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while…

Ring artifact correction for high-resolution micro CT

International Nuclear Information System (INIS)

Kyriakou, Yiannis; Prell, Daniel; Kalender, Willi A

2009-01-01

In high-resolution micro CT using flat detectors (FD), imperfect or defect detector elements may cause concentric-ring artifacts due to their continuous over- or underestimation of attenuation values, which often disturb image quality. We here present a dedicated image-based ring artifact correction method for high-resolution micro CT, based on median filtering of the reconstructed image and working on a transformed version of the reconstructed images in polar coordinates. This post-processing method reduced ring artifacts in the reconstructed images and improved image quality for phantom and in in vivo scans. Noise and artifacts were reduced both in transversal and in multi-planar reformations along the longitudinal axis. (note)

Just in Time to Flip Your Classroom

Science.gov (United States)

Lasry, Nathaniel; Dugdale, Michael; Charles, Elizabeth

2014-01-01

With advocates like Sal Khan and Bill Gates, flipped classrooms are attracting an increasing amount of media and research attention.2 We had heard Khan's TED talk and were aware of the concept of inverted pedagogies in general. Yet it really hit home when we accidentally flipped our classroom. Our objective was to better prepare our students for class. We set out to effectively move some of our course content outside of class and decided to tweak the Just-in-Time Teaching approach (JiTT).3 To our surprise, this tweak—which we like to call the flip-JiTT—ended up completely flipping our classroom. What follows is narrative of our experience and a procedure that any teacher can use to extend JiTT to a flipped classroom.

En didaktisk model for Flipped Classroom

DEFF Research Database (Denmark)

Levinsen, Henrik; Foss, Kristian Kildemoes; Andersen, Thomas Dyreborg

2016-01-01

I artiklen præsenterer vi en model over flipped classroom som didaktisk metode udviklet med henblik på at stilladsere både de lærere, som gerne vil prøve kræfter med en flipped classroom-baseret praksis, og dem som allerede har erfaring, men kan have glæde af at bruge modellen til at kvalificere...... deres flipped classroom-undervisning. Modellen kan bidrage til erkendelsen af, at flipped classroom er noget nær et paradigmeskifte i forståelsen af god undervisning. Her tænkes på det skift i fokus metoden indebærer fra, at læreren er mest aktiv, til at eleverne er de mest aktive. Særligt for den...

Relationships in the Flipped Classroom

Science.gov (United States)

McCollum, Brett M.; Fleming, Cassidy L.; Plotnikoff, Kara M.; Skagen, Darlene N.

2017-01-01

This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in firstyear general chemistry…

Calculability and stability in the flipped string

Energy Technology Data Exchange (ETDEWEB)

Lopez, J.L.; Nanopoulos, D.V. (Texas A and M Univ., College Station, TX (USA). Center for Theoretical Physics Houston Advanced Research Center (HARC), The Woodlands, TX (USA). Astroparticle Physics Group)

1991-03-07

We show that the highly successful structure of the recently proposed superstring flipped SU(5) model remains intact after the inclusion in the superpotential of the low-energy effective theory of all relevant string-induced nonrenormalizable terms. This structure provides for only two light Higgs doublets, hierarchical fermion mass matrices, and an adequate proton lifetime. We reach this conclusion explicit calculations using a recently derived set of rules to evaluate nonrenormalizable terms in the four-dimensional free fermionic formulation of superstrings. This remarkable stability of the infrared limit of the flipped string makes its experimental predictions trustworthy and hence its physical existence falsifiable. (orig.).

Use of Flipped Classroom Technology in Language Learning

OpenAIRE

Evseeva, Arina Mikhailovna; Solozhenko, Anton

2015-01-01

The flipped classroom as a key component of blended learning arouses great interest among researchers and educators nowadays. The technology of flipped classroom implies such organization of the educational process in which classroom activities and homework assignments are reversed. The present paper gives the overview of the flipped classroom technology and explores its potential for both teachers and students. The authors present the results obtained from the experience of the flipped class...

How we flipped the medical classroom.

Science.gov (United States)

Sharma, Neel; Lau, C S; Doherty, Iain; Harbutt, Darren

2015-04-01

Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.

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

Science.gov (United States)

DeRuisseau, Lara R

2016-12-01

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

Adventures in Flipping College Algebra

Science.gov (United States)

Van Sickle, Jenna

2015-01-01

This paper outlines the experience of a university professor who implemented flipped learning in two sections of college algebra courses for two semesters. It details how the courses were flipped, what technology was used, advantages, challenges, and results. It explains what students do outside of class, what they do inside class, and discusses…

Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions

Directory of Open Access Journals (Sweden)

Andrea Wilcox Brooks

2014-12-01

Full Text Available This article examines the flipped classroom approach in higher education and its use in one-shot information literacy instruction sessions. The author presents findings from a pilot study of student learning and student perceptions pertaining to flipped model IL instruction. Students from two sections of the same course participated in this study. One section received one-shot information literacy instruction using a flipped approach, while the other section received traditional one-shot instruction. No difference was found between the two groups on a pre- and post-test analysis; however, an analysis of students’ final papers from the flipped section showed more bibliography citations to scholarly journal articles. In addition, a survey was conducted showing the majority of students preferred the flipped approach.

Flipped Learning With Simulation in Undergraduate Nursing Education.

Science.gov (United States)

Kim, HeaRan; Jang, YounKyoung

2017-06-01

Flipped learning has proliferated in various educational environments. This study aimed to verify the effects of flipped learning on the academic achievement, teamwork skills, and satisfaction levels of undergraduate nursing students. For the flipped learning group, simulation-based education via the flipped learning method was provided, whereas traditional, simulation-based education was provided for the control group. After completion of the program, academic achievement, teamwork skills, and satisfaction levels were assessed and analyzed. The flipped learning group received higher scores on academic achievement, teamwork skills, and satisfaction levels than the control group, including the areas of content knowledge and clinical nursing practice competency. In addition, this difference gradually increased between the two groups throughout the trial. The results of this study demonstrated the positive, statistically significant effects of the flipped learning method on simulation-based nursing education. [J Nurs Educ. 2017;56(6):329-336.]. Copyright 2017, SLACK Incorporated.

Twelve tips for "flipping" the classroom.

Science.gov (United States)

Moffett, Jennifer

2015-04-01

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. The following tips outline the steps involved in making a successful transition to a flipped classroom approach. The tips are based on the available literature alongside the author's experience of using the approach in a medical education setting. Flipping a classroom has a number of potential benefits, for example increased educator-student interaction, but must be planned and implemented carefully to support effective learning.

Flip-flopping binary black holes.

Science.gov (United States)

Lousto, Carlos O; Healy, James

2015-04-10

We study binary spinning black holes to display the long term individual spin dynamics. We perform a full numerical simulation starting at an initial proper separation of d≈25M between equal mass holes and evolve them down to merger for nearly 48 orbits, 3 precession cycles, and half of a flip-flop cycle. The simulation lasts for t=20 000M and displays a total change in the orientation of the spin of one of the black holes from an initial alignment with the orbital angular momentum to a complete antialignment after half of a flip-flop cycle. We compare this evolution with an integration of the 3.5 post-Newtonian equations of motion and spin evolution to show that this process continuously flip flops the spin during the lifetime of the binary until merger. We also provide lower order analytic expressions for the maximum flip-flop angle and frequency. We discuss the effects this dynamics may have on spin growth in accreting binaries and on the observational consequences for galactic and supermassive binary black holes.

Development of high-performance sintered friction material for synchronizer ring; Koseino shoketsu synchronizer ring masatsu zairyo no kaihatsu

Energy Technology Data Exchange (ETDEWEB)

Miyajima, K; Fuwa, Y; Okajima, H; Yoshikawa, K [Toyota Motor Corp., Aichi (Japan); Nakamura, M [Japan Powder Metallurgy Co. Ltd., Tokyo (Japan)

1997-10-01

Increasing vehicle speed and power, high-performance synchronizer ring of manual transmission is required. We develop double layer sintered synchronizer ring for high performance and cost reduction. The main structure is consisted of ferrous sinter for high strength. In this paper, friction materials of sintered synchronizer ring are studied. We can get the good friction and anti-wear property by means of hard particles (FeTi, ZrO2), solid lubricant (Graphite) and suitable porosity in brass sinter matrix. And we also achieve high joining strength between double layers adding Cu-P material. 6 refs., 13 figs., 2 tabs.

High School Students' Views on the PBL Activities Supported via Flipped Classroom and LEGO Practices

Science.gov (United States)

Cukurbasi, Baris; Kiyici, Mubin

2018-01-01

The purpose of this study was to investigate the high school students' views on instructions based on Flipped Classroom Model (FC) and LEGO applications. The case study, which is one of the qualitative research methods, was used within the scope of the study, the duration of which was 7 weeks. In order to choose the research group of the study,…

Development of a Flipped Medical School Dermatology Module.

Science.gov (United States)

Fox, Joshua; Faber, David; Pikarsky, Solomon; Zhang, Chi; Riley, Richard; Mechaber, Alex; O'Connell, Mark; Kirsner, Robert S

2017-05-01

The flipped classroom module incorporates independent study in advance of in-class instructional sessions. It is unproven whether this methodology is effective within a medical school second-year organ system module. We report the development, implementation, and effectiveness of the flipped classroom methodology in a second-year medical student dermatology module at the University of Miami Leonard M. Miller School of Medicine. In a retrospective cohort analysis, we compared attitudinal survey data and mean scores for a 50-item multiple-choice final examination of the second-year medical students who participated in this 1-week flipped course with those of the previous year's traditional, lecture-based course. Each group comprised nearly 200 students. Students' age, sex, Medical College Admission Test scores, and undergraduate grade point averages were comparable between the flipped and traditional classroom students. The flipped module students' mean final examination score of 92.71% ± 5.03% was greater than that of the traditional module students' 90.92% ± 5.51% ( P flipped methodology to attending live lectures or watching previously recorded lectures. The flipped classroom can be an effective instructional methodology for a medical school second-year organ system module.

The effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course

Science.gov (United States)

Dixon, Keshia L.

This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental, pretest-posttest non-equivalent group design was conducted. After receipt of Liberty University Institutional Review Board approval and the school district's Department of Research and Evaluation for School Improvement, students completed a pretest comprised of the Science Motivation Questionnaire II (SMQ-II) and the Human Anatomy and Physiology Unit Test. Participants in the experimental group engaged in the treatment, the flipped classroom, using instructional materials on the educational website, Edmodo(TM), and applied content material taught using hands-on activities inclusive of assigned laboratory experiments. Participants in the control group received instruction using traditional face-to-face lecture-homework format while also engaging in assigned laboratory experiments. After the completion of the treatment all participants completed a posttest. Data from both the pretest and posttest was statistically analyzed individually using two separate one-way ANOVA/ANCOVA analyses; and researcher reported the results of the statistical analyses. After completion of the analyses, and interpretation of the results, recommendations for future research were given.

WSES: HIGH SECURED DATA ENCRYPTION AND AUTHENTICATION USING WEAVING, ROTATION AND FLIPPING

Directory of Open Access Journals (Sweden)

A. Yesu Raj

2015-12-01

Full Text Available Data security is the very important part in the network data communication. Avoidance of the information hacking and steeling are very challenging part for network data communication. Now-a-days people are using many encryption and decryption techniques for data security. But all encryption and decryption techniques are having more time occupation or less security for the process. This paper proposed high level security approach to encryption and decryption for data security. Two levels of securities are used in this proposed method. First one is data encryption and the second one is hash value generation. The proposed Weaving based Superior Encryption Standard (WSES uses a novel weaving based approach. The weaving array generation is done by Elementary Number Theory Notation (ENTN method. The weaving array has multiple private keys for XOR encryption. After encryption the error value is extracted from the encrypted array and weaving array. This error value is sent to the other side. The novel approach for hash value generation uses the encrypted array. After encryption, the encrypted array is rotated into four degrees and each degree data are converted to vector format and arranged on by one under the vector. Finally a 2D Rotational Encryption Matrix (REM is obtained. After this process a REM copy is converted to mirror flip and it is need as Flipped Matrix (FM. The FM is concatenated under the REM and converted to vector using the zigzag operation. Finally this process gives two bytes hash value from the vector. This proposed method executes very fast and provide high security. This method is much reliable to small size applications and also used for any type of data security.

Quantifying the Impact of Single Bit Flips on Floating Point Arithmetic

Energy Technology Data Exchange (ETDEWEB)

Elliott, James J [ORNL; Mueller, Frank [North Carolina State University; Stoyanov, Miroslav K [ORNL; Webster, Clayton G [ORNL

2013-08-01

In high-end computing, the collective surface area, smaller fabrication sizes, and increasing density of components have led to an increase in the number of observed bit flips. If mechanisms are not in place to detect them, such flips produce silent errors, i.e. the code returns a result that deviates from the desired solution by more than the allowed tolerance and the discrepancy cannot be distinguished from the standard numerical error associated with the algorithm. These phenomena are believed to occur more frequently in DRAM, but logic gates, arithmetic units, and other circuits are also susceptible to bit flips. Previous work has focused on algorithmic techniques for detecting and correcting bit flips in specific data structures, however, they suffer from lack of generality and often times cannot be implemented in heterogeneous computing environment. Our work takes a novel approach to this problem. We focus on quantifying the impact of a single bit flip on specific floating-point operations. We analyze the error induced by flipping specific bits in the most widely used IEEE floating-point representation in an architecture-agnostic manner, i.e., without requiring proprietary information such as bit flip rates and the vendor-specific circuit designs. We initially study dot products of vectors and demonstrate that not all bit flips create a large error and, more importantly, expected value of the relative magnitude of the error is very sensitive on the bit pattern of the binary representation of the exponent, which strongly depends on scaling. Our results are derived analytically and then verified experimentally with Monte Carlo sampling of random vectors. Furthermore, we consider the natural resilience properties of solvers based on the fixed point iteration and we demonstrate how the resilience of the Jacobi method for linear equations can be significantly improved by rescaling the associated matrix.

Precision ring rolling technique and application in high-performance bearing manufacturing

Directory of Open Access Journals (Sweden)

Hua Lin

2015-01-01

Full Text Available High-performance bearing has significant application in many important industry fields, like automobile, precision machine tool, wind power, etc. Precision ring rolling is an advanced rotary forming technique to manufacture high-performance seamless bearing ring thus can improve the working life of bearing. In this paper, three kinds of precision ring rolling techniques adapt to different dimensional ranges of bearings are introduced, which are cold ring rolling for small-scale bearing, hot radial ring rolling for medium-scale bearing and hot radial-axial ring rolling for large-scale bearing. The forming principles, technological features and forming equipments for three kinds of precision ring rolling techniques are summarized, the technological development and industrial application in China are introduced, and the main technological development trend is described.

All-optical flip-flop operation based on asymmetric active-multimode interferometer bi-stable laser diodes

DEFF Research Database (Denmark)

Jiang, H.; Chaen, Y.; Hagio, T.

2011-01-01

We demonstrate fast and low energy all optical flip-flop devices based on asymmetric active-multimode interferometer using high-mesa waveguide structure. The implemented devices showed high speed alloptical flip-flop operation with 25ps long pulses. The rising and falling times of the output sign...

The flipped classroom for medical students.

Science.gov (United States)

Morgan, Helen; McLean, Karen; Chapman, Chris; Fitzgerald, James; Yousuf, Aisha; Hammoud, Maya

2015-06-01

The objectives of this curricular innovation project were to implement a flipped classroom curriculum for the gynaecologic oncology topics of the obstetrics and gynaecology medical student clerkship, and to evaluate student satisfaction with the change. Four short online videos on the topics of endometrial hyperplasia, cervical dysplasia, evaluation of an adnexal mass, and ovarian cancer were created, and students were instructed to view them prior to a class-time active learning session. The Learning Activity Management System (lams) open-source online platform was used to create an active learning class-time activity that consisted of a coached discussion of cases. Student satisfaction with the two aspects of the flipped curriculum was obtained. In addition, lecture assessment for the gynaecologic oncology topics and aggregate student performance on the gynaecological oncology questions of the US National Board of Medical Examiners (NBME) Subject Examination were compared before and after implementation of the curriculum. Eighty-nine students rotated on the clerkship during the pilot period of analysis. Seventy-one students (80%) viewed the videos prior to the class session, and 84 (94%) attended the session. Student satisfaction was very high for both parts of the curriculum. There was no significant difference in aggregate student performance on the gynaecological oncology questions of the NBME Subject Examination. The flipped classroom curriculum demonstrates a promising platform for using technology to make better use of students' time Our implementation of the flipped classroom curriculum for the gynaecologic oncology topics successfully demonstrates a promising platform for using technology to make better use of our students' time, and for increasing their satisfaction with the necessary didactic learning of the clerkship. © 2015 John Wiley & Sons Ltd.

Unifying flipped SU(5) in five dimensions

International Nuclear Information System (INIS)

Barr, S.M.; Dorsner, Ilja

2002-01-01

It is shown that embedding a four-dimensional flipped SU(5) model in a five-dimensional SO(10) model preserves the best features of both flipped SU(5) and SO(10). The missing partner mechanism, which naturally achieves both doublet-triplet splitting and suppression of d=5 proton decay operators, is realized as in flipped SU(5), while the gauge couplings are unified as in SO(10). The masses of down quarks and charged leptons, which are independent in flipped SU(5), are related by the SO(10). Distinctive patterns of quark and lepton masses can result. The gaugino mass M 1 is independent of M 3 and M 2 , which are predicted to be equal

Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors

Science.gov (United States)

Hodgson, Theodore R.; Cunningham, Abby; McGee, Daniel; Kinne, Lenore J.; Murphy, Teri J.

2017-01-01

There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in "traditional" settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to extend existing flipped classroom…

Flipped Science Inquiry@Crescent Girls' School

Directory of Open Access Journals (Sweden)

Peishi Goh

2017-06-01

Full Text Available This study shares the findings of a school-based Action Research project to explore how inquiry-based science practical lessons designed using the Flipped Science Inquiry@CGS classroom pedagogical model influence the way students learn scientific knowledge and also students' development of 21st century competencies, in particular, in the area of Knowledge Construction. Taking on a broader definition of the flipped classroom pedagogical model, the Flipped Science Inquiry@CGS framework adopts a structure that inverted the traditional science learning experience. Scientific knowledge is constructed through discussions with their peers, making use of their prior knowledge and their experiences while engaging in hands-on activities. Through the study, it is found that with the use of the Flipped Science Inquiry@CGS framework, learning experiences that are better aligned to the epistemology of science while developing 21st century competencies in students are created.

Deep Exploration of the Flipped Classroom before Implementing

Science.gov (United States)

Logan, Brenda

2015-01-01

This paper is a review of the literature that attempts to explain and document the literature on the flipped classroom. It examines 49 studies that explain the flipped approach in the classroom. This paper, particularly, delineates the history, the theory, benefits, criticisms, recommended practices, and what the research on flipping reveals.…

Polarizing a stored proton beam by spin-flip?

International Nuclear Information System (INIS)

Oellers, Dieter Gerd Christian

2010-01-01

The present thesis discusses the extraction of the electron-proton spin-flip cross-section. The experimental setup, the data analysis and the results are pictured in detail. The proton is described by a QCD-based parton model. In leading twist three functions are needed. The quark distribution, the helicity distribution and the transversity distribution. While the first two are well-known, the transversity distribution is largely unknown. A self-sufficient measurement of the transversity is possible in double polarized proton-antiproton scattering. This rises the need of a polarized antiproton beam. So far spin filtering is the only tested method to produce a polarized proton beam, which may be capable to hold also for antiprotons. In-situ polarization build-up of a stored beam either by selective removal or by spin-flip of a spin-(1)/(2) beam is mathematically described. A high spin-flip cross-section would create an effective method to produce a polarized antiproton beam by polarized positrons. Prompted by conflicting calculations, a measurement of the spin-flip cross-section in low-energy electron-proton scattering was carried out. This experiment uses the electron beam of the electron cooler at COSY as an electron target. The depolarization of the stored proton beam is detected. An overview of the experiment is followed by detailed descriptions of the cycle setup, of the electron target and the ANKE silicon tracking telescopes acting as a beam polarimeter. Elastic protondeuteron scattering is the analyzing reaction. The event selection is depicted and the beam polarization is calculated. Upper limits of the two electron-proton spin-flip cross-sections σ parallel and σ perpendicular to are deduced using the likelihood method. (orig.)

A brief description of the biomechanics and physiology of a strongman event: the tire flip.

Science.gov (United States)

Keogh, Justin W L; Payne, Amenda L; Anderson, Brad B; Atkins, Paul J

2010-05-01

The purpose of this study was to (a) characterize the temporal aspects of a popular strongman event, the tire flip; (b) gain some insight into the temporal factors that could distinguish the slowest and fastest flips; and (c) obtain preliminary data on the physiological stress of this exercise. Five resistance-trained subjects with experience in performing the tire flip gave informed consent to participate in this study. Each subject performed 2 sets of 6 tire flips with a 232-kg tire with 3 minutes of rest between sets. Temporal variables were obtained from video cameras positioned 10 m from the tire, perpendicular to the intended direction of the tire flip. Using the "stopwatch" function in Silicon Coach, the duration of each tire flip and that of the first pull, second pull, transition, and push phases were recorded. Physiological stress was estimated via heart rate and finger-prick blood lactate response. Independent T-tests revealed that the 2 faster subjects (0.38 +/- 0.17 s) had significantly (p tire flip performance and that this exercise provides relatively high degrees of physiological stress.

Using lightboard to flip the course

DEFF Research Database (Denmark)

Timcenko, Olga; Triantafyllou, Evangelia; Nilsson, Niels Chr.

, and exercises for in-class work. However, the quality of videos that students have to watch before coming to the class is also important. In this paper, we will describe videos prepared for flipped classroom using light board, an invention from 2014. That allows natural flow of presentation, as it combines......Authors of the paper have several years of experience with flipping parts of the courses, and the whole courses. Crucial for successful flipping the class are well-chosen exercises that students need to do before the class, as a confirmation that they come prepared for in-class exercises...

Effectiveness of the Surgery Core Clerkship Flipped Classroom: a prospective cohort trial.

Science.gov (United States)

Liebert, Cara A; Lin, Dana T; Mazer, Laura M; Bereknyei, Sylvia; Lau, James N

2016-02-01

The flipped classroom has been proposed as an alternative curricular approach to traditional didactic lectures but has not been previously applied to a surgery clerkship. A 1-year prospective cohort of students (n = 89) enrolled in the surgery clerkship was taught using a flipped classroom approach. A historical cohort of students (n = 92) taught with a traditional lecture curriculum was used for comparison. Pretest and post-test performance, end-of-clerkship surveys, and National Board of Medical Examiners (NBME) scores were analyzed to assess effectiveness. Mean pretest and post-test scores increased across all modules (P flipped classroom contributed to this increase. Implementation of a flipped classroom in the surgery clerkship is feasible and results in high learner satisfaction, effective knowledge acquisition, and increased career interest in surgery with noninferior NBME performance. Copyright © 2016 Elsevier Inc. All rights reserved.

Quadrupole modes in linearized beam-beam interaction in e+e- colliding rings

International Nuclear Information System (INIS)

Matsumoto, Shuji; Hirata, Kohji.

1992-01-01

The dynamic-beta model is extended, incorporating the synchrotron radiation effects. The model yields dynamic-emittance effect. The steady-state envelope matrix is explicitly obtained. Both equal-beam and flip-flop solutions are found. The stability of the steady-state solutions are investigated by numerical calculations. The model illustrates some characteristic features of the beam-beam interaction at e + e - colliding rings in spite of containing some qualitatively unrealistic points. (author)

Evaluation of flipped teaching

OpenAIRE

Henderson, K.; Hobbs, C.; Last, K.

2017-01-01

We report on our evaluation of flipping the classroom for two modules: a compulsory first year calculus module and an optional second year coding theory module taken by Mathe-matics students at the University of the West of England, Bristol (UWE). Flipped teaching is a change to the traditional lecture model used in universities for hundreds of years. In the traditional model the lecturer is in charge of the class and largely dictates the content and pace at which this is delivered. The idea ...

NMR investigation of spin flip in TmCrO3

International Nuclear Information System (INIS)

Karnachev, A.S.; Klechin, Yu.I.; Kovtun, N.M.; Moskvin, A.S.; Solov'ev, E.E.; Tkachenko, A.A.

1987-01-01

Spin flip in the rare earth orthochromate TmCrO 3 is studied by the double-pulse NMR technique. It is shown that below 5.6 K spin flip in the absence of an external magnetic field takes place as a first order phase transition from the high temperature phase Γ 2 to the low temperature phase Γ 4 with a region of coexistence of the two phases of more than 3.8 K. The spin flip phase transitions Γ 2 ↔ Γ 4 induced by an external magnetic field and the attendant phenomenon of magnetic and electric nonequivalence of 53 Cr nuclei from different magnetic sublattices are investigated. The anisotropy parameters of the hyperfine interactions and nuclear quadrupole interactions are calculated on the basis of the experimental data

Retention of Content Utilizing a Flipped Classroom Approach.

Science.gov (United States)

Shatto, Bobbi; LʼEcuyer, Kristine; Quinn, Jerod

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

Conceptualizing "Homework" in Flipped Mathematics Classes

Science.gov (United States)

de Araujo, Zandra; Otten, Samuel; Birisci, Salih

2017-01-01

Flipped instruction is becoming more common in the United States, particularly in mathematics classes. One of the defining characteristics of this increasingly popular instructional format is the homework teachers assign. In contrast to traditional mathematics classes in which homework consists of problem sets, homework in flipped classes often…

Flipped Classroom Instruction for Inclusive Learning

Science.gov (United States)

Altemueller, Lisa; Lindquist, Cynthia

2017-01-01

The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and…

Preliminary investigations of a mixed standard-flip core for a TRIGA Mark II

International Nuclear Information System (INIS)

Ringle, John C.; Johnson, A.G.; Anderson, T.V.

1974-01-01

Several years ago it became apparent that due to our rapidly- increasing use rate, we would need a substantial amount of new fuel by late 1974 or early 1975. After investigations and discussions with GA, we decided that FLIP fuel would best meet our requirements for maximum fuel economy and high peak pulsing power. A proposal was submitted to the AEC for fuel assistance, and late in 1973 we were awarded a grant of $61,875. This will allow us to buy 3 FLIP-fueled-follower control rods, 1 instrumented FLIP fuel element, and 26 standard FLIP elements, giving us then a mixed core of approximately one-third FLIP and two-thirds standard elements. License amendments to accommodate this change are rather straightforward; modifications to the Technical Specifications will be somewhat more involved. The largest revisions which we envision are to our Safety Analysis Report. Although a few reactors have operated with a full FLIP core, and a few others have converted to mixed standard-FLIP cores, none of these has a standard Mark II core configuration. Those who have already converted to a mixed core have data and calculations which may be helpful to us, but the extent to which we can use these remains to be seen. The present status of our investigations into the analysis of a mixed standard-FLIP core will be presented. Any problems in calculational methods, finding appropriate data, modifications to Technical Specifications, etc., will be identified, and suggestions and help in these areas will be welcomed. (author)

Preliminary investigations of a mixed standard-flip core for a TRIGA Mark II

Energy Technology Data Exchange (ETDEWEB)

Ringle, John C; Johnson, A G; Anderson, T V [Oregon State University (United States)

1974-07-01

Several years ago it became apparent that due to our rapidly- increasing use rate, we would need a substantial amount of new fuel by late 1974 or early 1975. After investigations and discussions with GA, we decided that FLIP fuel would best meet our requirements for maximum fuel economy and high peak pulsing power. A proposal was submitted to the AEC for fuel assistance, and late in 1973 we were awarded a grant of $61,875. This will allow us to buy 3 FLIP-fueled-follower control rods, 1 instrumented FLIP fuel element, and 26 standard FLIP elements, giving us then a mixed core of approximately one-third FLIP and two-thirds standard elements. License amendments to accommodate this change are rather straightforward; modifications to the Technical Specifications will be somewhat more involved. The largest revisions which we envision are to our Safety Analysis Report. Although a few reactors have operated with a full FLIP core, and a few others have converted to mixed standard-FLIP cores, none of these has a standard Mark II core configuration. Those who have already converted to a mixed core have data and calculations which may be helpful to us, but the extent to which we can use these remains to be seen. The present status of our investigations into the analysis of a mixed standard-FLIP core will be presented. Any problems in calculational methods, finding appropriate data, modifications to Technical Specifications, etc., will be identified, and suggestions and help in these areas will be welcomed. (author)

Beam Commissioning of the PEP-II High Energy Ring

International Nuclear Information System (INIS)

Wienands, U.; Anderson, S.; Assmann, R.; Bharadwaj, V.; Cai, Y.; Clendenin, J.; Corredoura, P.; Decker, F.J.; Donald, M.; Ecklund, S.; Emma, P.; Erickson, R.; Fox, J.; Fieguth, T.; Fisher, A.; Heifets, S.; Hill, A.; Himel, T.; Iverson, R.; Johnson, R.; Judkins, J.; Krejcik, P.; Kulikov, A.; Lee, M.; Mattison, T.; Minty, M.; Nosochkov, Y.; Phinney, N.; Placidi, M.; Prabhakar, S.; Ross, M.; Smith, S.; Schwarz, H.; Stanek, M.; Teytelman, D.; Traller, R.; Turner, J.; Zimmermann, F.; Barry, W.; Chattopadhyay, S.; Corlett, J.; Decking, W.; Furman, M.; Nishimura, H.; Portmann, G.; Rimmer, R.; Zholents, A.; Zisman, M.; Kozanecki, W.; Hofmann, A.; Zotter, B.; Steier, C.; Bialowons, W.; Lomperski, M.; Lumpkin, A.; Reichel, I.; Safranek, J.; Smith, V.; Tighe, R.; Sullivan, M.; Byrd, J.; Li, D.

1998-01-01

The PEP-II High Energy Ring (HER), a 9 GeV electron storage ring, has been in commissioning since spring 1997. Initial beam commissioning activities focused on systems checkout and commissioning and on determining the behavior of the machine systems at high beam currents. This phase culminated with the accumulation of 0.75 A of stored beam-sufficient to achieve design luminosity--in January 1998 after 3.5 months of beam time. Collisions with the 3 GeV positron beam of the Low Energy Ring (LER) were achieved in Summer of 1998. At high beam currents, collective instabilities have been seen. Since then, commissioning activities for the HER have shifted in focus towards characterization of the machine and a rigorous program to understand the machine and the beam dynamics is presently underway

Atomic cranks and levers control sugar ring conformations

International Nuclear Information System (INIS)

Zhang Qingmin; Lee, Gwangrog; Marszalek, Piotr E

2005-01-01

In this paper we review the conformational analysis of sugar rings placed under tension during mechanical manipulations of single polysaccharide molecules with the atomic force microscope and during steered molecular dynamics simulations. We examine the role of various chemical bonds and linkages between sugar rings in inhibiting or promoting their conformational transitions by means of external forces. Small differences in the orientation of one chemical bond on the sugar ring can produce significantly different mechanical properties at the polymer level as exemplified by two polysaccharides: cellulose, composed of β-1→4-linked D-glucose, and amylose, composed of α-1→4-linked D-glucose. In contrast to β-glucose rings, which are mechanically stable and produce simple entropic elasticity of the chain, α-glucose rings flip under tension from their chair to a boat-like structure and these transitions produce deviations of amylose elasticity from the freely jointed chain model. We also examine the deformation of two mechanically complementary 1→6-linked polysaccharides: pustulan, a β-1→6-linked glucan, and dextran, a α-1→6-linked glucan. Forced rotations about the C 5 -C 6 bonds govern the elasticity of pustulan, and complex conformational transitions that involve simultaneous C 5 -C 6 rotations and chair-boat transitions govern the elasticity of dextran. Finally, we discuss the likelihood of various conformational transitions in sugar rings in biological settings and speculate on their significance

Flip-chip bonded optoelectronic integration based on ultrathin silicon (UTSi) CMOS

Science.gov (United States)

Hong, Sunkwang; Ho, Tawei; Zhang, Liping; Sawchuk, Alexander A.

2003-06-01

We describe the design and test of flip-chip bonded optoelectronic CMOS devices based on Peregrine Semiconductor's 0.5 micron Ultra-Thin Silicon on sapphire (UTSi) technology. The UTSi process eliminates the substrate leakage that typically results in crosstalk and reduces parasitic capacitance to the substrate, providing many benefits compared to bulk silicon CMOS. The low-loss synthetic sapphire substrate is optically transparent and has a coefficient of thermal expansion suitable for flip-chip bonding of vertical cavity surface emitting lasers (VCSELs) and detectors. We have designed two different UTSi CMOS chips. One contains a flip-chip bonded 1 x 4 photodiode array, a receiver array, a double edge triggered D-flip flop-based 2047-pattern pseudo random bit stream (PRBS) generator and a quadrature-phase LC-voltage controlled oscillator (VCO). The other chip contains a flip-chip bonded 1 x 4 VCSEL array, a driver array based on high-speed low-voltage differential signals (LVDS) and a full-balanced differential LC-VCO. Each VCSEL driver and receiver has individual input and bias voltage adjustments. Each UTSi chip is mounted on different printed circuit boards (PCBs) which have holes with about 1 mm radius for optical output and input paths through the sapphire substrate. We discuss preliminary testing of these chips.

Interaction-flip identities in spin glasses

NARCIS (Netherlands)

Contucci, P.; Giardinà, C.; Giberti, C.

2009-01-01

We study the properties of fluctuation for the free energies and internal energies of two spin glass systems that differ for having some set of interactions flipped. We show that their difference has a variance that grows like the volume of the flipped region. Using a new interpolation method, which

STEM Teacher Efficacy in Flipped Classrooms

Science.gov (United States)

Kelly, Daniel; Denson, Cameron

2017-01-01

The flipped classroom instructional model continues to grow in adoption and use in K-12 classrooms. Although there are an increasing number of studies into the implementation of the flipped classroom, there is limited empirical research into its effectiveness and even fewer into the educational, psychological, and theoretical constructs underlying…

Polarizing a stored proton beam by spin-flip?

Energy Technology Data Exchange (ETDEWEB)

Oellers, Dieter Gerd Christian

2010-04-15

The present thesis discusses the extraction of the electron-proton spin-flip cross-section. The experimental setup, the data analysis and the results are pictured in detail. The proton is described by a QCD-based parton model. In leading twist three functions are needed. The quark distribution, the helicity distribution and the transversity distribution. While the first two are well-known, the transversity distribution is largely unknown. A self-sufficient measurement of the transversity is possible in double polarized proton-antiproton scattering. This rises the need of a polarized antiproton beam. So far spin filtering is the only tested method to produce a polarized proton beam, which may be capable to hold also for antiprotons. In-situ polarization build-up of a stored beam either by selective removal or by spin-flip of a spin-(1)/(2) beam is mathematically described. A high spin-flip cross-section would create an effective method to produce a polarized antiproton beam by polarized positrons. Prompted by conflicting calculations, a measurement of the spin-flip cross-section in low-energy electron-proton scattering was carried out. This experiment uses the electron beam of the electron cooler at COSY as an electron target. The depolarization of the stored proton beam is detected. An overview of the experiment is followed by detailed descriptions of the cycle setup, of the electron target and the ANKE silicon tracking telescopes acting as a beam polarimeter. Elastic protondeuteron scattering is the analyzing reaction. The event selection is depicted and the beam polarization is calculated. Upper limits of the two electron-proton spin-flip cross-sections {sigma} {sub parallel} and {sigma} {sub perpendicular} {sub to} are deduced using the likelihood method. (orig.)

FlipADAM: a potential new SPECT imaging agent for the serotonin transporter

Energy Technology Data Exchange (ETDEWEB)

Wang, Julie L.; Deutsch, Eric C. [Department of Pharmacology, University of Pennsylvania School of Medicine, Philadelphia, PA 19104 (United States); Oya, Shunichi [Department of Radiology, University of Pennsylvania School of Medicine, Philadelphia, PA 19104 (United States); Kung, Hank F., E-mail: kunghf@gmail.co [Department of Pharmacology, University of Pennsylvania School of Medicine, Philadelphia, PA 19104 (United States); Department of Radiology, University of Pennsylvania School of Medicine, Philadelphia, PA 19104 (United States)

2010-07-15

Introduction: Single photon emission computed tomography (SPECT) imaging of the serotonin transporter (SERT) in the brain is a useful tool for examining normal physiological functions and disease states involving the serotonergic system. The goal of this study was to develop an improved SPECT radiotracer with faster kinetics than the current leading SPECT tracer, [{sup 123}I]ADAM, for selective SERT imaging. Methods: The in vitro binding affinities of (2-(2'-((dimethylamino)methyl)-4'-iodophenylthio)benzenamine) (FlipADAM) (1c), were determined using Hampshire pig kidney cells stably overexpressing the serotonin, norepinephrine (NET) or dopamine transporter (DAT). Localization of [{sup 125}I]FlipADAM (1c) was evaluated through biodistribution and autoradiography in male Sprague Dawley rats, and the specificity of binding was assessed by injecting selective SERT or NET inhibitors prior to [{sup 125}I]FlipADAM (1c). Results: FlipADAM (1c) displayed a high binding affinity for SERT (K{sub i}=1.0 nM) and good selectivity over NET and DAT binding (43-fold and 257-fold, respectively). [{sup 125}I]FlipADAM (1c) successfully penetrated the blood brain barrier, as evidenced by the brain uptake at 2 min (1.75% dose/g). [{sup 125}I]FlipADAM(1c) also had a good target to non-target (hypothalamus/cerebellum) ratio of 3.35 at 60 min post-injection. In autoradiography studies, [{sup 125}I]FlipADAM (1c) showed selective localization in SERT-rich brain regions such as the thalamic nuclei, amygdala, dorsal raphe nuclei and other areas. Conclusion: [{sup 125}I]FlipADAM (1c) exhibited faster clearance from the brain and time to binding equilibrium when compared to [{sup 125}I]2-(2'-((dimethylamino)methyl)-phenylthio)-5-iodophenylamine [{sup 125}I]ADAM (1b) and a higher target to non-target ratio when compared to [{sup 125}I]5-iodo-2-(2'-((dimethylamino)methyl)-phenylthio)benzyl alcohol [{sup 125}I]IDAM (1a). Therefore, [{sup 123}I]FlipADAM (1c) may be an improved

High-Power Ka-Band Window and Resonant Ring

International Nuclear Information System (INIS)

Jay L. Hirshfield

2006-01-01

A stand-alone 200 MW rf test station is needed for carrying out development of accelerator structures and components for a future high-gradient multi-TeV collider, such as CLIC. A high-power rf window is needed to isolate the test station from a structure element under test. This project aimed to develop such a window for use at a frequency in the range 30-35 GHz, and to also develop a high-power resonant ring for testing the window. During Phase I, successful conceptual designs were completed for the window and the resonant ring, and cold tests of each were carried out that confirmed the designs

Pulsed Power Applications in High Intensity Proton Rings

CERN Document Server

Zhang, Wu; Ducimetière, Laurent; Fowler, Tony; Kawakubo, Tadamichi; Mertens, Volker; Sandberg, Jon; Shirakabe, Yoshihisa

2005-01-01

The pulsed power technology has been applied in particle accelerators and storage rings for over four decades. It is most commonly used in injection, extraction, beam manipulation, source, and focusing systems. These systems belong to the class of repetitive pulsed power. In this presentation, we review and discuss the history, present status, and future challenge of pulsed power applications in high intensity proton accelerators and storage rings.

IMPROVING BANDWIDTH OF FLIPPED VOLTAGE FOLLOWER USING GATE-BODY DRIVEN TECHNIQUE

Directory of Open Access Journals (Sweden)

VANDANA NIRANJAN

2017-01-01

Full Text Available In this paper, a new approach to enhance the bandwidth of flipped voltage follower is explored. The proposed approach is based on gate-body driven technique. This technique boosts the transconductance in a MOS transistor as both gate and body/bulk terminals are tied together and used as signal input. This novel technique appears as a good solution to merge the advantages of gate-driven and bulk-driven techniques and suppress their disadvantages. The gate-body driven technique utilizes body effect to enable low voltage low power operation and improves the overall performance of flipped voltage follower, providing it with low output impedance, high input impedance and bandwidth extension ratio of 2.614. The most attractive feature is that bandwidth enhancement has been achieved without use of any passive component or extra circuitry. Simulations in PSpice environment for 180 nm CMOS technology verified the predicted theoretical results. The improved flipped voltage follower is particularly interesting for high frequency low noise signal processing applications.

Stability of large orbit, high-current particle rings

International Nuclear Information System (INIS)

Lovelace, R.V.E.

1994-01-01

A review is made of theory of the low-frequency stability of large orbit, high-current particle rings which continue to be of interest for compact fusion systems. The precession mode was the first mode predicted by Furth and observed by Christofilos to be unstable under certain conditions. Subsequently, many detailed studies have been made of the stability of particle rings- different modes, different ring geometries, systems with/without a toroidal B field, and sytems with/without a current carrying plasma component. The possibly dangerous modes are still thought to include the precession mode, the tilting mode, and the low order kink modes. copyright American Institute of Physics

Online Learning Room for ”Flipped Classroom”

DEFF Research Database (Denmark)

Bugge, Ellen Margrethe; Nielsen, Linda Susanna Hauschildt

2014-01-01

working actively and innovatively to create a didactic design in our online learning rooms in our LMS that satisfy the demands for flipped learning and at the same time adapted to the special needs of each learning module at the nursing education programme. Keywords: Online learning, flipped classroom......Abstract The “flipped classroom” learning concept is an alternative way of teaching & learning. The fundamental idea of the "flipped classroom" is to change the way students prepare for classes and the work that takes place when the students are together in the classroom. This integrates online...... learning with learning in the classroom. The learning room must support the students’ unassisted learning, their preparation for class and their preparation for supervision in both a motivating and clear way. At the Nursing Education Programme at University College Lillebaelt in Denmark, we have been...

Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

Science.gov (United States)

Green, Rebecca D; Schlairet, Maura C

2017-02-01

Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Teaching & Learning Tips 6: The flipped classroom.

Science.gov (United States)

Shi, Connie R; Rana, Jasmine; Burgin, Susan

2018-04-01

Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers? © 2018 The International Society of Dermatology.

Increased cFLIP expression in thymic epithelial tumors blocks autophagy via NF-κB signalling.

Science.gov (United States)

Belharazem, Djeda; Grass, Albert; Paul, Cornelia; Vitacolonna, Mario; Schalke, Berthold; Rieker, Ralf J; Körner, Daniel; Jungebluth, Philipp; Simon-Keller, Katja; Hohenberger, Peter; Roessner, Eric M; Wiebe, Karsten; Gräter, Thomas; Kyriss, Thomas; Ott, German; Geserick, Peter; Leverkus, Martin; Ströbel, Philipp; Marx, Alexander

2017-10-27

The anti-apoptotic cellular FLICE-like inhibitory protein cFLIP plays a pivotal role in normal tissues homoeostasis and the development of many tumors, but its role in normal thymus (NT), thymomas and thymic carcinomas (TC) is largely unknown. Expression, regulation and function of cFLIP were analyzed in biopsies of NT, thymomas, thymic squamous cell carcinomas (TSCC), thymic epithelial cells (TECs) derived thereof and in the TC line 1889c by qRT-PCR, western blot, shRNA techniques, and functional assays addressing survival, senescence and autophagy. More than 90% of thymomas and TSCCs showed increased cFLIP expression compared to NT. cFLIP expression declined with age in NTs but not in thymomas. During short term culture cFLIP expression levels declined significantly slower in neoplastic than non-neoplastic primary TECs. Down-regulation of cFLIP by shRNA or NF-κB inhibition accelerated senescence and induced autophagy and cell death in neoplastic TECs. The results suggest a role of cFLIP in the involution of normal thymus and the development of thymomas and TSCC. Since increased expression of cFLIP is a known tumor escape mechanism, it may serve as tissue-based biomarker in future clinical trials, including immune checkpoint inhibitor trials in the commonly PD-L1 high thymomas and TCs.

Do Students Learn More from a Flip? An Exploration of the Efficacy of Flipped and Traditional Lessons

Science.gov (United States)

DeSantis, Joshua; Van Curen, Rebecca; Putsch, Jake; Metzger, Justin

2015-01-01

Flipped lesson planning, as popularized by Bergman & Sams (2012a), has been viewed by many as a revolutionary pedagogy, tailor-made for the twenty-first century classroom. Enthusiasm for flipped lesson planning has out-paced the collection of data that might determine its effectiveness. This paper presents the results of a study that compared…

A new functional and structural generation of JK edge-triggered flip-flops

International Nuclear Information System (INIS)

Stefanescu, I.

1977-01-01

A new type of logical structure for a JK edge-triggered flip-flop is proposed by the author. The structure facilitates flip-flop realizations, named ''jk-JK edge-triggered flip-flops'', satisfying more functional requirements, and offering an increased flexibility in logical design, with respect to the conventional JK edge-triggered flip-flops. The function of new flip-flops covers the function of JK edge-triggered flip-flops, known as integrated circuits. (author)

The Flipped Learning Approach in Nursing Education: A Literature Review.

Science.gov (United States)

Presti, Carmen Rosa

2016-05-01

This integrative review examines the application of the pedagogical methodology-the flipped classroom-in nursing education. A literature search of the CINAHL, ERIC, and the National Library of Medicine (PubMed and MEDLINE) databases was conducted, using the following key words: flipped classroom, inverted classroom, and nursing education. Results of a literature search yielded 94 articles, with 13 meeting the criteria of the flipped classroom approach in nursing education. Themes identified include the theoretical underpinning, strategies for implementation of a flipped classroom, and student satisfaction with and outcomes of the flipped classroom approach. Syntheses of the findings indicate that the flipped classroom approach can yield positive outcomes, but further study of this methodology is needed to guide future implementation. [J Nurs Educ. 2016;55(5):252-257.]. Copyright 2016, SLACK Incorporated.

Flipped physics

International Nuclear Information System (INIS)

Nanopoulos, D.V.

1991-01-01

This paper is a revamp of a flipped SU(5) x U(1) model derived from the heterotic superstring. The author assumes that the reader is familiar with the general structure of the flipped SU(5) x U(1) model, either in its (pointlike) field theory form, or its stringy derivation. Ideally, one would like to derive directly from the superstring the standard model SU(3) x SU(2) x U(1), without possibly any extra structure (gauge or particle content). Well, this has been proven to be very difficult. Until now, always the standard model is accompanied with extra structure and usually one needs the ordinary Higgs mechanism to get rid of unwanted forms. This may happen at a superhigh energy scale (close to M Planck ) or at intermediate seals (10 13 --10 15 GeV). But if so, our original motivation of deriving directly the standard model from the superstring has been dispersed

Small electrostatic storage rings; also for highly charged ions?

International Nuclear Information System (INIS)

Moeller, S.P.; Pedersen, U.V.

2001-01-01

Two years ago, a small electrostatic storage ring ELISA (electrostatic ion storage ring, Aarhus) was put into operation. The design of this small 7 m circumference ring was based on electrostatic deflection plates and quadrupoles. This is in contrast to the larger ion storage rings, which are based on magnetic focusing and deflection. The result is a small, relatively inexpensive, storage ring being able to store ions of any mass and any charge at low energy ( -11 mbar resulting in storage times of several tens of seconds for singly charged ions. The maximum number of singly charged ions that can be stored is a few 10 7 . Several experiments have already been performed in ELISA. These include lifetime studies of metastable ions and studies of fullerenes and metal-cluster ions. Lasers are also used for excitation of the circulating ions. Heating/cooling of the ring is possible. Cooling of the ring leads to significantly lower pressures, and correspondingly longer lifetimes. A change of the temperature of the vacuum chambers surrounding the ion beam also leads to a change of the spectrum of the black-body radiation, which has a significant influence on weakly bound negative ions. At the time of writing, at least two other electrostatic storage rings are being built, and more are planned. In the following, the electrostatic storage ring ELISA will be described, and results from some of the initial experiments demonstrating the performance will be shown. The relative merits of such a ring, as opposed to the larger magnetic rings and the smaller ion traps will be discussed. The potential for highly charged ions will be briefly mentioned. (orig.)

Flipping the Continuing Medical Education Classroom: Validating a Measure of Attendees' Perceptions.

Science.gov (United States)

Stephenson, Christopher R; Wang, Amy T; Szostek, Jason H; Bonnes, Sara L; Ratelle, John T; Mahapatra, Saswati; Mandrekar, Jayawant N; Beckman, Thomas J; Wittich, Christopher M

2016-01-01

New teaching approaches for CME are needed. In flipped classrooms, coursework is completed beforehand and applied during class time. Studies of flipped classrooms and their potential benefits in CME have not been published. We sought to develop and validate an instrument measuring flipped classroom perceptions, identify whether participation changed perceptions, and determine which flipped classroom components were perceived as most effective. In this cross-sectional validation study, 167 participants in the Mayo Clinic's 2015 Internal Medicine Board Review course received surveys. Online modules were developed to deliver content before flipped classroom courses on acid-base disorders and electrolyte disorders. A flipped classroom perception instrument (FCPI) was developed and validated. The FCPI, with eight items structured on 5-point Likert scales, was given to participants before and after their flipped classroom experiences. Of the 167 participants, 111 returned surveys. Flipped classroom perceptions improved, with mean (SD) FCPI scores increasing from 3.74 (0.75) to 3.94 (0.76) (P flipped classrooms increased from 38% before the course to 53% after (P = .002). Positive changes in FCPI scores were unrelated to module completion. Most participants thought knowledge was enhanced by in-class sessions and online modules equally. The FCPI, the first validated measure of participants' perceptions of a CME flipped classroom, has strong validity evidence. Participants' perceptions of and preference for the flipped classroom improved after experiencing the flipped CME classroom. These findings support the need to further explore flipped classroom models in CME.

An evaluation of flipped e-learning experiences.

Science.gov (United States)

Jones-Bonofiglio, Kristen Dawn; Willett, Timothy; Ng, Stella

2017-12-22

The "flipped" classroom is an educational strategy gaining popularity for its growing evidence base that suggests it may successfully improve learning outcomes. Also known as reverse instruction, this approach has been typically implemented and studied in in-person post-secondary settings. The utilization of a flipped approach in the healthcare education literature has been examined in a wide range of contexts, but little has been written regarding continuing professional development (CPD). Therefore, with success in other contexts there is potential for the flipped classroom approach to enhance student satisfaction, learner engagement, and learning outcomes in the context of online education for CPD. In this paper, we describe the structure and format of such a course using a qualitative case study framework. This study contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.

Creating a contemporary clerkship curriculum: the flipped classroom model in emergency medicine.

Science.gov (United States)

Lew, Edward K

2016-12-01

The teaching modality of "flipping the classroom" has garnered recent attention in medical education. In this model, the lecture and homework components are reversed. The flipped classroom lends itself to more interaction in "class" and theoretically improved clinical decision-making. Data is lacking for this model for students in emergency medicine clerkships. We trialed the flipped classroom in our fourth-year student clerkship. Our aim was to learn student and faculty facilitator perceptions of the experience, as it has not been done previously in this setting. We evaluated this in two ways: (1) participant perception of the experience and (2) facilitator (EM physician educator) perception of student preparation, participation, and knowledge synthesis. With permission from its creators, we utilized an online video series derived from the Clerkship Directors in Emergency Medicine. Students were provided the link to these 1 week prior to the classroom experience as the "homework." We developed patient cases generated from the videos that we discussed during class in small-group format. Afterward, students were surveyed about the experience using four-point Likert items and free-text comments and also were evaluated by the facilitator on a nine-point scale. Forty-six clerkship students participated. Students deemed the online modules useful at 2.9 (95 % CI 2.7-3.2). Further, they reported the in-class discussion to be of high value at 3.9 (95 % CI 3.8-4.0), much preferred the flipped classroom to traditional lecturing at 3.8 (95 % CI 3.6-3.9), and rated the overall experience highly at 3.8 (95 % CI 3.7-3.9). Based on preparation, participation, and knowledge synthesis, the facilitator judged participants favorably at 7.4 (95 % CI 7.0-7.8). Students commented that the interactivity, discussion, and medical decision-making were advantages of this format. Students found high value in the flipped classroom and prefer it to traditional lecturing, citing

Spin flipping a stored polarized proton beam with an rf magnetic field

International Nuclear Information System (INIS)

Hu, S.Q.; Blinov, B.B.; Caussyn, D.D.

1995-01-01

The authors studied the spin flipping of a vertically polarized, stored 139 MeV proton beam with an rf solenoid magnetic field. By sweeping the rf frequency through an rf depolarizing resonance, they made the spin flip. The spin flipping was more efficient for slower ramp times, and the spin flip efficiency peaked at some optimum ramp time that is not yet fully understood. Since frequent spin flipping could significantly reduce the systematic errors in scattering experiments using a stored polarized beam, it is very important to minimize the depolarization after each spin flip. In this experiment, with multiple spin flips, the authors found a polarization loss of 0.0000 ± 0.0005 per spin flip under the best conditions; this loss increased significantly for small changes in the conditions

Flipping and Still Learning: Experiences of a Flipped Classroom Approach for a Third-Year Undergraduate Human Geography Course

Science.gov (United States)

Graham, Marnie; McLean, Jessica; Read, Alexander; Suchet-Pearson, Sandie; Viner, Venessa

2017-01-01

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped…

Fitness Probability Distribution of Bit-Flip Mutation.

Science.gov (United States)

Chicano, Francisco; Sutton, Andrew M; Whitley, L Darrell; Alba, Enrique

2015-01-01

Bit-flip mutation is a common mutation operator for evolutionary algorithms applied to optimize functions over binary strings. In this paper, we develop results from the theory of landscapes and Krawtchouk polynomials to exactly compute the probability distribution of fitness values of a binary string undergoing uniform bit-flip mutation. We prove that this probability distribution can be expressed as a polynomial in p, the probability of flipping each bit. We analyze these polynomials and provide closed-form expressions for an easy linear problem (Onemax), and an NP-hard problem, MAX-SAT. We also discuss a connection of the results with runtime analysis.

Teachers' development and reflection in the flipped classroom

DEFF Research Database (Denmark)

Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

2017-01-01

The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists...... of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e...... course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected...

Comparison between flipped classroom and team-based learning in fixed prosthodontic education.

Science.gov (United States)

Nishigawa, Keisuke; Omoto, Katsuhiro; Hayama, Rika; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Shigemoto, Shuji; Ueda, Mayu; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2017-04-01

We previously investigated the effects of team-based learning (TBL) on fixed prosthodontic education and reported that TBL could have higher efficiency with high student satisfaction than traditional lecture. In the current report, we introduced flipped classroom to the fixed prosthodontic education and compared their effectiveness based on the final examination score in addition to TBL. Participants were 41 students from Tokushima University School of Dentistry who attended a fixed prosthodontics course. The first six classes adopted the flipped classroom style while the latter eight classes adopted TBL. To evaluate the relationship between learning styles and their effectiveness, we compared results from the term-end examination between the curriculum covered by flipped classroom and TBL-style classes. To draw comparisons, a referential examination with the same questions was conducted to eight faculty members who had not attended any of these classes. Term-end examination results showed that TBL classes had slightly higher scores than flipped classroom classes. Referential examination results also showed higher scores for the same curriculum and no significant interaction was found between class formats and the term-end and referential examination scores. Analysis revealed no noticeable difference in the effectiveness of the class formats. Our previous study reported that TBL had higher efficiency than traditional style lecture. In the current study, there was no statistical difference in the examination score between flipped classroom and TBL. Therefore, we conclude that both styles are highly effective than traditional style lecture and constitute valid formats for clinical dental education. Copyright © 2016 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

Acceptability of the flipped classroom approach for in-house teaching in emergency medicine.

Science.gov (United States)

Tan, Eunicia; Brainard, Andrew; Larkin, Gregory L

2015-10-01

To evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine. Our department changed its learning model from a 'standard' lecture-based model to a 'flipped classroom' model. The 'flipped classroom' included provided pre-session learning objectives and resources before each 2 h weekly session. In-session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross-sectional qualitative survey. Feedback was received from 49/57 (86%) medical staff. Ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case-based discussion, interaction with peers, application of knowledge, self-directed learning and small-group learning. Barriers to pre-session learning include work commitments, 'life', perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre-session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and 'hands-on' activities were perceived to be the most useful in-session activities. The flipped classroom shows promise as an acceptable approach to in-house emergency medicine teaching. © 2015 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

What millennial medical students say about flipped learning

Directory of Open Access Journals (Sweden)

Pettit RK

2017-07-01

Full Text Available Robin K Pettit, Lise McCoy, Marjorie Kinney School of Osteopathic Medicine in Arizona, A. T. Still University, Mesa, AZ, USA Abstract: Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an “all or nothing” learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide ­curricular improvements. Keywords: flipped classroom, mandatory attendance, medical education, lecture-based, variety

Flipping Preservice Elementary Teachers' Mathematics Anxieties

Science.gov (United States)

Dove, Anthony; Dove, Emily

2017-01-01

In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with teacher-created videos, flipped classroom with Khan Academy videos) compared in improving students'…

The Flipped Classroom: A Twist on Teaching

Science.gov (United States)

Schmidt, Stacy M. P.; Ralph, David L.

2016-01-01

The traditional classroom has utilized the "I Do", "We Do", "You Do" as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses "You Do", "We Do", "I Do" instead. Homework, inquiry, and investigation happen in the classroom. At home students…

Errors and corrections in the separation of spin-flip and non-spin-flip thermal neutron scattering using the polarization analysis technique

International Nuclear Information System (INIS)

Williams, W.G.

1975-01-01

The use of the polarization analysis technique to separate spin-flip from non-spin-flip thermal neutron scattering is especially important in determining magnetic scattering cross-sections. In order to identify a spin-flip ratio in the scattering with a particular scattering process, it is necessary to correct the experimentally observed 'flipping-ratio' to allow for the efficiencies of the vital instrument components (polarizers and spin-flippers), as well as multiple scattering effects in the sample. Analytical expressions for these corections are presented and their magnitudes in typical cases estimated. The errors in measurement depend strongly on the uncertainties in the calibration of the efficiencies of the polarizers and the spin-flipper. The final section is devoted to a discussion of polarization analysis instruments

Flipped SO(10) model

Energy Technology Data Exchange (ETDEWEB)

Maekawa, Nobuhiro; Yamashita, Toshifumi

2003-08-14

This Letter demonstrates that, as in flipped SU(5) models, doublet-triplet splitting is accomplished by a missing partner mechanism in flipped SO(10) models. The gauge group SO(10){sub F}xU(1){sub V'{sub F}} includes SU(2){sub E} gauge symmetry, which plays an important role in solving the supersymmetric (SUSY) flavor problem by introducing non-abelian horizontal gauge symmetry and anomalous U(1){sub A} gauge symmetry. The gauge group can be broken into the standard model gauge group by VEVs of only spinor fields; such models may be easier to derive than E{sub 6} models from superstring theory.

Implementation of a Flipped Classroom for Nuclear Medicine Physician CME.

Science.gov (United States)

Komarraju, Aparna; Bartel, Twyla B; Dickinson, Lisa A; Grant, Frederick D; Yarbrough, Tracy L

2018-06-21

Increasingly, emerging technologies are expanding instructional possibilities, with new methods being adopted to improve knowledge acquisition and retention. Within medical education, many new techniques have been employed in the undergraduate setting, with less utilization thus far in the continuing medical education (CME) sphere. This paper discusses the use of a new method for CME-the "flipped classroom," widely used in undergraduate medical education. This method engages learners by providing content before the live ("in class") session that aids in preparation and fosters in-class engagement. A flipped classroom method was employed using an online image-rich case-based module and quiz prior to a live CME session at a national nuclear medicine meeting. The preparatory material provided a springboard for in-depth discussion at the live session-a case-based activity utilizing audience response technology. Study participants completed a survey regarding their initial experience with this new instructional method. In addition, focus group interviews were conducted with session attendees who had or had not completed the presession material; transcripts were qualitatively analyzed. Quantitative survey data (completed by two-thirds of the session attendees) suggested that the flipped method was highly valuable and met attendee educational objectives. Analysis of focus group data yielded six themes broadly related to two categories-benefits of the flipped method for CME and programmatic considerations for successfully implementing the flipped method in CME. Data from this study have proven encouraging and support further investigations around the incorporation of this innovative teaching method into CME for nuclear imaging specialists.

Control of phospholipid flip-flop by transmembrane peptides

International Nuclear Information System (INIS)

Kaihara, Masanori; Nakao, Hiroyuki; Yokoyama, Hirokazu; Endo, Hitoshi; Ishihama, Yasushi; Handa, Tetsurou; Nakano, Minoru

2013-01-01

Highlights: ► Phospholipid flip-flop in transmembrane peptide-containing vesicles was investigated. ► Peptides that contained polar residues in the center of the transmembrane region promoted phospholipid flip-flop. ► A bioinformatics approach revealed the presence of polar residues in the transmembrane region of ER membrane proteins. ► Polar residues in ER membrane proteins possibly provide flippase-like activity. - Abstract: We designed three types of transmembrane model peptides whose sequence originates from a frequently used model peptide KALP23, and we investigated their effects on phospholipid flip-flop. Time-resolved small-angle neutron scattering and a dithionite fluorescent quenching assay demonstrated that TMP-L, which has a fully hydrophobic transmembrane region, did not enhance phospholipid flip-flop, whereas TMP-K and TMP-E, which have Lys and Glu, respectively, in the center of their transmembrane regions, enhanced phospholipid flip-flop. Introduction of polar residues in the membrane-spanning helices is considered to produce a locally polar region and enable the lipid head group to interact with the polar side-chain inside the bilayers, thereby reducing the activation energy for the flip-flop. A bioinformatics approach revealed that acidic and basic residues account for 4.5% of the central region of the transmembrane domain in human ER membrane proteins. Therefore, polar residues in ER membrane proteins are considered to provide flippase-like activity

Best Practices for Launching a Flipped Classroom

Science.gov (United States)

Hall, Ashley A.; DuFrene, Debbie D.

2016-01-01

Popularity is growing for flipped classroom instruction, which replaces lectures with out-of-class delivery of streaming video, reading materials, online chats, and other modalities. Face-to-face class time is spent on instructor-student and student-student interaction, including small group problem solving and discussion. Classroom flipping has…

CIRS High-Resolution Thermal Scans and the Structure of Saturn's B Ring

Science.gov (United States)

Brooks, S. M.; Spilker, L. J.; Showalter, M.; Pilorz, S.; Edgington, S. G.

2017-12-01

The flyby of Titan on November 29, 2016, sent the Cassini spacecraft on a trajectory that would take it within 10,000 kilometers of Saturn's F ring multiple times before a subsequent Titan encounter on April 22, 2017, would send it on ballistic trajectory carrying it between Saturn's cloud tops and the planet's D ring for several flybys. This geometry has proven beneficial for high-resolution studies of the rings, not just because of Cassini's proximity to the rings, but also because of the spacecraft's high elevation angle above the rings, which reduces the foreshortening that tends to degrade resolution in the ring plane. We will report on several observations of Saturn's main rings at the high spatial resolutions enabled by the end-of-mission geometry, particulary the B ring, with the Composite Infrared Spectrometer onboard Cassini during the F-ring and proximal orbits. CIRS' three infrared detectors cover a combined spectral range of 10 to 1400 cm-1 (1 mm down to 7 microns). We focus on data from Focal Plane 1, which covers the 10 to 600 cm-1 range (1 mm to 16 microns). The apodized spectral resolution of the instrument can be varied from 15 cm-1 to 0.5 cm-1 (Flasar et al. 2004). FP1's wavelength range makes it well-suited to sensing thermal emission from objects at temperatures typical of Saturn's rings. Correlating ring optical depth with temperatures retrieved from scans of the face of the rings exposed to direct solar illumination (the lit face) and the opposite (unlit) face suggests differences in ring structure or particle transport between the lit and unlit sides of the rings in different regions of the B ring. Lit side temperatures in the core of the B ring range between 82 and 87 K; temperatures on the unlit side of the core vary from 66 K up to 74 K. Ferrari and Reffet (2013) and Pilorz et al. (2015) published thorough analyses of the thermal throughput across this optically thick ring. We will discuss these recent CIRS rings observations and their

Step to improve neural cryptography against flipping attacks.

Science.gov (United States)

Zhou, Jiantao; Xu, Qinzhen; Pei, Wenjiang; He, Zhenya; Szu, Harold

2004-12-01

Synchronization of neural networks by mutual learning has been demonstrated to be possible for constructing key exchange protocol over public channel. However, the neural cryptography schemes presented so far are not the securest under regular flipping attack (RFA) and are completely insecure under majority flipping attack (MFA). We propose a scheme by splitting the mutual information and the training process to improve the security of neural cryptosystem against flipping attacks. Both analytical and simulation results show that the success probability of RFA on the proposed scheme can be decreased to the level of brute force attack (BFA) and the success probability of MFA still decays exponentially with the weights' level L. The synchronization time of the parties also remains polynomial with L. Moreover, we analyze the security under an advanced flipping attack.

Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

Directory of Open Access Journals (Sweden)

Norrie E. Gayeta

2017-11-01

Full Text Available This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative research methods were used in the study. Respondents were two sections of third year Bachelor of Secondary Education, Biological Science. Frequency, percentage, ranking, mean, standard deviation, Hake factor test, and t-test were the statistical tools applied to answer specific questions. Results showed profound increase towards conceptual change representing a shift from intuitive understanding to correct incomplete understanding level. Thus, change for the better, in theoretical type was determined from pretest to posttest of students exposed to flipped and traditional classroom. Results also indicated that there is no significant difference on students’ conceptual change on stoichiometry exposed to flipped and traditional classroom environment thus, flipped classroom instruction can be used as an alternative teaching method to traditional lecture method in teaching stoichiometry

Applying the Flipped Classroom Model to English Language Arts Education

Science.gov (United States)

Young, Carl A., Ed.; Moran, Clarice M., Ed.

2017-01-01

The flipped classroom method, particularly when used with digital video, has recently attracted many supporters within the education field. Now more than ever, language arts educators can benefit tremendously from incorporating flipped classroom techniques into their curriculum. "Applying the Flipped Classroom Model to English Language Arts…

Examining the Flipped Classroom through Action Research

Science.gov (United States)

Lo, Chung Kwan

2017-01-01

There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

OpenAIRE

Norrie E. Gayeta

2017-01-01

This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative ...

Performance and Motivation in a Middle School Flipped Learning Course

Science.gov (United States)

Winter, Joshua W.

2018-01-01

Flipped learning is a teaching approach that promotes collaboration by using technology to 'flip' traditional instruction. Content is delivered outside of class in the individual space (online) and the group space (classroom) is used to engage in collaborative activities. Flipped learning shifts the teacher's role toward facilitation. Research on…

A modified implementation of tristate inverter based static master-slave flip-flop with improved power-delay-area product.

Science.gov (United States)

Singh, Kunwar; Tiwari, Satish Chandra; Gupta, Maneesha

2014-01-01

The paper introduces novel architectures for implementation of fully static master-slave flip-flops for low power, high performance, and high density. Based on the proposed structure, traditional C(2)MOS latch (tristate inverter/clocked inverter) based flip-flop is implemented with fewer transistors. The modified C(2)MOS based flip-flop designs mC(2)MOSff1 and mC(2)MOSff2 are realized using only sixteen transistors each while the number of clocked transistors is also reduced in case of mC(2)MOSff1. Postlayout simulations indicate that mC(2)MOSff1 flip-flop shows 12.4% improvement in PDAP (power-delay-area product) when compared with transmission gate flip-flop (TGFF) at 16X capacitive load which is considered to be the best design alternative among the conventional master-slave flip-flops. To validate the correct behaviour of the proposed design, an eight bit asynchronous counter is designed to layout level. LVS and parasitic extraction were carried out on Calibre, whereas layouts were implemented using IC station (Mentor Graphics). HSPICE simulations were used to characterize the transient response of the flip-flop designs in a 180 nm/1.8 V CMOS technology. Simulations were also performed at 130 nm, 90 nm, and 65 nm to reveal the scalability of both the designs at modern process nodes.

Flipped Learning fra et elevperspektiv

DEFF Research Database (Denmark)

Holmboe, Peter; Hachmann, Roland

2016-01-01

Antologi er et resultat af et toårigt udviklingsprojekt om Flipped Learning baseret på et samarbejde mellem IT-Center Fyn og Region Syddanmark. Bidraget her præsenterer en række overvejelser, vi har gjort os på baggrund af observationer af undervisning og interviews med elever i projektet. Vores...... overordnede undersøgelsesspørgsmål var: "Hvilke forhold i undervisning og læringsmiljø fremme hhv. begrænser elevens opfattelse af mening og fagligt udbytte i et Flipped Learning design?"....

Design and use of a folded four-ring double-tuned birdcage coil for rat brain sodium imaging at 9.4 T

Science.gov (United States)

Ha, YongHyun; Choi, Chang-Hoon; Worthoff, Wieland A.; Shymanskaya, Aliaksandra; Schöneck, Michael; Willuweit, Antje; Felder, Jörg; Shah, N. Jon

2018-01-01

A folded four-ring quadrature birdcage coil was designed and constructed with a double-tune configuration of an outer high-pass coil for 1H (400 MHz) and inner low-pass coil for 23Na (105.72 MHz at 9.4 T). The coil was evaluated on the bench and in the scanner, comparing its performance with that of single-tuned coils and a large four-ring coil. All coils were tuned and matched and the isolation between two quadrature ports was found to be better than -13.7 dB for 1H and -27 dB for 23Na. Signal-to-noise ratios (SNRs) were calculated and 23Na flip angle maps were acquired. 23Na SNR of the folded four-ring reached ∼93% of that obtained with the single-tuned coil. A set of in vivo1H and 23Na axial images to cover the whole rat brain were obtained. The performance of the folded four-ring coil and its benefit for 23Na imaging experiments have been demonstrated. This proposed four-ring coil could avoid length restrictions, e.g. the shoulders, by folding the outer rings vertically. This facilitates the construction of double-tuned four-ring birdcage coils just to fit the head, leading to higher filling factors and better SNR.

Does the Flipped Classroom Improve Learning in Graduate Medical Education?

Science.gov (United States)

Riddell, Jeff; Jhun, Paul; Fung, Cha-Chi; Comes, James; Sawtelle, Stacy; Tabatabai, Ramin; Joseph, Daniel; Shoenberger, Jan; Chen, Esther; Fee, Christopher; Swadron, Stuart P

2017-08-01

The flipped classroom model for didactic education has recently gained popularity in medical education; however, there is a paucity of performance data showing its effectiveness for knowledge gain in graduate medical education. We assessed whether a flipped classroom module improves knowledge gain compared with a standard lecture. We conducted a randomized crossover study in 3 emergency medicine residency programs. Participants were randomized to receive a 50-minute lecture from an expert educator on one subject and a flipped classroom module on the other. The flipped classroom included a 20-minute at-home video and 30 minutes of in-class case discussion. The 2 subjects addressed were headache and acute low back pain. A pretest, immediate posttest, and 90-day retention test were given for each subject. Of 82 eligible residents, 73 completed both modules. For the low back pain module, mean test scores were not significantly different between the lecture and flipped classroom formats. For the headache module, there were significant differences in performance for a given test date between the flipped classroom and the lecture format. However, differences between groups were less than 1 of 10 examination items, making it difficult to assign educational importance to the differences. In this crossover study comparing a single flipped classroom module with a standard lecture, we found mixed statistical results for performance measured by multiple-choice questions. As the differences were small, the flipped classroom and lecture were essentially equivalent.

Flip chip assembly of thinned chips for hybrid pixel detector applications

International Nuclear Information System (INIS)

Fritzsch, T; Zoschke, K; Rothermund, M; Oppermann, H; Woehrmann, M; Ehrmann, O; Lang, K D; Huegging, F

2014-01-01

There is a steady trend to ultra-thin microelectronic devices. Especially for future particle detector systems a reduced readout chip thickness is required to limit the loss of tracking precision due to scattering. The reduction of silicon thickness is performed at wafer level in a two-step thinning process. To minimize the risk of wafer breakage the thinned wafer needs to be handled by a carrier during the whole process chain of wafer bumping. Another key process is the flip chip assembly of thinned readout chips onto thin sensor tiles. Besides the prevention of silicon breakage the minimization of chip warpage is one additional task for a high yield and reliable flip chip process. A new technology using glass carrier wafer will be described in detail. The main advantage of this technology is the combination of a carrier support during wafer processing and the chip support during flip chip assembly. For that a glass wafer is glue-bonded onto the backside of the thinned readout chip wafer. After the bump deposition process the glass-readout chip stack is diced in one step. Finally the glass carrier chip is released by laser illumination after flip chip assembly of the readout chip onto sensor tile. The results of the flip chip assembly process development for the ATLAS IBL upgrade are described more in detail. The new ATLAS FEI4B chip with a size of 20 × 19 mm 2 is flip chip bonded with a thickness of only 150 μm, but the capability of this technology has been demonstrated on hybrid modules with a reduced readout chip thickness of down to 50 μm which is a major step for ultra-thin electronic systems

What millennial medical students say about flipped learning.

Science.gov (United States)

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie

2017-01-01

Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an "all or nothing" learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide curricular improvements.

Flipped Physics

Science.gov (United States)

Kettle, Maria

2013-01-01

This paper defines flipped learning and then examines its practical implementation in AS and A2 level physics classes, that is, classes for 16-18 year olds. The effect of this teaching style on student learning behaviour and its impact on test results are evaluated. The paper recounts the difficulties of implementing it and evaluates student…

The flipped classroom: practices and opportunities for health sciences librarians.

Science.gov (United States)

Youngkin, C Andrew

2014-01-01

The "flipped classroom" instructional model is being introduced into medical and health sciences curricula to provide greater efficiency in curriculum delivery and produce greater opportunity for in-depth class discussion and problem solving among participants. As educators employ the flipped classroom to invert curriculum delivery and enhance learning, health sciences librarians are also starting to explore the flipped classroom model for library instruction. This article discusses how academic and health sciences librarians are using the flipped classroom and suggests opportunities for this model to be further explored for library services.

Natural strong CP conservation in flipped physics

Energy Technology Data Exchange (ETDEWEB)

Frampton, P.H. (Institute of Field Physics, Department of Physics and Astronomy, University of North Carolina, Chapel Hill, NC (USA)); Kephart, T.W. (Department of Physics and Astronomy, Vanderbilt University, Nashville, TN (USA))

1990-08-13

A natural axion-free solution of the strong {ital CP} problem {ital at} {ital tree} {ital level} is noted within an E(6) grand unified theory. Using this as a springboard, it is shown that several flipped SU(5) theories which occur in superstring phenomenology contain within them a mechanism which enforces {bar {theta}}=0 at high accuracy.

Model studies of lipid flip-flop in membranes

DEFF Research Database (Denmark)

Parisio, Giulia; Ferrarini, Alberta; Sperotto, Maria Maddalena

2016-01-01

, and growth heavily depend. Such transverse motion—commonly called flip-flop—has been studied both experimentally and computationally. Experimental investigations face difficulties related to time-scales and probe-induced membrane perturbation issues. Molecular dynamics simulations play an important role...... for the molecular-level understanding of flip-flop. In this review we present a summary of the state of the art of computational studies of spontaneous flip-flop of phospholipids, sterols and fatty acids. Also, we highlight critical issues and strategies that have been developed to solve them, and what remains...

A Low Leakage Autonomous Data Retention Flip-Flop with Power Gating Technique

Directory of Open Access Journals (Sweden)

Xiaohui Fan

2014-01-01

Full Text Available With the scaling of technology process, leakage power becomes an increasing portion of total power. Power gating technology is an effective method to suppress the leakage power in VLSI design. When the power gating technique is applied in sequential circuits, such as flip-flops and latches, the data retention is necessary to store the circuit states. A low leakage autonomous data retention flip-flop (ADR-FF is proposed in this paper. Two high-Vth transistors are utilized to reduce the leakage power consumption in the sleep mode. The data retention cell is composed of a pair of always powered cross-coupled inverters in the slave latch. No extra control signals and complex operations are needed for controlling the data retention and restoration. The data retention flip-flops are simulated with NCSU 45 nm technology. The postlayout simulation results show that the leakage power of the ADR-FF reduces 51.39% compared with the Mutoh-FF. The active power of the ADR-FF is almost equal to other data retention flip-flops. The average state mode transition time of ADR-FF decreases 55.98%, 51.35%, and 21.07% as compared with Mutoh-FF, Balloon-FF, and Memory-TG-FF, respectively. Furthermore, the area overhead of ADR-FF is smaller than other data retention flip-flops.

Non-linear dynamics and alternating 'flip' solutions in ferrofluidic Taylor-Couette flow

Science.gov (United States)

Altmeyer, Sebastian

2018-04-01

This study treats with the influence of a symmetry-breaking transversal magnetic field on the nonlinear dynamics of ferrofluidic Taylor-Couette flow - flow confined between two concentric independently rotating cylinders. We detected alternating 'flip' solutions which are flow states featuring typical characteristics of slow-fast-dynamics in dynamical systems. The flip corresponds to a temporal change in the axial wavenumber and we find them to appear either as pure 2-fold axisymmetric (due to the symmetry-breaking nature of the applied transversal magnetic field) or involving non-axisymmetric, helical modes in its interim solution. The latter ones show features of typical ribbon solutions. In any case the flip solutions have a preferential first axial wavenumber which corresponds to the more stable state (slow dynamics) and second axial wavenumber, corresponding to the short appearing more unstable state (fast dynamics). However, in both cases the flip time grows exponential with increasing the magnetic field strength before the flip solutions, living on 2-tori invariant manifolds, cease to exist, with lifetime going to infinity. Further we show that ferrofluidic flow turbulence differ from the classical, ordinary (usually at high Reynolds number) turbulence. The applied magnetic field hinders the free motion of ferrofluid partials and therefore smoothen typical turbulent quantities and features so that speaking of mildly chaotic dynamics seems to be a more appropriate expression for the observed motion.

Diverse Perspectives on a Flipped Biostatistics Classroom

Science.gov (United States)

Schwartz, Todd A.; Andridge, Rebecca R.; Sainani, Kirstin L.; Stangle, Dalene K.; Neely, Megan L.

2016-01-01

"Flipping" the classroom refers to a pedagogical approach in which students are first exposed to didactic content outside the classroom and then actively use class time to apply their newly attained knowledge. The idea of the flipped classroom is not new, but has grown in popularity in recent years as the necessary technology has…

Characterization of hybrid integrated all-optical flip-flop

NARCIS (Netherlands)

Liu, Y.; McDougall, R.; Seoane, J.; Kehayas, E.; Hill, M.T.; Maxwell, G.D.; Zhang, S.; Harmon, R.; Huijskens, Frans; Rivers, L.; Van Holm-Nielsen, P.; Martinez, J.M.; Herrera Llorente, J.; Ramos, F.; Marti, J.; Avramopoulos, H.; Jeppesen, P.; Koonen, A.M.J.; Poustie, A.; Dorren, H.J.S.

2006-01-01

We present a fully-packaged, hybrid-integrated all-optical flip-flop with separate optical set and reset operation. The flip-flop can control a wavelength converter to route 40 Gb/s data packets all-optically. The experimental results are given

Out of Classroom Instruction in the Flipped Classroom

DEFF Research Database (Denmark)

Triantafyllou, Evangelia; Timcenko, Olga

2015-01-01

This article presents experiences and student perceptions on the introduction of the flipped classroom model in two consecutive semesters at Media Technology department of Aalborg University, Copenhagen, Denmark. We introduced the flipped instruction model to a statistics course and a mathematics...

Characterisation of hybrid integrated all-optical flip-flop

DEFF Research Database (Denmark)

Liu, Y.; McDougall, R.; Seoane, Jorge

2006-01-01

We present a fully-packaged, hybrid-integrated all-optical flip-flop with separate optical set and reset operation. The flip-flop can control a wavelength converter to route 40 Gb/s data packets all-optically. The experimental results are given....

Enhancing student engagement using the flipped classroom.

Science.gov (United States)

Gilboy, Mary Beth; Heinerichs, Scott; Pazzaglia, Gina

2015-01-01

The flipped classroom is an innovative pedagogical approach that focuses on learner-centered instruction. The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The template provided enables faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom's taxonomy. The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Evaluation of a flipped classroom approach to learning introductory epidemiology.

Science.gov (United States)

Shiau, Stephanie; Kahn, Linda G; Platt, Jonathan; Li, Chihua; Guzman, Jason T; Kornhauser, Zachary G; Keyes, Katherine M; Martins, Silvia S

2018-04-02

Although the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model. One hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78). Using mixed methods, we compared student characteristics, examination scores, and end-of-course evaluations of the 2016 flipped classroom format and the 2015 traditional format. Data on the flipped classroom format, including pre- and post-course surveys, open-ended questions, self-reports of section leader teaching practices, and classroom observations, were evaluated. There were no statistically significant differences in examination scores or students' assessment of the course between 2015 (traditional) and 2016 (flipped). In 2016, 57.1% (36) of respondents to the end-of-course evaluation found watching video lectures at home to have a positive impact on their time management. Open-ended survey responses indicated a number of strengths of the flipped classroom approach, including the freedom to watch pre-recorded lectures at any time and the ability of section leaders to clarify targeted concepts. Suggestions for improvement focused on ways to increase regular interaction with lecturers. There was no significant difference in students' performance on quantitative assessments comparing the traditional format to the flipped classroom format. The flipped format did allow for greater flexibility and applied learning opportunities at home and during discussion sections.

Just in Time to Flip Your Classroom

Science.gov (United States)

Lasry, Nathaniel; Dugdale, Michael; Charles, Elizabeth

2014-01-01

With advocates like Sal Khan and Bill Gates, flipped classrooms are attracting an increasing amount of media and research attention. We had heard Khan's TED talk and were aware of the concept of inverted pedagogies in general. Yet it really hit home when we accidentally flipped our classroom. Our objective was to better prepare our students…

Assessment of learning gains in a flipped biochemistry classroom.

Science.gov (United States)

Ojennus, Deanna Dahlke

2016-01-01

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of learning gains did differ and indicates a higher level of satisfaction with the flipped lecture format. © 2015 The International Union of Biochemistry and Molecular Biology.

Flipped classroom instructional approach in undergraduate medical education.

Science.gov (United States)

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools.

What millennial medical students say about flipped learning

Science.gov (United States)

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie

2017-01-01

Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an “all or nothing” learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide curricular improvements. PMID:28769600

Design and use of a folded four-ring double-tuned birdcage coil for rat brain sodium imaging at 9.4 T.

Science.gov (United States)

Ha, YongHyun; Choi, Chang-Hoon; Worthoff, Wieland A; Shymanskaya, Aliaksandra; Schöneck, Michael; Willuweit, Antje; Felder, Jörg; Shah, N Jon

2018-01-01

A folded four-ring quadrature birdcage coil was designed and constructed with a double-tune configuration of an outer high-pass coil for 1 H (400 MHz) and inner low-pass coil for 23 Na (105.72 MHz at 9.4 T). The coil was evaluated on the bench and in the scanner, comparing its performance with that of single-tuned coils and a large four-ring coil. All coils were tuned and matched and the isolation between two quadrature ports was found to be better than -13.7 dB for 1 H and -27 dB for 23 Na. Signal-to-noise ratios (SNRs) were calculated and 23 Na flip angle maps were acquired. 23 Na SNR of the folded four-ring reached ∼93% of that obtained with the single-tuned coil. A set of in vivo 1 H and 23 Na axial images to cover the whole rat brain were obtained. The performance of the folded four-ring coil and its benefit for 23 Na imaging experiments have been demonstrated. This proposed four-ring coil could avoid length restrictions, e.g. the shoulders, by folding the outer rings vertically. This facilitates the construction of double-tuned four-ring birdcage coils just to fit the head, leading to higher filling factors and better SNR. Copyright © 2017 Elsevier Inc. All rights reserved.

High-sensitivity low-noise miniature fluxgate magnetometers using a flip chip conceptual design.

Science.gov (United States)

Lu, Chih-Cheng; Huang, Jeff; Chiu, Po-Kai; Chiu, Shih-Liang; Jeng, Jen-Tzong

2014-07-30

This paper presents a novel class of miniature fluxgate magnetometers fabricated on a print circuit board (PCB) substrate and electrically connected to each other similar to the current "flip chip" concept in semiconductor package. This sensor is soldered together by reversely flipping a 5 cm × 3 cm PCB substrate to the other identical one which includes dual magnetic cores, planar pick-up coils, and 3-D excitation coils constructed by planar Cu interconnections patterned on PCB substrates. Principles and analysis of the fluxgate sensor are introduced first, and followed by FEA electromagnetic modeling and simulation for the proposed sensor. Comprehensive characteristic experiments of the miniature fluxgate device exhibit favorable results in terms of sensitivity (or "responsivity" for magnetometers) and field noise spectrum. The sensor is driven and characterized by employing the improved second-harmonic detection technique that enables linear V-B correlation and responsivity verification. In addition, the double magnitude of responsivity measured under very low frequency (1 Hz) magnetic fields is experimentally demonstrated. As a result, the maximum responsivity of 593 V/T occurs at 50 kHz of excitation frequency with the second harmonic wave of excitation; however, the minimum magnetic field noise is found to be 0.05 nT/Hz(1/2) at 1 Hz under the same excitation. In comparison with other miniature planar fluxgates published to date, the fluxgate magnetic sensor with flip chip configuration offers advances in both device functionality and fabrication simplicity. More importantly, the novel design can be further extended to a silicon-based micro-fluxgate chip manufactured by emerging CMOS-MEMS technologies, thus enriching its potential range of applications in modern engineering and the consumer electronics market.

Switched Flip-Flop based Preprocessing Circuit for ISFETs

Directory of Open Access Journals (Sweden)

Martin Kollár

2005-03-01

Full Text Available In this paper, a preprocessing circuit for ISFETs (Ion-sensitive field-effecttransistors to measure hydrogen-ion concentration in electrolyte is presented. A modifiedflip-flop is the main part of the circuit. The modification consists in replacing the standardtransistors by ISFETs and periodically switching the supply voltage on and off.Concentration of hydrogen ions to be measured discontinues the flip-flop value symmetry,which means that by switching the supply voltage on the flip-flop goes to one of two stablestates, ‘one’ or ‘zero’. The recovery of the value symmetry can be achieved by changing abalanced voltage, which is incorporated to the flip-flop, to bring the flip-flop to a 50%position (probability of ‘one’ equals to probability of ‘zero’. Thus, the balanced voltagereflects the measured concentration of hydrogen ions. Its magnitude is set automatically byusing a feedback circuit whose input is connected to the flip-flop output. The preprocessingcircuit, as the whole, is the well-known δ modulator in which the switched flip-flop servesas a comparator and a sampling circuit. The advantages of this approach in comparison tothose of standard approaches are discussed. Finally, theoretical results are verified bysimulations with TSPICE and a good agreement is reported.

FLIP-MHD: A particle-in-cell mehtod for magnetohydrodynamics

International Nuclear Information System (INIS)

Brackbill, J.U.

1990-01-01

A particle-in-cell (PIC) method, FLIP is extended to magnetohydrodynamic (MHD) flow in two dimensions. Particles are used to reduce computational diffusion of the magnetic field. FLIP is an extension of ''classical'' PIC, where particles have mass, but every other property of the fluid is stored on a grid. In FLIP, particles have every property of the fluid, so that they provide a complete Lagrangian description not only to resolve contact discontinuities but also to reduce computational diffusion of linear and angular momentum. The interactions among the particles are calculated on a grid, for convenience and economy. The present study extends FLIP to MHD, by including information about the magnetic field among the attributes of the particles. 6 refs

Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents.

Science.gov (United States)

Martinelli, Susan M; Chen, Fei; DiLorenzo, Amy N; Mayer, David C; Fairbanks, Stacy; Moran, Kenneth; Ku, Cindy; Mitchell, John D; Bowe, Edwin A; Royal, Kenneth D; Hendrickse, Adrian; VanDyke, Kenneth; Trawicki, Michael C; Rankin, Demicha; Guldan, George J; Hand, Will; Gallagher, Christopher; Jacob, Zvi; Zvara, David A; McEvoy, Matthew D; Schell, Randall M

2017-08-01

In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions. We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach. We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention. Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P  = .014; d  = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P  flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.

Flipped classroom model for learning evidence-based medicine

Directory of Open Access Journals (Sweden)

Rucker SY

2017-08-01

Full Text Available Sydney Y Rucker,1 Zulfukar Ozdogan,1 Morhaf Al Achkar2 1School of Education, Indiana University, Bloomington, IN, 2Department of Family Medicine, School of Medicine, University of Washington, Seattle, WA, USA Abstract: Journal club (JC, as a pedagogical strategy, has long been used in graduate medical education (GME. As evidence-based medicine (EBM becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice. Keywords: evidence-based medicine, flipped classroom, residency education

Multi spin-flip dynamics: a solution of the one-dimensional Ising model

International Nuclear Information System (INIS)

Novak, I.

1990-01-01

The Glauber dynamics of interacting Ising spins (the single spin-flip dynamics) is generalized to p spin-flip dynamics with a simultaneous flip of up to p spins in a single configuration move. The p spin-flip dynamics is studied of the one-dimensional Ising model with uniform nearest-neighbour interaction. For this case, an exact relation is given for the time dependence of magnetization. It was found that the critical slowing down in this model could be avoided when p spin-flip dynamics with p>2 was considered. (author). 17 refs

Modeling photo-desorption in high current storage rings

International Nuclear Information System (INIS)

Barletta, W.A.

1991-01-01

High luminosity flavor factories are characterized by high fluxes of synchrotron radiation that lead to thermal management difficulties. The associated photo-desorption from the vacuum chamber walls presents an additional design challenge, providing a vacuum system suitable for maintaining acceptable beam-gas lifetimes and low background levels of scattered radiation in the detector. Achieving acceptable operating pressures (1-10 nTorr) with practical pumping schemes requires the use of materials with low photodesorption efficiency operating in a radiation environment beyond that of existing storage rings. Extrapolating the existing photo-desorption data base to the design requirements of high luminosity colliders requires a physical model of the differential cleaning in the vacuum chamber. The authors present a simple phenomenological model of photodesorption that includes effects of dose dependence and diffuse photon reflection to compute the leveling of gas loads in beamlines of high current storage rings that typify heavy flavor factories. This model is also used to estimate chamber commissioning times

Performance of high-resolution position-sensitive detectors developed for storage-ring decay experiments

International Nuclear Information System (INIS)

Yamaguchi, T.; Suzaki, F.; Izumikawa, T.; Miyazawa, S.; Morimoto, K.; Suzuki, T.; Tokanai, F.; Furuki, H.; Ichihashi, N.; Ichikawa, C.; Kitagawa, A.; Kuboki, T.; Momota, S.; Nagae, D.; Nagashima, M.; Nakamura, Y.; Nishikiori, R.; Niwa, T.; Ohtsubo, T.; Ozawa, A.

2013-01-01

Highlights: • Position-sensitive detectors were developed for storage-ring decay spectroscopy. • Fiber scintillation and silicon strip detectors were tested with heavy ion beams. • A new fiber scintillation detector showed an excellent position resolution. • Position and energy detection by silicon strip detectors enable full identification. -- Abstract: As next generation spectroscopic tools, heavy-ion cooler storage rings will be a unique application of highly charged RI beam experiments. Decay spectroscopy of highly charged rare isotopes provides us important information relevant to the stellar conditions, such as for the s- and r-process nucleosynthesis. In-ring decay products of highly charged RI will be momentum-analyzed and reach a position-sensitive detector set-up located outside of the storage orbit. To realize such in-ring decay experiments, we have developed and tested two types of high-resolution position-sensitive detectors: silicon strips and scintillating fibers. The beam test experiments resulted in excellent position resolutions for both detectors, which will be available for future storage-ring experiments

Evaluating the Flipped Classroom: A Randomized Controlled Trial

Science.gov (United States)

Wozny, Nathan; Balser, Cary; Ives, Drew

2018-01-01

Despite recent interest in flipped classrooms, rigorous research evaluating their effectiveness is sparse. In this study, the authors implement a randomized controlled trial to evaluate the effect of a flipped classroom technique relative to a traditional lecture in an introductory undergraduate econometrics course. Random assignment enables the…

Flipped classroom model for learning evidence-based medicine.

Science.gov (United States)

Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

2017-01-01

Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice.

Flipped classrooms and student learning: not just surface gains.

Science.gov (United States)

McLean, Sarah; Attardi, Stefanie M; Faden, Lisa; Goldszmidt, Mark

2016-03-01

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning. Copyright © 2016 The American Physiological Society.

Estimate the thermomechanical fatigue life of two flip chip packages

International Nuclear Information System (INIS)

Pash, R.A.; Ullah, H.S.; Khan, M.Z.

2005-01-01

The continuing demand towards high density and low profile integrated circuit packaging has accelerated the development of flip chip structures as used in direct chip attach (DCA) technology, ball grid array (BOA) and chip scale package (CSP). In such structures the most widely used flip chip interconnects are solder joints. The reliability of flip chip structures largely depends on the reliability of solder joints. In this work solder joint fatigue life prediction for two chip scale packages is carried out. Elasto-plastic deformation behavior of the solder was simulated using ANSYS. Two dimensional plain strain finite element models were developed for each package to numerically compute the stress and total strain of the solder joints under temperature cycling. These stress and strain values are then used to predict the solder joint lifetime through modified Coffin Manson equation. The effect of solder joint's distance from edge of silicon die on life of the package is explored. The solder joint fatigue response is modeled for a typical temperature cycling of -60 to 140 degree C. (author)

The Implementation of A Flipped Classroom in Foreign Language Teaching

Directory of Open Access Journals (Sweden)

Ahmet BASAL

2015-10-01

Full Text Available Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.

Flipped Classroom versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

Science.gov (United States)

Mattis, Kristina V.

2015-01-01

Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings, with growing prominence in high school and middle school (Tucker in Leveraging the power of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped classrooms are meant to effectively combine traditional and…

Restricted active space spin-flip configuration interaction: theory and examples for multiple spin flips with odd numbers of electrons.

Science.gov (United States)

Zimmerman, Paul M; Bell, Franziska; Goldey, Matthew; Bell, Alexis T; Head-Gordon, Martin

2012-10-28

The restricted active space spin flip (RAS-SF) method is extended to allow ground and excited states of molecular radicals to be described at low cost (for small numbers of spin flips). RAS-SF allows for any number of spin flips and a flexible active space while maintaining pure spin eigenfunctions for all states by maintaining a spin complete set of determinants and using spin-restricted orbitals. The implementation supports both even and odd numbers of electrons, while use of resolution of the identity integrals and a shared memory parallel implementation allow for fast computation. Examples of multiple-bond dissociation, excited states in triradicals, spin conversions in organic multi-radicals, and mixed-valence metal coordination complexes demonstrate the broad usefulness of RAS-SF.

Polymer Flip Chips with Extreme Temperature Stability in Space, Phase I

Data.gov (United States)

National Aeronautics and Space Administration — The objective of the proposed SBIR Phase I program is to develop highly thermally and electrically conductive nanocomposites for space-based flip chips for...

Quenching of spin-flip quadrupole transitions

International Nuclear Information System (INIS)

Castel, B.; Blunden, P.; Okuhara, Y.

1985-01-01

An increasing amount of experimental data indicates that spin-flip quadrupole transitions exhibit quenching effects similar to those reported earlier in (p,n) reactions involving l = 0 and l = 1 transitions. We present here two model calculations suggesting that the E2 spin-flip transitions are more affected than their M1 and M3 counterparts by the tensor and spin-orbit components of the nuclear force and should exhibit the largest quenching. We also review the experimental evidence corroborating our observations

Blended Course with Flipped Classroom Approach

DEFF Research Database (Denmark)

Timcenko, Olga; Purwins, Hendrik; Triantafyllou, Evangelia

2015-01-01

This paper presents and analyses design decisions and development process of producing teaching materials for a blended course with flipped classroom approach at bachelor level at Aalborg University in Copenhagen, Denmark. Our experiences, as well as students’ reactions and opinions will be descr......This paper presents and analyses design decisions and development process of producing teaching materials for a blended course with flipped classroom approach at bachelor level at Aalborg University in Copenhagen, Denmark. Our experiences, as well as students’ reactions and opinions...

Optimization of high frequency flip-chip interconnects for digital superconducting circuits

International Nuclear Information System (INIS)

Rafique, M R; Engseth, H; Kidiyarova-Shevchenko, A

2006-01-01

This paper presents the results of theoretical optimization of the multi-chip-module (MCM) contact and driver circuitries for gigabit chip-to-chip communication. Optimization has been done using 3D electromagnetic (EM) simulations of MCM contacts and time domain simulations of drivers and receivers. A single optimized MCM contact has a signal reflection of less than -20 dB for more than 400 GHz bandwidth. The MCM data link with the optimized SFQ driver, receiver and two MCM contacts has operational margins on the global bias current of ± 30% at 30 Gbit s -1 speedand can operate above 100 Gbit s -1 speed. Wide bandwidth transmission requires the realization of an advanced flip-chip process with a small dimension of the MCM contact (less than 30 μm diameter of the contact pad) and small height of the flip-chip contact bumps of the order of 2 μm. Current processes with about 7 μm height of the bumps require the application of a double-flux-quantum (DFQ) driver. The data link with the DFQ driver was also simulated. It has operational margins on the global bias current of ± 30% at 30 Gbit s -1 ; however, the maximum speed of operation is 61 Gbit s -1 . Several test structures have been designed for measurements of signal reflection, bit error rate and operational margins of the data link

Nonlinear stability of spin-flip excitations

International Nuclear Information System (INIS)

Arunasalam, V.

1975-01-01

A rather complete discussion of the nonlinear electrodynamic behavior of a negative-temperature spin system is presented. The method presented here is based on a coupled set of master equations, one describing the time evolution of the photon (i.e., the spin-flip excitation) distribution function and the other describing the time evolution of the particle distribution function. It is found that the initially unstable (i.e., growing) spin-flip excitations grow to such a large amplitude that their nonlinear reaction on the particle distribution function becomes important. It is then shown that the initially totally inverted two-level spin system evolves rapidly (through this nonlinear photon-particle coupling) towards a quasilinear steady state where the populations of the spin-up and the spin-down states are equal to each other. Explicit expressions for the time taken to reach this quasilinear steady state and the energy in the spin-flip excitations at this state are also presented

Element nodes of sports equipment double back flip factions and double back flip hunched performed gymnast in floor exercise

Directory of Open Access Journals (Sweden)

V.A. Potop

2014-07-01

Full Text Available Purpose: to identify the node elements of sports equipment double back somersault tuck and double back flip bent. To compare the two types of nodes for double somersault. Material : the study involved eight gymnasts (age 12 - 14 years. All finalists in the competition floor exercise - reserve team Romania. The method of video - computer research and method of postural orientation movements. Results : identified nodal elements of sports equipment double back somersault tuck and double back flip bent. In the preparatory phase of motor actions - launcher body posture for reaching is repulsive to flip. In the phase of basic motor action - animation body postures (double back somersault tuck and bent (bent double back flip. Exercises are performed on the ascending and descending parts of the flight path of the demonstration of individual maximum lift height common center of mass. In the final phase of motor actions - final body posture - steady landing. Conclusions : indicators of key elements of sports equipment acrobatic exercises contain new scientific facts kinematic and dynamic structures of motor actions. They are necessary for the development of modern training programs acrobatic exercises in step specialized base preparation.

Research, Perspectives, and Recommendations on Implementing the Flipped Classroom.

Science.gov (United States)

Rotellar, Cristina; Cain, Jeff

2016-03-25

Flipped or inverted classrooms have become increasingly popular, and sometimes controversial, within higher education. Many educators have touted the potential benefits of this model and initial research regarding implementation has been primarily positive. The rationale behind the flipped classroom methodology is to increase student engagement with content, increase and improve faculty contact time with students, and enhance learning. This paper presents a summary of primary literature regarding flipped classrooms, discusses concerns and unanswered questions from both a student and faculty member perspective, and offers recommendations regarding implementation.

The flipped classroom for professional development: part I. Benefits and strategies.

Science.gov (United States)

McDonald, Katie; Smith, Charlene M

2013-10-01

Individualizing the educational encounter is supported by flipping the classroom experience. This column offers an overview and describes the benefits of flipping the classroom. Part II will explore the practicalities and pedagogy of lecture capture using podcasts and videos, a technology strategy used in flipping the classroom. Copyright 2013, SLACK Incorporated.

Re-Envisioning the Archaic Higher Education Learning Environment: Implementation Processes for Flipped Classrooms

Science.gov (United States)

Rabidoux, Salena; Rottmann, Amy

2018-01-01

Flipped classrooms are often utilized in PK-12 classrooms; however, there is also a growing trend of flipped classrooms in higher education. This paper presents the benefits and limitations of implementing flipped classrooms in higher education as well as resources for integrating a flipped classroom design to instruction. The various technology…

Flipping the Calculus Classroom: A Cost-Effective Approach

Science.gov (United States)

Young, Andrea

2015-01-01

This article discusses a cost-effective approach to flipping the calculus classroom. In particular, the emphasis is on low-cost choices, both monetarily and with regards to faculty time, that make the daunting task of flipping a course manageable for a single instructor. Student feedback and overall impressions are also presented.

Reduction of ring artefacts in high resolution micro-CT reconstructions

International Nuclear Information System (INIS)

Sijbers, Jan; Postnov, Andrei

2004-01-01

High resolution micro-CT images are often corrupted by ring artefacts, prohibiting quantitative analysis and hampering post processing. Removing or at least significantly reducing such artefacts is indispensable. However, since micro-CT systems are pushed to the extremes in the quest for the ultimate spatial resolution, ring artefacts can hardly be avoided. Moreover, as opposed to clinical CT systems, conventional correction schemes such as flat-field correction do not lead to satisfactory results. Therefore, in this note a simple but efficient and fast post processing method is proposed that effectively reduces ring artefacts in reconstructed μ-CT images. (note)

High-Sensitivity Low-Noise Miniature Fluxgate Magnetometers Using a Flip Chip Conceptual Design

Directory of Open Access Journals (Sweden)

Chih-Cheng Lu

2014-07-01

Full Text Available This paper presents a novel class of miniature fluxgate magnetometers fabricated on a print circuit board (PCB substrate and electrically connected to each other similar to the current “flip chip” concept in semiconductor package. This sensor is soldered together by reversely flipping a 5 cm × 3 cm PCB substrate to the other identical one which includes dual magnetic cores, planar pick-up coils, and 3-D excitation coils constructed by planar Cu interconnections patterned on PCB substrates. Principles and analysis of the fluxgate sensor are introduced first, and followed by FEA electromagnetic modeling and simulation for the proposed sensor. Comprehensive characteristic experiments of the miniature fluxgate device exhibit favorable results in terms of sensitivity (or “responsivity” for magnetometers and field noise spectrum. The sensor is driven and characterized by employing the improved second-harmonic detection technique that enables linear V-B correlation and responsivity verification. In addition, the double magnitude of responsivity measured under very low frequency (1 Hz magnetic fields is experimentally demonstrated. As a result, the maximum responsivity of 593 V/T occurs at 50 kHz of excitation frequency with the second harmonic wave of excitation; however, the minimum magnetic field noise is found to be 0.05 nT/Hz1/2 at 1 Hz under the same excitation. In comparison with other miniature planar fluxgates published to date, the fluxgate magnetic sensor with flip chip configuration offers advances in both device functionality and fabrication simplicity. More importantly, the novel design can be further extended to a silicon-based micro-fluxgate chip manufactured by emerging CMOS-MEMS technologies, thus enriching its potential range of applications in modern engineering and the consumer electronics market.

High-Sensitivity Low-Noise Miniature Fluxgate Magnetometers Using a Flip Chip Conceptual Design

Science.gov (United States)

Lu, Chih-Cheng; Huang, Jeff; Chiu, Po-Kai; Chiu, Shih-Liang; Jeng, Jen-Tzong

2014-01-01

This paper presents a novel class of miniature fluxgate magnetometers fabricated on a print circuit board (PCB) substrate and electrically connected to each other similar to the current “flip chip” concept in semiconductor package. This sensor is soldered together by reversely flipping a 5 cm × 3 cm PCB substrate to the other identical one which includes dual magnetic cores, planar pick-up coils, and 3-D excitation coils constructed by planar Cu interconnections patterned on PCB substrates. Principles and analysis of the fluxgate sensor are introduced first, and followed by FEA electromagnetic modeling and simulation for the proposed sensor. Comprehensive characteristic experiments of the miniature fluxgate device exhibit favorable results in terms of sensitivity (or “responsivity” for magnetometers) and field noise spectrum. The sensor is driven and characterized by employing the improved second-harmonic detection technique that enables linear V-B correlation and responsivity verification. In addition, the double magnitude of responsivity measured under very low frequency (1 Hz) magnetic fields is experimentally demonstrated. As a result, the maximum responsivity of 593 V/T occurs at 50 kHz of excitation frequency with the second harmonic wave of excitation; however, the minimum magnetic field noise is found to be 0.05 nT/Hz1/2 at 1 Hz under the same excitation. In comparison with other miniature planar fluxgates published to date, the fluxgate magnetic sensor with flip chip configuration offers advances in both device functionality and fabrication simplicity. More importantly, the novel design can be further extended to a silicon-based micro-fluxgate chip manufactured by emerging CMOS-MEMS technologies, thus enriching its potential range of applications in modern engineering and the consumer electronics market. PMID:25196107

Intersecting Branes Flip SU(5)

CERN Document Server

Ellis, Jonathan Richard; Nanopoulos, Dimitri V; Ellis, John

2002-01-01

Within a toroidal orbifold framework, we exhibit intersecting brane-world constructions of flipped SU(5) \\times U(1) GUT models with various numbers of generations, other chiral matter representations and Higgs representations. We exhibit orientifold constructions with integer winding numbers that yield 8 or more conventional SU(5) generations, and orbifold constructions with fractional winding numbers that yield flipped SU(5) \\times U(1) models with just 3 conventional generations. Some of these models have candidates for the 5 and {\\bar 5} Higgs representations needed for electroweak symmetry breaking, but not for the 10 and {\\bar 10} representations needed for GUT symmetry breaking, or vice-versa.

Testable flipped SU(5)xU(1){sub X} models

Energy Technology Data Exchange (ETDEWEB)

Jiang Jing [Institute of Theoretical Science, University of Oregon, Eugene, OR 97403 (United States); Li Tianjun [George P. and Cynthia W. Mitchell Institute for Fundamental Physics, Texas A and M University, College Station, TX 77843 (United States) and Institute of Theoretical Physics, Chinese Academy of Sciences, Beijing 100080 (China) and Department of Physics and Astronomy, Rutgers University, Piscataway, NJ 08854 (United States)]. E-mail: tjli@physics.rutgers.edu; Nanopoulos, Dimitri V. [George P. and Cynthia W. Mitchell Institute for Fundamental Physics, Texas A and M University, College Station, TX 77843 (United States); Astroparticle Physics Group, Houston Advanced Research Center (HARC), Mitchell Campus, Woodlands, TX 77381 (United States); Academy of Athens, Division of Natural Sciences, 28 Panepistimiou Avenue, Athens 10679 (Greece)

2007-06-11

The little hierarchy between the GUT scale and the string scale may give us some hints that can be tested at the LHC. To achieve string-scale gauge coupling unification, we introduce additional vector-like particles. We require that these vector-like particles be standard, form complete GUT multiplets, and have masses around the TeV scale or close to the string scale. Interestingly, only the flipped SU(5)xU(1){sub X} models can work elegantly. We consider all possible sets of vector-like particles with masses around the TeV scale. And we introduce vector-like particles with masses close to the string scale which can mimic the string-scale threshold corrections. We emphasize that all of these vector-like particles can be obtained in the interesting flipped SU(5)xU(1){sub X} string models from the four-dimensional free fermionic string construction. Assuming the low-energy supersymmetry, high-scale supersymmetry, and split supersymmetry, we show that the string-scale gauge coupling unification can indeed be achieved in the flipped SU(5)xU(1){sub X} models. These models can be tested at the LHC by observing simple sets of vector-like particles at the TeV scale. Moreover, we discuss a simple flipped SU(5)xU(1){sub X} model with string-scale gauge coupling unification and high-scale supersymmetry by introducing only one pair of the vector-like particles at the TeV scale, and we predict the corresponding Higgs boson masses. Also, we briefly comment on the string-scale gauge coupling unification in the model with low-energy supersymmetry by introducing only one pair of the vector-like particles at the intermediate scale. And we briefly comment on the mixings among the SM fermions and the corresponding extra vector-like particles.

Neutrino helicity flips via electroweak interactions and SN1987a

International Nuclear Information System (INIS)

Gaemers, K.J.F.; Gandhi, R.; Lattimer, J.M.

1988-10-01

Electroweak mechanisms via which neutrinos may flip helicity and become sterile are examined in detail. Exact and approximate expressions for a variety of flip processes relevant in astrophysics and cosmology, mediated by W,Z, and γ exchange, including their interference, are derived. It is shown that within the context of the Standard Model with massive neutrinos, for νe→νe scattering, σ Z flip /σ γ flip ∼ 6 X 10 3 , independent of particle masses and energies to a good approximation. It is also shown that using some general considerations and the fact that the observed anti ν e burst from SN1987a lasted several seconds, these weak interaction flip cross-sections can be used to derive an upper limit on μ and τ neutrino masses of ∼ 40 keV. Finally, some other consequences for astrophysics in general and supernovae in particular are briefly discussed. 29 refs.; 47 schemes

Implementeringen af flipped learning i fysik/kemi undervisningen i grundskolen

DEFF Research Database (Denmark)

Nissen, Stine Karen; Levinsen, Henrik

2017-01-01

This paper presents the preliminary findings and methodological framework from a study on the implementation of Flipped Learning in science classrooms in the Danish elementary school system. As a mixed methods case study consisting of observations and interviews, three science classrooms have bee...... for changes in classroom practices as expected. However, the experience of Flipped Learning by students and teachers offers a different and more optimistic set of narratives.......This paper presents the preliminary findings and methodological framework from a study on the implementation of Flipped Learning in science classrooms in the Danish elementary school system. As a mixed methods case study consisting of observations and interviews, three science classrooms have been...... and cultural contexts, the empirical contributions are few. The purpose of this study is to gain insight into the experiences and practice of teachers and students when engaging in Flipped Learning. The preliminary findings suggest that the implementation of Flipped Learning does not necessarily make way...

Identifying Professional Competencies of the Flip-Chip Packaging Engineer in Taiwan

Science.gov (United States)

Guu, Y. H.; Lin, Kuen-Yi; Lee, Lung-Sheng

2014-01-01

This study employed a literature review, expert interviews, and a questionnaire survey to construct a set of two-tier competencies for a flip-chip packaging engineer. The fuzzy Delphi questionnaire was sent to 12 flip-chip engineering experts to identify professional competencies that a flip-chip packaging engineer must have. Four competencies,…

Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

Directory of Open Access Journals (Sweden)

Brenda Danker

2015-01-01

Full Text Available This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then completed their assignments and practical work in class; or utilized a guided inquiry approach at the beginning of class using this same process. During the class the lecturers were present to help the students, and in addition, the students were advantaged by being able to help one another. The in-class learning activities also included inquiry-based learning, active learning, and peer-learning. This project used an action research approach to improve the in-class instructional design progressively to achieve its impact of deep learning among the students. The in-class learning activities that was included in the later flipped classes merged aspects of blended learning with an inquiry-based learning cycle which focused on the exploration of concepts. Data was gathered from questionnaires filled out by the students and from short interviews with the students, as well as from the teacher’s reflective journals. The findings verified that the flipped classrooms were able to remodel large lecture classes into active-learning classes. The results also support the possibility of individualised learning for the students as being high as a result of the teacher’s ability to provide one-on-one tutoring through technology-infused lessons. It is imperative that the in-class learning activities are purposefully designed as the inclusion of the exploratory learning through guided inquiry-based activities in the flipped classes was a successful way to engage students on a deeper level and increased the students’ curiosity and engaged them to develop higher-order thinking skills. This project also concluded that

cFLIP Regulates Skin Homeostasis and Protects against TNF-Induced Keratinocyte Apoptosis

Directory of Open Access Journals (Sweden)

Diana Panayotova-Dimitrova

2013-10-01

Full Text Available FADD, caspase-8, and cFLIP regulate the outcome of cell death signaling. Mice that constitutively lack these molecules die at an early embryonic age, whereas tissue-specific constitutive deletion of FADD or caspase-8 results in inflammatory skin disease caused by increased necroptosis. The function of cFLIP in the skin in vivo is unknown. In contrast to tissue-specific caspase-8 knockout, we show that mice constitutively lacking cFLIP in the epidermis die around embryonic days 10 and 11. When cFLIP expression was abrogated in adult skin of cFLIPfl/fl-K14CreERtam mice, severe inflammation of the skin with concomitant caspase activation and apoptotic, but not necroptotic, cell death developed. Apoptosis was dependent of autocrine tumor necrosis factor production triggered by loss of cFLIP. In addition, epidermal cFLIP protein was lost in patients with severe drug reactions associated with epidermal apoptosis. Our data demonstrate the importance of cFLIP for the integrity of the epidermis and for silencing of spontaneous skin inflammation.

Partially Flipped Linear Algebra: A Team-Based Approach

Science.gov (United States)

Carney, Debra; Ormes, Nicholas; Swanson, Rebecca

2015-01-01

In this article we describe a partially flipped Introductory Linear Algebra course developed by three faculty members at two different universities. We give motivation for our partially flipped design and describe our implementation in detail. Two main features of our course design are team-developed preview videos and related in-class activities.…

Flipped @ SBU: Student Satisfaction and the College Classroom

Science.gov (United States)

Gross, Benjamin; Marinari, Maddalena; Hoffman, Mike; DeSimone, Kimberly; Burke, Peggy

2015-01-01

In this paper, the authors find empirical support for the effectiveness of the flipped classroom model. Using a quasi-experimental method, the authors compared students enrolled in flipped courses to their counterparts in more traditional lecture-based ones. A survey instrument was constructed to study how these two different groups of students…

PENGARUH FLIPPED MASTERY CLASSROM TERHADAP PEROLEHAN HASIL BELAJAR KOGNITIF MAHASISWA

Directory of Open Access Journals (Sweden)

Muhammad Ridha

2016-04-01

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan strategi flipped mastery classroom terhadap perolehan hasil belajar kognitif mahasiswa pada matakuliah psikologi pendidikan. Subjek dalam penelitian ini adalah mahasiswa Jurusan Teknologi Pendidikan Universitas Negeri Malang semester genap tahun ajaran 2015/2016 pada kelas utuh. Kelas eksperimen dibelajarkan dengan strategi flipped-mastery classroom dan kelas kontrol dibelajarkan dengan strategi tradisional.  Penelitian ini menggunakan rancangan kuasi eksperimen Non Equivalent Control Group Design. Hasil penelitian menunjukkan bahwa penerapan strategi flipped mastery classroom memberikan pengaruh positif terhadap perolehan hasil belajar kognitif mahasiswa. Perolehan hasil belajar kognitif mahasiswa yang dibelajarkan dengan strategi flipped-mastery lebih tinggi secara signifikan dari pada perolehan hasil belajar mahasiswa yang dibelajarkan dengan strategi tradisional.

Flipped classroom instructional approach in undergraduate medical education

Science.gov (United States)

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

Objective: In this study we implemented the “flipped classroom” model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Methods: Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Results: Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Conclusion: Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools. PMID:29492071

Integral Optimization of Systematic Parameters of Flip-Flow Screens

Institute of Scientific and Technical Information of China (English)

翟宏新

2004-01-01

The synthetic index Ks for evaluating flip-flow screens is proposed and systematically optimized in view of the whole system. A series of optimized values of relevant parameters are found and then compared with those of the current industrial specifications. The results show that the optimized value Ks approaches the one of those famous flip-flow screens in the world. Some new findings on geometric and kinematics parameters are useful for improving the flip-flow screens with a low Ks value, which is helpful in developing clean coal technology.

Aging analysis of high performance FinFET flip-flop under Dynamic NBTI simulation configuration

Science.gov (United States)

Zainudin, M. F.; Hussin, H.; Halim, A. K.; Karim, J.

2018-03-01

A mechanism known as Negative-bias Temperature Instability (NBTI) degrades a main electrical parameters of a circuit especially in terms of performance. So far, the circuit design available at present are only focussed on high performance circuit without considering the circuit reliability and robustness. In this paper, the main circuit performances of high performance FinFET flip-flop such as delay time, and power were studied with the presence of the NBTI degradation. The aging analysis was verified using a 16nm High Performance Predictive Technology Model (PTM) based on different commands available at Synopsys HSPICE. The results shown that the circuit under the longer dynamic NBTI simulation produces the highest impact in the increasing of gate delay and decrease in the average power reduction from a fresh simulation until the aged stress time under a nominal condition. In addition, the circuit performance under a varied stress condition such as temperature and negative stress gate bias were also studied.

The flip-over effect in pulsed laser deposition: Is it relevant at high background gas pressures?

Science.gov (United States)

Ojeda-G-P, Alejandro; Schneider, Christof W.; Döbeli, Max; Lippert, Thomas; Wokaun, Alexander

2015-12-01

In pulsed laser deposition the use of a rectangular or elliptical beam spot with a non 1:1 aspect ratio leads to the so called flip-over effect. Here, the longest dimension of the laser spot results in the shortest direction of plasma plume expansion. This effect has been mainly reported for vacuum depositions of single element targets and is particularly noticeable when the aspect ratio of the beam spot is large. We investigate the flip-over effect in vacuum and at three relevant background-gas pressures for pulsed laser deposition using a La0.4Ca0.6MnO3 target by measuring the thickness dependence of the deposited material as a function of angle. The film thicknesses and compositions are determined by Rutherford backscattering and argon is used to reduce the influence of additional chemical reactions in the plasma. The results show the prevalence of the flip-over effect for all pressures except for the highest, i.e. 1 × 10-1 mbar, where the film thickness is constant for all angles. The composition profiles show noticeable compositional variations of up to 30% with respect to the target material depending on the background gas pressure, the angular location, and the laser spot dimensions.

Flipping the classroom to teach Millennial residents medical leadership: a proof of concept.

Science.gov (United States)

Lucardie, Alicia T; Berkenbosch, Lizanne; van den Berg, Jochem; Busari, Jamiu O

2017-01-01

The ongoing changes in health care delivery have resulted in the reform of educational content and methods of training in postgraduate medical leadership education. Health care law and medical errors are domains in medical leadership where medical residents desire training. However, the potential value of the flipped classroom as a pedagogical tool for leadership training within postgraduate medical education has not been fully explored. Therefore, we designed a learning module for this purpose and made use of the flipped classroom model to deliver the training. The flipped classroom model reverses the order of learning: basic concepts are learned individually outside of class so that more time is spent applying knowledge to discussions and practical scenarios during class. Advantages include high levels of interaction, optimal utilization of student and expert time and direct application to the practice setting. Disadvantages include the need for high levels of self-motivation and time constraints within the clinical setting. Educational needs and expectations vary within various generations and call for novel teaching modalities. Hence, the choice of instructional methods should be driven not only by their intrinsic values but also by their alignment with the learners' preference. The flipped classroom model is an educational modality that resonates with Millennial students. It helps them to progress quickly beyond the mere understanding of theory to higher order cognitive skills such as evaluation and application of knowledge in practice. Hence, the successful application of this model would allow the translation of highly theoretical topics to the practice setting within postgraduate medical education.

Using the Flipped Classroom to Enhance EFL Learning

Science.gov (United States)

Chen Hsieh, Jun Scott; Wu, Wen-Chi Vivian; Marek, Michael W.

2017-01-01

Instruction in English is a priority around the globe, but instructional methodologies have not always kept pace with the changing needs of students. To explore the benefits of the flipped classroom model for learners of English as a Foreign Language, the researchers used flipped learning and Wen's Output-driven/Input-enabled model to design a…

Flipped Learning in TESOL: Definitions, Approaches, and Implementation

Science.gov (United States)

Bauer-Ramazani, Christine; Graney, John M.; Marshall, Helaine W.; Sabieh, Christine

2016-01-01

As the use of flipped learning spreads throughout educational disciplines, TESOL educators need to consider its potential for our field. This article, based on a computer-aided language learning (CALL) interest session at TESOL 2015, first looks at how best to describe and define flipped learning and examines the factors needed to make it…

Flipping a College Calculus Course: A Case Study

Science.gov (United States)

Sahin, Alpaslan; Cavlazoglu, Baki; Zeytuncu, Yunus E.

2015-01-01

As online videos have become more easily available and more attractive to the new generation of students, and as new student-learning approaches tend to have more technology integration, the flipped classroom model has become very popular. The purpose of this study was to understand college students' views on flipped courses and investigate how…

The Implementation of A Flipped Classroom in Foreign Language Teaching

OpenAIRE

Ahmet BASAL

2015-01-01

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...

Aktiv Undervisning: Et Flipped Læringsdesign af Kursusmoduler på Videregående Uddannelser

Directory of Open Access Journals (Sweden)

Mirnes Tulic

2017-03-01

Full Text Available Artiklens formål er at undersøge potentialerne i anvendelse af digitale værktøjer i didaktisk design af kursusmoduler på videregående uddannelser med henblik på at fremme læringen og optimere undervisningstiden. Det antages at den digitale revolution, som i dag har stor indflydelse på vores hverdag, har ændret den måde vi tilgår, skaber, deler og udveksler viden, og som konsekvens er den traditionelle forelæsning ikke længere er velegnet til dybdelæring. Der tages udgangspunkt i et kursusmodul ved ingeniøruddannelsen Arkitektur, Design og Mediateknologi, der omhandler bærende konstruktioner i arkitektur. Kurset er struktureret efter den problem- og projekt-baserede lærings-model og intentionen er at udvikle en ny undervisningsform der tager responsen i betragtning, som er modtaget af undervisere og studerende gennem kvalitative og kvantitative undersøgelser af nuværende forhold på kursusmodulet. Artiklen præsentere en ’flipped learning’ tilgang der anvender onlineundervisnings teknologier i kombination med ’gamification’ principper til at danne et stimulerende online læringsmiljø. Ved anvendelse af online undervisning til teoretiske principper og begreber, er det hensigten at transformere den traditionelle præsentationslektion til aktiv læring i forelæsningslokalet, baseret på dialog i plenum.

Strange attractors in a chaotic coin flip simulation

International Nuclear Information System (INIS)

Cooper, Crystal

2006-01-01

Presented is a computer simulation used to model a variation of the game known as the gambler's ruin. A rich player gambles with a set amount of money m. The poor player starts out with zero capital, and is allowed to flip a coin in order to try to win the money. If the coin is heads, the poor player wins a dollar but if it is tails, the player loses a dollar. The poor player is always allowed to win the first flip, and is allowed to flip n times, even when the amount of money lost reaches zero. The dynamics of this process is chaotic due to fluctuations in the variance of the amount of money

Flipped Library Instruction Does Not Lead to Learning Gains for First-Year English Students

Directory of Open Access Journals (Sweden)

Kimberly Miller

2017-09-01

Full Text Available A Review of: Rivera, E. (2017. Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review of Academic Librarianship, 23(1, 18-27. http://dx.doi.org/10.1080/13614533.2016.1244770 Abstract Objective – To determine whether a flipped classroom approach to freshman English information literacy instruction improves student learning outcomes. Design – Quasi-experimental. Setting – Private suburban university with 7,000 graduate and undergraduate students. Subjects – First-year English students. Methods – Students in six sections of first-year “English 2” received library instruction; three sections received flipped library instruction and three sections received traditional library instruction. Students in the flipped classroom sections were assigned two videos to watch before class, as an introduction to searching the Library’s catalog and key academic databases. These students were also expected to complete pre-class exercises that allowed them to practice what they learned through the videos. The face-to-face classes involved a review of the flipped materials alongside additional activities. Works cited pages from the students’ final papers were collected from all six sections, 31 from the flipped sections and 34 from the non-flipped sections. A rubric was used to rate the works cited pages. The rubric was based on the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (ACRL, 2000, Standard Two, Outcome 3a, and included three criteria: “authority,” “timeliness,” and “variety.” Each criterion was rated at one of three levels: “exemplary,” “competent,” or “developing.” Main Results – Works cited pages from the students who received non-flipped instruction were more likely to score “exemplary” for at least one of the three criteria when compared to works

Flipping the classroom to teach Millennial residents medical leadership: a proof of concept

Directory of Open Access Journals (Sweden)

Lucardie AT

2017-01-01

Full Text Available Alicia T Lucardie,1 Lizanne Berkenbosch,2 Jochem van den Berg,3 Jamiu O Busari3,4 1Faculty of Health, Medicine and Life Sciences, Maastricht University, 2Department of Pediatrics, Maastricht University Medical Centre, Maastricht, 3Department of Pediatrics, Zuyderland Medical Center, Heerlen, 4Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands Introduction: The ongoing changes in health care delivery have resulted in the reform of educational content and methods of training in postgraduate medical leadership education. Health care law and medical errors are domains in medical leadership where medical residents desire training. However, the potential value of the flipped classroom as a pedagogical tool for leadership training within postgraduate medical education has not been fully explored. Therefore, we designed a learning module for this purpose and made use of the flipped classroom model to deliver the training. Evidence: The flipped classroom model reverses the order of learning: basic concepts are learned individually outside of class so that more time is spent applying knowledge to discussions and practical scenarios during class. Advantages include high levels of interaction, optimal utilization of student and expert time and direct application to the practice setting. Disadvantages include the need for high levels of self-motivation and time constraints within the clinical setting. Discussion: Educational needs and expectations vary within various generations and call for novel teaching modalities. Hence, the choice of instructional methods should be driven not only by their intrinsic values but also by their alignment with the learners’ preference. The flipped classroom model is an educational modality that resonates with Millennial students. It helps them to progress quickly beyond the mere understanding of theory to higher order

Flips for 3-folds and 4-folds

CERN Document Server

Corti, Alessio

2007-01-01

This edited collection of chapters, authored by leading experts, provides a complete and essentially self-contained construction of 3-fold and 4-fold klt flips. A large part of the text is a digest of Shokurov's work in the field and a concise, complete and pedagogical proof of the existence of 3-fold flips is presented. The text includes a ten page glossary and is accessible to students and researchers in algebraic geometry.

EFFECTIVENESS OF FLIPPED CLASSROOM IN MATHEMATICS TEACHING

OpenAIRE

Dr. N. Ramakrishnan; Mrs. J. Johnsi Priya

2016-01-01

Flipped Classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance o...

High Isolation Dual-Polarized Patch Antenna with Hybrid Ring Feeding

Directory of Open Access Journals (Sweden)

Xian-Jing Lin

2017-01-01

Full Text Available This paper presents a hybrid ring feeding dual-polarized patch antenna with high isolation in a wide working band. The proposed antenna consists of a circular radiating patch printed on the upper horizontal substrate, two pairs of Γ shaped strips printed on two vertical substrates, and a hybrid ring feeding network printed on the lower two horizontal substrates. The proposed antenna adopts Γ shape strips coupled feeding structure to achieve a wide operating band. Furthermore, a hybrid ring feeding structure with high isolation in a wide bandwidth, which is firstly proposed, is applied as feeding network. When one port is excited, the feeding network can realize twice the power cancellation. Thus, high ports isolation characteristics can be obtained. A prototype of the proposed antenna is fabricated and measured. Measured results show that the 10 dB reflection coefficient bandwidths of the two ports are both about 38.7%, with port isolation higher than 40 dB through most of the band, and the cross-polarizations are below −24 dB.

The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

Directory of Open Access Journals (Sweden)

Sara Arnold-Garza

2014-07-01

Full Text Available The “flipped classroom” teaching model has emerged in a variety of educational settings. It provides many advantages for students and exploits the affordances of modern technology. This article describes some of the pedagogical and logistical characteristics of the flipped teaching model. It situates the flipped classroom in higher education and library instruction, and make the case that there are characteristics of information literacy instruction that fit well with the flipped teaching model, in addition to providing some unique challenges.

Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades

Science.gov (United States)

Albert, Michael; Beatty, Brian J.

2014-01-01

The authors discuss the application of the flipped classroom model to the redesign of an introduction to management course at a highly diverse, urban, Association to Advance Collegiate Schools of Business-accredited U.S. university. The author assessed the impact of a flipped classroom versus a lecture class on grades. Compared to the prior…

Best voltage bias-flipping strategy towards maximum piezoelectric power generation

International Nuclear Information System (INIS)

Liang, Junrui; Chung, Henry Shu-Hung

2013-01-01

In piezoelectric energy harvesting (PEH) systems, energy extracted from piezoelectric structure can be increased by making piezoelectric voltage in phase with vibration velocity and raising the voltage amplitude. Such voltage manipulations can be realized by synchronously flipping the piezoelectric voltage with respect to a bias dc source at every displacement extremum. Given that net harvested energy is obtained by deducting dissipated energy from total extracted energy, a sophisticated voltage bias-flipping scheme, which can maximize extracted energy at low dissipative cost, is required towards harvested energy optimization. This paper extends the state of the art by proposing the best bias-flip strategy, which is delivered on conceptual synchronized multiple bias-flip (SMBF) interface circuits. The proposed strategy coordinates both requirements on larger voltage change in synchronized instant for more extracted energy and smaller voltage change in each bias-flip action for less dissipated energy. It not only leads to further enhancement of harvesting capability beyond existing solutions, but also provides an unprecedented physical insight on maximum achievable harvesting capability of PEH interface circuit

Ion cyclotron and spin-flip emissions from fusion products in tokamaks

International Nuclear Information System (INIS)

Arunasalam, V.; Greene, G.J.; Young, K.M.

1993-02-01

Power emission by fusion products of tokamak plasmas in their ion cyclotron range of frequencies (ICRF) and at their spin-flip resonance frequency is calculated for some specific model fusion product velocity-space distribution functions. The background plasma of say deuterium (D) is assumed to be in equilibrium with a Maxwellian distribution both for the electrons and ions. The fusion product velocity distributions analyzed here are: (1) A monoenergetic velocity space ring distribution. (2) A monoenergetic velocity space spherical shell distribution. (3) An anisotropic Maxwellian distribution with T perpendicular ≠ T parallel and with appreciable drift velocity along the confining magnetic field. Single ''dressed'' test particle spontaneous emission calculations are presented first and the radiation temperature for ion cyclotron emission (ICE) is analyzed both for black-body emission and nonequilibrium conditions. Thresholds for instability and overstability conditions are then examined and quasilinear and nonlinear theories of the electromagnetic ion cyclotron modes are discussed. Distinctions between ''kinetic or causal instabilities'' and ''hydrodynamic instabilities'' are drawn and some numerical estimates are presented for typical tokamak parameters. Semiquantitative remarks are offered on wave accessibility, mode conversion, and parametric decay instabilities as possible for spatially localized ICE. Calculations are carried out both for k parallel = 0 for k parallel ≠ 0. The effects of the temperature anisotropy and large drift velocities in the parallel direction are also examined. Finally, proton spin-flip resonance emission and absorption calculations are also presented both for thermal equilibrium conditions and for an ''inverted'' population of states

Ion cyclotron and spin-flip emissions from fusion products in tokamaks

Energy Technology Data Exchange (ETDEWEB)

Arunasalam, V.; Greene, G.J.; Young, K.M.

1993-02-01

Power emission by fusion products of tokamak plasmas in their ion cyclotron range of frequencies (ICRF) and at their spin-flip resonance frequency is calculated for some specific model fusion product velocity-space distribution functions. The background plasma of say deuterium (D) is assumed to be in equilibrium with a Maxwellian distribution both for the electrons and ions. The fusion product velocity distributions analyzed here are: (1) A monoenergetic velocity space ring distribution. (2) A monoenergetic velocity space spherical shell distribution. (3) An anisotropic Maxwellian distribution with T [perpendicular] [ne] T[parallel]and with appreciable drift velocity along the confining magnetic field. Single dressed'' test particle spontaneous emission calculations are presented first and the radiation temperature for ion cyclotron emission (ICE) is analyzed both for black-body emission and nonequilibrium conditions. Thresholds for instability and overstability conditions are then examined and quasilinear and nonlinear theories of the electromagnetic ion cyclotron modes are discussed. Distinctions between kinetic or causal instabilities'' and hydrodynamic instabilities'' are drawn and some numerical estimates are presented for typical tokamak parameters. Semiquantitative remarks are offered on wave accessibility, mode conversion, and parametric decay instabilities as possible for spatially localized ICE. Calculations are carried out both for k[parallel] = 0 for k[parallel] [ne] 0. The effects of the temperature anisotropy and large drift velocities in the parallel direction are also examined. Finally, proton spin-flip resonance emission and absorption calculations are also presented both for thermal equilibrium conditions and for an inverted'' population of states.

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

Science.gov (United States)

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

2013-12-01

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

Characteristics of magnetic resonance imaging with partial flip angle and gradient field echo

International Nuclear Information System (INIS)

Hamada, Tatsumi; Uto, Tatsurou; Okafuji, Tatsumasa; Ookusa, Akihiko; Oonishi, Takuya; Mabuchi, Nobuhisa; Fujii, Kouichi; Yoshioka, Hiroyasu; Ishida, Osamu

1988-01-01

Characteristics of a magnetic resonance (MR) imaging pulse sequence with short repetition time (Tr), short echo time (Te), partial flip angle and gradient field echo, at 0.5 T, were studied. A series of sagittal images of the cerebrospinal region was obtained with varied Tr, Te and flip angle, signal intensities were measured by means of a region of interest (ROI) function, and optimal parameters to achieve maximum tissue contrast were found. Of the parameters flip angle had the greatest effect on tissue contrast. Flip angles less than 20 or more than 60 degrees were necessary to discriminate between spinal cord and cerebrospinal fluid. So called MR myelography was obtained with the flip angle of 15 degrees. Opposed and inphase images were obtained at the Te levels of 21 and 28 ms, respectively. Likewise, a series of transverse images of the abdomen with short Tr, short Te and varied flip angles was obtained in a breath-holding interval, and signal intensities of ROIs were measured. Maximum intensities of the liver, the spleen and perirenal fat were obtained at the flip angles of 40, 30 and 60 degrees, respectively. Although maximum intensity was found at the flip angle of 30 degrees for both of the renal cortex and medulla, the maximum contrast between the two tissues was obtained at the flip angles of 50-60 degrees. The image contrast obtained by these pulse sequences was also theoretically predictable, and so it is thought possible that flip angle, Tr and Te are manipulated to yield a desired contrast. (author)

Flip chip assembly of thinned chips for hybrid pixel detector applications

CERN Document Server

Fritzsch, T; Woehrmann, M; Rothermund, M; Huegging, F; Ehrmann, O; Oppermann, H; Lang, K.D

2014-01-01

There is a steady trend to ultra-thin microelectronic devices. Especially for future particle detector systems a reduced readout chip thickness is required to limit the loss of tracking precision due to scattering. The reduction of silicon thickness is performed at wafer level in a two-step thinning process. To minimize the risk of wafer breakage the thinned wafer needs to be handled by a carrier during the whole process chain of wafer bumping. Another key process is the flip chip assembly of thinned readout chips onto thin sensor tiles. Besides the prevention of silicon breakage the minimization of chip warpage is one additional task for a high yield and reliable flip chip process. A new technology using glass carrier wafer will be described in detail. The main advantage of this technology is the combination of a carrier support during wafer processing and the chip support during flip chip assembly. For that a glass wafer is glue-bonded onto the backside of the thinned readout chip wafer. After the bump depo...

Phenylene ring dynamics in bisphenol-A-polysulfone by neutron scattering

International Nuclear Information System (INIS)

Arrese-Igor, S.; Arbe, A.; Alegria, A.; Colmenero, J.; Frick, B.

2004-01-01

We have investigated the dynamics of phenylene rings in a glassy polysulfone (bisphenol-A-polysulfone) by means of quasielastic neutron scattering. Nowadays it is well known that these molecular motions are directly connected with the mechanical properties of engineering thermoplastics in general. The particular system investigated by us has the advantage that by selective deuteration of the methyl groups, the neutron scattering measured is dominated by the incoherent contribution from the protons in the phenylene rings. In this way, the dynamics of such molecular groups can be experimentally isolated. Two different types of neutron spectrometers: time of flight and backscattering, were used in order to cover a wide dynamic range, which extends from microscopic (10 -13 s) to mesoscopic (10 -9 s) times. Moreover, neutron diffraction experiments with polarization analysis were also carried out in order to characterize the structural features of the sample investigated. Fast oscillations of increasing amplitude with temperature and π-flips are identified for phenylene rings motions. Due to the structural disorder characteristic of the amorphous state, both molecular motions display a broad distribution of relaxation times, which spreads over several orders of magnitude. Based on the results obtained, we propose a model for phenylene rings dynamics, which combines the two kinds of molecular motions identified. This model nicely describes the neutron scattering results in the whole dynamic range investigated

Implementing and Assessing a Flipped Classroom Model for First-Year Engineering Design

Science.gov (United States)

Saterbak, Ann; Volz, Tracy; Wettergreen, Matthew

2016-01-01

Faculty at Rice University are creating instructional resources to support teaching first-year engineering design using a flipped classroom model. This implementation of flipped pedagogy is unusual because content-driven, lecture courses are usually targeted for flipping, not project-based design courses that already incorporate an abundance of…

Resonant Homoclinic Flips Bifurcation in Principal Eigendirections

Directory of Open Access Journals (Sweden)

Tiansi Zhang

2013-01-01

Full Text Available A codimension-4 homoclinic bifurcation with one orbit flip and one inclination flip at principal eigenvalue direction resonance is considered. By introducing a local active coordinate system in some small neighborhood of homoclinic orbit, we get the Poincaré return map and the bifurcation equation. A detailed investigation produces the number and the existence of 1-homoclinic orbit, 1-periodic orbit, and double 1-periodic orbits. We also locate their bifurcation surfaces in certain regions.

Teachers’ development in a flipped classroom for applied mathematics

DEFF Research Database (Denmark)

Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

2016-01-01

In this paper, we discuss how the flipped classroom approach promoted teacher reflection and development. We look at the teaching cycle from a flipped instruction model perspective and we adjust it to cater for the reflection loops teachers are involved when designing, implementing and re-designi...

Packaged and hybrid integrated all-optical flip-flop memory

NARCIS (Netherlands)

Liu, Y.; McDougall, R.; Hill, M.T.; Maxwell, G.D.; Zhang, S.; Harmon, R.; Huijskens, Frans; Rivers, L.; Dorren, H.J.S.; Poustie, A.

2006-01-01

A fully-packaged hybrid-integrated all-optical flip-flop, where InP-based semiconductor optical amplifiers are assembled onto a planar silica waveguide board, is demonstrated. It is shown experimentally that the flip-flop can dynamically toggle between its two states by injecting 150 ps optical

Experimental plug and play quantum coin flipping

Science.gov (United States)

Pappa, Anna; Jouguet, Paul; Lawson, Thomas; Chailloux, André; Legré, Matthieu; Trinkler, Patrick; Kerenidis, Iordanis; Diamanti, Eleni

2014-04-01

Performing complex cryptographic tasks will be an essential element in future quantum communication networks. These tasks are based on a handful of fundamental primitives, such as coin flipping, where two distrustful parties wish to agree on a randomly generated bit. Although it is known that quantum versions of these primitives can offer information-theoretic security advantages with respect to classical protocols, a demonstration of such an advantage in a practical communication scenario has remained elusive. Here we experimentally implement a quantum coin flipping protocol that performs strictly better than classically possible over a distance suitable for communication over metropolitan area optical networks. The implementation is based on a practical plug and play system, developed by significantly enhancing a commercial quantum key distribution device. Moreover, we provide combined quantum coin flipping protocols that are almost perfectly secure against bounded adversaries. Our results offer a useful toolbox for future secure quantum communications.

The flipped classroom and cooperative learning: Evidence from a randomised experiment

OpenAIRE

Foldnes, Njål

2016-01-01

This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecturebased classroom.We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With this implementation student examination scores did not differ between the lecture classes and the flipped classroom. The second implementation ...

Flipped SO(10)

Energy Technology Data Exchange (ETDEWEB)

Tamvakis, K.

1988-01-28

We construct an N=1 supersymmetric SO(10) GUT broken down to SU(3)c x SU(2)/sub L/ x U(1)/sub ..gamma../ with an intermediate flipped SU(5) x U(1)/sub chi/ gauge symmetry. A solution to the triplet-doublet mass-splitting problem is proposed in terms of a non-minimal missing-partner mechanism.

Chaotic spin exchange: is the spin non-flip rate observable?

International Nuclear Information System (INIS)

Senba, Masayoshi

1994-01-01

If spin exchange is of the Poisson nature, that is, if the time distribution of collisions obeys an exponential distribution function and the collision process is random, the muon spin depolarization is determined only by the spin flip rate regardless of the spin non-flip rate. In this work, spin exchange is discussed in the case of chaotic spin exchange, where the distribution of collision time sequences, generated by a deterministic equation, is exponential but not random (deterministic chaos). Even though this process has the same time distribution as a Poisson process, the muon polarization is affected by the spin non-flip rate. Having an exponential time distribution function is not a sufficient condition for the non-observation of the spin non-flip rate and it is essential that the process is also random. (orig.)

Status of the PEP-II B-factory high energy ring

International Nuclear Information System (INIS)

Wienands, U.; Reuter, E.; Bellomo, P.; Daly, E.; Fisher, A.; Gracia, J.; Kulikov, A.; Kurita, N.; Pietryka, M.; Seeman, J.T.; Taylor; Belser, C.; Bertolini, L.; Mugge, M.; Swan, J.

1996-01-01

The 9 GeV High Energy Ring (HER) of the PEP-II B Factory is an electron storage ring under construction at SLAC. Significant progress has been made in the last year on all systems. As of mid 1996, all 192 dipoles have been installed, with installation of the quadrupoles underway. The vacuum system, for design currents up to 3 A average, is in production using a recently commissioned e-beam welder. Beam instrumentation systems are being fabricated. The interaction region will bring the HER beam into collision with the 3 GeV beam of the Low Energy Ring; design of this section of the HER is in an advanced stage. 8 refs., 3 figs., 1 tab

Flipped neutrino emissivity from strange matter

Energy Technology Data Exchange (ETDEWEB)

Goyal, A.; Dutta, S. (Department of Physics and Astrophysics, University of Delhi, Delhi 110007 (India))

1994-04-15

Energy loss due to wrong helicity sterile neutrinos through spin flip processes leads to rapid cooling of nascent neutron stars. The observed cooling of neutron stars associated with SN 1987A seems to preclude the existence of Dirac neutrinos with a mass in excess of 20 keV. Assuming that nuclear matter in the core of the neutron star undergoes a phase transition to quark matter leading to a strange star or a neutron star with a strange matter core, we examine the emission of flipped Dirac neutrinos for two dominant processes: quark-neutrino scattering [[ital q]+[nu][sub [minus

Implementing the Flipped Classroom: An Exploration of Study Behaviour and Student Performance

Science.gov (United States)

Boevé, Anja J.; Meijer, Rob R.; Bosker, Roel J.; Vugteveen, Jorien; Hoekstra, Rink; Albers, Casper J.

2017-01-01

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students' study behaviour throughout a flipped course…

Study of optimal flip angle for inversion-recovery gradient echo method in delayed contrast-enhanced cardiac magnetic resonance imaging

International Nuclear Information System (INIS)

Ogawa, Masashi; Matsumura, Yoshio; Tsuchihashi, Toshio

2013-01-01

Delayed contrast-enhanced cardiac magnetic resonance imaging (MRI) is a valuable tool for detecting myocardial infarction and assessing myocardial viability. The standard viability MRI technique is the inversion-recovery gradient echo (IR-GRE) method. Several previous studies have demonstrated that this imaging technique provides superior image quality at high magnetic field strengths, e.g., 3.0 T. However, there are numerous possible flip angles. We investigated the optimal flip angle of IR-GRE in delayed contrast-enhanced cardiac MRI. Phantoms were made that modeled infarcted myocardium and normal myocardium after administration of contrast agent. To determine optimal flip angle, we compared the contrast-to-noise ratio (CNR) among these phantoms and evaluated the degree of artifacts induced by increased flip angle. The flip angle that showed the highest CNR for 2D IR-GRE and 3D IR-GRE was 30deg/15deg at 1.5 T and 25deg/15deg at 3.0 T. The flip angle that showed the highest CNR was independent of R-R interval. Streak artifacts induced by increased flip angle tended to occur more readily at 3.0 T than 1.5 T. The optimal flip angle for 2D IR-GRE and 3D IR-GRE at 1.5 T was 30deg and 15deg, respectively. At 3.0 T, taking into account the results for both CNR and streak artifacts, we concluded the optimal flip angle of 2D IR-GRE to be 15-20deg. (author)

A novel integration of online and flipped classroom instructional models in public health higher education.

Science.gov (United States)

Galway, Lindsay P; Corbett, Kitty K; Takaro, Timothy K; Tairyan, Kate; Frank, Erica

2014-08-29

: students achieved similar examination scores, but NextGenU/Flipped classroom students rated their course experience more highly and reported positive learning experiences and an increase in self-perceived knowledge. These results are promising and suggest that this approach warrants further consideration and research.

Pharmacy student engagement, performance, and perception in a flipped satellite classroom.

Science.gov (United States)

McLaughlin, Jacqueline E; Griffin, LaToya M; Esserman, Denise A; Davidson, Christopher A; Glatt, Dylan M; Roth, Mary T; Gharkholonarehe, Nastaran; Mumper, Russell J

2013-11-12

To determine whether "flipping" a traditional basic pharmaceutics course delivered synchronously to 2 satellite campuses would improve student academic performance, engagement, and perception. In 2012, the basic pharmaceutics course was flipped and delivered to 22 satellite students on 2 different campuses. Twenty-five condensed, recorded course lectures were placed on the course Web site for students to watch prior to class. Scheduled class periods were dedicated to participating in active-learning exercises. Students also completed 2 course projects, 3 midterm examinations, 8 graded quizzes, and a cumulative and comprehensive final examination. Results of a survey administered at the beginning and end of the flipped course in 2012 revealed an increase in students' support for learning content prior to class and using class time for more applied learning (p=0.01) and in the belief that learning key foundational content prior to coming to class greatly enhanced in-class learning (p=0.001). Significantly more students preferred the flipped classroom format after completing the course (89.5%) than before completing the course (34.6%). Course evaluation responses and final examination performance did not differ significantly for 2011 when the course was taught using a traditional format and the 2012 flipped-course format. Qualitative findings suggested that the flipped classroom promoted student empowerment, development, and engagement. The flipped pharmacy classroom can enhance the quality of satellite students' experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy.

MR imaging of the temporomandibular joint. Part 2. Effect of flip angle on MR imaging with FLASH sequence

International Nuclear Information System (INIS)

Sakamoto, Maya; Sasano, Takashi; Higano, Shuichi; Takahashi, Shoki; Kurihara, Noriko

1998-01-01

In our previous study on MR imaging of the temporomandibular joint (TMJ), fast low angle shot (FLASH) showed the highest image contrast between disc and surrounding TMJ tissues compared with those of 4 other sequences (i,e., fast imaging with steady precession (FISP), conventional T1-weighted spin echo (SE) and fast spin echo (FSE, TR/TE/ETL: 1100/12/3, 3000/15/7)). Furthermore, FLASH also received a high score on visual evaluation including the position and contour of the disc, and the border between the disc and surrounding tissues. Therefore, we concluded that FLASH was the most suitable sequence for evaluating the TMJ disc. However, the image contrast and signal intensity on MR imaging with gradient echo pulse sequence are affected by flip angle. Consequently, in this report, to find the most suitable flip angle for MR scanning of the TMJ using a FLASH sequence (TR/TE: 450/11), ten TMJs of 5 volunteers were experimentally imaged with various flip angles from 10 degrees to 70 degrees at an interval of 10 degrees between 10 to 70. The image contrast and contrast-to-noise ratio (CNR) between the disc and surrounding tissues were compared. In addition, signal-to-noise ratio (SNR) of phantoms was also calculated using the same imaging parameters. Visual evaluation including position and contour of the disc, and the border between the disc and surrounding tissues, was also performed by 4 radiologists. As the flip angle increased, imaging contrast decreased while SNR increased. Images with flip angles between 30 and 60 degrees demonstrated high CNR. On visual evaluation, images using flip angles between 30 and 50 degrees received high scores. In conclusion, FLASH sequence with a flip angle between 30 and 50 degrees was considered most suitable for evaluating the TMJ disc based on the results of visual assessment and analysis of three major components of image diagnostic quality: image contrast, CNR and SNR. (author)

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

Directory of Open Access Journals (Sweden)

Ying Lin

Full Text Available Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

Science.gov (United States)

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian; Liu, Yizhi

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom

Assessment of Learning Gains in a Flipped Biochemistry Classroom

Science.gov (United States)

Ojennus, Deanna Dahlke

2016-01-01

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of…

Enhancing the Design and Analysis of Flipped Learning Strategies

Science.gov (United States)

Jenkins, Martin; Bokosmaty, Rena; Brown, Melanie; Browne, Chris; Gao, Qi; Hanson, Julie; Kupatadze, Ketevan

2017-01-01

There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in "flipped" approaches and improved…

Flipping College Algebra: Effects on Student Engagement and Achievement

Science.gov (United States)

Ichinose, Cherie; Clinkenbeard, Jennifer

2016-01-01

This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…

Evaluation of a "Flipped Classroom" Approach in Management Education

Science.gov (United States)

Bergfjord, Ole Jakob; Heggernes, Tarjei

2016-01-01

In this paper, a "flipped classroom" approach is evaluated using three different datasets. We use student evaluations of the "flipped classroom" in particular, in addition to regular course evaluations and exam results for the past three years in order to allow for statistical comparisons. Overall, the results are quite…

The Perceived Effects of Flipped Teaching on Knowledge Acquisition

Science.gov (United States)

Newman, Galen; Kim, Jun-Hyun; Lee, Ryun Jung; Brown, Brandy A.; Huston, Sharon

2016-01-01

Increased demands for technological integration in higher education have resulted in new forms of course instruction. Under a flipped approach, students learn course materials outside the classroom while active learning methods are employed inside. This study focuses on the perceived effects of flipped instruction on knowledge acquisition in…

Perforin rapidly induces plasma membrane phospholipid flip-flop.

Directory of Open Access Journals (Sweden)

Sunil S Metkar

Full Text Available The cytotoxic cell granule secretory pathway is essential for host defense. This pathway is fundamentally a form of intracellular protein delivery where granule proteases (granzymes from cytotoxic lymphocytes are thought to diffuse through barrel stave pores generated in the plasma membrane of the target cell by the pore forming protein perforin (PFN and mediate apoptotic as well as additional biological effects. While recent electron microscopy and structural analyses indicate that recombinant PFN oligomerizes to form pores containing 20 monomers (20 nm when applied to liposomal membranes, these pores are not observed by propidium iodide uptake in target cells. Instead, concentrations of human PFN that encourage granzyme-mediated apoptosis are associated with pore structures that unexpectedly favor phosphatidylserine flip-flop measured by Annexin-V and Lactadherin. Efforts that reduce PFN mediated Ca influx in targets did not reduce Annexin-V reactivity. Antigen specific mouse CD8 cells initiate a similar rapid flip-flop in target cells. A lipid that augments plasma membrane curvature as well as cholesterol depletion in target cells enhance flip-flop. Annexin-V staining highly correlated with apoptosis after Granzyme B (GzmB treatment. We propose the structures that PFN oligomers form in the membrane bilayer may include arcs previously observed by electron microscopy and that these unusual structures represent an incomplete mixture of plasma membrane lipid and PFN oligomers that may act as a flexible gateway for GzmB to translocate across the bilayer to the cytosolic leaflet of target cells.

Hardened Flip-Flop Optimized for Subthreshold Operation Heavy Ion Characterization of a Radiation

Directory of Open Access Journals (Sweden)

Eric Bozeman

2012-05-01

Full Text Available A novel Single Event Upset (SEU tolerant flip-flop design is proposed, which is well suited for very-low power electronics that operate in subthreshold ( < Vt ≈ 500 mV. The proposed flip-flop along with a traditional (unprotected flip-flop, a Sense-Amplifier-based Rad-hard Flip-Flop (RSAFF and a Dual Interlocked storage Cell (DICE flip-flop were all fabricated in MIT Lincoln Lab’s XLP 0.15 μm fully-depleted SOI CMOS technology—a process optimized for subthreshold operation. At the Cyclotron Institute at Texas A&M University, all four cells were subjected to heavy ion characterization in which the circuits were dynamically updated with alternating data and then checked for SEUs at both subthreshold (450 mV and superthreshold (1.5 V levels. The proposed flip-flop never failed, while the traditional and DICE designs did demonstrate faulty behavior. Simulations were conducted with the XLP process and the proposed flip-flop provided an improved energy delay product relative to the other non-faulty rad-hard flip-flop at subthreshold voltage operation. According to the XLP models operating in subthreshold at 250 mV, performance was improved by 31% and energy consumption was reduced by 27%.

Flipping Every Student? A Case Study of Content-Based Flipped Language Classrooms

Science.gov (United States)

Sun, Yu-Chih

2017-01-01

The study aims to explore university-level foreign language learners' perceptions of the content-based flipped classroom approach and factors influencing their perceptions. The research questions guiding the study are three-fold. (a) What attitudes and perceptions do students have about language and knowledge acquisition in the content-based…

Physical and transportation requirements for a FLIP fueled TRIGA

International Nuclear Information System (INIS)

Johnson, A.G.; Ringle, J.C.; Anderson, T.V.

1977-01-01

Several major changes to the OSTR Physical Security Plan were required by the NRC prior to the August 1976 receipt and installation of a new core consisting entirely of FLIP fuel. The general nature of these changes will be reviewed along with several decisions we faced during their implementation. At the previous TRIGA Owners' Conference in Salt Lake City, Utah, we reported on Oregon's regulatory program for research reactor emergency response planning and physical security. The latter program was of particular interest to us in light of the projected FLIP fuel shipments. The impact of the State's program for physical security of FLIP fuel during transportation will be presented. (author)

Re-Visiting the Flipped Classroom in a Design Context

Science.gov (United States)

Coyne, Richard David; Lee, John; Denitsa, Petrova

2017-01-01

After explaining our experience with a flipped classroom model of learning, we argue that the approach brings to light the dramaturgical and mediatized aspects of learning experiences that favour a closer connection between recorded content and "live" presentation by the lecturer. We adopted the flipped classroom approach to learning and…

Flipped Classrooms and Student Learning: Not Just Surface Gains

Science.gov (United States)

McLean, Sarah; Attardi, Stefanie M.; Faden, Lisa; Goldszmidt, Mark

2016-01-01

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and…

Spin-flip transition of L10-type MnPt alloy single crystal studied by neutron scattering

International Nuclear Information System (INIS)

Hama, Hiroaki; Motomura, Ryo; Shinozaki, Tatsuya; Tsunoda, Yorihiko

2007-01-01

Magnetic structure, tetragonality, and the spin-flip transition for an L1 0 -type MnPt ordered alloy were studied by neutron scattering using a single-crystal specimen. Tetragonality of the lattice showed strong correlation with the spin-flip transition. Although the spin-flip transition looks like a gradual change of the easy axis in the temperature range between 580 and 770 K, two modes of magnon-gap peaks with different energies were observed in this transition temperature range. Thus, the crystal consists of two regions with different anisotropy energies and the volume fractions of these regions with different spin directions change gradually with temperature. The tetragonality and spin-flip transition are discussed using the hard-sphere model for atomic radii of Pt and Mn. The Invar effect of Mn atoms is proposed using high- and low-spin transitions of Mn moments in analogy with the two-γ model of Fe moments in FeNi Invar alloy

Quasilinear theory of a spin-flip laser

International Nuclear Information System (INIS)

Arunasalam, V.

1973-09-01

A discussion of the nonlinear electrodynamic behavior of a gas of spin 1/2 particles in a uniform external magnetic field is presented. In particular, the quasilinear time evolution of a spin-flip laser system is examined in detail both from the point of view of the thermodynamics of negative temperature systems and the quantum kinetic methods of nonequilibrium statistical mechanics. It is shown that the quasilinear steady state of a spin-flip laser system is that state at which the populations of the spin-up and the spin-down states are equal to each other, and this quasilinear steady state is the state of minimum entropy production. The maximum output power of the spin-flip laser predicted by the theory presented in this paper is shown to be in reasonably good agreement with experimental results. The method used here is based on the general principles of nonrelativistic quantum theory and takes account of the Doppler broadening, collisional broadening, and Compton recoil effects. 30 refs., 1 fig

Flipped classroom improves student learning in health professions education: a meta-analysis.

Science.gov (United States)

Hew, Khe Foon; Lo, Chung Kwan

2018-03-15

The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software. A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

Malaysian Students' Perceptions of Flipped Classroom: A Case Study

Science.gov (United States)

Zainuddin, Zamzami; Attaran, Mohammad

2016-01-01

The purpose of this study was to evaluate a class in University of Malaya where flipped learning was applied, and to examine students' perceptions and feedback towards flipped classroom. Data were collected using both quantitative and qualitative methods, i.e. survey, focus group and individual interviews. The results indicated that most students…

Efektivitas Flipped Classroom Terhadap Sikap Dan Ketrampilan Belajar Matematika Di Smk

OpenAIRE

Damayanti, Herry Novis; Sutama, Sutama

2016-01-01

The aim of the research is developed attitude resposiility, and skill learning of mathematic teaching based Flipped Classroom. The final result of the research is to taste effectiveness of mathematic teaching model based Flipped Classroom. The research method is research and development that includes introduction, field study of teaching management in the school, planning and preparing Flipped Classroom model, implementation of teaching first cycle, second cycle, and third cycle, and exam of ...

Just in Time to Flip Your Classroom

OpenAIRE

Lasry, Nathaniel; Dugdale, Michael; Charles, Elizabeth

2013-01-01

With advocates like Sal Khan and Bill Gates, flipped classrooms are attracting an increasing amount of media and research attention. We had heard Khan's TED talk and were aware of the concept of inverted pedagogies in general. Yet, it really hit home when we accidentally flipped our classroom. Our objective was to better prepare our students for class. We set out to effectively move some of our course content outside of class and decided to tweak the Just-in-Time-Teaching approach (JiTT). To ...

Flipping the Classroom Revisited

Science.gov (United States)

Riendeau, Diane

2013-02-01

I received many emails following the first column on flipping the classroom. Many of my local colleagues also approached me at our physics alliance, Physics Northwest. Teachers are very interested in this new pedagogy. As I result, I wanted to share some more videos to inspire you.

Report of the eRHIC Ring-Ring Working Group

Energy Technology Data Exchange (ETDEWEB)

Aschenauer, E. C. [Brookhaven National Lab. (BNL), Upton, NY (United States); Berg, S. [Brookhaven National Lab. (BNL), Upton, NY (United States); Blaskiewicz, M. [Brookhaven National Lab. (BNL), Upton, NY (United States); Brennan, M. [Brookhaven National Lab. (BNL), Upton, NY (United States); Fedotov, A. [Brookhaven National Lab. (BNL), Upton, NY (United States); Fischer, W. [Brookhaven National Lab. (BNL), Upton, NY (United States); Litvinenko, V. [Brookhaven National Lab. (BNL), Upton, NY (United States); Montag, C. [Brookhaven National Lab. (BNL), Upton, NY (United States); Palmer, R. [Brookhaven National Lab. (BNL), Upton, NY (United States); Parker, B. [Brookhaven National Lab. (BNL), Upton, NY (United States); Peggs, S. [Brookhaven National Lab. (BNL), Upton, NY (United States); Ptitsyn, V. [Brookhaven National Lab. (BNL), Upton, NY (United States); Ranjbar, V. [Brookhaven National Lab. (BNL), Upton, NY (United States); Tepikian, S. [Brookhaven National Lab. (BNL), Upton, NY (United States); Trbojevic, D. [Brookhaven National Lab. (BNL), Upton, NY (United States); Willeke, F. [Brookhaven National Lab. (BNL), Upton, NY (United States)

2015-10-13

This report evaluates the ring-ring option for eRHIC as a lower risk alternative to the linac-ring option. The reduced risk goes along with a reduced initial luminosity performance. However, a luminosity upgrade path is kept open. This upgrade path consists of two branches, with the ultimate upgrade being either a ring-ring or a linac-ring scheme. The linac-ring upgrade could be almost identical to the proposed linac-ring scheme, which is based on an ERL in the RHIC tunnel. This linac-ring version has been studied in great detail over the past ten years, and its significant risks are known. On the other hand, no detailed work on an ultimate performance ring-ring scenario has been performed yet, other than the development of a consistent parameter set. Pursuing the ring-ring upgrade path introduces high risks and requires significant design work that is beyond the scope of this report.

Beam loading in high-energy storage rings

International Nuclear Information System (INIS)

Wilson, P.B.

1974-06-01

The analysis of beam loading in the RF systems of high-energy storage rings (for example, the PEP e/sup /minus//e/sup +/ ring) is complicated by the fact that the time, T/sub b/, between the passage of successive bunches is comparable to the cavity filling time, T/sub b/. In this paper, beam loading expressions are first summarized for the usual case in which T/sub b/ /much lt/ T/sub f/. The theory of phase oscillations in the heavily-beam-loaded case is considered, and the dependence of the synchrotron frequency and damping constant for the oscillations on beam current and cavity tuning is calculated. Expressions for beam loading are then derived which are valid for any value of the ratio T/sub b//T/sub f/. It is shown that, for the proposed PEP e/sup /minus//e/sup +/ ring parameters, the klystron power required is increased by about 3% over that calculated using the standard beam loading expressions. Finally, the analysis is extended to take into account the additional losses associated with the excitation of higher-order cavity modes. A rough numerical estimate is made of the loss enhancement to be expected for PEP RF system. It is concluded that this loss enhancement might be substantial unless appropriate measures are taken in the design and tuning of the accelerating structure

Use of TRIGA flip fuel for improved in-core irradiations

Energy Technology Data Exchange (ETDEWEB)

Whittemore, W L [General Atomic Co., San Diego, CA (United States)

1974-07-01

Use of standard TRIGA fuel (20% enriched uranium) in a reactor provides a suitable facility for in-core irradiations. However, large numbers of in-core samples irradiated for long periods (many months) can be handled more economically with a TRIGA loaded with FLIP fuel. As an example, ten or more in-core thermionic devices (each worth 50 to 80 cents with respect to a water-filled position) were irradiated in the Mark III TRIGA at General Atomic Company for 18 months with only a modest change in excess reactivity due to core burnup. A core loading of FLIP fuel has been added to the General Atomic Mark F reactor in order to provide numerous in-core irradiation sites for the production of radioisotopes. Since the worth of a 500-gram sample of a molybdenum compound (used for the production of {sup 99}Mo) is about 25 to 50 cents with respect to a water-filled position, use of a FLIP- TRIGA core will permit the irradiation of more than 5 kilograms of a molybdenum compound. A procedure is under development for the production of {sup 99}Mo with relatively high specific activity. Several techniques to concentrate {sup 99}Mo have been tested experimentally. The results will be reported. (author)

Orbital and spin dynamics of intraband electrons in quantum rings driven by twisted light.

Science.gov (United States)

Quinteiro, G F; Tamborenea, P I; Berakdar, J

2011-12-19

We theoretically investigate the effect that twisted light has on the orbital and spin dynamics of electrons in quantum rings possessing sizable Rashba spin-orbit interaction. The system Hamiltonian for such a strongly inhomogeneous light field exhibits terms which induce both spin-conserving and spin-flip processes. We analyze the dynamics in terms of the perturbation introduced by a weak light field on the Rasha electronic states, and describe the effects that the orbital angular momentum as well as the inhomogeneous character of the beam have on the orbital and the spin dynamics.

Flipped SU(5) times U(1) in superconformal models

Energy Technology Data Exchange (ETDEWEB)

Bailin, D.; Katechou, E.K. (Sussex Univ., Brighton (United Kingdom). School of Mathematical and Physical Sciences); Love, A. (London Univ. (United Kingdom))

1992-01-10

This paper reports that flipped SU(5) {times} U(1) models are constructed in the framework of tensoring of N = 2 superconformal minimal models quotiented by discrete symmetries. Spontaneous breaking of flipped SU(5) {times} U(1) and extra U(1) factors in the gauge group along F-flat directions of the effective potential is studied.

Changing the cubic ferrimagnetic domain structure in temperature region of spin flip transition

International Nuclear Information System (INIS)

Djuraev, D.R.; Niyazov, L.N.; Saidov, K.S.; Sokolov, B.Yu.

2011-01-01

The transformation of cubic ferrimagnetic Tb 0.2 Y 2.8 Fe 5 O 12 domain structure has been studied by magneto optic method in the temperature region of spontaneous spin flip phase transition (SPT). It has been found that SPT occurs in a finite temperature interval where the coexistence of low- and high- temperature magnetic phase domains has observed. A character of domain structure evolution in temperature region of spin flip essentially depends on the presence of mechanical stresses in crystal. Interpretation of experimental results has been carried out within the framework of SPT theory for a cubic crystal. (authors)

Spin-flip and spin orbit interactions in heavy ion systems

International Nuclear Information System (INIS)

Bybell, D.P.

1983-01-01

The role of spin orbit forces in heavy ion reactions is not completely understood. Experimental data is scarce for these systems but the data that does exist indicates a stronger spin orbit force than predicted by the folding models. The spin-flip probability of non-spin zero projectiles is one technique used for these measurements and is often taken as a direct indicator of a spin orbit interaction. This work measures the projectile spin-flip probability for three inelastic reactions; 13 C + 24 Mg, E/sub cm/ = 22.7 MeV; 13 C + 12 C, E/sub cm/ = 17.3 MeV; and 6 Li + 12 C, E/sub cm/ = 15.2 MeV, all leading to the first J/sup π/ = 2 + state of the target. The technique of particle-γ angular correlations was used for measuring the final state density matrix elements, of which the absolute value M = 1 magnetic substate population is equivalent to the spin-flip probability. The method was explored in detail and found to be sensitive to spin-flip probabilities smaller than 1%. The technique was also found to be a good indicator of the reaction mechanism involved. Nonzero and occasionally large spin-flip probabilities were observed in all systems, much larger than the folding model predictions. Information was obtained on the non-spin-flip density matrix elements. In the 13 C + 24 Mg reaction, these were found to agree with calculations when the finite size of the particle detector is included

The "Flipped Classroom" Model for Teaching in the Intensive Care Unit.

Science.gov (United States)

Tainter, Christopher R; Wong, Nelson L; Cudemus-Deseda, Gaston A; Bittner, Edward A

2017-03-01

The intensive care unit (ICU) is a dynamic and complex learning environment. The wide range in trainee's experience, specialty training, fluctuations in patient acuity and volume, limitations in trainee duty hours, and additional responsibilities of the faculty contribute to the challenge in providing a consistent experience with traditional educational strategies. The "flipped classroom" is an educational model with the potential to improve the learning environment. In this paradigm, students gain exposure to new material outside class and then use class time to assimilate the knowledge through problem-solving exercises or discussion. The rationale and pedagogical foundations for the flipped classroom are reviewed, practical considerations are discussed, and an example of successful implementation is provided. An education curriculum was devised and evaluated prospectively for teaching point-of-care echocardiography to residents rotating in the surgical ICU. Preintervention and postintervention scores of knowledge, confidence, perceived usefulness, and likelihood of use the skills improved for each module. The quality of the experience was rated highly for each of the sessions. The flipped classroom education curriculum has many advantages. This pilot study was well received, and learners showed improvement in all areas evaluated, across several demographic subgroups and self-identified learning styles.

Evaluation of the flipped classroom approach in a veterinary professional skills course

Directory of Open Access Journals (Sweden)

Moffett J

2014-11-01

Full Text Available Jenny Moffett,1 Aileen C Mill2 1Ross University School of Veterinary Medicine, West Farm, St Kitts, West Indies; 2Modelling Suite, School of Biology, Newcastle University, Newcastle upon Tyne, UK Background: The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. Methods: This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM] and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]. The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24 nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. Results: A total of 133 IVM students and 64 VPF I students (n=197 agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0

Celecoxib promotes c-FLIP degradation through Akt-independent inhibition of GSK3.

Science.gov (United States)

Chen, Shuzhen; Cao, Wei; Yue, Ping; Hao, Chunhai; Khuri, Fadlo R; Sun, Shi-Yong

2011-10-01

Celecoxib is a COX-2 inhibitor that reduces the risk of colon cancer. However, the basis for its cancer chemopreventive activity is not fully understood. In this study, we defined a mechanism of celecoxib action based on degradation of cellular FLICE-inhibitory protein (c-FLIP), a major regulator of the death receptor pathway of apoptosis. c-FLIP protein levels are regulated by ubiquitination and proteasome-mediated degradation. We found that celecoxib controlled c-FLIP ubiquitination through Akt-independent inhibition of glycogen synthase kinase-3 (GSK3), itself a candidate therapeutic target of interest in colon cancer. Celecoxib increased the levels of phosphorylated GSK3, including the α and β forms, even in cell lines, where phosphorylated Akt levels were not increased. Phosphoinositide 3-kinase inhibitors abrogated Akt phosphorylation as expected but had no effect on celecoxib-induced GSK3 phosphorylation. In contrast, protein kinase C (PKC) inhibitors abolished celecoxib-induced GSK3 phosphorylation, implying that celecoxib influenced GSK3 phosphorylation through a mechanism that relied upon PKC and not Akt. GSK3 blockade either by siRNA or kinase inhibitors was sufficient to attenuate c-FLIP levels. Combining celecoxib with GSK3 inhibition enhanced attenuation of c-FLIP and increased apoptosis. Proteasome inhibitor MG132 reversed the effects of GSK3 inhibition and increased c-FLIP ubiquitination, confirming that c-FLIP attenuation was mediated by proteasomal turnover as expected. Our findings reveal a novel mechanism through which the regulatory effects of c-FLIP on death receptor signaling are controlled by GSK3, which celecoxib acts at an upstream level to control independently of Akt.

Assembly and stoichiometry of the core structure of the bacterial flagellar type III export gate complex.

Science.gov (United States)

Fukumura, Takuma; Makino, Fumiaki; Dietsche, Tobias; Kinoshita, Miki; Kato, Takayuki; Wagner, Samuel; Namba, Keiichi; Imada, Katsumi; Minamino, Tohru

2017-08-01

The bacterial flagellar type III export apparatus, which is required for flagellar assembly beyond the cell membranes, consists of a transmembrane export gate complex and a cytoplasmic ATPase complex. FlhA, FlhB, FliP, FliQ, and FliR form the gate complex inside the basal body MS ring, although FliO is required for efficient export gate formation in Salmonella enterica. However, it remains unknown how they form the gate complex. Here we report that FliP forms a homohexameric ring with a diameter of 10 nm. Alanine substitutions of conserved Phe-137, Phe-150, and Glu-178 residues in the periplasmic domain of FliP (FliPP) inhibited FliP6 ring formation, suppressing flagellar protein export. FliO formed a 5-nm ring structure with 3 clamp-like structures that bind to the FliP6 ring. The crystal structure of FliPP derived from Thermotoga maritia, and structure-based photo-crosslinking experiments revealed that Phe-150 and Ser-156 of FliPP are involved in the FliP-FliP interactions and that Phe-150, Arg-152, Ser-156, and Pro-158 are responsible for the FliP-FliO interactions. Overexpression of FliP restored motility of a ∆fliO mutant to the wild-type level, suggesting that the FliP6 ring is a functional unit in the export gate complex and that FliO is not part of the final gate structure. Copurification assays revealed that FlhA, FlhB, FliQ, and FliR are associated with the FliO/FliP complex. We propose that the assembly of the export gate complex begins with FliP6 ring formation with the help of the FliO scaffold, followed by FliQ, FliR, and FlhB and finally FlhA during MS ring formation.

Using the Flipped Classroom to Bridge the Gap to Generation Y.

Science.gov (United States)

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional

Flipping to Teach the Conceptual Foundations of Successful Workplace Writing

Science.gov (United States)

Campbell, Kim Sydow

2016-01-01

Flipping originated in science, technology, engineering, and mathematics fields, where didactic transmission of conceptual knowledge has been the standard pedagogy. Flipping has resulted in additional focus on procedural knowledge within class meetings. This article argues that business and professional writing pedagogy, which already focuses…

Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

Directory of Open Access Journals (Sweden)

Mahmoud M. Bakr

2016-01-01

Full Text Available Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.

[Flipped classroom as a strategy to enhance active learning].

Science.gov (United States)

Wakabayashi, Noriyuki

2015-03-01

This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

Student performance in a flipped classroom dental anatomy course.

Science.gov (United States)

Chutinan, S; Riedy, C A; Park, S E

2017-11-09

The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared. The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts. The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Critical role of DNA intercalation in enzyme-catalyzed nucleotide flipping

Science.gov (United States)

Hendershot, Jenna M.; O'Brien, Patrick J.

2014-01-01

Nucleotide flipping is a common feature of DNA-modifying enzymes that allows access to target sites within duplex DNA. Structural studies have identified many intercalating amino acid side chains in a wide variety of enzymes, but the functional contribution of these intercalating residues is poorly understood. We used site-directed mutagenesis and transient kinetic approaches to dissect the energetic contribution of intercalation for human alkyladenine DNA glycosylase, an enzyme that initiates repair of alkylation damage. When AAG flips out a damaged nucleotide, the void in the duplex is filled by a conserved tyrosine (Y162). We find that tyrosine intercalation confers 140-fold stabilization of the extrahelical specific recognition complex, and that Y162 functions as a plug to slow the rate of unflipping by 6000-fold relative to the Y162A mutant. Surprisingly, mutation to the smaller alanine side chain increases the rate of nucleotide flipping by 50-fold relative to the wild-type enzyme. This provides evidence against the popular model that DNA intercalation accelerates nucleotide flipping. In the case of AAG, DNA intercalation contributes to the specific binding of a damaged nucleotide, but this enhanced specificity comes at the cost of reduced speed of nucleotide flipping. PMID:25324304

The Flipped Classroom - From Theory to Practice in Health Professional Education.

Science.gov (United States)

Persky, Adam M; McLaughlin, Jacqueline E

2017-08-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning.

Characterization of Ni/SnPb-TiW/Pt Flip Chip Interconnections in Silicon Pixel Detector Modules

CERN Document Server

Karadzhinova, Aneliya; Härkönen, Jaakko; Luukka, Panja-riina; Mäenpää, Teppo; Tuominen, Eija; Haeggstrom, Edward; Kalliopuska, Juha; Vahanen, Sami; Kassamakov, Ivan

2014-01-01

In contemporary high energy physics experiments, silicon detectors are essential for recording the trajectory of new particles generated by multiple simultaneous collisions. Modern particle tracking systems may feature 100 million channels, or pixels, which need to be individually connected to read-out chains. Silicon pixel detectors are typically connected to readout chips by flip-chip bonding using solder bumps. High-quality electro-mechanical flip-chip interconnects minimizes the number of dead read-out channels in the particle tracking system. Furthermore, the detector modules must endure handling during installation and withstand heat generation and cooling during operation. Silicon pixel detector modules were constructed by flip-chip bonding 16 readout chips to a single sensor. Eutectic SnPb solder bumps were deposited on the readout chips and the sensor chips were coated with TiW/Pt thin film UBM (under bump metallization). The modules were assembled at Advacam Ltd, Finland. We studied the uniformity o...

Separation of flip and non-flip parts of np → pn charge exchange at energies Tn = 0,5-2,0 GeV

International Nuclear Information System (INIS)

Shindin, R.A.; Gur'ev, D.K.; Morozov, A.A.; Nomofilov, A.A.; Strunov, L.N.

2011-01-01

The new 'Delta-Sigma' experimental data on the ratio R dp allowed separating the Flip and Non-Flip parts of the differential cross section of np → pn charge exchange process at the zero angle by the Dean formula. The PSA solutions for the np → np elastic scattering are transformed to the np → pn charge exchange representation using unitary transition, and good agreement is obtained

Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

Science.gov (United States)

Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina

2016-10-01

Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students' perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students' emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students' perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.

High duty factor structures for e+e- storage rings

International Nuclear Information System (INIS)

Allen, M.A.; Karvonen, L.G.

1976-01-01

The next generation e + e - storage rings will need rf systems similar to those required for a continuous-duty linac of over 50 MeV. For the PEP Storage Ring at 18 GeV, it is presently planned to provide a peak accelerating voltage of 77 MV in 18 aluminum accelerating structures, each structure consisting of five slot-coupled cells operating in the π mode. Operating experience with the SPEAR five-cell structure is discussed. Power to each structure is provided by a 125-kW high-efficiency four-cavity klystron. No isolation has been used and the resulting interaction between the accelerating structures, klystrons and the stored beams is discussed

The Flipped Classroom in Systems Analysis & Design: Leveraging Technology to Increase Student Engagement

Science.gov (United States)

Saulnier, Bruce M.

2015-01-01

Problems associated with the ubiquitous presence of technology on college campuses are discussed and the concept of the flipped classroom is explained. Benefits of using the flipped classroom to offset issues associated with the presence of technology in the classroom are explored. Fink's Integrated Course Design is used to develop a flipped class…

An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms

OpenAIRE

Chi Cheung Ruby Yang

2017-01-01

Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experience...

THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN EFL WRITING

Directory of Open Access Journals (Sweden)

Rida Afrilyasanti

2016-10-01

Full Text Available Flipped classroom is an approach to learning to write that allows teachers to have one-on-one assistance to help learners in the “during writing” stage in the classroom. Theories are given to the students in a video lectures to watch before class. Because problems in writing mostly occur in “during writing” stage, teacher assistance is crucial. This paper aims to share theoretical review and research findings pertaining to the implementation of flipped classroom model to EFL writing. Research findings show that flipped classroom is able to give greater opportunities for interactive sessions in class which focus on the students’ own concerns, questions, and needs. Therefore, students’ difficulties in “during writing” stage can be minimized

Rotational loss of a ring-shaped flywheel supported by high Tc superconducting levitation

International Nuclear Information System (INIS)

Teshima, Hidekazu; Tawara, Taichi; Shimada, Ryuichi.

1997-01-01

This paper describes the experimental results for the rotational loss of a ring-shaped flywheel supported by high T c superconducting levitation. Superconducting levitation is appropriate for rotating a ring-shaped flywheel which has neither shaft nor hub because it is a non-contact and automatically stable levitation without any control systems. The rotational loss has been investigated using a small-scaled experimental machine consisting of 16 bulk superconductors 46 mm in diameter and a ring-shaped flywheel about 300 mm in diameter. The rotational loss decreased as the levitation gap height increased. In low-speed rotational regions, the rotational loss was in proportion to the rotation speed and depended more on the levitation gap. In high-speed rotational regions, the rotational loss was in proportion to the third power of the rotation speed and depended less on the levitation gap. The cubic rotational loss in He was reduced to one-fifth of that in air. The magnetic field pinned in bulk superconductors induces a loss in the materials composing the ring-shaped flywheel. The rotational loss of a ring-shaped flywheel supported by superconducting levitation can be reduced by improving the uniformity of the magnetic fields along the ring, enlargement of the bulk superconductor(s), and densely arranging the bulk superconductors. (author)

Evaluation of the Effects of Flipped Learning of a Nursing Informatics Course.

Science.gov (United States)

Oh, Jina; Kim, Shin-Jeong; Kim, Sunghee; Vasuki, Rajaguru

2017-08-01

This study evaluated the effects of flipped learning in a nursing informatics course. Sixty-four undergraduate students attending a flipped learning nursing informatics course at a university in South Korea participated in this study in 2013. Of these, 43 students participated at University A, and 46 students participated at University B, as a comparison group. Three levels of Kirkpatrick's evaluation model were used: level one (the students' satisfaction), level two (achievement on the course outcomes), and level three (self-perceived nursing informatics competencies). Students of the flipped learning course reported positive effects above the middle degree of satisfaction (level one) and achieved the course outcomes (level two). In addition, self-perceived nursing informatics competencies (level three) of the flipped learning group were higher than those of the comparison group. A flipped learning nursing informatics course is an effective teaching strategy for preparing new graduate nurses in the clinical setting. [J Nurs Educ. 2017;56(8):477-483.]. Copyright 2017, SLACK Incorporated.

FLIP for FLAG model visualization

Energy Technology Data Exchange (ETDEWEB)

Wooten, Hasani Omar [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-11-15

A graphical user interface has been developed for FLAG users. FLIP (FLAG Input deck Parser) provides users with an organized view of FLAG models and a means for efficiently and easily navigating and editing nodes, parameters, and variables.

Evaluation of the flipped classroom approach in a veterinary professional skills course.

Science.gov (United States)

Moffett, Jenny; Mill, Aileen C

2014-01-01

The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; Pflipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of

Assisted crack tip flipping under Mode I thin sheet tearing

DEFF Research Database (Denmark)

Felter, Christian Lotz; Nielsen, Kim Lau

2017-01-01

Crack tip flipping, where the fracture surface alternates from side to side in roughly 45° shear bands, seems to be an overlooked propagation mode in Mode I thin sheet tearing. In fact, observations of crack tip flipping is rarely found in the literature. Unlike the already established modes...

The Flipped Class: Experience in a University Business Communication Course

Science.gov (United States)

Sherrow, Tammy; Lang, Brenda; Corbett, Rod

2016-01-01

Business, like many other programs in higher education, continues to rely largely on traditional classroom environments. In this article, another approach to teaching and learning, the flipped classroom, is explored. After a review of relevant literature, the authors present their experience with the flipped classroom approach to teaching and…

Flipped Classroom: Effects on Education for the Case of Economics

Science.gov (United States)

Kurihara, Yutaka

2016-01-01

The notion of the flipped classroom has been received much attention in the literature as it may increase learning outcomes and learning effectiveness elementary and secondary education as well as university learning. In the author's class on international finance (economics) features a blended flipped classroom and lecture; questionnaires were…

Exploring Flipped Classroom Effects on Second Language Learners' Cognitive Processing

Science.gov (United States)

Kim, Jeong-eun; Park, Hyunjin; Jang, Mijung; Nam, Hosung

2017-01-01

This study investigated the cognitive effects of the flipped classroom approach in a content-based instructional context by comparing second language learners' discourse in flipped vs. traditional classrooms in terms of (1) participation rate, (2) content of comments, (3) reasoning skills, and (4) interactional patterns. Learners in two intact…

Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

Science.gov (United States)

Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

2016-01-01

A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology "major" class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four…

Polarized beams in high energy storage rings

Energy Technology Data Exchange (ETDEWEB)

Montague, B W [European Organization for Nuclear Research, Geneva (Switzerland)

1984-11-01

In recent years there has been a considerable advance in understanding the spin motion of particles in storage rings and accelerators. The survey presented here outlines the early historical development in this field, describes the basic ideas governing the kinetics of polarized particles in electromagnetic fields and shows how these have evolved into the current description of polarized beam behaviour. Orbital motion of particles influences their spin precession, and depolarization of a beam can result from excitation of spin resonances by orbit errors and oscillations. Electrons and positrons are additionally influenced by the quantized character of synchrotron radiation, which not only provides a polarizing mechanism but also enhances depolarizing effects. Progress in the theoretical formulation of these phenomena has clarified the details of the physical processes and suggested improved methods of compensating spin resonances. Full use of polarized beams for high-energy physics with storage rings requires spin rotators to produce longitudinal polarization in the interaction regions. Variants of these schemes, dubbed Siberian snakes, provide a curious precession topology which can substantially reduce depolarization in the high-energy range. Efficient polarimetry is an essential requirement for implementing polarized beams, whose utility for physics can be enhanced by various methods of spin manipulation.

Behavior of the hadron potential at large distances and properties of the hadron spin-flip amplitude

International Nuclear Information System (INIS)

Predazzi, E.; Selyugin, O.V.

2002-01-01

The impact of the form of the hadron potential at large distances on the behavior of the hadron spin-flip amplitude at small angles is examined. The t-dependence of the spin-flip amplitude of high-energy hadron elastic scattering is analyzed under different assumptions on the hadron interaction. It is shown that the long tail of the nonGaussian form of the hadron potential of the hadron interaction in the impact parameter representation leads to a large value of the slope of the spin-flip amplitude (without the kinematical factor √(vertical stroke t vertical stroke)) as compared with the slope of the spin-nonflip amplitude. This effect can explain the form of the differential cross-section and the analyzing power at small transfer momenta. The methods for the definition of the spin-dependent part of the hadron scattering amplitude are presented. A possibility to investigate the structure of the hadron spin-flip amplitude from the accurate measure of the differential cross-section and the spin correlation parameters is shown. (orig.)

Student evaluation of the flipped classroom instruction method: is it aligned with Problem-Based Learning?

DEFF Research Database (Denmark)

Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

2017-01-01

The flipped classroom approach is an instructional method that has gained momentum in the last years. In a flipped classroom the traditional lecture and homework sessions are inverted. We believe that the flipped classroom, which employs computer-based individual instruction outside the classroom...... presents data from the second year, where we conducted a survey study among students participating in the flipped statistics course. This study consisted of two surveys designed to gather student perceptions on the out-of-classroom preparation material (videos and quizzes) and the flipped classroom...

K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

Science.gov (United States)

Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark

2017-01-01

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…

Flipping the Electromagnetic Theory classroom

Science.gov (United States)

Berger, Andrew J.

2017-08-01

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

Flipping around the classroom: Accelerated Bachelor of Science in Nursing students' satisfaction and achievement.

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El-Banna, Majeda M; Whitlow, Malinda; McNelis, Angela M

2017-09-01

The flipped classroom approach is based on shared responsibility for learning by students and teachers, and empowers students to take an active role in the learning process. While utilization of this approach has resulted in higher exam scores compared to traditional approaches in prior studies, the flipped classroom has not included learners in Accelerated Bachelor of Science in Nursing (ABSN) programs. To examine differences on exam scores and satisfaction of teaching between a 3-week flipped and traditional classroom approach. Mixed methods, crossover repeated measures design. Private school of nursing located in the eastern United States. 76 ABSN students. Two separate sections of a Pharmacology course received either 3-weeks of flipped or traditional classroom during Period 1, then switched approaches during Period 2. Two exam scores measuring knowledge and a questionnaire assessing satisfaction of teaching were collected. Focus groups were conducted to learn about students' experience in the flipped classroom. Descriptive statistics, Wilcoxon rank sum test, and stepwise linear mixed model were used to analyze quantitative data. Focus group data were transcribed, coded, and categorized in themes. Students in the flipped classroom achieved significantly higher scores on the first Pharmacology exam than students in the traditional classroom, but there was no significant difference on the second exam. Three themes emerged from focus groups on student perception of integrating the flipped approach: don't fix what isn't broken; treat me as an adult; and remember the work is overwhelming. Both traditional and flipped classroom approaches successfully prepared students for the Pharmacology exams. While results support the use of the flipped approach, judicious use of this instructional pedagogy with dense or difficult content, particularly in accelerated programs, is recommended. Instructors should also provide students with enough information and rationale for using

The regulation and role of c-FLIP in human Th cell differentiation.

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Kyläniemi, Minna K; Kaukonen, Riina; Myllyviita, Johanna; Rasool, Omid; Lahesmaa, Riitta

2014-01-01

The early differentiation of T helper (Th) cells is a tightly controlled and finely balanced process, which involves several factors including cytokines, transcription factors and co-stimulatory molecules. Recent studies have shown that in addition to the regulation of apoptosis, caspase activity is also needed for Th cell proliferation and activation and it might play a role in Th cell differentiation. The isoforms of the cellular FLICE inhibitory protein (c-FLIP) are regulators of CASPASE-8 activity and the short isoform, c-FLIPS, has been shown to be up-regulated by IL-4, the Th2 driving cytokine. In this work, we have studied the expression and functional role of three c-FLIP isoforms during the early Th cell differentiation. Only two of the isoforms, c-FLIPS and c-FLIPL, were detected at the protein level although c-FLIPR was expressed at the mRNA level. The knockdown of c-FLIPL led to enhanced Th1 differentiation and elevated IL-4 production by Th2 cells, whereas the knockdown of c-FLIPS diminished GATA3 expression and IL-4 production by Th2 cells. In summary, our results provide new insight into the role of c-FLIP proteins in the early differentiation of human Th cells.

A Spin-Flip Cavity for Microwave Spectroscopy of Antihydrogen

CERN Document Server

Federmann, Silke; Widmann, Eberhard

The present thesis is a contribution to the Asacusa (Atomic Spectroscopy And Collisions Using Slow Antiprotons) experiment. The aim of this experiment is to measure the ground-state hyperfine structure of antihydrogen. This is done using a Rabi-like spectrometer line consisting of an antihydrogen source, a microwave cavity, a sextupole magnet and a detector. The cavity induces spin-flip transitions in the ground-state hyperfine levels of antihydrogen whereas the sextupole magnet selects the antihydrogen atoms according to their spin state. Such a configuration allows the measurements of the hyperfine transition in antihydrogen with very high precision. A comparison with the corresponding transitions in hydrogen would thus provide a very sensitive test of the charge-parity-time (Cpt) symmetry. In the context of this thesis, the central piece of this spectrometer line, the spin flip cavity, was designed and implemented. The delicacy of this task was achieving the required field homogeneity: It needs to be bette...

Assessing the Flipped Classroom in Operations Management: A Pilot Study

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Prashar, Anupama

2015-01-01

The author delved into the results of a flipped classroom pilot conducted for an operations management course module. It assessed students' perception of a flipped learning environment after making them experience it in real time. The classroom environment was construed using a case research approach and students' perceptions were studied using…

Examining Student Perceptions of Flipping an Agricultural Teaching Methods Course

Science.gov (United States)

Conner, Nathan W.; Rubenstein, Eric D.; DiBenedetto, Cathy A.; Stripling, Christopher T.; Roberts, T. Grady; Stedman, Nicole L. P.

2014-01-01

To meet the needs of the 21st century student, college instructors have been challenged to transform their classrooms from passive to active, "minds-on" learning environments. This qualitative study examined an active learning approach known as a flipped classroom and sought to explore student perceptions of flipping a teaching methods…

The Implementation of a Flipped Classroom in Foreign Language Teaching

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Basal, Ahmet

2015-01-01

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one…

Serial composition of quantum coin flipping and bounds on cheat detection for bit commitment

International Nuclear Information System (INIS)

Mochon, Carlos

2004-01-01

Quantum protocols for coin flipping can be composed in series in such a way that a cheating party gains no extra advantage from using entanglement between different rounds. This composition principle applies to coin-flipping protocols with cheat sensitivity as well, and is used to derive two results: There are no quantum strong coin-flipping protocols with cheat sensitivity that is linear in the bias (or bit-commitment protocols with linear cheat detection) because these can be composed to produce strong coin flipping with arbitrarily small bias. On the other hand, it appears that quadratic cheat detection cannot be composed in series to obtain even weak coin flipping with arbitrarily small bias

Higgs Mass Textures in Flipped SU(5)

CERN Document Server

Ellis, Jonathan Richard; Rizos, J; Ellis, John

1999-01-01

We analyze the Higgs doublet-triplet mass splitting problem in the version of flipped SU(5) derived from string theory. Analyzing non-renormalizable terms up to tenth order in the superpotential, we identify a pattern of field vev's that keeps one pair of electroweak Higgs doublets light, while all other Higgs doublets and all Higgs triplets are kept heavy, with the aid of the economical missing-doublet mechanism found in the field-theoretical version of flipped SU(5). The solution predicts that second-generation charge -1/3 quarks and charged leptons are much lighter than those in the third generation.

Spin flip in inelastic scattering of protons on 28Si nuclei

International Nuclear Information System (INIS)

Wang Syn Chan; Komsan, M.N.Kh.; Osetinskij, G.M.; Golubev, S.L.; Kurepin, A.B.; Likhosherstov, V.N.

1975-01-01

We measured the energy and angular dependences of the spin-flip probability and of the differential cross section for inelastic scattering of protons in the resonance region of the reaction 28 Si(p,p') 23 Si* (2 + , 1.78 MeV) at E sub(p) = 3.095 and 3.34 MeV. The energy dependence of the spin-flip probability was found to have a resonance character. The angular distribution of the inelastic scattering and of the spin-flip probability is asymmetrical with respect to 90 deg in the c.m.s

Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

Science.gov (United States)

Sletten, Sarah Rae

2017-06-01

In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students' perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students' perceptions of the flipped model positively predict students' use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them.

Does the Concept of the "Flipped Classroom" Extend to the Emergency Medicine Clinical Clerkship?

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Heitz, Corey; Prusakowski, Melanie; Willis, George; Franck, Christopher

2015-11-01

Linking educational objectives and clinical learning during clerkships can be difficult. Clinical shifts during emergency medicine (EM) clerkships provide a wide variety of experiences, some of which may not be relevant to recommended educational objectives. Students can be directed to standardize their clinical experiences, and this improves performance on examinations. We hypothesized that applying a "flipped classroom" model to the clinical clerkship would improve performance on multiple-choice testing when compared to standard learning. Students at two institutions were randomized to complete two of four selected EM clerkship topics in a "flipped fashion," and two others in a standard fashion. For flipped topics, students were directed to complete chief complaint-based asynchronous modules prior to a shift, during which they were directed to focus on the chief complaint. For the other two topics, modules were to be performed at the students' discretion, and shifts would not have a theme. At the end of the four-week clerkship, a 40-question multiple-choice examination was administered with 10 questions per topic. We compared performance on flipped topics with those performed in standard fashion. Students were surveyed on perceived effectiveness, ability to follow the protocol, and willingness of preceptors to allow a chief-complaint focus. Sixty-nine students participated; examination scores for 56 were available for analysis. For the primary outcome, no difference was seen between the flipped method and standard (p=0.494.) A mixed model approach showed no effect of flipped status, protocol adherence, or site of rotation on the primary outcome of exam scores. Students rated the concept of the flipped clerkship highly (3.48/5). Almost one third (31.1%) of students stated that they were unable to adhere to the protocol. Preparation for a clinical shift with pre-assigned, web-based learning modules followed by an attempt at chief-complaint-focused learning during a

Quantum protocol for cheat-sensitive weak coin flipping.

Science.gov (United States)

Spekkens, R W; Rudolph, Terry

2002-11-25

We present a quantum protocol for the task of weak coin flipping. We find that, for one choice of parameters in the protocol, the maximum probability of a dishonest party winning the coin flip if the other party is honest is 1/sqrt[2]. We also show that if parties restrict themselves to strategies wherein they cannot be caught cheating, their maximum probability of winning can be even smaller. As such, the protocol offers additional security in the form of cheat sensitivity.

Case Study: Guidelines for Producing Videos to Accompany Flipped Cases

Science.gov (United States)

Prud'homme-Généreux, Annie; Schiller, Nancy A.; Wild, John H.; Herreid, Clyde Freeman

2017-01-01

Three years ago, the "National Center for Case Study Teaching in Science" (NCCSTS) was inspired to merge the case study and flipped classroom approaches. The resulting project aimed to create the materials required to teach a flipped course in introductory biology by assigning videos as homework and case studies in the classroom. Three…

An Inquiry into Flipped Learning in Fourth Grade Math Instruction

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D'addato, Teresa; Miller, Libbi R.

2016-01-01

The objective of this action research project was to better understand the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of students enrolled in the researcher's class. Data was collected in the form of classroom observations,…

Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey

Science.gov (United States)

Kurt, Gökçe

2017-01-01

The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in…

Flipped Classroom Research and Trends from Different Fields of Study

Science.gov (United States)

Zainuddin, Zamzami; Halili, Siti Hajar

2016-01-01

This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013-2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently used keywords and works…

A New Pixels Flipping Method for Huge Watermarking Capacity of the Invoice Font Image

Directory of Open Access Journals (Sweden)

Li Li

2014-01-01

Full Text Available Invoice printing just has two-color printing, so invoice font image can be seen as binary image. To embed watermarks into invoice image, the pixels need to be flipped. The more huge the watermark is, the more the pixels need to be flipped. We proposed a new pixels flipping method in invoice image for huge watermarking capacity. The pixels flipping method includes one novel interpolation method for binary image, one flippable pixels evaluation mechanism, and one denoising method based on gravity center and chaos degree. The proposed interpolation method ensures that the invoice image keeps features well after scaling. The flippable pixels evaluation mechanism ensures that the pixels keep better connectivity and smoothness and the pattern has highest structural similarity after flipping. The proposed denoising method makes invoice font image smoother and fiter for human vision. Experiments show that the proposed flipping method not only keeps the invoice font structure well but also improves watermarking capacity.

A new pixels flipping method for huge watermarking capacity of the invoice font image.

Science.gov (United States)

Li, Li; Hou, Qingzheng; Lu, Jianfeng; Xu, Qishuai; Dai, Junping; Mao, Xiaoyang; Chang, Chin-Chen

2014-01-01

Invoice printing just has two-color printing, so invoice font image can be seen as binary image. To embed watermarks into invoice image, the pixels need to be flipped. The more huge the watermark is, the more the pixels need to be flipped. We proposed a new pixels flipping method in invoice image for huge watermarking capacity. The pixels flipping method includes one novel interpolation method for binary image, one flippable pixels evaluation mechanism, and one denoising method based on gravity center and chaos degree. The proposed interpolation method ensures that the invoice image keeps features well after scaling. The flippable pixels evaluation mechanism ensures that the pixels keep better connectivity and smoothness and the pattern has highest structural similarity after flipping. The proposed denoising method makes invoice font image smoother and fiter for human vision. Experiments show that the proposed flipping method not only keeps the invoice font structure well but also improves watermarking capacity.

A Parallel Controlled Study of the Effectiveness of a Partially Flipped Organic Chemistry Course on Student Performance, Perceptions, and Course Completion

Science.gov (United States)

Shattuck, James C.

2016-01-01

Organic chemistry is very challenging to many students pursuing science careers. Flipping the classroom presents an opportunity to significantly improve student success by increasing active learning, which research shows is highly beneficial to student learning. However, flipping an entire course may seem too daunting or an instructor may simply…

Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

OpenAIRE

Christian Stöhr; Tom Adawi

2018-01-01

The flipped (or inverted) classroom model has gained increasing interest among university teachers in recent years. In the flipped classroom approach, students are encouraged to watch short video lectures as preparation for class, and classroom time is dedicated to more active forms of learning. In this editorial, we provide a thumbnail sketch of the origins and concept of the flipped classroom followed by a summary of the contributions to this special issue, which highlight the importance of...

Thermally excited proton spin-flip laser emission in tokamaks

International Nuclear Information System (INIS)

Arunasalam, V.; Greene, G.J.

1993-07-01

Based on statistical thermodynamic fluctuation arguments, it is shown here for the first time that thermally excited spin-flip laser emission from the fusion product protons can occur in large tokamak devices that are entering the reactor regime of operation. Existing experimental data from TFTR supports this conjecture, in the sense that these measurements are in complete agreement with the predictions of the quasilinear theory of the spin-flip laser

The Flipped Classroom in Medical Education: Engaging Students to Build Competency

Directory of Open Access Journals (Sweden)

Larry Hurtubise

2015-01-01

Full Text Available The flipped classroom represents an essential component in curricular reform. Technological advances enabling asynchronous and distributed learning are facilitating the movement to a competency-based paradigm in healthcare education. At its most basic level, flipping the classroom is the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies. The development of more complex learning systems is creating new opportunities for learning across the continuum of medical education as well as interprofessional education. As medical educators engage in the process of successfully flipping a lecture, they gain new teaching perspectives, which are foundational to effectively engage in curricular reform. The purpose of this article is to build a pedagogical and technological understanding of the flipped classroom framework and to articulate strategies for implementing it in medical education to build competency.

A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation

Science.gov (United States)

Tanner, Maureen; Scott, Elsje

2015-01-01

This paper describes a flipped classroom approach followed to teach systems analysis, design and implementation at university level. The techniques employed are described. These techniques were underpinned by a theory of coherent practice: a pedagogy that provides a framework for the design of highly structured interventions to guide students in…

Curated Collection for Educators: Five Key Papers about the Flipped Classroom Methodology.

Science.gov (United States)

King, Andrew; Boysen-Osborn, Megan; Cooney, Robert; Mitzman, Jennifer; Misra, Asit; Williams, Jennifer; Dulani, Tina; Gottlieb, Michael

2017-10-25

The flipped classroom (FC) pedagogy is becoming increasingly popular in medical education due to its appeal to the millennial learner and potential benefits in knowledge acquisition. Despite its popularity and effectiveness, the FC educational method is not without challenges. In this article, we identify and summarize several key papers relevant to medical educators interested in exploring the FC teaching methodology. The authors identified an extensive list of papers relevant to FC pedagogy via online discussions within the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented by an open call on Twitter (utilizing the #meded, #FOAMed, and #flippedclassroom hashtags) yielding a list of 33 papers. We then conducted a three-round modified Delphi process within the authorship group, which included both junior and senior clinician educators, to identify the most impactful papers for educators interested in FC pedagogy. The three-round modified Delphi process ranked all of the selected papers and selected the five most highly-rated papers for inclusion. The authorship group reviewed and summarized these papers with specific consideration given to their value to junior faculty educators and faculty developers interested in the flipped classroom approach. The list of papers featured in this article serves as a key reading list for junior clinician educators and faculty developers interested in the flipped classroom technique. The associated commentaries contextualize the importance of these papers for medical educators aiming to optimize their understanding and implementation of the flipped classroom methodology in their teaching and through faculty development.

FLIPPED: A Case Study in Fundamental of Accounting in Malaysian Polytechnic

Science.gov (United States)

Jamaludin, Rozinah; Osman, Siti Zuraidah Md; Yusof, Wan Mustaffa Wan; Jasni, Nur Farrah Azwa

2016-01-01

The new pedagogical flipped classroom was designed, developed and implemented using Flexible environments, Learning culture, Intentional content, Professional educators, Progressive activities, Engaging experiences, and Diversified platforms, also known as the FLIPPED model. The objective of this study is to investigate the effect of student…

ConfChem Conference on Flipped Classroom: Using a Blog to Flip a Classroom

Science.gov (United States)

Haile, January D.

2015-01-01

This communication summarizes one of the invited papers to the Flipped Classroom ACS Division of Chemical Education Committee on Computers in Chemical Education online ConfChem held from May 18 to June 24, 2014. Just in Time Teaching is a technique in which students read the material before class and respond to a few questions. In a first-year…

Variable flip angle excitation for reduced acquisition time magnetic resonance imaging

International Nuclear Information System (INIS)

Mills, T.C.; Ortendahl, D.A.; Hylton, N.M.; Carlson, J.W.; Crooks, L.E.; Kaufman, L.

1987-01-01

This paper describes an MRI technique which can be used to acquire images at short TR values while maintaining the sensitivity to disease found in longer TR images. For spin echo imaging there are three acquisition parameters that can be set in the imaging protocol; TR, the repetition interval; TE, the time of echo and Θ, the excitation flip angle. Standard imaging techniques set Θ to 90 degrees regardless of the TR value. With Θ fixed, imaging systems have been optimized by varying the value for TE and TR with the results in general indicating the need for long TR values. However, if the flip angle is included as a variable acquisition parameter the optimal operating point can be changed. The solution to the Bloch equation shows a functional relationship between the flip angle and the ratio TR/T1. This functionality was first observed by Ernst and Anderson as a method to increase the signal generated in fourier transform magnetic resonance spectroscopy. When TR/T1<1 the optimum flip angle for producing maximum magnetization in the transverse plane is less then 90 degrees. Therefore, by reducing both TR and flip angle it is possible to maintain signal intensity while reducing the time of data acquisition

The Flipped Classroom – From Theory to Practice in Health Professional Education

Science.gov (United States)

McLaughlin, Jacqueline E.

2017-01-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning. PMID:28970619

Flipped learning: should it replace didactic learning?

Directory of Open Access Journals (Sweden)

Osman A

2017-10-01

Full Text Available Abdirahman Osman, Seyed Ramin Jalal, Saeed Azizi Faculty of Medicine, St George’s Hospital Medical School, London, UKWe read with great interest the article by Pettit et al1 on the implementation of flipped learning. We wish to offer our perspective as medical students. The study concluded that a combination of lecture-based teaching accompanied with flipped learning activities appealed to most students. We find this response unsurprising. Pettit et al’s1 article documents the reason – the need for a variation in teaching styles for different themes by millennial learners of the modern student community.View the original paper by Pettit and colleagues.  

ORBIT : BEAM DYNAMICS CALCULATIONS FOR HIGH - INTENSITY RINGS

International Nuclear Information System (INIS)

HOLMES, J.A.; DANILOV, V.; GALAMBOS, J.; SHISHLO, A.; COUSINEAU, S.; CHOU, W.; MICHELOTTI, L.; OSTIGUY, F.; WEI, J.

2002-01-01

We are developing a computer code, ORBIT, specifically for beam dynamics calculations in high-intensity rings. Our approach allows detailed simulation of realistic accelerator problems. ORBIT is a particle-in-cell tracking code that transports bunches of interacting particles through a series of nodes representing elements, effects, or diagnostics that occur in the accelerator lattice. At present, ORBIT contains detailed models for strip-foil injection including painting and foil scattering; rf focusing and acceleration; transport through various magnetic elements; longitudinal and transverse impedances; longitudinal, transverse, and three-dimensional space charge forces; collimation and limiting apertures; and the calculation of many useful diagnostic quantities. ORBIT is an object-oriented code, written in C++ and utilizing a scripting interface for the convenience of the user. Ongoing improvements include the addition of a library of accelerator maps, BEAMLINE/MXYZPTLK the introduction of a treatment magnet errors and fringe fields; the conversion of the scripting interface to the standard scripting language, Python; and the parallelization of the computations using MPI. The ORBIT code is an open source, powerful, and convenient tool for studying beam dynamics in high-intensity rings

Grounding the Flipped Classroom Approach in the Foundations of Educational Technology

Science.gov (United States)

Lo, Chung Kwan

2018-01-01

The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…

Correlations between Learners' Initial EFL Proficiency and Variables of Clicker-Aided Flipped EFL Class

Science.gov (United States)

Yu, Zhonggen; Yu, Liheng

2017-01-01

Although the flipped class has been hotly discussed, the clicker-aided flipped EFL class (CFEC) still remains a mystery for most scholars. This study aims to determine the correlations between the initial EFL proficiency and other variables of the clicker-aided EFL flipped class. The sample was made up of randomly selected 79 participants (Female…

The flipped classroom: A learning model to increase student engagement not academic achievement

Directory of Open Access Journals (Sweden)

Masha Smallhorn

2017-07-01

Full Text Available A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

Fully simulatable quantum-secure coin-flipping and applications

DEFF Research Database (Denmark)

Lunemann, Carolin; Nielsen, Jesper Buus

2011-01-01

schemes which we show how to construct in the given setting. We then show that the interactive generation of random coins at the beginning or during outer protocols allows for quantum-secure realizations of classical schemes, again without any set-up assumptions. As example applications we discuss quantum...... zero-knowledge proofs of knowledge and quantum-secure two-party function evaluation. Both applications assume only fully simulatable coin-flipping and mixed commitments. Since our framework allows to construct fully simulatable coin-flipping from mixed commitments, this in particular shows that mixed...

Introducing a Flipped Classroom for a Statistics Course

DEFF Research Database (Denmark)

Triantafyllou, Eva; Timcenko, Olga

2014-01-01

before class, while class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This has inspired an experiment utilizing this approach in a statistics course for fourth semester......One of the novel ideas in teaching that heavily relies on current technology is the “flipped classroom” approach, or “inverse teaching”. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge...

Introducing a flipped classroom to engineering students: A case study in mechanics of materials course

Science.gov (United States)

Suwapaet, Nuchida

2018-03-01

Flipped classroom is basically a reversed way of learning in classroom. Lecture is brought outside classroom and available online in many forms such as video lecture and e-books. In-class time is focused more on discussions and practices such as exercises and projects. Flipped classroom was introduced to Mechanical Engineering students in Mechanics of Materials course in 2016 academic year at Mahasarakham University, Thailand. The course was still taught in traditional way and series of video lecture were used as additional class materials outside classroom. There were 2 groups of students that enrolled in the course in 2 different semesters. Students in 1st semester were taught in traditional way (control group) and students in 2nd semester were used flipped classroom (experiment group). Students' grades between 2 groups were compared and analyzed. Satisfaction survey of using flipped classroom was carried out and evaluated. There were 3 aspects of evaluation which were content, varieties of activity, and functions. Results showed that the course's GPA of experiment group was 1.92 which was greater than the control group of 1.68. The greatly reduction of failed students in experiment group was noticeable. The percentages of failed students of control and experiment groups were 17% and 6%. Satisfaction survey evaluation results showed that the students satisfied in high level in every aspect. The comments pointed out that flipped classroom were easy to use and promoted self-study outside classroom. Those qualities would help students develop more skills in lifelong learning and learning to learn.

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

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

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

2017-01-01

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

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

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Roland Klemke

2018-02-01

Full Text Available Recently, research has highlighted the potential of Massive Open Online Courses (MOOCs for education, as well as their drawbacks, which are well known. Several studies state that the main limitations of the MOOCs are low completion and high dropout rates of participants. However, MOOCs suffer also from the lack of participant engagement, personalization, and despite the fact that several formats and types of MOOCs are reported in the literature, the majority of them contain a considerable amount of content that is mainly presented in a video format. This is in contrast to the results reported in other educational settings, where engagement and active participation are identified as success factors. We present the results of a study that involved educational experts and learning scientists giving new and interesting insights towards the conceptualization of a new design approach, the flipped MOOC, applying the flipped classroom approach to the MOOCs’ design and making use of gamification and learning analytics. We found important indications, applicable to the concept of a flipped MOOC, which entails turning MOOCs from mainly content-oriented delivery machines into personalized, interactive, and engaging learning environments. Our findings support the idea that MOOCs can be enriched by the orchestration of a flipped classroom approach in combination with the support of gamification and learning analytics.

A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students.

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Day, Leslie J

2018-01-22

A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P flipped anatomy classroom performing at a higher level in kinesiology (P flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Flipping the Classroom for English Language Learners to Foster Active Learning

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Hung, Hsiu-Ting

2015-01-01

This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

The Flipped Classroom and Cooperative Learning: Evidence from a Randomised Experiment

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Foldnes, Njål

2016-01-01

This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture-based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With…

Enhancing Academic Achievement and Satisfaction by Flipping the Teacher Preparation Classroom

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Zuniga, Rene R.

2015-01-01

This study compared flipped classrooms versus online courses to study the effects of the two instructional methodologies on student achievement and satisfaction in an undergraduate "Introduction to Education," EDUC 1301, course. Students self-matriculated in either traditional EDUC 1301 courses which were flipped or in EDUC 1301 online…

Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

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Caroline Cormier

2018-01-01

Full Text Available The flipped classroom as a form of active pedagogy in postsecondary chemistry has been developed during the last 10 years and has been gaining popularity with instructors and students ever since. In the current paradigm in science, technology, engineering, and mathematics education, it is widely recognized that active learning has significant positive effects on students’ grades. Postsecondary organic chemistry is a difficult course for students, and the traditional way of teaching does not foster students’ active involvement. Implementation of active pedagogy could increase students’ achievement in this course. However, few quantitative data are available on the impact of active pedagogy in general, or flipped classrooms in particular, on learning in organic chemistry at a postsecondary level. Thus, in this study, we evaluated the gain on final grade scores in organic chemistry after implementing a flipped classroom approach to promote active learning in this course. We encouraged students to be active by having them watch educational videos before each class and then having them work during class time on problems that focused on applying the concepts presented in the videos. Exams were the same as those completed by students in the traditional classrooms of our college. In an a posteriori analysis of our students’ grades, we compared final grades in traditional classrooms (control group, N = 66 and in flipped classrooms (experimental group, N = 151. The sample was stratified in three categories depending on students’ academic ability in college, from low-achieving to high-achieving students. Our results show that students in the experimental group have significantly higher final grades in organic chemistry than those in the control group, that is, 77% for students in the active classroom vs. 73% in the traditional classroom (p < 0.05. The effect was the greatest for low-achieving students, with final scores of 70% in

Comparison of Flipped Model to Traditional Classroom Learning in a Professional Pharmacy Course

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Colleen McCabe

2017-09-01

Full Text Available The flipped classroom is an approach to incorporate active learning that is being used in secondary education, higher education, and professional schools. This study investigates its impact on student learning and confidence in a professional degree program course. A quasi-experimental study was conducted to evaluate pharmacy students enrolled in a semester-long didactic traditional classroom course compared to students learning the same material using a flipped model through online self-study modules in a hands-on experiential learning course. Before and after each learning experience, students of each group completed a 16-item knowledge assessment on four topic areas and rated their level of confidence with each topic area on a Likert scale. There was a significant difference in knowledge with students in the traditional course scoring higher than students using flipped approach in the experiential course. Furthermore, the flipped experiential course students did not improve assessment scores from pre-test to post-test. For confidence rating, the traditional course group ranked confidence higher than the flipped experiential group for all topics. These findings challenge the notion that the flipped model using self-study in an experiential setting can be a substitution for didactic delivery of pharmacy education.

An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms

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Chi Cheung Ruby Yang

2017-01-01

Full Text Available Aim/Purpose\t: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background:\tThe research questions addressed were: (1 What are teachers’ perceptions towards the flipped classroom pedagogy? (2 How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3 What are students’ perceptions towards the flipped classroom pedagogy? (4 How can students transfer their flipped classroom experiences to studying other subjects? (5 Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society\t: Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research:\tMore classes should be

Does the Concept of the “Flipped Classroom” Extend to the Emergency Medicine Clinical Clerkship?

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Heitz, Corey; Prusakowski, Melanie; Willis, George; Franck, Christopher

2015-01-01

Introduction Linking educational objectives and clinical learning during clerkships can be difficult. Clinical shifts during emergency medicine (EM) clerkships provide a wide variety of experiences, some of which may not be relevant to recommended educational objectives. Students can be directed to standardize their clinical experiences, and this improves performance on examinations. We hypothesized that applying a “flipped classroom” model to the clinical clerkship would improve performance on multiple-choice testing when compared to standard learning. Methods Students at two institutions were randomized to complete two of four selected EM clerkship topics in a “flipped fashion,” and two others in a standard fashion. For flipped topics, students were directed to complete chief complaint-based asynchronous modules prior to a shift, during which they were directed to focus on the chief complaint. For the other two topics, modules were to be performed at the students’ discretion, and shifts would not have a theme. At the end of the four-week clerkship, a 40-question multiple-choice examination was administered with 10 questions per topic. We compared performance on flipped topics with those performed in standard fashion. Students were surveyed on perceived effectiveness, ability to follow the protocol, and willingness of preceptors to allow a chief-complaint focus. Results Sixty-nine students participated; examination scores for 56 were available for analysis. For the primary outcome, no difference was seen between the flipped method and standard (p=0.494.) A mixed model approach showed no effect of flipped status, protocol adherence, or site of rotation on the primary outcome of exam scores. Students rated the concept of the flipped clerkship highly (3.48/5). Almost one third (31.1%) of students stated that they were unable to adhere to the protocol. Conclusion Preparation for a clinical shift with pre-assigned, web-based learning modules followed by an

Does the Concept of the “Flipped Classroom” Extend to the Emergency Medicine Clinical Clerkship?

Directory of Open Access Journals (Sweden)

Corey Heitz

2015-10-01

Full Text Available Introduction: Linking educational objectives and clinical learning during clerkships can be difficult. Clinical shifts during emergency medicine (EM clerkships provide a wide variety of experiences, some of which may not be relevant to recommended educational objectives. Students can be directed to standardize their clinical experiences, and this improves performance on examinations. We hypothesized that applying a “flipped classroom” model to the clinical clerkship would improve performance on multiple-choice testing when compared to standard learning. Methods: Students at two institutions were randomized to complete two of four selected EM clerkship topics in a “flipped fashion,” and two others in a standard fashion. For flipped topics, students were directed to complete chief complaint-based asynchronous modules prior to a shift, during which they were directed to focus on the chief complaint. For the other two topics, modules were to be performed at the students’ discretion, and shifts would not have a theme. At the end of the four-week clerkship, a 40-question multiple-choice examination was administered with 10 questions per topic. We compared performance on flipped topics with those performed in standard fashion. Students were surveyed on perceived effectiveness, ability to follow the protocol, and willingness of preceptors to allow a chief-complaint focus. Results: Sixty-nine students participated; examination scores for 56 were available for analysis. For the primary outcome, no difference was seen between the flipped method and standard (p=0.494. A mixed model approach showed no effect of flipped status, protocol adherence, or site of rotation on the primary outcome of exam scores. Students rated the concept of the flipped clerkship highly (3.48/5. Almost one third (31.1% of students stated that they were unable to adhere to the protocol. Conclusion: Preparation for a clinical shift with pre-assigned, web-based learning

The implementation of flipped classroom model in CIE in the environment of non-target language

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Xiao, Renfei; Mustofa, Ali; Zhang, Fang; Su, Xiaoxue

2018-01-01

This paper sets a theoretical framework that it’s both feasible and indispensable of flipping classroom in Chinese International Education (CIE) in the non-target language environments. There are mainly three sections included: 1) what is flipped classroom and why it becomes inevitable existence; 2) why should we flip the classroom in CIE environments, especially in non-target language environments; 3) take Pusat Bahasa Mandarin Universitas Negeri Surabaya as an instance to discuss the application of flipped classroom in non-target language environments.

Student performance and attitudes in a collaborative and flipped linear algebra course

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Murphy, Julia; Chang, Jen-Mei; Suaray, Kagba

2016-07-01

Flipped learning is gaining traction in K-12 for enhancing students' problem-solving skills at an early age; however, there is relatively little large-scale research showing its effectiveness in promoting better learning outcomes in higher education, especially in mathematics classes. In this study, we examined the data compiled from both quantitative and qualitative measures such as item scores on a common final and attitude survey results between a flipped and a traditional Introductory Linear Algebra class taught by two individual instructors at a state university in California in Fall 2013. Students in the flipped class were asked to watch short video lectures made by the instructor and complete a short online quiz prior to each class attendance. The class time was completely devoted to problem solving in group settings where students were prompted to communicate their reasoning with proper mathematical terms and structured sentences verbally and in writing. Examination of the quality and depth of student responses from the common final exam showed that students in the flipped class produced more comprehensive and well-explained responses to the questions that required reasoning, creating examples, and more complex use of mathematical objects. Furthermore, students in the flipped class performed superiorly in the overall comprehension of the content with a 21% increase in the median final exam score. Overall, students felt more confident about their ability to learn mathematics independently, showed better retention of materials over time, and enjoyed the flipped experience.

High-precision gauging of metal rings

Science.gov (United States)

Carlin, Mats; Lillekjendlie, Bjorn

1994-11-01

Raufoss AS designs and produces air brake fittings for trucks and buses on the international market. One of the critical components in the fittings is a small, circular metal ring, which is going through 100% dimension control. This article describes a low-price, high accuracy solution developed at SINTEF Instrumentation based on image metrology and a subpixel resolution algorithm. The measurement system consists of a PC-plugg-in transputer video board, a CCD camera, telecentric optics and a machine vision strobe. We describe the measurement technique in some detail, as well as the robust statistical techniques found to be essential in the real life environment.

Spin-polarized free electron beam interaction with radiation and superradiant spin-flip radiative emission

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A. Gover

2006-06-01

Full Text Available The problems of spin-polarized free-electron beam interaction with electromagnetic wave at electron-spin resonance conditions in a magnetic field and of superradiant spin-flip radiative emission are analyzed in the framework of a comprehensive classical model. The spontaneous emission of spin-flip radiation from electron beams is very weak. We show that the detectivity of electron spin resonant spin-flip and combined spin-flip/cyclotron-resonance-emission radiation can be substantially enhanced by operating with ultrashort spin-polarized electron beam bunches under conditions of superradiant (coherent emission. The proposed radiative spin-state modulation and the spin-flip radiative emission schemes can be used for control and noninvasive diagnostics of polarized electron/positron beams. Such schemes are of relevance in important scattering experiments off nucleons in nuclear physics and off magnetic targets in condensed matter physics.

Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development

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Mark Ragg

2017-08-01

Full Text Available In the past decade, health and human service educational programs have transitioned to competence-based outcomes to enhance the quality of graduating professionals. While such outcomes are a critical step in ensuring professional quality, they require curricular and pedagogical adjustments that do not fit easily within university environments. Technology has eased many problems of fit through the development of hybrid and flipped courses that allow on-campus time to be better focused on developing professional skills. This study explored the question: Can flipped delivery improve competence-based outcomes in social work practice classes? The study assessed pedagogical adjustments that integrated competence-based learning principles with flipped classroom delivery. Principles of organizing the class to maximize competence development are explored and illustrated. Improved competence development and student satisfaction were demonstrated in three flipped practice courses with a combined sample size of 269 Bachelor of Social Work (BSW and Masters of Social Work (MSW students. Researchers concluded that using flipped-classroom methods enhanced the students’ capacity to apply concepts and develop skills. In particular, the ability to receive and process feedback on applied skills was improved.

The effectiveness of flipped classroom learning model in secondary physics classroom setting

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Prasetyo, B. D.; Suprapto, N.; Pudyastomo, R. N.

2018-03-01

The research aimed to describe the effectiveness of flipped classroom learning model on secondary physics classroom setting during Fall semester of 2017. The research object was Secondary 3 Physics group of Singapore School Kelapa Gading. This research was initiated by giving a pre-test, followed by treatment setting of the flipped classroom learning model. By the end of the learning process, the pupils were given a post-test and questionnaire to figure out pupils' response to the flipped classroom learning model. Based on the data analysis, 89% of pupils had passed the minimum criteria of standardization. The increment level in the students' mark was analysed by normalized n-gain formula, obtaining a normalized n-gain score of 0.4 which fulfil medium category range. Obtains from the questionnaire distributed to the students that 93% of students become more motivated to study physics and 89% of students were very happy to carry on hands-on activity based on the flipped classroom learning model. Those three aspects were used to generate a conclusion that applying flipped classroom learning model in Secondary Physics Classroom setting is effectively applicable.

Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

Science.gov (United States)

Telford, Mark; Senior, Emma

2017-06-08

This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

Fabrication and voltage divider operation of a T flip-flop using high-Tc interface-engineered Josephson junctions

International Nuclear Information System (INIS)

Kim, JunHo; Kim, Sang Hyeob; Sung, Gun Yong

2002-01-01

We designed and fabricated a rapid-single-flux-quantum T flip-flop (TFF) with high-T c interface-engineered Josephson junctions. Y 1 Ba 2 Cu 3 O 7-d and Sr 2 AlTaO 6 were deposited for the superconducting layer and the insulating layer, respectively. The Josephson junction was formed through an interface treatment process using Ar ion milling and vacuum annealing. We simulated a TFF circuit and designed a physical layout using WRspice and Xic. The fabricated TFF has a minimum junction width of 3 μ m. Through the measurement of the voltage divider operation, the maximum operation frequency was estimated to be 53 GHz at 22 K and 106 GHz at 12 K. (author)

Flipped clinical training: a structured training method for undergraduates in complete denture prosthesis.

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K, Anbarasi; K, Kasim Mohamed; Vijayaraghavan, Phagalvarthy; Kandaswamy, Deivanayagam

2016-12-01

To design and implement flipped clinical training for undergraduate dental students in removable complete denture treatment and predict its effectiveness by comparing the assessment results of students trained by flipped and traditional methods. Flipped training was designed by shifting the learning from clinics to learning center (phase I) and by preserving the practice in clinics (phase II). In phase I, student-faculty interactive session was arranged to recap prior knowledge. This is followed by a display of audio synchronized video demonstration of the procedure in a repeatable way and subsequent display of possible errors that may occur in treatment with guidelines to overcome such errors. In phase II, live demonstration of the procedure was given. Students were asked to treat three patients under instructor's supervision. The summative assessment was conducted by applying the same checklist criterion and rubric scoring used for the traditional method. Assessment results of three batches of students trained by flipped method (study group) and three traditionally trained previous batches (control group) were taken for comparison by chi-square test. The sum of traditionally trained three batch students who prepared acceptable dentures (score: 2 and 3) and unacceptable dentures (score: 1) was compared with the same of flipped trained three batch students revealed that the number of students who demonstrated competency by preparing acceptable dentures was higher for flipped training (χ 2 =30.996 with p<0.001). The results reveal the supremacy of flipped training in enhancing students competency and hence recommended for training various clinical procedures.

A Mixed Methods Study on the Effect of Flipping the Undergraduate Medical Classroom

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Kelly W. Burak

2017-11-01

Full Text Available The flipped classroom model is increasingly being adopted in healthcare education, despite the fact that recent systematic reviews in the nursing and medical education literature suggest that this method of instructional design is not inherently better or worse than the traditional classroom. In this study, we used a sequential, explanatory mixed methods design to assess the impact of flipping the hepatology classroom for preclinical medical students. Compared to students in the traditional classroom, students in the flipped classroom had significantly lower mean (SD ratings of their learning experiences (3.48 (1.10 vs. 4.50 (0.72, p < 0.001, d = 1.10, but better performance on the hepatology content of the end-of-course examination (78.0% (11.7% vs. 74.2 (15.1%, respectively, p < 0.01, d = 0.3. Based upon our qualitative data analyses, we propose that the flipped classroom induced a change in the learning process of students by requiring increased preparation for classroom learning and promoting greater learner autonomy, which resulted in better retention of learned material, but reduced enjoyment of the learning experience. This dissonance in outcomes is captured in the words of one flipped classroom student: “…I hated it while I was learning it, but boy did I remember it…”. Based upon our dissonant outcomes and the inconsistent findings in the literature, we feel that there is still equipoise regarding the effectiveness of the flipped classroom, and further studies are needed to describe ways of making the flipped classroom a more effective (±more enjoyable learning experience.

Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

Science.gov (United States)

Frazier, Lisa; Anderson, Stephanie L.; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

2017-01-01

Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time. PMID:28630511

Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy.

Science.gov (United States)

Anderson, H Glenn; Frazier, Lisa; Anderson, Stephanie L; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

2017-05-01

Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time.

A high-throughput in vitro ring assay for vasoactivity using magnetic 3D bioprinting

Science.gov (United States)

Tseng, Hubert; Gage, Jacob A.; Haisler, William L.; Neeley, Shane K.; Shen, Tsaiwei; Hebel, Chris; Barthlow, Herbert G.; Wagoner, Matthew; Souza, Glauco R.

2016-01-01

Vasoactive liabilities are typically assayed using wire myography, which is limited by its high cost and low throughput. To meet the demand for higher throughput in vitro alternatives, this study introduces a magnetic 3D bioprinting-based vasoactivity assay. The principle behind this assay is the magnetic printing of vascular smooth muscle cells into 3D rings that functionally represent blood vessel segments, whose contraction can be altered by vasodilators and vasoconstrictors. A cost-effective imaging modality employing a mobile device is used to capture contraction with high throughput. The goal of this study was to validate ring contraction as a measure of vasoactivity, using a small panel of known vasoactive drugs. In vitro responses of the rings matched outcomes predicted by in vivo pharmacology, and were supported by immunohistochemistry. Altogether, this ring assay robustly models vasoactivity, which could meet the need for higher throughput in vitro alternatives. PMID:27477945

Immunohistochemical detection of the apoptosis-related proteins FADD, FLICE, and FLIP in Langerhans cell histiocytosis

DEFF Research Database (Denmark)

Bank, Micha I; Gudbrand, Charlotte; Lundegaard, Pia Rengtved

2005-01-01

-apoptotic)-in lesions from LCH patients. Immunohistochemistry was performed on paraffin-embedded tissue specimens from 43 children with LCH. The infiltrates were scored according to the amount of positive pathologic Langerhans cells (pLCs). In all investigated specimens, the majority of the pLCs expressed FADD, active...... FLICE, and FLIP. The clinical outcome of the disease could not be correlated to the expression of the investigated proteins. This study shows a high expression of the apoptosis-related proteins FADD, active FLICE, and FLIP in pLCs. The authors previously showed that pLCs express Fas and Fas ligand...

[Evaluation of flipped classroom teaching model in undergraduates education of oral and maxillofacial surgery].

Science.gov (United States)

Cai, Ming; Cao, Xia; Fang, Xiao; Wang, Xu-dong; Zhang, Li-li; Zheng, Jia-wei; Shen, Guo-fang

2015-12-01

Flipped classroom is a new teaching model which is different from the traditional teaching method. The history and characteristics of flipped classroom teaching model were introduced in this paper. A discussion on how to establish flipped classroom teaching protocol in oral and maxillofacial surgery education was carried out. Curriculum transformation, construction of education model and possible challenges were analyzed and discussed.

Spin flip statistics and spin wave interference patterns in Ising ferromagnetic films: A Monte Carlo study.

Science.gov (United States)

Acharyya, Muktish

2017-07-01

The spin wave interference is studied in two dimensional Ising ferromagnet driven by two coherent spherical magnetic field waves by Monte Carlo simulation. The spin waves are found to propagate and interfere according to the classic rule of interference pattern generated by two point sources. The interference pattern of spin wave is observed in one boundary of the lattice. The interference pattern is detected and studied by spin flip statistics at high and low temperatures. The destructive interference is manifested as the large number of spin flips and vice versa.

An Integrative Review of Flipped Classroom Teaching Models in Nursing Education.

Science.gov (United States)

Njie-Carr, Veronica P S; Ludeman, Emilie; Lee, Mei Ching; Dordunoo, Dzifa; Trocky, Nina M; Jenkins, Louise S

Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches. Copyright © 2016 Elsevier Inc. All rights reserved.

An Investigation of the Use of the "Flipped Classroom" Pedagogy in Secondary English Language Classrooms

Science.gov (United States)

Yang, Chi Cheung Ruby

2017-01-01

Aim/Purpose: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers' perceptions towards the flipped classroom pedagogy?; (2) How can teachers transfer their flipped classroom experiences to teaching other…

Physics of quantum rings

International Nuclear Information System (INIS)

Fomin, Vladimir M.

2014-01-01

Presents the new class of materials of quantum rings. Provides an elemental basis for low-cost high-performance devices promising for electronics, optoelectronics, spintronics and quantum information processing. Explains the physical properties of quantum rings to cover a gap in scientific literature. Presents the application of most advanced nanoengineering and nanocharacterization techniques. This book deals with a new class of materials, quantum rings. Innovative recent advances in experimental and theoretical physics of quantum rings are based on the most advanced state-of-the-art fabrication and characterization techniques as well as theoretical methods. The experimental efforts allow to obtain a new class of semiconductor quantum rings formed by capping self-organized quantum dots grown by molecular beam epitaxy. Novel optical and magnetic properties of quantum rings are associated with non-trivial topologies at the nanoscale. An adequate characterization of quantum rings is possible on the basis of modern characterization methods of nanostructures, such as Scanning Tunneling Microscopy. A high level of complexity is demonstrated to be needed for a dedicated theoretical model to adequately represent the specific features of quantum rings. The findings presented in this book contribute to develop low-cost high-performance electronic, spintronic, optoelectronic and information processing devices based on quantum rings.

A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays

Directory of Open Access Journals (Sweden)

Fatemeh Soltanpour

2018-02-01

Full Text Available According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners’ quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC and the traditional classroom (TC. Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.

Relationships in the Flipped Classroom

Directory of Open Access Journals (Sweden)

Brett M. McCollum

2017-12-01

Full Text Available This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in first-year general chemistry and second-year organic chemistry flipped classrooms. Success was measured in terms of student perceptions of the effectiveness of the instruction, as well as student academic development. Furthermore, analysis of research participant interviews reveals that academic reading circles, open-response multiple-attempt group quizzes, and peer leaders are important elements of a text-centric flipped approach at a small-classroom, commuter-campus university. Student reflections and classroom observations provide further support for these conclusions. Cet étude examine l’efficacité des salles de classe inversées en chimie et identifie la création de liens en tant que facteur important qui affecte la réussite des méthodes d’instruction inversée. L’examen des données provenant d’entrevues avec les étudiants révèle les facteurs qui affectent le développement des rapports d’étudiant à étudiant, d’étudiant à leader et d’étudiant à expert dans un cours inversé de chimie générale de première année et dans un cours de chimie organique de deuxième année. La réussite a été mesurée en termes de perceptions des étudiants de l’efficacité de l’instruction, ainsi que du développement académique des étudiants. De plus, l’analyse des entrevues des participants à la recherche révèle que les cercles de lecture universitaires, les tests de groupes à essais multiples et à réponses ouvertes, ainsi que les leaders de groupes sont des éléments importants d’une approche inversée centrée sur un texte en petite salle de classe, dans une université de banlieusards. Les

Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

Science.gov (United States)

Danker, Brenda

2015-01-01

This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then…

Spin-flip-Raman studies of semimagnetic II-VI heterostructures; Spin-flip-Raman-Untersuchungen an semimagnetischen II-VI-Halbleiter-Quantentroegen und Volumenproben

Energy Technology Data Exchange (ETDEWEB)

Lentze, Michael

2009-03-18

In the present doctoral thesis, spin flip Raman studies of semimagnetic (Zn,Mn)Se samples were in the focus of interest. Quantum wells as well as bulk-like materials were investigated. The main goal was a better understanding of the exchange interaction behaviour of heavily n-doped semimagnetic samples. The influence of doping on the exchange interaction is of special relevance with regard to spintronics applications. Several series of high quality MBE-grown (Zn,Mn)Se-samples samples were available. (orig.)

High pressure photoinduced ring opening of benzene

International Nuclear Information System (INIS)

Ciabini, Lucia; Santoro, Mario; Bini, Roberto; Schettino, Vincenzo

2002-01-01

The chemical transformation of crystalline benzene into an amorphous solid (a-C:H) was induced at high pressure by employing laser light of suitable wavelengths. The reaction was forced to occur at 16 GPa, well below the pressure value (23 GPa) where the reaction normally occurs. Different laser sources were used to tune the pumping wavelength into the red wing of the first excited singlet state S 1 ( 1 B 2u ) absorption edge. Here the benzene ring is distorted, presenting a greater flexibility which makes the molecule unstable at high pressure. The selective pumping of the S 1 level, in addition to structural considerations, was of paramount importance to clarify the mechanism of the reaction

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

Science.gov (United States)

Gopalan, Chaya; Klann, Megan C

2017-09-01

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

Double-spin-flip resonance of rhodium nuclei at positive and negative spin temperatures

DEFF Research Database (Denmark)

Tuoriniemi, J.T.; Knuuttila, T.A.; Lefmann, K.

2000-01-01

Sensitive SQUID-NMR measurements were used to study the mutual interactions in the highly polarized nuclear-spin system of rhodium metal. The dipolar coupling gives rise to a weak double-spin-flip resonance. The observed frequency shifts allow deducing separately the dipolarlike contribution...

The Flipped Classroom: Two Learning Modes that Foster Two Learning Outcomes

Directory of Open Access Journals (Sweden)

Eugenia M. W. Ng

2016-05-01

Full Text Available The study involved student teachers enrolled in early childhood teaching at a teacher training institute in Hong Kong Special Administrative Region. Seventy-four students participated in flipped classroom activities during their first semester of study. Students were told to learn from online videos related to using image editing software in their own time and pace prior to the next class. When they met in class, they were asked to apply their recently acquired editing knowledge to edit an image of their own choice related to the theme of their group project. At the end of the activity, students were asked to complete an online questionnaire. It was found that students had rated all five questions relating to generic skills highly, with self-study skills rated the highest. They particularly enjoyed the flexibility of learning on their own time and pace as a benefit of the flipped classroom. Data collected from students’ project pages show they had used average of 3.22 editing features for the theme images for their project. Most groups had inserted text followed by using the filter function. It is possible that these two functions are more noticeable than other editing functions. In conclusion, students were able to apply their self-learnt knowledge in a real-life situation and they had also developed their generic skills via the flipped classroom pedagogy.

Equine First Aid Information Flip Booklet

OpenAIRE

Nay, Karah; Hoopes, Karl

2017-01-01

This is a flip chart type booklet with first aid information for horses, including checking vitals, pulse rate, respiration, mucus membrane color and capillary refill, signs of colic, deworming, vaccinations recommended for Utah, hoof care, and dental care.

Is neutralino dark matter compatible with flipped SU(5) models

Energy Technology Data Exchange (ETDEWEB)

McDonald, J.

1989-07-13

We consider the possibility that the lightest supersymmetric particle in flipped SUSY SU(5)xU(1) models is cosmologically stable and corresponds to a neutralino. Previous studies of dark matter in flipped SUSY SU(5) models have suggested that the decay of the oscillations of the SU(5) breaking scalar field would result in too many neutralinos, if they are stable. We show that it is possible for an acceptable density of neutralinos to occur in the case where the neutralino corresponds to a light photino, if the temperature at the end of the oscillation dominated period is flipped SU(5) models. Direct detection of dark matter in forthcoming experiments will therefore not eliminate this class of models. (orig.).

The FLIP fuel experience at Washington State University

International Nuclear Information System (INIS)

Lovas, Thomas A.

1977-01-01

The Washington State University TRIGA-fueled modified G.E. reactor was refueled with a partial TRIGA-FLIP core in February, 1976. The final core loading consisted of 35 FLIP and 75 Standard TRIGA fuel rods and provided a core excess reactivity of $7.98. The observed performance of the reactor did not deviate significantly from the design predictions and specifications. Pulsing tests revealed a maximum power output of 1850 MW with a fuel temperature of 449 deg. C from a $2.50 pulse. Slight power fluctuations at 1 Megawatt steady-state operation and post-pulse power oscillations were observed. (author)

THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN EFL WRITING

OpenAIRE

Rida Afrilyasanti

2016-01-01

Flipped classroom is an approach to learning to write that allows teachers to have one-on-one assistance to help learners in the “during writing” stage in the classroom. Theories are given to the students in a video lectures to watch before class. Because problems in writing mostly occur in “during writing” stage, teacher assistance is crucial. This paper aims to share theoretical review and research findings pertaining to the implementation of flipped classroom model to EFL writing. Research...

Implementing the Flipped Classroom : An exploration of study behaviour and student performance

NARCIS (Netherlands)

Boevé, Anna J.; Meijer, Rob R.; Bosker, Roel J.; Vugteveen, Jorien; Hoekstra, Rink; Albers, Casper J.

2017-01-01

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom,

Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment

Science.gov (United States)

Goates, Michael C.; Nelson, Gregory M.; Frost, Megan

2017-01-01

Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate…

Flipping HCI

Directory of Open Access Journals (Sweden)

C. Evans

2016-08-01

Full Text Available This paper presents the results of two studies involving “flipping the classroom”. Teaching material was delivered via interactive “e-lectures”, allowing face-to-face sessions to focus instead on practice. The e-lectures were designed according to standard usability principles coupled with recent research into the effect of interactivity on learning. The effectiveness of the use of e-lectures was then evaluated using an online survey. The results suggest that students prefer the flexibility offered by e-lectures compared to conventional lectures. The results contribute to our understanding of how this technology fits with face-to-face teaching in the digital age.

A Study on the Motivational Strategies in College English Flipped Classroom

Science.gov (United States)

Suo, Jia; Hou, Xiuying

2017-01-01

Flipped classroom is a great reform that brings a huge impact on the classroom teaching. Its essence is autonomous leaning, whose effect is determined by students' motivation. Therefore, to bring the advantages of the flipped classroom into full play, the top priority is to stimulate students' motivation. The paper makes a study on the…

To What Extent Does 'Flipping' Make Lessons Effective in a Multimedia Production Class?

Science.gov (United States)

Choi, Jaeho; Lee, Youngju

2018-01-01

This study examines the effects of a flipped classroom in a technology integration course for pre-service teachers. In total, 79 students were randomly assigned into a flipped classroom or a traditional classroom group and given three multimedia production tasks. Students in the flipped group reviewed an e-book for lessons on multimedia…

The features of the Cosmic Web unveiled by the flip-flop field

Science.gov (United States)

Shandarin, Sergei F.; Medvedev, Mikhail V.

2017-07-01

Currently the dark matter environment is widely accepted as a framework for understanding of the observed structure in the universe. N-body simulations are indispensable for the analysis of the formation and evolution of the dark matter web. Two primary fields - density and velocity fields - are used in most of studies. Dark matter provides two additional fields that are unique for collisionless media only. They are the multistream field in Eulerian space and flip-flop field in Lagrangian space. The flip-flop field represents the number of sign reversals of an elementary volume of each collisionless fluid element. This field can be estimated by counting the sign reversals of the Jacobian at each particle at every time step of the simulation. The Jacobian is evaluated by numerical differentiation of the Lagrangian submanifold, I.e. the three-dimensional dark matter sheet in the six-dimensional space formed by three Lagrangian and three Eulerian coordinates. We present the results of the statistical study of the evolution of the flip-flop field from z = 50 to the present time z = 0. A number of statistical characteristics show that the pattern of the flip-flop field remains remarkably stable from z ≈ 30 to the present time. As a result the flip-flop field evaluated at z = 0 stores a wealth of information about the dynamical history of the dark matter web. In particular one of the most intriguing properties of the flip-flop is a unique capability to preserve the information about the merging history of haloes.

FLIPPED CLASSROOM LEARNING METHOD TO IMPROVE CARING AND LEARNING OUTCOME IN FIRST YEAR NURSING STUDENT

Directory of Open Access Journals (Sweden)

Ni Putu Wulan Purnama Sari

2017-08-01

Full Text Available Background and Purpose: Caring is the essence of nursing profession. Stimulation of caring attitude should start early. Effective teaching methods needed to foster caring attitude and improve learning achievement. This study aimed to explain the effect of applying flipped classroom learning method for improving caring attitude and learning achievement of new student nurses at nursing institutions in Surabaya. Method: This is a pre-experimental study using the one group pretest posttest and posttest only design. Population was all new student nurses on nursing institutions in Surabaya. Inclusion criteria: female, 18-21 years old, majoring in nursing on their own volition and being first choice during students selection process, status were active in the even semester of 2015/2016 academic year. Sample size was 67 selected by total sampling. Variables: 1 independent: application of flipped classroom learning method; 2 dependent: caring attitude, learning achievement. Instruments: teaching plan, assignment descriptions, presence list, assignment assessment rubrics, study materials, questionnaires of caring attitude. Data analysis: paired and one sample t test. Ethical clearance was available. Results: Most respondents were 20 years old (44.8%, graduated from high school in Surabaya (38.8%, living with parents (68.7% in their homes (64.2%. All data were normally distributed. Flipped classroom learning method could improve caring attitude by 4.13%. Flipped classroom learning method was proved to be effective for improving caring attitude (p=0.021 and learning achievement (p=0.000. Conclusion and Recommendation: Flipped classroom was effective for improving caring attitude and learning achievement of new student nurse. It is recommended to use mix-method and larger sample for further study.

The effects of flipped learning for bystander cardiopulmonary resuscitation on undergraduate medical students.

Science.gov (United States)

Nakanishi, Taizo; Goto, Tadahiro; Kobuchi, Taketsune; Kimura, Tetsuya; Hayashi, Hiroyuki; Tokuda, Yasuharu

2017-12-22

To compare bystander cardiopulmonary resuscitation skills retention between conventional learning and flipped learning for first-year medical students. A post-test only control group design. A total of 108 participants were randomly assigned to either the conventional learning or flipped learning. The primary outcome measures of time to the first chest compression and the number of total chest compressions during a 2-minute test period 6 month after the training were assessed with the Mann-Whitney U test. Fifty participants (92.6%) in the conventional learning group and 45 participants (83.3%) in the flipped learning group completed the study. There were no statistically significant differences 6 months after the training in the time to the first chest compression of 33.0 seconds (interquartile range, 24.0-42.0) for the conventional learning group and 31.0 seconds (interquartile range, 25.0-41.0) for the flipped learning group (U=1171.0, p=0.73) or in the number of total chest compressions of 101.5 (interquartile range, 90.8-124.0) for the conventional learning group and 104.0 (interquartile range, 91.0-121.0) for the flipped learning group (U=1083.0, p=0.75). The 95% confidence interval of the difference between means of the number of total chest compressions 6 months after the training did not exceed a clinically important difference defined a priori. There were no significant differences between the conventional learning group and the flipped learning group in our main outcomes. Flipped learning might be comparable to conventional learning, and seems a promising approach which requires fewer resources and enables student-centered learning without compromising the acquisition of CPR skills.

Flipped GUT inflation

OpenAIRE

Ellis, John; Gonzalo, Tomás E.; Harz, Julia; Huang, Wei-Chih

2015-01-01

We analyse the prospects for constructing hybrid models of inflation that provide a dynamical realisation of the apparent closeness between the supersymmetric GUT scale and the possible scale of cosmological inflation. In the first place, we consider models based on the flipped SU(5)×U(1) gauge group, which has no magnetic monopoles. In one model, the inflaton is identified with a sneutrino field, and in the other model it is a gauge singlet. In both cases we find regions of the model paramet...

Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.

Science.gov (United States)

Moraros, John; Islam, Adiba; Yu, Stan; Banow, Ryan; Schindelka, Barbara

2015-02-28

Flipped Classroom is a model that's quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. The participants in the study consisted of 67 Masters-level graduate students in an introductory epidemiology class. Data was collected from students who completed surveys during three time points (beginning, middle and end) in each term. The Flipped Classroom was employed for the academic year 2012-2013 (two terms) using both pre-class activities and in-class activities. Among the 67 Masters-level graduate students, 80% found the Flipped Classroom model to be either somewhat effective or very effective (M = 4.1/5.0). International students rated the Flipped Classroom to be significantly more effective when compared to North American students (X(2) = 11.35, p Students' perceived effectiveness of the Flipped Classroom had no significant association to their academic performance in the course as measured by their final grades (r s = 0.70). However, students who found the Flipped Classroom to be effective were also more likely to be satisfied with their course experience. Additionally, it was found that the SEEQ variable scores for students enrolled in the Flipped Classroom were significantly higher than the ones for students enrolled prior to the implementation of the Flipped Classroom (p = 0.003). Overall, the format of the Flipped Classroom provided more opportunities for students to engage in critical thinking, independently facilitate their own learning, and more effectively interact with and learn from their peers. Additionally, the instructor was given more flexibility to cover a wider range and depth of material, provide in-class applied learning

QED polarization asymmetries for e+e- scattering due to helicity flips

International Nuclear Information System (INIS)

Anders, T.B.; Sell, E.W.

1992-01-01

The polarization asymmetries for the e + e - scattering with polarized incoming of outgoing beams, which are proportional to the amplitudes φ 5 describing one helicity flip and φ 2 describing two helicity flips, have been calculated including their pure QED radiative corrections. These asymmetries are partly large and can be observed well at low energies. (orig.)

Flipped Classrooms: A Review of Key Ideas and Recommendations for Practice

Science.gov (United States)

DeLozier, Sarah J.; Rhodes, Matthew G.

2017-01-01

Flipped classrooms refer to the practice of assigning lectures outside of class and devoting class time to a variety of learning activities. In this review, we discuss the range of approaches to the flipped classroom and focus on activities frequently used in these settings. Amongst these, we examine both out-of-class activities (e.g., video…

The Flipped Journal Club

OpenAIRE

Bounds, Richard; Boone, Stephen

2018-01-01

Introduction: Educators struggle to develop a journal club format that promotes active participation from all levels of trainees. The explosion of social media compels residencies to incorporate the evaluation and application of these resources into evidence-based practice. We sought to design an innovative “flipped journal club” to achieve greater effectiveness in meeting goals and objectives among residents and faculty. Methods: Each journal club is focused o...

Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing.

Science.gov (United States)

Park, Esther O; Park, Ji Hyun

2018-04-01

The effectiveness of flipped learning as one of the teaching methods of active learning has been left unexamined in nursing majors, compared to the frequent attempts to uncover the effectiveness of it in other disciplines. The purpose of this study was to reveal the effectiveness of flipped learning pedagogy in an adult health nursing course, controlling for other variables. The study applied a quasi-experimental approach, comparing pre- and post-test results in learning outcomes. Included in this analysis were the records of 81 junior nursing major students. The convenience sampling method was used to select the participants. Those in the experimental group were exposed to a flipped classroom experience that was given after the completion of their traditional class. The students' learning outcomes and the level of critical thinking skills were evaluated before and after the intervention of the flipped classroom. After the flipped classroom experience, the scores of the students' achievement in subject topics and critical thinking skills, specifically intellectual integrity and creativity, showed a greater level of increase than those of their controlled counterparts. This remained true even after controlling for previous academic performance and the level of creativity. This study confirmed the effectiveness of the flipped classroom as a measure of active learning by applying a quantitative approach. But, regarding the significance of the initial contribution of flipped learning in the discipline of nursing science, carrying out a more authentic experimental study could justify the impact of flipped learning pedagogy. © 2017 Japan Academy of Nursing Science.

Superposed Redox Chemistry of Fused Carbon Rings in Cyclooctatetraene-Based Organic Molecules for High-Voltage and High-Capacity Cathodes.

Science.gov (United States)

Zhao, Xiaolin; Qiu, Wujie; Ma, Chao; Zhao, Yingqin; Wang, Kaixue; Zhang, Wenqing; Kang, Litao; Liu, Jianjun

2018-01-24

Even though many organic cathodes have been developed and have made a significant improvement in energy density and reversibility, some organic materials always generate relatively low voltage and limited discharge capacity because their energy storage mechanism is solely based on redox reactions of limited functional groups [N-O, C═X (X = O, N, S)] linking to aromatic rings. Here, a series of cyclooctatetraene-based (C 8 H 8 ) organic molecules were demonstrated to have electrochemical activity of high-capacity and high-voltage from carbon rings by means of first-principles calculations and electronic structure analysis. Fused molecules of C 8 -C 4 -C 8 (C 16 H 12 ) and C 8 -C 4 -C 8 -C 4 -C 8 (C 24 H 16 ) contain, respectively, four and eight electron-deficient carbons, generating high-capacity by their multiple redox reactions. Our sodiation calculations predict that C 16 H 12 and C 24 H 16 exhibit discharge capacities of 525.3 and 357.2 mA h g -1 at the voltage change from 3.5 to 1.0 V and 3.7 to 1.3 V versus Na + /Na, respectively. Electronic structure analysis reveals that the high voltages are attributed to superposed electron stabilization mechanisms, including double-bond reformation and aromatization from carbon rings. High thermodynamic stability of these C 24 H 16 -based systems strongly suggests feasibility of experimental realization. The present work provides evidence that cyclooctatetraene-based organic molecules fused with the C 4 ring are promising in designing high-capacity and high-voltage organic rechargeable cathodes.

Scariest thing about climate change: climate flips

International Nuclear Information System (INIS)

Beaulieu, P.

1997-01-01

The idea that an increase in greenhouse gases will cause the global average temperature to rise slowly over the next decades was discussed. Studies of ice core from Greenland have shown that in the past climate shifts seem to have happened quickly. Some scientists fear that increasingly frequent extreme weather events could be a sign that the climate system is nearing its threshold and a rapid climate flip may be just ahead. In the case of global climatic system, the danger is that stresses from greenhouse gas effects are pushing the present system over the threshold where it must flip into a new warmer system that will be stable, but different from the climate on which our agriculture, economy, settlements and lives depend. 4 refs

Counting and tensorial properties of twist-two helicity-flip nucleon form factors

International Nuclear Information System (INIS)

Chen Zhang; Ji Xiangdong

2005-01-01

We perform a systematic analysis on the off-forward matrix elements of the twist-two quark and gluon helicity-flip operators. By matching the allowed quantum numbers and their crossing channel counterparts (a method developed by Ji and Lebed), we systematically count the number of independent nucleon form factors in off-forward scattering of matrix elements of these quark and gluon spin-flip operators. In particular, we find that the numbers of independent nucleon form factors of twist-two, helicity-flip quark (gluon) operators are 2n-1 (2n-5) if n is odd, and 2n-2 (2n-6) if n is even, with n≥2 (n≥4). We also analyze and write down the tensorial/Lorentz structure and kinematic factors of the expansion of these operators' matrix elements in terms of the independent form factors. These generalized form factors define the off-forward quark and gluon helicity-flip distributions in the literature

Interaction Region Design for a Ring-Ring LHeC

CERN Document Server

Thompson, L N S; Bernard, N R; Fitterer, M; Holzer, B; Klein, M; Kostka, P

2011-01-01

tively low energy and moderately high intensity provides high luminosity TeV-scale e-p collisions at one of the LHC interaction points, running simultaneously with existing experiments. Two designs are studied; an electron ring situated in the LHC tunnel, and an electron linac. The focus of this paper is on the ring design. Designing an e-p machine presents interesting accelerator physics and design challenges, particularly when considering the interaction region. These include coupled optics, beam separation and unconventional mini-beta focusing schemes. Designs are constrained by an array of interdependent factors, including beam-beam interaction, detector dimensions and acceptance, luminosity and synchrotron radiation. Methods of addressing these complex issues are discussed. The current designs for the LHeC Ring-Ring interaction region and long straight section are presented and discussed, in the context of the project goals and design challenges encountered. Future developments and work are also discusse...

Spin-flip transitions between Zeeman sublevels in semiconductor quantum dots

International Nuclear Information System (INIS)

Khaetskii, Alexander V.; Nazarov, Yuli V.

2001-01-01

We have studied spin-flip transitions between Zeeman sublevels in GaAs electron quantum dots. Several different mechanisms which originate from spin-orbit coupling are shown to be responsible for such processes. It is shown that spin-lattice relaxation for the electron localized in a quantum dot is much less effective than for the free electron. The spin-flip rates due to several other mechanisms not related to the spin-orbit interaction are also estimated

Flat directions in flipped SU(5). I: All-order analysis

Energy Technology Data Exchange (ETDEWEB)

Cleaver, G.B. E-mail: gcleaver@rainbow.physics.tamu.edu; Ellis, J. E-mail: john.ellis@cern.ch; Nanopoulos, D.V. E-mail: dimitri@soda.physics.tamu.edu

2001-04-23

We present a systematic classification of field directions for the string-derived flipped SU(5) model that are D- and F-flat to all orders. Properties of the flipped SU(5) model with field values in these directions are compared to those associated with other flat directions that have been shown to be F-flat to specific finite orders in the superpotential. We discuss the phenomenological Higgs spectrum, and quark and charged-lepton mass textures.

Flat Directions in Flipped SU(5); 1, All-Order Analysis

CERN Document Server

Cleaver, G B; Nanopoulos, Dimitri V

2001-01-01

We present a systematic classification of field directions for the string-derived flipped SU(5) model that are D- and F-flat to all orders. Properties of the flipped SU(5) model with field values in these directions are compared to those associated with other flat directions that have been shown to be F-flat to specific finite orders in the superpotential. We discuss the phenomenological Higgs spectrum, and quark and charged-lepton mass textures.

Modeling and Simulation of Longitudinal Dynamics for Low Energy Ring-High Energy Ring at the Positron-Electron Project

International Nuclear Information System (INIS)

Rivetta, Claudio; Mastorides, T.; Fox, J.D.; Teytelman, D.; Van Winkle, D.

2007-01-01

A time domain dynamic modeling and simulation tool for beam-cavity interactions in the Low Energy Ring (LER) and High Energy Ring (HER) at the Positron-Electron Project (PEP-II) is presented. Dynamic simulation results for PEP-II are compared to measurements of the actual machine. The motivation for this tool is to explore the stability margins and performance limits of PEP-II radio-frequency (RF) systems at future higher currents and upgraded RF configurations. It also serves as a test bed for new control algorithms and can define the ultimate limits of the low-level RF (LLRF) architecture. The time domain program captures the dynamic behavior of the beam-cavity-LLRF interaction based on a reduced model. The ring current is represented by macrobunches. Multiple RF stations in the ring are represented via one or two macrocavities. Each macrocavity captures the overall behavior of all the 2 or 4 cavity RF stations. Station models include nonlinear elements in the klystron and signal processing. This enables modeling the principal longitudinal impedance control loops interacting via the longitudinal beam model. The dynamics of the simulation model are validated by comparing the measured growth rates for the LER with simulation results. The simulated behavior of the LER at increased operation currents is presented via low-mode instability growth rates. Different control strategies are compared and the effects of both the imperfections in the LLRF signal processing and the nonlinear drivers and klystrons are explored

Flipped Classrooms: An Agenda for Innovative Marketing Education in the Digital Era

Science.gov (United States)

Green, Teegan

2015-01-01

Flipped classrooms reverse traditional lecturing because students learn content before class through readings and prerecorded videos, freeing lectures for hands-on activities and discussion. However, there is a dearth of literature in marketing education addressing flipped classrooms. This article fills this void using grounded theory to develop a…

Rotational loss of a ring-shaped flywheel supported by high T{sub c} superconducting levitation

Energy Technology Data Exchange (ETDEWEB)

Teshima, Hidekazu [Nippon Steel Corp., Kawasaki, Kanagawa (Japan). Advanced Materials and Technology Research Labs.; Tawara, Taichi; Shimada, Ryuichi

1997-08-01

This paper describes the experimental results for the rotational loss of a ring-shaped flywheel supported by high T{sub c} superconducting levitation. Superconducting levitation is appropriate for rotating a ring-shaped flywheel which has neither shaft nor hub because it is a non-contact and automatically stable levitation without any control systems. The rotational loss has been investigated using a small-scaled experimental machine consisting of 16 bulk superconductors 46 mm in diameter and a ring-shaped flywheel about 300 mm in diameter. The rotational loss decreased as the levitation gap height increased. In low-speed rotational regions, the rotational loss was in proportion to the rotation speed and depended more on the levitation gap. In high-speed rotational regions, the rotational loss was in proportion to the third power of the rotation speed and depended less on the levitation gap. The cubic rotational loss in He was reduced to one-fifth of that in air. The magnetic field pinned in bulk superconductors induces a loss in the materials composing the ring-shaped flywheel. The rotational loss of a ring-shaped flywheel supported by superconducting levitation can be reduced by improving the uniformity of the magnetic fields along the ring, enlargement of the bulk superconductor(s), and densely arranging the bulk superconductors. (author)

Reversible Flip-Flops in Quantum-Dot Cellular Automata

Science.gov (United States)

Rad, Samaneh Kazemi; Heikalabad, Saeed Rasouli

2017-09-01

Quantum-dot cellular automata is a new technology to design the efficient combinational and sequential circuits at the nano-scale. This technology has many desirable advantages compared to the CMOS technology such as low power consumption, less occupation area and low latency. These features make it suitable for use in flip-flop design. In this paper, with knowing the characteristics of reversible logic, we design new structures for flip-flops. The operations of these structures are evaluated with QCADesigner Version 2.0.3 simulator. In addition, we calculate the power dissipation of these structures by QCAPro tool. The results illustrated that proposed structures are efficient compared to the previous ones.

A comparison of generalized hybrid Monte Carlo methods with and without momentum flip

International Nuclear Information System (INIS)

Akhmatskaya, Elena; Bou-Rabee, Nawaf; Reich, Sebastian

2009-01-01

The generalized hybrid Monte Carlo (GHMC) method combines Metropolis corrected constant energy simulations with a partial random refreshment step in the particle momenta. The standard detailed balance condition requires that momenta are negated upon rejection of a molecular dynamics proposal step. The implication is a trajectory reversal upon rejection, which is undesirable when interpreting GHMC as thermostated molecular dynamics. We show that a modified detailed balance condition can be used to implement GHMC without momentum flips. The same modification can be applied to the generalized shadow hybrid Monte Carlo (GSHMC) method. Numerical results indicate that GHMC/GSHMC implementations with momentum flip display a favorable behavior in terms of sampling efficiency, i.e., the traditional GHMC/GSHMC implementations with momentum flip got the advantage of a higher acceptance rate and faster decorrelation of Monte Carlo samples. The difference is more pronounced for GHMC. We also numerically investigate the behavior of the GHMC method as a Langevin-type thermostat. We find that the GHMC method without momentum flip interferes less with the underlying stochastic molecular dynamics in terms of autocorrelation functions and it to be preferred over the GHMC method with momentum flip. The same finding applies to GSHMC

Flipped version of the supersymmetric strongly coupled preon model

Energy Technology Data Exchange (ETDEWEB)

Fajfer, S. (Institut za Fiziku, University of Sarajevo, Sarajevo, (Yugoslavia)); Milekovic, M.; Tadic, D. (Zavod za Teorijsku Fiziku, Prirodoslovno-Matematicki Fakultet, University of Zagreb, Croatia, (Yugoslavia))

1989-12-01

In the supersymmetric SU(5) (SUSY SU(5)) composite model (which was described in an earlier paper) the fermion mass terms can be easily constructed. The SUSY SU(5){direct product}U(1), i.e., flipped, composite model possesses a completely analogous composite-particle spectrum. However, in that model one cannot construct a renormalizable superpotential which would generate fermion mass terms. This contrasts with the standard noncomposite grand unified theories (GUT's) in which both the Georgi-Glashow electrical charge embedding and its flipped counterpart lead to the renormalizable theories.

Markov chain analysis of single spin flip Ising simulations

International Nuclear Information System (INIS)

Hennecke, M.

1997-01-01

The Markov processes defined by random and loop-based schemes for single spin flip attempts in Monte Carlo simulations of the 2D Ising model are investigated, by explicitly constructing their transition matrices. Their analysis reveals that loops over all lattice sites using a Metropolis-type single spin flip probability often do not define ergodic Markov chains, and have distorted dynamical properties even if they are ergodic. The transition matrices also enable a comparison of the dynamics of random versus loop spin selection and Glauber versus Metropolis probabilities

A Stereoselective [3+1] Ring Expansion for the Synthesis of Highly Substituted Methylene Azetidines.

Science.gov (United States)

Schmid, Steven C; Guzei, Ilia A; Schomaker, Jennifer M

2017-09-25

The reaction of rhodium-bound carbenes with strained bicyclic methylene aziridines results in a formal [3+1] ring expansion to yield highly substituted methylene azetidines with excellent regio- and stereoselectivity. The reaction appears to proceed through an ylide-type mechanism, where the unique strain and structure of the methylene aziridine promotes a ring-opening/ring-closing cascade that efficiently transfers chirality from substrate to product. The resultant products can be elaborated into new azetidine scaffolds containing vicinal tertiary-quaternary and even quaternary-quaternary stereocenters. © 2017 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

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…

The Flipped Classroom: Implementing Technology to Aid in College Mathematics Student's Success

Science.gov (United States)

Buch, George R.; Warren, Carryn B.

2017-01-01

August 2016 there was a call (Braun, Bremser, Duval, Lockwood & White, 2017) for post-secondary instructors to use active learning in their classrooms. Once such example of active learning is what is called the "flipped" classroom. This paper presents the need for, and the methodology of the flipped classroom, results of…

Use of the Flipped Classroom Instructional Model in Higher Education: Instructors' Perspectives

Science.gov (United States)

Long, Taotao; Cummins, John; Waugh, Michael

2017-01-01

The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then come to the classroom for active learning experiences. Previous research has shown that the flipped classroom model can motivate students towards active learning, can improve their higher-order thinking…

FLIPPED LEARNING: PRACTICAL ASPECTS

OpenAIRE

Olena Kuzminska

2016-01-01

The article is devoted to issues of implementation of the flipped learning technology in the practice of higher education institutions. The article defines the principles of technology and a model of the educational process, it notes the need to establish an information support system. The article defines online platforms and resources; it describes recommendations for the design of electronic training courses and organization of the students in the process of implementing the proposed model,...

Flipped-Adversarial AutoEncoders

OpenAIRE

Zhang, Jiyi; Dang, Hung; Lee, Hwee Kuan; Chang, Ee-Chien

2018-01-01

We propose a flipped-Adversarial AutoEncoder (FAAE) that simultaneously trains a generative model G that maps an arbitrary latent code distribution to a data distribution and an encoder E that embodies an "inverse mapping" that encodes a data sample into a latent code vector. Unlike previous hybrid approaches that leverage adversarial training criterion in constructing autoencoders, FAAE minimizes re-encoding errors in the latent space and exploits adversarial criterion in the data space. Exp...

The Benefits, Drawbacks, and Challenges of Using the Flipped Classroom in an Introduction to Psychology Course

Science.gov (United States)

Roehling, Patricia V.; Root Luna, Lindsey M.; Richie, Fallon J.; Shaughnessy, John J.

2017-01-01

Flipped pedagogy has become a popular approach in education. While preliminary research suggests that the flipped classroom has a positive effect on learning in Science, Technology, Engineering, and Mathematics and quantitative courses, the research on the flipped classroom in a content heavy social science course is minimal and contradictory. We…

Influence of ring growth rate on damage development in hot ring rolling

NARCIS (Netherlands)

Wang, C.; Geijselaers, H. J.M.; Omerspahic, E.; Recina, V.; van den Boogaard, A. H.

2015-01-01

As an incremental forming process of bulk metal, ring rolling provides a cost effective process route to manufacture seamless rings. In the production of hot rolled rings, defects such as porosity can sometimes be found in high alloyed steel, manufactured from ingots having macro-segregation. For

Optimization design of high power ultrasonic circular ring radiator in coupled vibration.

Science.gov (United States)

Xu, Long; Lin, Shuyu; Hu, Wenxu

2011-10-01

This paper presents a new high power ultrasonic (HPU) radiator, which consists of a transducer, an ultrasonic horn, and a metal circular ring. Both the transducer and horn in longitudinal vibrations are used to drive a metal circular ring in a radial-axial coupled vibration. This coupled vibration cannot only generate ultrasound in both the radial and axial directions, but also focus the ultrasound inside the circular ring. Except for the radial-axial coupled vibration mode, the third longitudinal harmonic vibration mode with relative large vibration amplitude is also detected, which can be used as another operation mode. Overall, the HPU with these two vibration modes should have good potential to be applied in liquid processing, such as sonochemistry, ultrasonic cleaning, and Chinese herbal medicine extraction. Copyright © 2011 Elsevier B.V. All rights reserved.

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

Directory of Open Access Journals (Sweden)

Zafer Unal

2017-11-01

Full Text Available As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.

Survey of Digital Feedback Systems in High Current Storage Rings

International Nuclear Information System (INIS)

Teytelman, Dmitry

2003-01-01

In the last decade demand for brightness in synchrotron light sources and luminosity in circular colliders led to construction of multiple high current storage rings. Many of these new machines require feedback systems to achieve design stored beam currents. In the same time frame the rapid advances in the technology of digital signal processing allowed the implementation of these complex feedback systems. In this paper I concentrate on three applications of feedback to storage rings: orbit control in light sources, coupled-bunch instability control, and low-level RF control. Each of these applications is challenging in areas of processing bandwidth, algorithm complexity, and control of time-varying beam and system dynamics. I will review existing implementations as well as comment on promising future directions

Monolithically integrated enhancement/depletion-mode AlGaN/GaN HEMT D flip-flop using fluorine plasma treatment

International Nuclear Information System (INIS)

Xie Yuanbin; Quan Si; Ma Xiaohua; Zhang Jincheng; Li Qingmin; Hao Yue

2011-01-01

Depletion-mode and enhancement-mode AlGaN/GaN HEMTs using fluorine plasma treatment were integrated on one wafer. Direct-coupled FET logic circuits, such as an E/D HEMT inverter, NAND gate and D flip-flop, were fabricated on an AlGaN/GaN heterostructure. The D flip-flop and NAND gate are demonstrated in a GaN system for the first time. The dual-gate AlGaN/GaN E-HEMT substitutes two single-gate E-HEMTs for simplifying the NAND gate and shrinking the area, integrating with a conventional AlGaN/GaN D-HEMT and demonstrating a NAND gate. E/D-mode D flip-flop was fabricated by integrating the inverters and the NAND gate on the AlGaN/GaN heterostructure. At a supply voltage of 2 V, the E/D inverter shows an output logic swing of 1.7 V, a logic-low noise margin of 0.49 V and a logic-high noise margin of 0.83 V. The NAND gate and D flip-flop showed correct logic function demonstrating promising potential for GaN-based digital ICs. (semiconductor integrated circuits)