WorldWideScience

Sample records for solutions including courses

  1. CERN Technical Training: LABVIEW courses include RADE

    CERN Multimedia

    HR Department

    2009-01-01

    The contents of the "LabView Basic I" and "LabView Intermediate II" courses have recently been changed to include, respectively, an introduction to and expert training in the Rapid Application Development Environment (RADE). RADE is a LabView-based application developed at CERN to integrate LabView in the accelerator and experiment control infrastructure. It is a suitable solution to developing expert tools, machine development analysis and independent test facilities. The course names have also been changed to "LabVIEW Basics I with RADE Introduction" and "LabVIEW Intermediate II with Advanced RADE Application". " LabVIEW Basics I with RADE Introduction" is designed for: Users preparing to develop applications using LabVIEW, or NI Developer Suite; users and technical managers evaluating LabVIEW or NI Developer Suite in purchasing decisions; users pursuing the Certified LabVIEW Developer certification. The course pr...

  2. CERN Technical Training: LABVIEW courses include RADE

    CERN Multimedia

    HR Department

    2009-01-01

    The contents of the "LabView Basic I" and "LabView Intermediate II" courses have recently been changed to include, respectively, an introduction to and expert training in the Rapid Application Development Environment (RADE). RADE is a LabView-based application developed at CERN to integrate LabView in the accelerator and experiment control infrastructure. It is a suitable solution to developing expert tools, machine development analysis and independent test facilities. The course names have also been changed to "LabVIEW Basics I with RADE Introduction" and "LabVIEW Intermediate II with Advanced RADE Application". " LabVIEW Basics I with RADE Introduction" is designed for: Users preparing to develop applications using LabVIEW, or NI Developer Suite; users and technical managers evaluating LabVIEW or NI Developer Suite in purchasing decisions; users pursuing the Certified LabVIEW Developer certification. The course prepares participants to develop test and measurement, da...

  3. CERN Technical Training: LABVIEW courses include RADE

    CERN Multimedia

    HR Department

    2009-01-01

    The contents of "LabView Basic I" and "LabView Intermediate II" trainings have been recently changed to include, respectively, an introduction and an expert training on the Rapid Application Development Environment (RADE). RADE is a LabView-based application developed at CERN to integrate LabView in the accelerator and experiment control infrastructure. It is a suitable solution to develop expert tools, machine development analysis and independent test facilities. The course names have also been changed to "LabVIEW Basics I with RADE Introduction" and "LabVIEW Intermediate II with Advanced RADE Application". " LabVIEW Basics I with RADE Introduction" is designed for: Users preparing to develop applications using LabVIEW, or NI Developer Suite; users and technical managers evaluating LabVIEW or NI Developer Suite in purchasing decisions; users pursuing the Certified LabVIEW Developer certification. The course prepare...

  4. Combination of graph heuristics in producing initial solution of curriculum based course timetabling problem

    Science.gov (United States)

    Wahid, Juliana; Hussin, Naimah Mohd

    2016-08-01

    The construction of population of initial solution is a crucial task in population-based metaheuristic approach for solving curriculum-based university course timetabling problem because it can affect the convergence speed and also the quality of the final solution. This paper presents an exploration on combination of graph heuristics in construction approach in curriculum based course timetabling problem to produce a population of initial solutions. The graph heuristics were set as single and combination of two heuristics. In addition, several ways of assigning courses into room and timeslot are implemented. All settings of heuristics are then tested on the same curriculum based course timetabling problem instances and are compared with each other in terms of number of population produced. The result shows that combination of saturation degree followed by largest degree heuristic produce the highest number of population of initial solutions. The results from this study can be used in the improvement phase of algorithm that uses population of initial solutions.

  5. Teaching sustainability in engineering solutions as a generic bachelor course

    DEFF Research Database (Denmark)

    Olsen, Stig Irving; Nielsen, Susanne Balslev; Ejlertsen, Marina

    2013-01-01

    Engineers have the potential to significantly influence the sustainability of technological solutions. At DTU we aim to address sustainability to all engineering students at DTU. One of the means to address students throughout DTU is the establishment of a course aimed at bachelor students from all...... of the university’s study lines. The objectives of the course, which is named “Sustainability in engineering solutions”, is for the participants to acquire an understanding of the basic concept of sustainability and its three dimensions (people, profit, planet), as well as to get an overview of a number of tools...... for the analysis of problems and the synthesis of solutions that are sustainable throughout their life cycle. The course ensures that the participants acquire the skills to use the most central of the tools introduced. Furthermore, the participants should understand the engineer’s role and responsibility...

  6. Electrolyte solutions including a phosphoranimine compound, and energy storage devices including same

    Science.gov (United States)

    Klaehn, John R.; Dufek, Eric J.; Rollins, Harry W.; Harrup, Mason K.; Gering, Kevin L.

    2017-09-12

    An electrolyte solution comprising at least one phosphoranimine compound and a metal salt. The at least one phosphoranimine compound comprises a compound of the chemical structure ##STR00001## where X is an organosilyl group or a tert-butyl group and each of R.sup.1, R.sup.2, and R.sup.3 is independently selected from the group consisting of an alkyl group, an aryl group, an alkoxy group, or an aryloxy group. An energy storage device including the electrolyte solution is also disclosed.

  7. PASCAL for engineers: A course including OMEGASOFT PASCAL for microcomputers

    International Nuclear Information System (INIS)

    Tausch, L.A.

    1985-01-01

    These are the notes of a PASCAL course for controls engineers at CERN. The course starts with 'Standard Pascal' and includes OMEGASOFT Pascal, a powerful extension of Pascal towards real-time and systems applications. It demonstrates how a language such as Pascal, with adequate extensions for systems programming and embedded microprocessor-driven systems, can substantially increase the productivity of programmers and the reliability of their products. Also enhanced will be the legibility of the programs and their maintainability, since programming in Pascal automatically leads to autodocumentation. Simple examples show how OMEGASOFT-PASCAL can be used for efficient programming of embedded systems for real-time data acquisition and control using the MC6809 microprocessor. (orig.)

  8. Making On-line Science Course Materials Easily Translatable and Accessible Worldwide: Challenges and Solutions

    Science.gov (United States)

    Adams, Wendy K.; Alhadlaq, Hisham; Malley, Christopher V.; Perkins, Katherine K.; Olson, Jonathan; Alshaya, Fahad; Alabdulkareem, Saleh; Wieman, Carl E.

    2012-02-01

    The PhET Interactive Simulations Project partnered with the Excellence Research Center of Science and Mathematics Education at King Saud University with the joint goal of making simulations useable worldwide. One of the main challenges of this partnership is to make PhET simulations and the website easily translatable into any language. The PhET project team overcame this challenge by creating the Translation Utility. This tool allows a person fluent in both English and another language to easily translate any of the PhET simulations and requires minimal computer expertise. In this paper we discuss the technical issues involved in this software solution, as well as the issues involved in obtaining accurate translations. We share our solutions to many of the unexpected problems we encountered that would apply generally to making on-line scientific course materials available in many different languages, including working with: languages written right-to-left, different character sets, and different conventions for expressing equations, variables, units and scientific notation.

  9. Cadaver embalming fluid for surgical training courses: modified Larssen solution.

    Science.gov (United States)

    Bilge, Okan; Celik, Servet

    2017-11-01

    10% Formalin (F10)-fixed cadavers have disadvantages such as disturbing smell, mucosal irritation, discoloration and rigidity. We aimed to determine a suitable, simple and cost-effective embalming method that preserves color, texture, pliability and flexibility of the tissues for a long time without a disturbing smell and mucosal irritation. The embalmed cadavers were expected to be durable against environmental effects, utilizable for multiple and repetitive surgical trainings and instrumentations. Eight male (six intact, two autopsied bodies) and four female (three intact and one imported trunk) human cadavers were preserved with modified Larssen solution (MLS). Preserved bodies were kept in the deep freezers at -18/-20 °C. Bodies were allowed to thaw at room temperature 3 days prior to use. They were used in postgraduate hands-on courses for several medical disciplines. Each course lasted at least 1 day and during this period the bodies were stayed at room temperature. Assessments of 30 trainers and 252 trainees were collected during the courses. Additionally, the organoleptic characteristics of the fresh frozen (FF), preserved with MLS and F10-fixed cadavers were compared. The colors of muscles, fasciae, fatty tissue, nerves and vessels were evaluated and life-like tissues of MLS cadavers were impressive. There were no obvious or disturbing smell and sign of putrefaction of the MLS cadavers. MLS is a sustainable and relatively affordable soft cadaver embalming method. Its application is same as in other conventional methods and does not need new equipment. This article indicates the success of the MLS method in human cadavers.

  10. 76 FR 81986 - Honeywell International, Inc., Automation and Control Solutions Division, Including On-Site...

    Science.gov (United States)

    2011-12-29

    ..., Inc., Automation and Control Solutions Division, Including On-Site Leased Workers From Manpower...., Automation and Control Solutions Division. The Department has determined that these workers were sufficiently...., Automation and Control Solutions Division, including on-site leased workers from Manpower, Spherion...

  11. Comparison of DSMC and CFD Solutions of Fire II Including Radiative Heating

    Science.gov (United States)

    Liechty, Derek S.; Johnston, Christopher O.; Lewis, Mark J.

    2011-01-01

    The ability to compute rarefied, ionized hypersonic flows is becoming more important as missions such as Earth reentry, landing high mass payloads on Mars, and the exploration of the outer planets and their satellites are being considered. These flows may also contain significant radiative heating. To prepare for these missions, NASA is developing the capability to simulate rarefied, ionized flows and to then calculate the resulting radiative heating to the vehicle's surface. In this study, the DSMC codes DAC and DS2V are used to obtain charge-neutral ionization solutions. NASA s direct simulation Monte Carlo code DAC is currently being updated to include the ability to simulate charge-neutral ionized flows, take advantage of the recently introduced Quantum-Kinetic chemistry model, and to include electronic energy levels as an additional internal energy mode. The Fire II flight test is used in this study to assess these new capabilities. The 1634 second data point was chosen for comparisons to be made in order to include comparisons to computational fluid dynamics solutions. The Knudsen number at this point in time is such that the DSMC simulations are still tractable and the CFD computations are at the edge of what is considered valid. It is shown that there can be quite a bit of variability in the vibrational temperature inferred from DSMC solutions and that, from how radiative heating is computed, the electronic temperature is much better suited for radiative calculations. To include the radiative portion of heating, the flow-field solutions are post-processed by the non-equilibrium radiation code HARA. Acceptable agreement between CFD and DSMC flow field solutions is demonstrated and the progress of the updates to DAC, along with an appropriate radiative heating solution, are discussed. In addition, future plans to generate more high fidelity radiative heat transfer solutions are discussed.

  12. 38 CFR 21.7120 - Courses included in programs of education.

    Science.gov (United States)

    2010-07-01

    ... officiating, or other sport or athletic courses, except courses of applied music, physical education, or... programs of education. 21.7120 Section 21.7120 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational...

  13. Ionic liquids, electrolyte solutions including the ionic liquids, and energy storage devices including the ionic liquids

    Science.gov (United States)

    Gering, Kevin L.; Harrup, Mason K.; Rollins, Harry W.

    2015-12-08

    An ionic liquid including a phosphazene compound that has a plurality of phosphorus-nitrogen units and at least one pendant group bonded to each phosphorus atom of the plurality of phosphorus-nitrogen units. One pendant group of the at least one pendant group comprises a positively charged pendant group. Additional embodiments of ionic liquids are disclosed, as are electrolyte solutions and energy storage devices including the embodiments of the ionic liquid.

  14. In vitro effectiveness of Castellani solution including various ingredients against different microorganisms

    Directory of Open Access Journals (Sweden)

    Şükran Çopur

    2013-09-01

    Full Text Available Objective: As the external auditory canal is a moisturearea, it facilitates the growth of bacteria and fungi. Infectionsand inflammation due to Staphylococcus aureus,Pseudomonas aeruginosa, Aspergillus spp. and Candidaalbicans can develop in this area. Classical Castellanisolution including boric acid, fenol, fucsin, resorcinol, acetone,and alcohol is used for external ear tract infectionsdue to fungi and bacteria, and also for the superficial dermatophytoses,and eczematous dermatitis of the externalear tract infections.The purpose of this study is to investigate of the in vitroeffectiveness of classical Castellani solution and its differentformulations with different dilutions against the standardyeast and bacteria strains.Methods: C. albicans ATCC 10231, C. krusei ATCC6258, C. dubliniensis CD 36, C. guilliermondii ATCC6260, C. parapsilosis ATCC22019, E. coli ATCC 25922,P. aeruginosa ATCC 27853, MRSA ATCC 43300, Staphylococcusaureus ATCC 25923, and S. epidermidis ATCC12228 strains were included in the study. Broth microdilutionmethod was used for each microorganism and Castellaniformulation. The tests are repeated at least twice.Results: The inhibitory concentration of classical Castellanisolution against bacteria and fungi is 1/64-1/256,1/32-1/64 for fuchsin free solution, 1/32-1/128 for boricacid-free solution and, 1/64-1/128 for resorcinol-free solution.Conclusions: As a conclusion we think that the classicalCastellani solution and its different formulations at variousdilutions may be effective antimicrobial agents for differentpatient populations. J Clin Exp Invest 2013; 4 (3:302-305Key words: Castellani solution, antimicrobial activity, in vitro

  15. 75 FR 77664 - Honeywell International, Inc., Automation and Control Solutions Division, Including On-Site...

    Science.gov (United States)

    2010-12-13

    ..., Inc., Automation and Control Solutions Division, Including On-Site Leased Workers From Manpower... Solutions Division. The Department has determined that these workers were sufficiently under the control of Honeywell International, Inc., Automation and Control Solutions Division to be considered leased workers...

  16. 78 FR 19530 - Eastman Kodak Company (GCG), Electrographic Print Solutions, Including On-Site Leased Workers...

    Science.gov (United States)

    2013-04-01

    ... Kodak Company (GCG), Electrographic Print Solutions, Including On-Site Leased Workers From Adecco and Datrose, Spencerport, New York; Eastman Kodak Company, IPS, Including On-Site Leased Workers From Adecco..., 2011, applicable to workers of Eastman Kodak Company (GCG), Electrographic Print Solutions, including...

  17. Auditing the Accessibility of Massive Open Online Courses (MOOCs).

    Science.gov (United States)

    Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey; Coughlan, Tim

    2017-01-01

    The outcome from the research being reported in this paper is the design of an accessibility audit to evaluate Massive Open Online Courses (MOOCs) for accessibility and to arrive at solutions and adaptations that can meet user needs. This accessibility audit includes expert-based heuristic evaluations and user-based evaluations of the MOOC platforms and individual courses.

  18. Elective course planning

    DEFF Research Database (Denmark)

    Kristiansen, Simon; Sørensen, Matias; Stidsen, Thomas Riis

    2011-01-01

    Efficient planning increasingly becomes an indispensable tool for management of both companies and public organizations. This is also the case for high school management in Denmark, because the growing individual freedom of the students to choose courses makes planning much more complex. Due...... to reforms, elective courses are today an important part of the curriculum, and elective courses are a good way to make high school education more attractive for the students. In this article, the problem of planning the elective courses is modeled using integer programming and three different solution...... for the Elective Course Planning Problem has been described in the literature before. The proposed algorithms are tested on data sets from 98 of the 150 high schools in Denmark. The tests show that for the majority of the problems, the optimal solution can be obtained within the one hour time bound. Furthermore...

  19. Including a Programming Course in General Education: Are We Doing Enough?

    Science.gov (United States)

    Ferguson, Roger C.; Leidig, Paul M.; Reynolds, John H.

    2015-01-01

    General education is more than a list of required courses a student must take to complete their degree. For most universities, general education is the groundwork for the student's university experience. These courses span multiple disciplines and allow students to experience a wide range of topics on their path to graduation. Programming classes,…

  20. 78 FR 25304 - Siemens Medical Solutions, USA, Inc., Oncology Care Systems (Radiation Oncology), Including On...

    Science.gov (United States)

    2013-04-30

    ..., USA, Inc., Oncology Care Systems (Radiation Oncology), Including On-Site Leased Workers From Source... Medical Solutions, USA, Inc., Oncology Care Systems (Radiation Oncology), including on- site leased... of February 2013, Siemens Medical Solutions, USA, Inc., Oncology Care Systems (Radiation Oncology...

  1. Potentiometric titration curves of aluminium salt solutions and its species conversion in the hydrolysis-polymerization course

    Directory of Open Access Journals (Sweden)

    Chenyi Wang

    2008-12-01

    Full Text Available A new concept of critical point is expounded by analysing the potentiometric titration curves of aluminium salt solutions under the moderate slow rate of base injection. The critical point is defined as the characteristic spot of the Al3+ salt solutions potentiometric titration curve, which is related to the experiment conditions. In addition, the changes of critical points reflect the influence of experiment conditions on the course of the hydrolysis-polymerization and the conversion of hydroxyl polynuclear aluminum species. According to the OH/Al mole ratio, the Al species can be divided into four regions quantitatively by three characteristic points on the titration curves: Part I, Al3+/Ala region, consist chiefly of Al3+ and mononuclear Al; Part II, the small/middle polynuclear Al region, including Al2-Al12; Part III, the large-size polynuclear aluminum region, consistent with predominantly Al13-Al54 and a little sol/gel Al(OH3; Part IV, the dissolving region of sol/gel Alc, only Al(OH 3 (aq or am and Al(OH4- species, which set up a base to study on the hydrolysis-polymerization of Al3+. At the same time, significant effects of total aluminum concentration, temperature, halide ion, silicate radical, and organic acid radical on the titration curves and its critical points were observed. Given the three critical points which demarcating the aluminum forms, we carry out a through investigation into the fundamental regulations of these factors’ influence, and offer a fresh train of thought to study the hydrolysis-polymerization of Al3+ in soil solutions.

  2. The Medical Terminology Course--Its Necessity and the Solution.

    Science.gov (United States)

    Phillips, J. H.

    1981-01-01

    Addresses difficulties faced by medical students in the acquisition of a technical terminology largely based on Greek or Latin, and explains how in recent years undergraduate Classics departments have met the challenge by offering a Medical Terminology course. Discusses course development and currently available instruction materials. (MES)

  3. 76 FR 13666 - Pitney Bowes, Inc., Mailing Solutions Management, Global Engineering Group, Including On-Site...

    Science.gov (United States)

    2011-03-14

    ...., Mailing Solutions Management, Global Engineering Group, Including On-Site Leased Workers From Guidant... workers and former workers of Pitney Bowes, Inc., Mailing Solutions Management Division, Engineering... reviewed the certification to clarify the subject worker group's identity. Additional information revealed...

  4. COMPOSITE SOLUTIONS IN RAILROAD ENGINEERING

    Directory of Open Access Journals (Sweden)

    Panfilova Marina Ivanovna

    2012-10-01

    Full Text Available Present-day methods of recovery of used wooden railway ties, including burial, chemical neutralization, gasification and subsequent burning, utilization in the capacity of composite materials, are expensive and unsafe for the environment. The authors propose a new method of their utilization. Ash generated in the course of their burning may replace a portion of cement in composite solutions and act as an additive to grouting mortars designated for the filling of the annulus space of manifold tunnels. The chemical composition of the ash was identified by the x-ray method applied to three samples taken during various periods of time from out of a dry-type dust collector. The level of human health/environmental hazard of the ash is based on its chemical composition. Changes in the rheological properties of composite solutions that contained concrete fractions, various ratios of ash, and 5% of liquid glass were studied in the course of the research. The experiments have proven that in the event of replacement of 20% of cement by ash, the strength of the composite solution is approximately the same as the one of the benchmark sample; therefore, this ash content ratio is deemed acceptable. The finding demonstrate that the ash has no toxic effect, and the ecological safety of this solution is thus confirmed. The authors have proven that 20% of cement may be replaced by the ash generated in the course of burning of waste railway ties.

  5. Local existence of solutions to the Euler-Poisson system, including densities without compact support

    Science.gov (United States)

    Brauer, Uwe; Karp, Lavi

    2018-01-01

    Local existence and well posedness for a class of solutions for the Euler Poisson system is shown. These solutions have a density ρ which either falls off at infinity or has compact support. The solutions have finite mass, finite energy functional and include the static spherical solutions for γ = 6/5. The result is achieved by using weighted Sobolev spaces of fractional order and a new non-linear estimate which allows to estimate the physical density by the regularised non-linear matter variable. Gamblin also has studied this setting but using very different functional spaces. However we believe that the functional setting we use is more appropriate to describe a physical isolated body and more suitable to study the Newtonian limit.

  6. A Second-Year Undergraduate Course in Applied Differential Equations.

    Science.gov (United States)

    Fahidy, Thomas Z.

    1991-01-01

    Presents the framework for a chemical engineering course using ordinary differential equations to solve problems with the underlying strategy of concisely discussing the theory behind each solution technique without extensions to formal proofs. Includes typical class illustrations, student responses to this strategy, and reaction of the…

  7. Mathematica with a Numerical Methods Course

    Science.gov (United States)

    Varley, Rodney

    2003-04-01

    An interdisciplinary "Numerical Methods" course has been shared between physics, mathematics and computer science since 1992 at Hunter C. Recently, the lectures and workshops for this course have become formalized and placed on the internet at http://www.ph.hunter.cuny.edu (follow the links "Course Listings and Websites" >> "PHYS385 (Numerical Methods)". Mathematica notebooks for the lectures are available for automatic download (by "double clicking" the lecture icon) for student use in the classroom or at home. AOL (or Netscape/Explorer) can be used provided Mathematica (or the "free" MathReader) has been made a "helper application". Using Mathematica has the virtue that mathematical equations (no LaTex required) can easily be included with the text and Mathematica's graphing is easy to use. Computational cells can be included within the notebook and students may easily modify the calculation to see the result of "what if..." questions. Homework is sent as Mathematica notebooks to the instructor via the internet and the corrected workshops are returned in the same manner. Most exam questions require computational solutions.

  8. Experiences Teaching a Software Aided Mathematics Course for a General University Audience.

    Science.gov (United States)

    McGivney, Raymond J., Jr.

    1990-01-01

    Described is a nonmajor mathematics course taught using computers and lab experiments. Included are the challenge, solution, description of the first class, problems, successes, the syllabus, student comments, and the conclusion. (KR)

  9. Automated Assessment in Massive Open Online Courses

    Science.gov (United States)

    Ivaniushin, Dmitrii A.; Shtennikov, Dmitrii G.; Efimchick, Eugene A.; Lyamin, Andrey V.

    2016-01-01

    This paper describes an approach to use automated assessments in online courses. Open edX platform is used as the online courses platform. The new assessment type uses Scilab as learning and solution validation tool. This approach allows to use automated individual variant generation and automated solution checks without involving the course…

  10. An Introduction to the Fundamentals of Chemistry for the Marine Engineer - An Audio-Tutorial Correspondence Course (CH-1C).

    Science.gov (United States)

    Schlenker, Richard M.

    This document provides a study guide for a three-credit-hour fundamentals of chemistry course for marine engineer majors. The course is composed of 17 minicourses including: chemical reactions, atomic theory, solutions, corrosion, organic chemistry, water pollution, metric system, and remedial mathematics skills. Course grading, objectives,…

  11. Including an Exam P/1 Prep Course in a Growing Actuarial Science Program

    Science.gov (United States)

    Wakefield, Thomas P.

    2014-01-01

    The purpose of this article is to describe the actuarial science program at our university and the development of a course to enhance students' problem solving skills while preparing them for Exam P/1 of the Society of Actuaries (SOA) and the Casualty Actuary Society (CAS). The Exam P/1 prep course, formally titled Mathematical Foundations of…

  12. Closed-form solutions for linear regulator-design of mechanical systems including optimal weighting matrix selection

    Science.gov (United States)

    Hanks, Brantley R.; Skelton, Robert E.

    1991-01-01

    This paper addresses the restriction of Linear Quadratic Regulator (LQR) solutions to the algebraic Riccati Equation to design spaces which can be implemented as passive structural members and/or dampers. A general closed-form solution to the optimal free-decay control problem is presented which is tailored for structural-mechanical systems. The solution includes, as subsets, special cases such as the Rayleigh Dissipation Function and total energy. Weighting matrix selection is a constrained choice among several parameters to obtain desired physical relationships. The closed-form solution is also applicable to active control design for systems where perfect, collocated actuator-sensor pairs exist. Some examples of simple spring mass systems are shown to illustrate key points.

  13. 76 FR 2710 - Pitney Bowes, Inc., Mailing Solutions Management Division Including On-Site Leased Workers of...

    Science.gov (United States)

    2011-01-14

    ...., Mailing Solutions Management Division Including On-Site Leased Workers of Guidant Group, and Teleworkers... Bowes, Inc., Mailing Solutions Management Division, Engineering Quality Assurance, Shelton, Connecticut... identity of the subject worker group. The worker group consists of workers of Pitney Bowes, Inc., the...

  14. Tell me your life: including life stories in an adult development and aging course.

    Science.gov (United States)

    Villar, Feliciano; Celdran, Montserrat; Fabà, Josep

    2014-01-01

    The goals of this study were to determine the learning impact of an assignment that consisted of interviewing and analyzing older people's life stories, and to explore how the assignment was evaluated by students. Participants in the study were 122 first-year social education students enrolled in an adult development and aging course. They evaluated the assignment using an eight-adjective questionnaire and were asked about the benefits of the task. Their answers to the questionnaire were then reviewed using content analysis. The results indicated that marks on the life story assignment predicted marks on an exam about basic course concepts. Students considered that the assignment was interesting, useful, and integrated into the course, although most of them also thought that it was very time-consuming. They identified benefits related to the explicit goals of the course (improvement in the learning of developmental concepts, the acquisition of research-related skills, and the deactivation of aging stereotypes) and personal, growth-related benefits. The authors discuss the difficulties posed by the assignment and its usefulness as a complement to more traditional, lecture-based teaching methods in adult development and aging courses.

  15. Great Problems of Mathematics: A Course Based on Original Sources.

    Science.gov (United States)

    Laubenbacher, Reinhard C.; Pengelley, David J.

    1992-01-01

    Describes the history of five selected problems from mathematics that are included in an undergraduate honors course designed to utilize original sources for demonstrating the evolution of ideas developed in solving these problems: area and the definite integral, the beginnings of set theory, solutions of algebraic equations, Fermat's last…

  16. 78 FR 28642 - Eastman Kodak Company, Electrographic Print Solutions, Including On-Site Leased Workers From...

    Science.gov (United States)

    2013-05-15

    ... Kodak Company, Electrographic Print Solutions, Including On-Site Leased Workers From Adecco and Datrose, Spencerport, New York; Eastman Kodak Company, IPS, Including On-Site Leased Workers From Adecco, Dayton, Ohio... Trade Adjustment Assistance (TAA) filed on behalf of Eastman Kodak Company, Electrographic Print...

  17. Beyond Euler's Method: Implicit Finite Differences in an Introductory ODE Course

    Science.gov (United States)

    Kull, Trent C.

    2011-01-01

    A typical introductory course in ordinary differential equations (ODEs) exposes students to exact solution methods. However, many differential equations must be approximated with numerical methods. Textbooks commonly include explicit methods such as Euler's and Improved Euler's. Implicit methods are typically introduced in more advanced courses…

  18. Evaluation of Embedded System Component Utilized in Delivery Integrated Design Project Course

    Science.gov (United States)

    Junid, Syed Abdul Mutalib Al; Hussaini, Yusnira; Nazmie Osman, Fairul; Razak, Abdul Hadi Abdul; Idros, Mohd Faizul Md; Karimi Halim, Abdul

    2018-03-01

    This paper reports the evaluation of the embedded system component utilized in delivering the integrated electronic engineering design project course. The evaluation is conducted based on the report project submitted as to fulfil the assessment criteria for the integrated electronic engineering design project course named; engineering system design. Six projects were assessed in this evaluation. The evaluation covers the type of controller, programming language and the number of embedded component utilization as well. From the evaluation, the C-programming based language is the best solution preferred by the students which provide them flexibility in the programming. Moreover, the Analog to Digital converter is intensively used in the projects which include sensors in their proposed design. As a conclusion, in delivering the integrated design project course, the knowledge over the embedded system solution is very important since the high density of the knowledge acquired in accomplishing the project assigned.

  19. A Theory Based Introductory Programming Course

    DEFF Research Database (Denmark)

    Hansen, Michael Reichhardt; Kristensen, Jens Thyge; Rischel, Hans

    1999-01-01

    This paper presents an introductory programming course designed to teach programming as an intellectual activity. The course emphasizes understandable concepts which can be useful in designing programs, while the oddities of today's technology are considered of secondary importance. An important...... goal is to fight the trial-and-error approach to programming which is a result of the students battles with horribly designed and documented systems and languages prior to their studies at university. Instead, the authors strive for giving the students a good experience of programming as a systematic......, intellectual activity where the solution of a programming problem can be described in an understandable way. The approach is illustrated by an example which is a commented solution of a problem posed to the students in the course....

  20. Exercises in experimental physics including complete solutions

    International Nuclear Information System (INIS)

    Fleischmann, R.; Loos, G.

    1978-01-01

    This collection of exercises is not only addressed to students of physics but also to scientists of other branches and to engineers. Possibilities are offered to the student to gain control on his growing knowledge from the beginning of his studies until the examination. The individual exercises are linked thematically and are mostly composed by several single tasks. Complete and detailed numerical solutions are presented. The topics covered are: (1) Mechanics, (2) thermodynamics, (3) oscillations and their propagation, (4) electricity and magnetism, (5) atomic physics, and (6) nuclear physics. (KBE)

  1. Moving forward: Revisiting the Spanish for High Beginners course

    Directory of Open Access Journals (Sweden)

    Flavia Belpoliti

    2015-08-01

    Full Text Available This paper presents a case study on the redesign of a Spanish for High Beginners (SHB course at a large metropolitan university in Texas, USA. The first section presents a discussion on the diverse nature of students who can benefit from an intensive first-year Spanish course and the challenges that these learners’ mixed abilities pose for instruction. The second section describes the redesign process of the SHB course, including placement procedures, the Spanish Language Program sequence, and changes in the syllabus to integrate communicative and transcultural competences by implementing a combination of focused instruction, collaborative learning and task-based approaches. The last section introduces a short presentation of four activities implemented in the redesigned course, which provide paths for future development of advanced beginners’ integrative tasks. The final section focuses on the results of an exit survey measuring students’ perceptions of the course. The successful implementation of changes and its outcomes demonstrate that this course could be a relevant solution for Spanish programs at tertiary institutions with diverse populations, helping to solve challenges of placement, articulation, and time-to-graduation effectiveness.

  2. HOW TO INCLUDE KEY COMPETENCES IN THE COURSE PLAN

    OpenAIRE

    Benito García Peinado

    2009-01-01

    In our school we have decided to develop the teaching approaches to key competences through an organizational model that could be called "the model of the educational basic training". When suggesting new planning, we think that we must offer some solutions which start from the classroom routines and help us to choose the best aspects of these methods to improve them.

  3. HOW TO INCLUDE KEY COMPETENCES IN THE COURSE PLAN

    Directory of Open Access Journals (Sweden)

    Benito García Peinado

    2009-04-01

    Full Text Available In our school we have decided to develop the teaching approaches to key competences through an organizational model that could be called "the model of the educational basic training". When suggesting new planning, we think that we must offer some solutions which start from the classroom routines and help us to choose the best aspects of these methods to improve them.

  4. Closed-form solutions for linear regulator design of mechanical systems including optimal weighting matrix selection

    Science.gov (United States)

    Hanks, Brantley R.; Skelton, Robert E.

    1991-01-01

    Vibration in modern structural and mechanical systems can be reduced in amplitude by increasing stiffness, redistributing stiffness and mass, and/or adding damping if design techniques are available to do so. Linear Quadratic Regulator (LQR) theory in modern multivariable control design, attacks the general dissipative elastic system design problem in a global formulation. The optimal design, however, allows electronic connections and phase relations which are not physically practical or possible in passive structural-mechanical devices. The restriction of LQR solutions (to the Algebraic Riccati Equation) to design spaces which can be implemented as passive structural members and/or dampers is addressed. A general closed-form solution to the optimal free-decay control problem is presented which is tailored for structural-mechanical system. The solution includes, as subsets, special cases such as the Rayleigh Dissipation Function and total energy. Weighting matrix selection is a constrained choice among several parameters to obtain desired physical relationships. The closed-form solution is also applicable to active control design for systems where perfect, collocated actuator-sensor pairs exist.

  5. Delivering Software Process-Specific Project Courses in Tertiary Education Environment: Challenges and Solution

    Science.gov (United States)

    Rong, Guoping; Shao, Dong

    2012-01-01

    The importance of delivering software process courses to software engineering students has been more and more recognized in China in recent years. However, students usually cannot fully appreciate the value of software process courses by only learning methodology and principle in the classroom. Therefore, a process-specific project course was…

  6. Comparing On-Line to In-Person Course Delivery: An Empirical Study

    Directory of Open Access Journals (Sweden)

    Jammie Price

    2007-05-01

    Full Text Available Web-based technologies have been used in the classroom for over 15 years, including websites, email, listserves, library reserves, and text books. Among these options, social scientists range widely in their web usage – from simply posting syllabi on-line to delivering a course fully on-line in asynchronous learning networks. Use of web-based technology for instructional purposes is increasing, as is enrollment in distance education courses and on-line course offerings. Many administrators and faculty promote on-line instruction as the solution to managing increased college enrollments, particularly among non-traditional students. However, are the academic outcomes of on-line instruction similar to traditional in-person instruction? Few empirical studies have been done. This is unfortunate. The results of an experiment to evaluate the relative effectiveness of on-line verses an in-person course on sociological research are presented. Unfortunately the on-line participants did much worse than the in-person course.

  7. 76 FR 72978 - Whirlpool Corporation Including On-Site Leased Workers From Career Solutions TEC Staffing...

    Science.gov (United States)

    2011-11-28

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-74,593] Whirlpool Corporation Including On-Site Leased Workers From Career Solutions TEC Staffing, Andrews International, IBM Corporation... workers are engaged in the production of refrigerators and trash compactors. The notice was published in...

  8. 76 FR 73683 - Whirlpool Corporation, Including On-Site Leased Workers From Career Solutions TEC Staffing...

    Science.gov (United States)

    2011-11-29

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-74,593] Whirlpool Corporation, Including On-Site Leased Workers From Career Solutions TEC Staffing, Andrews International, IBM Corporation... refrigerators and trash compactors. The notice was published in the Federal Register on October 25, 2010 (75 FR...

  9. Structure of matter an introductory course with problems and solutions

    CERN Document Server

    Rigamonti, Attilio

    2015-01-01

    This textbook, now in its third edition, provides a formative introduction to the structure of matter that will serve as a sound basis for students proceeding to more complex courses, thus bridging the gap between elementary physics and topics pertaining to research activities. The focus is deliberately limited to key concepts of atoms, molecules and solids, examining the basic structural aspects without paying detailed attention to the related properties. For many topics the aim has been to start from the beginning and to guide the reader to the threshold of advanced research. This edition includes four new chapters dealing with relevant phases of solid matter (magnetic, electric and superconductive) and the related phase transitions. The book is based on a mixture of theory and solved problems that are integrated into the formal presentation of the arguments. Readers will find it invaluable in enabling them to acquire basic knowledge in the wide and wonderful field of condensed matter and to understand how ...

  10. 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.

  11. Designing Online Education Courses.

    Science.gov (United States)

    Trentin, Guglielmo

    2001-01-01

    Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…

  12. A generalised solution for step-drawdown tests including flow ...

    African Journals Online (AJOL)

    drinie

    2001-07-03

    Jul 3, 2001 ... interpreted as the theoretical solution of the groundwater flow equation for the .... and gravity force the water to flow from the rock matrix to the fracture. ..... Computational Mechanics Publications, Southampton. CLOOT AHJ ...

  13. Teaching sustainable solutions in engineering

    DEFF Research Database (Denmark)

    Olsen, Stig Irving; Nielsen, Susanne Balslev; Ejlertsen, Marina

    2015-01-01

    's study lines. The objectives of the course 'Sustainability in engineering solutions', is for the participants to understand the basic concept of sustainability and its three dimensions (people, profit, planet), as well as to analyse problems and synthesise solutions that are sustainable throughout...... their life cycle. The course runs over a full time 3-week period and employs project-based learning with several sub-projects/-problems. This paper takes an in-depth discussion of the considerations concerning how to teach such a complicated subject to students of widely differing backgrounds, and reflects...

  14. Effects of solvent-solute interactions on the stereochemical course in high energy chlorine-38-for chlorine substitution in meso- and rac-1,2-dichloro-1,2-difluoroethane in solution

    International Nuclear Information System (INIS)

    Acciani, T.R.; Su, Y.Y.; Ache, H.J.; Rack, E.P.

    1978-01-01

    The stereochemistry of the chlorine-38-for-chlorine substitution was studied in diastereomeric 1,2-dichloro-1,2-difluoroethanes in solutions. The experimental results are very similar to those previously observed in meso- and d,l-2,4-dichloropentane solutions which by analogy suggest that the stereochemical course of the substitution process is in the present system also predominantly and directly controlled by the properties of the solvent molecules, most likely by the factors which govern the magnitude of intermolecular interaction between reactants and solvents. It appears that strong intermolecular interaction favors substitution via retention of configuration, whereas in solvents having a low dielectric constant the retention/inversion ratio decreases. These results seem further to suggest that if the reaction occurs via the previously postulated caged complex or excited intermediate that the primary attack by the energetic 38 Cl proceeds via both front and backside replacement

  15. Including the Tukey Mean-Difference (Bland-Altman) Plot in a Statistics Course

    Science.gov (United States)

    Kozak, Marcin; Wnuk, Agnieszka

    2014-01-01

    The Tukey mean-difference plot, also called the Bland-Altman plot, is a recognized graphical tool in the exploration of biometrical data. We show that this technique deserves a place on an introductory statistics course by encouraging students to think about the kind of graph they wish to create, rather than just creating the default graph for the…

  16. Designing a second language bridging course for university students

    Directory of Open Access Journals (Sweden)

    Carol A. Puhl

    2013-02-01

    Full Text Available The increasing number of students, especially black students, enrolling at university and needing to study in a medium of instruction which is not their mother tongue has underlined the need for additional language preparation as one way to reduce the failure and dropout rate. A possible solution is a bridging course aimed at developing academic language competencies to enable students to cope with communicative demands of their chosen course. An effective bridging course must take into account the requirements of the chosen institution and course, the level of student competency already achieved, and the actual student needs. These needs are divided into three areas: cognitive, which includes communicative macro-language skills and problem-solving skills; affective which includes self-confidence, acceptance of responsibility, and motivation; and behavioural, which includes cross-cultural competencies. Issues include duration of the course, the extent to which the course catersfor special purposes, and the didactic strategies employed. Three further considerations are the influence on the course of sponsors from business and industry, the academic level of the course, and effective evaluation methods. Die toenemende aantal studente, vera/ swart studente, wat aan 'n universiteit registreer waar die onderrigmedium nie hul moedertaal is nie, noodsaak bykomende taalvoorbereiding in 'n poging om die druip- en uitsaksyfer te verminder. Een moontlike oplossing is 'n oorbruggingskursus wat gemik is op die ontwikkeling van akademiese taalvermoens om studente in staat te stel om die kommunikatiewe eise van hul gekose kursus die hoof te bied. 'n Effektiewe oorbruggingskursus moet die volgende faktore in ag nee m: die vereistes van die gekose inrigting en kursus, die vaardigheidsvlak wat die student a/reeds bereik het sowel as die werklike studentebehoeftes. Hierdie behoeftes word in drie kategoriee verdeel: kognitief - wat kommunikatiewe makro

  17. Physics 3204. Course Description.

    Science.gov (United States)

    Newfoundland and Labrador Dept. of Education.

    A description of the physics 3204 course in Newfoundland and Labrador is provided. The description includes: (1) statement of purpose, including general objectives of science education; (2) a list of six course objectives; (3) course content for units on sound, light, optical instruments, electrostatics, current electricity, Michael Faraday and…

  18. Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course.

    Science.gov (United States)

    Banna, Jinan; Grace Lin, Meng-Fen; Stewart, Maria; Fialkowski, Marie K

    2015-06-01

    Fostering interaction in the online classroom is an important consideration in ensuring that students actively create their own knowledge and reach a high level of achievement in science courses. This study focuses on fostering interaction in an online introductory nutrition course offered in a public institution of higher education in Hawai'i, USA. Interactive features included synchronous discussions and polls in scheduled sessions, and social media tools for sharing of information and resources. Qualitative student feedback was solicited regarding the new course features. Findings indicated that students who attended monthly synchronous sessions valued live interaction with peers and the instructor. Issues identified included technical difficulties during synchronous sessions, lack of participation on the part of fellow students in discussion and inability to attend synchronous sessions due to scheduling conflicts. In addition, few students made use of the opportunity to interact via social media. While students indicated that the interactive components of the course were valuable, several areas in which improvement may be made remain. Future studies may explore potential solutions to issues identified with new features to further promote interaction and foster learning in the course. Recommendations for instructors who are interested in offering online science courses in higher education are provided.

  19. An approximate JKR solution for a general contact, including rough contacts

    Science.gov (United States)

    Ciavarella, M.

    2018-05-01

    In the present note, we suggest a simple closed form approximate solution to the adhesive contact problem under the so-called JKR regime. The derivation is based on generalizing the original JKR energetic derivation assuming calculation of the strain energy in adhesiveless contact, and unloading at constant contact area. The underlying assumption is that the contact area distributions are the same as under adhesiveless conditions (for an appropriately increased normal load), so that in general the stress intensity factors will not be exactly equal at all contact edges. The solution is simply that the indentation is δ =δ1 -√{ 2 wA‧ /P″ } where w is surface energy, δ1 is the adhesiveless indentation, A‧ is the first derivative of contact area and P‧‧ the second derivative of the load with respect to δ1. The solution only requires macroscopic quantities, and not very elaborate local distributions, and is exact in many configurations like axisymmetric contacts, but also sinusoidal waves contact and correctly predicts some features of an ideal asperity model used as a test case and not as a real description of a rough contact problem. The solution permits therefore an estimate of the full solution for elastic rough solids with Gaussian multiple scales of roughness, which so far was lacking, using known adhesiveless simple results. The result turns out to depend only on rms amplitude and slopes of the surface, and as in the fractal limit, slopes would grow without limit, tends to the adhesiveless result - although in this limit the JKR model is inappropriate. The solution would also go to adhesiveless result for large rms amplitude of roughness hrms, irrespective of the small scale details, and in agreement with common sense, well known experiments and previous models by the author.

  20. Course Descriptions in Environmental Studies Part One: Historical Courses.

    Science.gov (United States)

    Hughes, Donald; And Others

    1984-01-01

    Presents descriptions (syllabi, outlines, goals) of selected environmental studies courses which approach the discipline from an historical and humanistic perspective. Areas explored in the courses include human ecology, American environmental history, environmental politics, and others. (JN)

  1. Reforming a large lecture modern physics course for engineering majors using a PER-based design

    Science.gov (United States)

    McKagan, S. B.; Perkins, K. K.; Wieman, C. E.

    2007-01-01

    We have reformed a large lecture modern physics course for engineering majors by radically changing both the content and the learning techniques implemented in lecture and homework. Traditionally this course has been taught in a manner similar to the equivalent course for physics majors, focusing on mathematical solutions of abstract problems. Based on interviews with physics and engineering professors, we developed a syllabus and learning goals focused on content that was more useful to our actual student population: engineering majors. The content of this course emphasized reasoning development, model building, and connections to real world applications. In addition we implemented a variety of PER-based learning techniques, including peer instruction, collaborative homework sessions, and interactive simulations. We have assessed the effectiveness of reforms in this course using pre/post surveys on both content and beliefs. We have found significant improvements in both content knowledge and beliefs compared with the same course before implementing these reforms and a corresponding course for physics majors.

  2. Numerical solution of ordinary differential equations. For classical, relativistic and nano systems

    International Nuclear Information System (INIS)

    Greenspan, D.

    2006-01-01

    An up-to-date survey on numerical solutions with theory, intuition and applications. Ordinary differential equations (ODE) play a significant role in mathematics, physics and engineering sciences, and thus are part of relevant college and university courses. Many problems, however, both traditional and modern, do not possess exact solutions, and must be treated numerically. Usually this is done with software packages, but for this to be efficient requires a sound understanding of the mathematics involved. This work meets the need for an affordable textbook that helps in understanding numerical solutions of ODE. Carefully structured by an experienced textbook author, it provides a survey of ODE for various applications, both classical and modern, including such special applications as relativistic and nano systems. The examples are carefully explained and compiled into an algorithm, each of which is presented generically, independent of a specific programming language, while each chapter is rounded off with exercises. The text meets the demands of MA200 courses and of the newly created Numerical Solution of Differential Equations courses, making it ideal for both students and lecturers in physics, mathematics, mechanical engineering, electrical engineering, as well as for physicists, mathematicians, engineers, and electrical engineers. From the Contents - Euler's Method - Runge-Kutta Methods - The Method of Taylor Expansions - Large Second Order Systems with Application to Nano Systems - Completely Conservative, Covariant Numerical Methodology - Instability - Numerical Solution of Tridiagonal Linear Algebraic Systems and Related Nonlinear Systems - Approximate Solution of Boundary Value Problems - Special Relativistic Motion - Special Topics - Appendix: Basic Matrix Operations - Bibliography. (orig.) (orig.)

  3. 75 FR 77665 - Whirlpool Corporation, Including On-Site Leased Workers From Career Solutions TEC Staffing and...

    Science.gov (United States)

    2010-12-13

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-74,593] Whirlpool Corporation, Including On-Site Leased Workers From Career Solutions TEC Staffing and Andrews International, Fort Smith... subject firm. The workers are engaged in the production of refrigerators and trash compactors. The company...

  4. Course Descriptions in Environmental Studies Part Two: Interdisciplinary Courses.

    Science.gov (United States)

    Dunlap, Riley; And Others

    1984-01-01

    Presents descriptions (syllabi, outlines, goals) of interdisciplinary environmental studies courses. Topic areas of these courses include: environmental sociology; human ecology (politics, institutions, and the environment); humans and the environment in historical perspective; environmental management; humans, hazards, and disasters; and other…

  5. Designing a Study Abroad Course in Chemistry: Information from Three Different Courses to Europe

    Science.gov (United States)

    Marine, Susan Sonchik

    2013-01-01

    Guidelines for planning a study abroad course in chemistry start with defining the course objectives and outcomes. These, in turn, guide the choice of course content and format, location, length of travel, activities, and assessment. Budgetary issues include transportation, lodging, admission fees, activities, docents and guides (including audio…

  6. Redox reactions for group 5 elements, including element 105, in aqueous solutions

    International Nuclear Information System (INIS)

    Ionova, G.V.; Pershina, V.; Johnson, E.; Fricke, B.; Schaedel, M.

    1992-08-01

    Standard redox potentials Edeg(M z+x /M z+ ) in acidic solutions for group 5 elements including element 105 (Ha) and the actinide, Pa, have been estimated on the basis of the ionization potentials calculated via the multiconfiguration Dirac-Fock method. Stability of the pentavalent state was shown to increase along the group from V to Ha, while that of the tetra- and trivalent states decreases in this direction. Our estimates have shown no extra stability of the trivalent state of hahnium. Element 105 should form mixed-valence complexes by analogy with Nb due to the similar values of their potentials Edeg(M 3+ /M 2+ ). The stability of the maximum oxidation state of the elements decreases in the direction 103 > 104 > 105. (orig.)

  7. Event localization in underwater wireless sensor networks using Monitoring Courses

    KAUST Repository

    Debont, Matthew John Robert; Jamshaid, Kamran; Shihada, Basem; Ho, Pin-Han

    2012-01-01

    We propose m-courses (Monitoring Courses), a novel solution to localize events in an underwater wireless sensor network. These networks consists of surface gateways and relay nodes. GPS can localize the position of surface gateways which can

  8. Numerical Solution of Differential Algebraic Equations and Applications

    DEFF Research Database (Denmark)

    Thomsen, Per Grove

    2005-01-01

    These lecture notes have been written as part of a special course on the numerical solution of Differential Algebraic Equations and applications . The course was held at IMM in the spring of 2005. The authors of the different chapters have all taken part in the course and the chapters are written...

  9. A second course in topos quantum theory

    CERN Document Server

    Flori, Cecilia

    2018-01-01

    This advanced course, a sequel to the first volume of this lecture series on topos quantum theory, delves deeper into the theory, addressing further technical aspects and recent advances. These include, but are not limited to, the development of physical quantities and self-adjoint operators; insights into the quantization process; the description of an alternative, covariant version of topos quantum theory; and last but not least, the development of a new concept of spacetime. The book builds on the concepts introduced in the first volume (published as Lect. Notes Phys. 868), which presents the main building blocks of the theory and how it could provide solutions to interpretational problems in quantum theory, such as: What are the main conceptual issues in quantum theory? And how can these issues be solved within a new theoretical framework of quantum theory? These two volumes together provide a complete, basic course on topos quantum theory, offering a set of mathematical tools to readers interested in tac...

  10. French Courses

    CERN Multimedia

    2012-01-01

    General and Professional French Courses These courses are open to all persons working on the CERN site, and to their spouses. The next session will take place from 28 January to 5 April 2013. Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 28 January to 5 April 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 28 January to 5 April 2013. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.

  11. A Survey of Computer Science Capstone Course Literature

    Science.gov (United States)

    Dugan, Robert F., Jr.

    2011-01-01

    In this article, we surveyed literature related to undergraduate computer science capstone courses. The survey was organized around course and project issues. Course issues included: course models, learning theories, course goals, course topics, student evaluation, and course evaluation. Project issues included: software process models, software…

  12. Introduction to SSAC training course

    International Nuclear Information System (INIS)

    Keepin, G.R.

    1982-01-01

    The evolution and perspective of the present series of SSAC courses covering both item-dominant and bulk handling facilities (in the even and odd years respectively) are reviewed. The overall objective of the 1982 SSAC course will be discussed and the structure and format presented, together with a brief survey of the course curriculum. The major course components will be described, including lecture presentations, the workshop session, the tours to Los Alamos, including hands-on equipment demonstrations, and the field trip to the Palo Verde Nuclear Generating Station. Various course materials and physical facilities to be used will be described

  13. Reconfiguring Course Design in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mullins, Michael; Zupancic, Tadeja

    2007-01-01

    for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture......Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project....... The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics...

  14. Integration Of Innovative Technologies And Affective Teaching amp Learning In Programming Courses

    Directory of Open Access Journals (Sweden)

    Alvin Prasad

    2015-08-01

    Full Text Available Abstract Technology has been integral component in the teaching and learning process in this millennium. In this review paper we evaluate the different technologies which are used to currently facilitate the teaching and learning of computer programming courses. The aim is to identify problems or gaps in technology usage in the learning environment and suggest affective solutions for technology integration into programming courses at the University levels in the future. We believe that with the inclusion of suggested innovative technologies and affective solutions in programming courses teaching and learning will be attractive and best for the programming industry.

  15. A student's manual for A first course in general relativity

    CERN Document Server

    Scott, Robert B

    2016-01-01

    This comprehensive student manual has been designed to accompany the leading textbook by Bernard Schutz, A First Course in General Relativity, and uses detailed solutions, cross-referenced to several introductory and more advanced textbooks, to enable self-learners, undergraduates and postgraduates to master general relativity through problem solving. The perfect accompaniment to Schutz's textbook, this manual guides the reader step-by-step through over 200 exercises, with clear easy-to-follow derivations. It provides detailed solutions to almost half of Schutz's exercises, and includes 125 brand new supplementary problems that address the subtle points of each chapter. It includes a comprehensive index and collects useful mathematical results, such as transformation matrices and Christoffel symbols for commonly studied spacetimes, in an appendix. Supported by an online table categorising exercises, a Maple worksheet and an instructors' manual, this text provides an invaluable resource for all students and in...

  16. Exact solutions of the population balance equation including particle transport, using group analysis

    Science.gov (United States)

    Lin, Fubiao; Meleshko, Sergey V.; Flood, Adrian E.

    2018-06-01

    The population balance equation (PBE) has received an unprecedented amount of attention in recent years from both academics and industrial practitioners because of its long history, widespread use in engineering, and applicability to a wide variety of particulate and discrete-phase processes. However it is typically impossible to obtain analytical solutions, although in almost every case a numerical solution of the PBEs can be obtained. In this article, the symmetries of PBEs with homogeneous coagulation kernels involving aggregation, breakage and growth processes and particle transport in one dimension are found by direct solving the determining equations. Using the optimal system of one and two-dimensional subalgebras, all invariant solutions and reduced equations are obtained. In particular, an explicit analytical physical solution is also presented.

  17. Discrete mathematics course supported by CAS MATHEMATICA

    Science.gov (United States)

    Ivanov, O. A.; Ivanova, V. V.; Saltan, A. A.

    2017-08-01

    In this paper, we discuss examples of assignments for a course in discrete mathematics for undergraduate students majoring in business informatics. We consider several problems with computer-based solutions and discuss general strategies for using computers in teaching mathematics and its applications. In order to evaluate the effectiveness of our approach, we conducted an anonymous survey. The results of the survey provide evidence that our approach contributes to high outcomes and aligns with the course aims and objectives.

  18. English course

    CERN Multimedia

    HR Department

    2011-01-01

    General and Professional English Courses The next sessions will take place: From 3rd October 2011 to beginning of February 2012 (break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Oral Expression The next sessions will take place from 3rd October 2011 to beginning of February 2012 (break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Writing Professional Documents in English - Administrative Wr...

  19. French courses

    CERN Document Server

    HR Department

    2012-01-01

    General and Professional French Courses The next session will take place from 2nd May to 6th July 2012. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.   Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to 6th July 2012.   Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to ...

  20. Language courses

    CERN Multimedia

    2014-01-01

    General and Professional French Courses The next session will take place from 5 May to 11 July 2014. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://hr-training.web.cern.ch/hr-training/ or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 5 May to 11 July 2014. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session...

  1. French courses

    CERN Document Server

    2013-01-01

    General and Professional French Courses The next session will take place from 29 April to 5 July 2013. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July...

  2. Nature, Human Nature, and Solutions to Problems.

    Science.gov (United States)

    Pedrini, D. T.; Pedrini, B. C.

    This paper promotes an undergraduate course that would discuss the great ideas of Plato, St. Paul, Karl Marx, Sigmund Freud, Jean Paul Sartre, B. F. Skinner, and Konrad Lorenz. This course would help students understand human values and behaviors while focusing on historical, world, and national problems. Tentative solutions would then be…

  3. Electrical circuits in biomedical engineering problems with solutions

    CERN Document Server

    Keskin, Ali Ümit

    2017-01-01

    This authored monograph presents a comprehensive and in-depth analysis of electrical circuit theory in biomedical engineering, ideally suited as textbook for a course program. The book contains methods and theory, but the topical focus is placed on practical applications of circuit theory, including problems, solutions and case studies. The target audience primarily comprises researchers and experts in electrical engineering who intend to embark on biomedical applications. The book is also very well suited for graduate students in the field. .

  4. Using a Web Site to Support a Seismology Course Textbook

    Science.gov (United States)

    Wysession, M. E.; Stein, S.

    2004-12-01

    We present a course in seismology that consists of a textbook with an accompanying web site (http://epscx.wustl.edu/seismology/book). The web site serves many different functions, and is of great importance as a companion to the curriculum in several different ways: (1) All of the more than 600 figures from the book are available on the web site. Geophysics is a very visually-oriented discipline, and many concepts are more easily taught with appropriate visual tools. In addition, many instructors are now using computer-based lecture programs such as PowerPoint. To aid in this, all of the figures are displayed in a common JPG format, both with and without titles. They are available to be used in a seismology course, or any kind of Earth Science course. This way, an instructor can easily grab a figure from the web site and drop it into a PowerPoint format. The figures are listed by number, but are also obtainable from menus of thumbnail sketches. If an instructor would like all of the figures, they can be obtained as large zip files, which can be unzipped after downloading. In addition, sample PowerPoint lectures using the figures as well the equations from the text will be available on the course web site. (2) Solutions to all of the homework problems are available in PDF format on the course website. Homework is a vital component of any quantitative course, but it is often a significant time commitment for instructors to derive all of the homework problems. In addition, it is much easier to select which homework problems are desired to be assigned if the solutions can be seen. The 64 pages of homework solutions are on a secure web site that requires a user ID and password that can be obtained from the authors. (3) Any errors found in the textbook are immediately posted on an "Errata" web page. Many of these errors are found by instructors who are using the curriculum (and they are given credit for finding the errors!). The text becomes an interactive process

  5. Solved problems in classical mechanics analytical and numerical solutions with comments

    CERN Document Server

    de Lange, O L

    2010-01-01

    Apart from an introductory chapter giving a brief summary of Newtonian and Lagrangian mechanics, this book consists entirely of questions and solutions on topics in classical mechanics that will be encountered in undergraduate and graduate courses. These include one-, two-, and three- dimensional motion; linear and nonlinear oscillations; energy, potentials, momentum, and angular momentum; spherically symmetric potentials; multi-particle systems; rigid bodies; translation androtation of the reference frame; the relativity principle and some of its consequences. The solutions are followed by a set of comments intended to stimulate inductive reasoning and provide additional information of interest. Both analytical and numerical (computer) techniques are used to obtain andanalyze solutions. The computer calculations use Mathematica (version 7), and the relevant code is given in the text. It includes use of the interactive Manipulate function which enables one to observe simulated motion on a computer screen, and...

  6. Event Localization in Underwater Wireless Sensor Networks using Monitoring Courses

    KAUST Repository

    Debont, Matthew

    2011-11-01

    routing is not affected by these types of events while the naive case can experience problems. We also find that generating an M-Course solution even over large networks (up to 800 nodes) is relatively inexpensive and can typically be achieved in under a second. However we also find that the viability of M-Course solutions is heavily dependant on the size of the network used, where smaller networks often lead to more efficient solutions. So we also propose a partitioning of the network based on Surface Gateway locations to reduce computational complexity and improve the viability of M-Course solutions.

  7. Supporting the Application of Design Patterns in Web-Course Design.

    Science.gov (United States)

    Frizell, Sherri S.; Hubscher, Roland

    Many instructors are expected to design and create Web courses. The design of Web courses can be a difficult task for educators who lack experience in interaction and instructional design. Design patterns have emerged as a way to capture design experience and present design solutions to novice designers. Design patterns are a widely accepted…

  8. A survey of computer science capstone course literature

    Science.gov (United States)

    Dugan, Robert F., Jr.

    2011-09-01

    In this article, we surveyed literature related to undergraduate computer science capstone courses. The survey was organized around course and project issues. Course issues included: course models, learning theories, course goals, course topics, student evaluation, and course evaluation. Project issues included: software process models, software process phases, project type, documentation, tools, groups, and instructor administration. We reflected on these issues and thecomputer science capstone course we have taught for seven years. The survey summarized, organized, and synthesized the literature to provide a referenced resource for computer science instructors and researchers interested in computer science capstone courses.

  9. Language Courses

    CERN Multimedia

    HR Department

    2010-01-01

    General and Professional English Courses The next session will take place: from 1st March to end of June 2010 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) More details Writing Professional Documents in English The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is designed for people with a good le...

  10. Solutions of the Dirac Equation with the Shifted DENG-FAN Potential Including Yukawa-Like Tensor Interaction

    Science.gov (United States)

    Yahya, W. A.; Falaye, B. J.; Oluwadare, O. J.; Oyewumi, K. J.

    2013-08-01

    By using the Nikiforov-Uvarov method, we give the approximate analytical solutions of the Dirac equation with the shifted Deng-Fan potential including the Yukawa-like tensor interaction under the spin and pseudospin symmetry conditions. After using an improved approximation scheme, we solved the resulting schr\\"{o}dinger-like equation analytically. Numerical results of the energy eigenvalues are also obtained, as expected, the tensor interaction removes degeneracies between spin and pseudospin doublets.

  11. A systematic approach for introducing innovative product design in courses with engineering and nonengineering students.

    Science.gov (United States)

    Patterson, P E

    2007-01-01

    In our new global economy, biomedical product development teams need to be even more innovative in an environment constrained by fewer resources with less time from concept to market. Teams are often comprised of individuals spread around the world. To simulate this setting, we revised an existing course to incorporate teams of on-campus and distance students, with each team including both engineers and other specialties. Through interactive lectures and projects, we presented a systematic approach to innovation that should be useful to engineers and non-engineers alike. Students found the course challenging and exciting, displaying an improved ability to work in distributed teams and in developing innovative design solutions.

  12. The Natural Time Course of Membrane Alterations During Peritoneal Dialysis Is Partly Altered by Peritonitis.

    Science.gov (United States)

    van Esch, Sadie; Struijk, Dirk G; Krediet, Raymond T

    2016-01-01

    ♦ The quality of the peritoneal membrane can deteriorate over time. Exposure to glucose-based dialysis solutions is the most likely culprit. Because peritonitis is a common complication of peritoneal dialysis (PD), distinguishing between the effect of glucose exposure and a possible additive effect of peritonitis is difficult. The aim of the present study was to compare the time-course of peritoneal transport characteristics in patients without a single episode of peritonitis-representing the natural course-and in patients who experienced 1 or more episodes of peritonitis during long-term follow-up. ♦ This prospective, single-center cohort study enrolled incident adult PD patients who started PD during 1990-2010. A standard peritoneal permeability analysis was performed in the first year of PD treatment and was repeated every year. The results in patients without a single episode of peritonitis ("no-peritonitis group") were compared with the results obtained in patients who experienced 1 or more peritonitis episodes ("peritonitis group") during a follow-up of 4 years. ♦ The 124 patients analyzed included 54 in the no-peritonitis group and 70 in the peritonitis group. The time-course of small-solute transport was different in the groups, with the peritonitis group showing an earlier and more pronounced increase in the mass transfer area coefficient for creatinine (p = 0.07) and in glucose absorption (p = 0.048). In the no-peritonitis group, the net ultrafiltration rate (NUFR) and the transcapillary ultrafiltration rate (TCUFR) both showed a steep increase from the 1st to the 2nd year of PD that was absent in the peritonitis group. Both groups showed a decrease in the NUFR after year 3. A decrease in the TCUFR occurred only in the peritonitis group. That decrease was already present after the year 1 in patients with severe peritonitis. The time-course of free water transport showed a continuous increase in the patients without peritonitis, but a decrease in the

  13. Bridging the gap between the technological singularity and mainstream medicine: highlighting a course on technology and the future of medicine.

    Science.gov (United States)

    Solez, Kim; Bernier, Ashlyn; Crichton, Joel; Graves, Heather; Kuttikat, Preeti; Lockwood, Ross; Marovitz, William F; Monroe, Damon; Pallen, Mark; Pandya, Shawna; Pearce, David; Saleh, Abdullah; Sandhu, Neelam; Sergi, Consolato; Tuszynski, Jack; Waugh, Earle; White, Jonathan; Woodside, Michael; Wyndham, Roger; Zaiane, Osmar; Zakus, David

    2013-09-09

    The "technological singularity" is defined as that putative point in time forecasted to occur in the mid twenty-first century when machines will become smarter than humans, leading humans and machines to merge. It is hypothesized that this event will have a profound influence on medicine and population health. This work describes a new course on Technology and the Future of Medicine developed by a diverse, multi-disciplinary group of faculty members at a Canadian university. The course began as a continuous professional learning course and was later established as a recognized graduate course. We describe the philosophy of the course, the barriers encountered in course development, and some of the idiosyncratic solutions that were developed to overcome these, including the use of YouTube audience retention analytics. We hope that this report might provide a useful template for other institutions attempting to set up similar programs.

  14. Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability

    Directory of Open Access Journals (Sweden)

    Katja Brundiers

    2013-04-01

    Full Text Available Problem- and project-based learning (PPBL courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students’ sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally against a synthesized body of the literature to create an evidence base for designing PPBL courses. This article introduces a framework for PPBL courses in sustainability and reviews PPBL practice in six programs around the world (Europe, North America, Australia. Data was collected through semi-structured qualitative interviews with course instructors and program officers, as well as document analysis. Findings indicate that the reviewed PPBL courses are of high quality and carefully designed. Each PPBL course features innovative approaches to partnerships between the university and private organizations, extended peer-review, and the role of knowledge brokers. Yet, the findings also indicate weaknesses including paucity of critical learning objectives, solution-oriented research methodology, and follow-up research on implementation. Through the comparative design, the study reveals improvement strategies for the identified challenges and provides guidance for design and redesign of PPBL courses.

  15. Typewriting: A Course of Study.

    Science.gov (United States)

    1975

    The document includes guidelines for the planning and organization of an instructional program for a course of study in typewriting and a complete course outline. The course is divided into the following units: (1) basic typewriting, (2) personal applications, (3) business and personal applications, (4) special applications, (5) office…

  16. Teaching the Public Relations Campaigns Course.

    Science.gov (United States)

    Worley, Debra A.

    2001-01-01

    Argues for a Campaign Planning Course in the undergraduate public relations major. Discusses nine course objectives. Describes five phases of campaign planning and implementation, how the phase approach includes important course topics, and how it fulfills course objectives. Describes how student groups work with actual clients throughout the…

  17. Hydrologic Services Course.

    Science.gov (United States)

    National Oceanic and Atmospheric Administration (DOC), Rockville, MD. National Weather Service.

    A course to develop an understanding of the scope of water resource activities, of the need for forecasting, of the National Weather Service's role in hydrology, and of the proper procedures to follow in fulfilling this role is presented. The course is one of self-help, guided by correspondence. Nine lessons are included: (1) Hydrology in the…

  18. Refresher Course on Animal Behaviour

    Indian Academy of Sciences (India)

    an insect, echolocation and foraging behaviour of bats, and human circadian rhythms. The Course Director will be Dr G Marimuthu and Dr Sripathi Kandula will be the Course. Coordinator. Teachers who wish to participate in this Refresher Course should submit their brief curriculum vitae (including name, date of birth, sex, ...

  19. New Office Software course format!

    CERN Multimedia

    HR Department

    Always keen to anticipate your  training needs, the Technical Training service is pleased to propose two new Office Software course formats: “Focus on... ”:  On a monthly basis we will propose a theme such as “Sharepoint Collaboration Workspace” or “Word 2007” or “charts”, etc.  You will be invited to send us in advance your questions regarding the proposed topic and register  for the course through our Training Catalogue. During the session, our trainer will answer all the questions received and participants will increase their knowledge thanks to the solutions discussed for everyone. The course will last two hours, from 9-00 to 11-00 a.m. - with open questions on the proposed topic at the end.   “Office software Individual coaching”: If one or more specific topics are causing you sleepless nights, you can get the help of our trainer who will ...

  20. New Office Software course format

    CERN Multimedia

    HR Department

    2010-01-01

    Always interested to anticipate your training needs, the Technical Training service is pleased to propose two new Office Software course formats : “Focus on... ” : On a monthly basis we will propose a theme such as “Sharepoint Collaboration Workspace” or “Word 2007” or “charts” etc. You will have to send us in advance your questions regarding the proposed topic and register for the course through our Training Catalogue. During the session, our trainer will answer all the questions received and participants will increase their knowledge thanks to the solutions discussed for everyone. The course will last two hours, from 09h00 to 11h00 - with open questions on the proposed topic at the end. “Office software Individual coaching”: If one or several particular topics cause you sleepless nights, you can get the help of our trainer who will come to your workplace for a multiple of 1-hour slots . All fields ...

  1. New Office Software course format!

    CERN Multimedia

    HR Department

    2009-01-01

    Always keen to anticipate your  training needs, the Technical Training service is pleased to propose two new Office Software course formats: “Focus on... ”:  On a monthly basis we will propose a theme such as “Sharepoint Collaboration Workspace” or “Word 2007” or “charts”, etc.  You will be invited to send us in advance your questions regarding the proposed topic and register  for the course through our Training Catalogue. During the session, our trainer will answer all the questions received and participants will increase their knowledge thanks to the solutions discussed for everyone. The course will last two hours, from 9-00 to 11-00 a.m. - with open questions on the proposed topic at the end.   “Office software Individual coaching”: If one or more specific topics are causing you sleepless nights, you can get the help of our trainer who will ...

  2. Integration of Information Literacy Components into a Large First-Year Lecture-Based Chemistry Course

    Science.gov (United States)

    Locknar, Angela; Mitchell, Rudolph; Rankin, Janet; Sadoway, Donald R.

    2012-01-01

    A first-year chemistry course is ideal for introducing students to finding and using scholarly information early in their academic careers. A four-pronged approach (lectures, homework problems, videos, and model solutions) was used to incorporate library research skills into a large lecture-based course. Pre- and post-course surveying demonstrated…

  3. An online interactive geometric database including exact solutions of Einstein's field equations

    International Nuclear Information System (INIS)

    Ishak, Mustapha; Lake, Kayll

    2002-01-01

    We describe a new interactive database (GRDB) of geometric objects in the general area of differential geometry. Database objects include, but are not restricted to, exact solutions of Einstein's field equations. GRDB is designed for researchers (and teachers) in applied mathematics, physics and related fields. The flexible search environment allows the database to be useful over a wide spectrum of interests, for example, from practical considerations of neutron star models in astrophysics to abstract space-time classification schemes. The database is built using a modular and object-oriented design and uses several Java technologies (e.g. Applets, Servlets, JDBC). These are platform-independent and well adapted for applications developed for the World Wide Web. GRDB is accompanied by a virtual calculator (GRTensorJ), a graphical user interface to the computer algebra system GRTensorII, used to perform online coordinate, tetrad or basis calculations. The highly interactive nature of GRDB allows systematic internal self-checking and minimization of the required internal records. This new database is now available online at http://grdb.org

  4. A course in mathematical methods for physicists

    CERN Document Server

    Herman, Russell L

    2014-01-01

    Based on the author’s junior-level undergraduate course, this introductory textbook is designed for a course in mathematical physics. Focusing on the physics of oscillations and waves, A Course in Mathematical Methods for Physicists helps students understand the mathematical techniques needed for their future studies in physics. It takes a bottom-up approach that emphasizes physical applications of the mathematics. The book offers: •A quick review of mathematical prerequisites, proceeding to applications of differential equations and linear algebra •Classroom-tested explanations of complex and Fourier analysis for trigonometric and special functions •Coverage of vector analysis and curvilinear coordinates for solving higher dimensional problems •Sections on nonlinear dynamics, variational calculus, numerical solutions of differential equations, and Green's functions

  5. Gourmet Foods. Course of Study.

    Science.gov (United States)

    Marshall, Martha; And Others

    Four units are included in this curriculum guide for a semester elective credit course in gourmet foods for high school juniors and seniors: (1) Introudction to the Course, and the Development of "A Gourmet," intended to facilitate defining and participating in planning the course program and goals, (2) "Basic Food Preparation for…

  6. Language courses

    CERN Multimedia

    2013-01-01

    General and Professional French Courses: The next session will take place from 7 October to 13 December 2013. These courses are open to all persons working on the CERN site, and to their spouses. Oral Expression: This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 7 October to 13 December 2013. Writing professional documents in French: These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 7 October to 13 December 2013. Cours d'anglais général et professionnel: La prochaine session se déroulera du 7 octobre 2013 au 31 janvier 2014 (interruption à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Oral Expression: F...

  7. Language courses

    CERN Multimedia

    2006-01-01

    General and Professional English Courses The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.16 23 40. Oral Expression The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours (2 hours a week) Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next...

  8. Accuracy Improvement Capability of Advanced Projectile Based on Course Correction Fuze Concept

    OpenAIRE

    Elsaadany, Ahmed; Wen-jun, Yi

    2014-01-01

    Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course corr...

  9. Evaluation of an ESP Course of Qur'anic Sciences and Tradition

    Science.gov (United States)

    Salehi, Hadi; Davari, Ameneh; Yunus, Melor Md

    2015-01-01

    Evaluation is defined as matching process that matches the needs to available solutions. The present study is an attempt to evaluate English for specific purposes (ESP) course book on "the ESP Course of Qur'anic Sciences and Tradition" taught at some universities in Iran. To achieve this goal, a researcher-made questionnaire and an…

  10. Graduate Courses in Argumentation Theory.

    Science.gov (United States)

    Benoit, William L.; Follert, Vincent F.

    1986-01-01

    Reports results of a survey of graduate courses in argumentation theory. Includes data on types of courses, theorists, historical and basic concepts in argument, everyday argument, resources (books and articles), etc. (PD)

  11. Including a Service Learning Educational Research Project in a Biology Course-I: Assessing Community Awareness of Childhood Lead Poisoning

    Science.gov (United States)

    Abu-Shakra, Amal; Saliim, Eric

    2012-01-01

    A university course project was developed and implemented in a biology course, focusing on environmental problems, to assess community awareness of childhood lead poisoning. A set of 385 questionnaires was generated and distributed in an urban community in North Carolina, USA. The completed questionnaires were sorted first into yes and no sets…

  12. 78 FR 70584 - ATOS IT Solutions & Services, Inc., Billing and Collections Department, Including Workers Whose...

    Science.gov (United States)

    2013-11-26

    ...) Wages are Reported Through Siemens IT Solutions and Services, Mason, Ohio; Amended Certification... Solutions & Services, Inc., Billing and Collections Department, Mason, Ohio. The workers are engaged in... workers separated from employment at the Mason, Ohio location of ATOS IT Solutions & Services, Inc...

  13. Exercises and solutions in statistical theory

    CERN Document Server

    Kupper, Lawrence L; O'Brien, Sean M

    2013-01-01

    ""I have found the book useful in preparing homework and exam questions in my current course, and I could see students benefiting from such a trove of problems with solutions.""-The American Statistician, February 2015

  14. Changing Course - the Baird Team Solution: a Delta for All

    Science.gov (United States)

    Nairn, R. B.

    2016-02-01

    The Changing Course Design competition was initiated to evaluate options for re-positioning the mouth of the Mississippi River and modifying the management of the Lower Mississippi River to support the 2017 Master Plan for the Louisiana coast. This paper will present the findings of one of the selected competitors: the Baird Team and their "Delta for All" approach. A key to success in the future management of the lower Mississippi River is the development of an integrated, holistic approach to management that recognizes the need to harness the full land/wetland building and restorative potential of the river at the same time as improving flood protection and navigation. Fundamentally the Baird solution recognized the underlying geomorphic challenges of the Delta: it receives three to four times less sediment from the Mississippi River than it did historically and sea level is rising two to three times faster than it did historically and is predicted to rise much faster in the future. The result will be a smaller delta in the future. Our approach seeks to harness as close to 100% of the land building potential of the river to make the smaller future delta as large as possible. This compares to the 2012 State Master Plan which would harness approximately 50% of the land-building potential. Our approach also recognizes that the further inland new distributary mouths and associated sub-deltas are located, the greater the delta building potential. Our approach builds with the river by creating and managing new river distributaries that are opened and closed every 50 years or so to build new sub-deltas within a defined sustainable delta footprint. By placing the last outlet somewhere in the vicinity of English Turn the lower Mississippi River would become a tidal channel. These two simple concepts of harnessing 100% of the river and placing the last outlet near English Turn result in immediate and significant benefits for flood protection and navigation. Through the

  15. Course of mathematics for engineerings and scientists v.5

    CERN Document Server

    Chirgwin, Brian H

    2013-01-01

    A Course of Mathematics for Engineers and Scientists, Volume 5 presents the solutions of differential equations by obtaining the results in different forms. This book discusses the significant branch of mathematics generalizing the elementary ideas of function, integration, and differentiation. Organized into four chapters, this volume begins with an overview of the use of Fourier series that leads to solutions consisting of infinite series. This text then discusses the fundamental advantage of Laplace and Fourier transformation. Other chapters consider the technique of obtaining the solutions

  16. Distance Learning in Advanced Military Education: Analysis of Joint Operations Course in the Taiwan Military

    Science.gov (United States)

    Tung, Ming-Chih; Huang, Jiung-yao; Keh, Huan-Chao; Wai, Shu-shen

    2009-01-01

    High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military…

  17. University Learning Systems for Participative Courses.

    Science.gov (United States)

    Billingham, Carol J.; Harper, William W.

    1980-01-01

    Describes the instructional development of a course for advanced finance students on the use of data files and/or databases for solving complex finance problems. Areas covered include course goals and the design. The course class schedule and sample learning assessment assignments are provided. (JD)

  18. Evaluation of undergraduate nursing students' attitudes towards statistics courses, before and after a course in applied statistics.

    Science.gov (United States)

    Hagen, Brad; Awosoga, Olu; Kellett, Peter; Dei, Samuel Ofori

    2013-09-01

    Undergraduate nursing students must often take a course in statistics, yet there is scant research to inform teaching pedagogy. The objectives of this study were to assess nursing students' overall attitudes towards statistics courses - including (among other things) overall fear and anxiety, preferred learning and teaching styles, and the perceived utility and benefit of taking a statistics course - before and after taking a mandatory course in applied statistics. The authors used a pre-experimental research design (a one-group pre-test/post-test research design), by administering a survey to nursing students at the beginning and end of the course. The study was conducted at a University in Western Canada that offers an undergraduate Bachelor of Nursing degree. Participants included 104 nursing students, in the third year of a four-year nursing program, taking a course in statistics. Although students only reported moderate anxiety towards statistics, student anxiety about statistics had dropped by approximately 40% by the end of the course. Students also reported a considerable and positive change in their attitudes towards learning in groups by the end of the course, a potential reflection of the team-based learning that was used. Students identified preferred learning and teaching approaches, including the use of real-life examples, visual teaching aids, clear explanations, timely feedback, and a well-paced course. Students also identified preferred instructor characteristics, such as patience, approachability, in-depth knowledge of statistics, and a sense of humor. Unfortunately, students only indicated moderate agreement with the idea that statistics would be useful and relevant to their careers, even by the end of the course. Our findings validate anecdotal reports on statistics teaching pedagogy, although more research is clearly needed, particularly on how to increase students' perceptions of the benefit and utility of statistics courses for their nursing

  19. Comparing methods of classifying life courses: Sequence analysis and latent class analysis

    NARCIS (Netherlands)

    Elzinga, C.H.; Liefbroer, Aart C.; Han, Sapphire

    2017-01-01

    We compare life course typology solutions generated by sequence analysis (SA) and latent class analysis (LCA). First, we construct an analytic protocol to arrive at typology solutions for both methodologies and present methods to compare the empirical quality of alternative typologies. We apply this

  20. Comparing methods of classifying life courses: sequence analysis and latent class analysis

    NARCIS (Netherlands)

    Han, Y.; Liefbroer, A.C.; Elzinga, C.

    2017-01-01

    We compare life course typology solutions generated by sequence analysis (SA) and latent class analysis (LCA). First, we construct an analytic protocol to arrive at typology solutions for both methodologies and present methods to compare the empirical quality of alternative typologies. We apply this

  1. Language Courses

    CERN Document Server

    2007-01-01

    General and Professional English Courses The next session will be held from 26 February or 5 March to end of June 2007 (1/2 week's break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Françoise Benz, tel. 73127. Oral Expression The next session will be held from 26 February or 5 March to end of June 2007 (1/2 week's break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-play, etc., depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will be held from 26 February or 5 March to e...

  2. A synoptic view of golf course management

    Science.gov (United States)

    Katula, Robert L.

    1996-03-01

    information systems analysis, and global positioning satellite survey capabilities to bring a total solution to bear on golf courses.

  3. Korean Student's Online Learning Preferences and Issues: Cultural Sensitivity for Western Course Designers

    Science.gov (United States)

    Washburn, Earlene

    2012-01-01

    Scope and Method of Study: While online courses offer educational solutions, they are not academically suited for everyone. International students find distractions in online courses constructed with American philosophy, epistemology, values, and cultures as compared to experiences in their home country. Learner's culture, value system, learning…

  4. Discrete Mathematics Course Supported by CAS MATHEMATICA

    Science.gov (United States)

    Ivanov, O. A.; Ivanova, V. V.; Saltan, A. A.

    2017-01-01

    In this paper, we discuss examples of assignments for a course in discrete mathematics for undergraduate students majoring in business informatics. We consider several problems with computer-based solutions and discuss general strategies for using computers in teaching mathematics and its applications. In order to evaluate the effectiveness of our…

  5. Capstone Course Innovation: Bloomberg Professional Service

    Science.gov (United States)

    Payette, Dennis L.; Libertella, Anthony F.

    2012-01-01

    This paper reports on the introduction of a curricular innovation in a required capstone course: namely the Business Policy and Strategy course in the School of Business at Adelphi University. The curriculum capstone courses have tended to primarily include business related case studies and business simulation exercises. Consequently, curriculum…

  6. Computer methods in physics 250 problems with guided solutions

    CERN Document Server

    Landau, Rubin H

    2018-01-01

    Our future scientists and professionals must be conversant in computational techniques. In order to facilitate integration of computer methods into existing physics courses, this textbook offers a large number of worked examples and problems with fully guided solutions in Python as well as other languages (Mathematica, Java, C, Fortran, and Maple). It’s also intended as a self-study guide for learning how to use computer methods in physics. The authors include an introductory chapter on numerical tools and indication of computational and physics difficulty level for each problem.

  7. Creating Cross-disciplinary Courses.

    Science.gov (United States)

    Reynolds, Elaine R

    2012-01-01

    Because of its focus on the biological underpinnings of action and behavior, neuroscience intersects with many fields of human endeavor. Some of these cross-disciplinary intersections have been long standing, while others, such as neurotheology or neuroeconomics, are more recently formed fields. Many undergraduate institutions have sought to include cross-disciplinary courses in their curriculum because this style of pedagogy is often seen as applicable to real world problems. However, it can be difficult for faculty with specialized training within their discipline to expand beyond their own fields to offer cross-disciplinary courses. I have been creating a series of multi- or cross-disciplinary courses and have found some strategies that have helped me successfully teach these classes. I will discuss general strategies and tools in developing these types of courses including: 1) creating mixed experience classrooms of students and contributing faculty 2) finding the right tools that will allow you to teach to a mixed population without prerequisites 3) examining the topic using multiple disciplinary perspectives 4) feeding off student experience and interest 5) assessing the impact of these courses on student outcomes and your neuroscience program. This last tool in particular is important in establishing the validity of this type of teaching for neuroscience students and the general student population.

  8. A Thermodynamics Course Package in Onenote

    Science.gov (United States)

    Falconer, John L.; Nicodemus, Garret D.; Medlin, J. Will; deGrazia, Janet; McDanel, Katherine P.

    2014-01-01

    A ready-to-use package of active-learning materials for a semester-long chemical engineering thermodynamics course was prepared for instructors, and similar materials are being prepared for a material and energy balance course. The course package includes ConcepTests, explanations of the ConcepTests for instructors, links to screencasts, chapter…

  9. An Evaluation of HigherEd 2.0 Technologies in Undergraduate Mechanical Engineering Courses

    Science.gov (United States)

    Orange, Amy; Heinecke, Walter; Berger, Edward; Krousgrill, Charles; Mikic, Borjana; Quinn, Dane

    2012-01-01

    Between 2006 and 2010, sophomore engineering students at four universities were exposed to technologies designed to increase their learning in undergraduate engineering courses. Our findings suggest that students at all sites found the technologies integrated into their courses useful to their learning. Video solutions received the most positive…

  10. Numerical Problems and Agent-Based Models for a Mass Transfer Course

    Science.gov (United States)

    Murthi, Manohar; Shea, Lonnie D.; Snurr, Randall Q.

    2009-01-01

    Problems requiring numerical solutions of differential equations or the use of agent-based modeling are presented for use in a course on mass transfer. These problems were solved using the popular technical computing language MATLABTM. Students were introduced to MATLAB via a problem with an analytical solution. A more complex problem to which no…

  11. Political Communication and Women: A Course Proposal.

    Science.gov (United States)

    Trent, Judith S.

    1981-01-01

    Presents a course proposal for an undergraduate course entitled "Political Communication and Women." Includes six units with instructional objectives, bibliographies, and student activities. The course is designed to identify the special needs of women in elective politics. (JMF)

  12. A solution of the Schrodinger equation with two-body correlations included

    International Nuclear Information System (INIS)

    Fabre de la Ripelle, M.

    1984-01-01

    A procedure for introducing the two-body correlations in the solution of the Schrodinger equation is described. The N-body Schrodinger equation for nucleons subject to two-(or many)-body N-N interaction has never been solved with accuracy except for few-body systems. Indeed it is difficult to take the two-body correlations generated by the interaction into account in the wave function

  13. TESTING OF ONLINE ESP COURSE FOR STUDENTS OF ECONOMIC SCHOOLS. FIRST FINDINGS ANALYSIS

    Directory of Open Access Journals (Sweden)

    Nina V. Vasilchenko

    2013-01-01

    Full Text Available The article provides a detailed analysis of the Russian course-books for students of Economic Schools. The authoress exposes the discrepancies along with proposing the solutions. In the second part, the article possesses a brief description as well as highlights the advantages of the new online ESP course on Economics, Banking and Insurance for colleges. In conclusion, the authoress contemplates over the first findings the course appraisal suggests. 

  14. Introducing blended e-learning course design

    DEFF Research Database (Denmark)

    Gyamfi, Samuel Adu; Ryberg, Thomas

    2012-01-01

    In the face of diminishing education budgets in higher education, blended learning has been found to be a viable and effective approach to deliver high-quality, up-to-date, on-demand solutions to developing cross-curricular skills of undergraduates. However, research has also shown that blended...... learning solutions do not often live up to the potential of the approach or fail to produce the intended results because the students are not always equipped to handle the technical, psychological and organisational challenges of blended learning approaches. This project surveyed seventy-five first year...... the students’ e-readiness for an implementation of a blend-ed course design....

  15. Computer-aided Teaching of Math in Electromechanics Vocational Course

    Directory of Open Access Journals (Sweden)

    Eduardo Shigueo Hoji

    2013-03-01

    Full Text Available This paper describes the experience of teaching mathematics in the electromechanics vocational course with aid of the computer. Instead of giving a bunch of equations and a calculator to the students, as it is usual in vocational courses, we offer them Octave, which is a numerical computational tool. Furthermore, the mathematical concepts involved in the solution of applied problems are provided within a multidisciplinary framework. The proposed approach helped to reduce the abstraction of mathematics for the students. Despite the deficiencies the students in vocational courses have in their formation, we could notice that their perception regarding mathematics has changed after figuring out that “a bunch of numbers” can be useful in the solution of problems they shall face in their professional life. The approach was applied to three groups already. All of them are composed of mature students, who passed by a flawed basic educational system and stayed away from school for a long time.

  16. Improving access to learning in the workplace using technology in an accredited course.

    Science.gov (United States)

    Munro, Kathleen M; Peacock, Susi

    2005-03-01

    This article gives an account of a case study which seeks to explore the potential for using technology to deliver learning in the workplace: a syringe driver course for nurses. We provide a brief overview of workplace learning, continuing professional development and learning technology in the health sciences. The paper then draws upon a three-year project that involved the transition of a traditionally taught, institution-based face-to-face course to work-based learning using technology. Through the evaluation and discussion of the case study we address key issues that have emerged, such as, marketing of the product; in our case it was decided that the most cost-effective way to provide the course and recuperate some costs was to accredit the course by the Institution. Registered practitioners in the workplace assess learning and are linked to the quality assurance mechanisms of the Institution. We also consider some of the major barriers to implementation, highlighting critical areas for consideration for those undertaking a similar project. These include the lack of technical knowledge in the Group, which resulted in a steep learning curve for all members. This and numerous iterations of materials (including video and animations) lengthened the project considerably whilst technological advances meant other more sophisticated technological solutions that became available during the production process were incorporated. A cost benefit analysis would show that the product has been delivered across Scotland and production costs covered and that there have been unquantifiable gains, including improving the external profile of the academic institution and the NHS Trust, developing the technical skills of the Group and providing invaluable experience of working in a cross-disciplinary collaborative working environment.

  17. Teaching with technology: learning outcomes for a combined dental and dental hygiene online hybrid oral histology course.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; Singh, Amul H; Overman, Pamela R

    2013-06-01

    Among the challenges leaders in dental and allied dental education have faced in recent years is a shortage of well-qualified faculty members, especially in some specialty areas of dentistry. One proposed solution has been the use of technology. At the University of Missouri-Kansas City School of Dentistry, the departure of a faculty member who taught the highly specialized content in oral histology and embryology provided the opportunity to implement distance delivery of that course. The course is taught once a year to a combined group of dental and dental hygiene students. Previous to spring semester of 2009, the course was taught using traditional face-to-face, in-class lectures and multiple-choice examinations. During the spring semesters of 2009, 2010, and 2011, the course was taught using synchronous and asynchronous distance delivery technology. Outcomes for these courses (including course grades and performance on the National Board Dental Examination Part I) were compared to those from the 2006, 2007, and 2008 courses. Students participating in the online hybrid course were also given an author-designed survey, and the perceptions of the faculty member who made the transition from teaching the course in a traditional face-to-face format to teaching in an online hybrid format were solicited. Overall, student and faculty perceptions and student outcomes and course reviews have been positive. The results of this study can provide guidance to those seeking to use technology as one method of curricular delivery.

  18. Equations in mathematical physics a practical course

    CERN Document Server

    Pikulin, Victor P

    2001-01-01

    This handbook is addressed to students of technology institutf's where a course on mathematical physics of relatively reduced volume is offered, as well as to engineers and scientists. The aim of the handbook is to treat (demonstrate) the basic methods for solving the simplest problems of classical mathematical physics. The most basic among the methods considered hrre i8 the superposition method. It allows one, based on particular linearly indepmdent HolutionH (solution "atoms"), to obtain the solution of a given problem. To that end the "Hupply" of solution atoms must be complete. This method is a development of the well-known method of particular solutions from the theory of ordinar~' differelltial equations. In contrast to the case of ordinary differential equations, where the number of linearly independent 80lutions is always finite, for a linear partial differrntial equation a complete "supply" of solution atoms is always infinite. This infinite set of Holutions may be discrete (for example, for regular ...

  19. NOTES. A Course Relating Agronomy and Science to Society.

    Science.gov (United States)

    McIntosh, Marla S.

    1993-01-01

    Describes a course designed to teach the relationship between science, agronomy, and society. Includes course and class description, course content, and evaluation of the course. (11 references) (MCO)

  20. The modeling and solution of course of action generation based on IN-DEA

    Science.gov (United States)

    Wan, Lujun; Li, Wen; Dai, Jiangbin; Huang, Aqian

    2017-08-01

    The course of action (COA) generation is the course of designing the task planning flow, which is one of the key supporting techniques while the military organization executing aerial operation. Due to the outstanding advantage of influence nets (IN), describing the causal logic between random variable, this proposal will introduce IN into the fast building mechanism of COA model. The COA generation model utilize influence nets is established. The probability propagation method is designed, which is based on influence intensity. An improved differential evolution algorithm (IDEA) is designed to solve the action policy optimized selected model. At last, the simulated result of aerial arrack campaign case show the action policy optimized selected in variety influence constants can improve the capability of cause-effect modeling, and the improved differential evolution algorithm has fine convergent and optimized capability.

  1. A new force field including charge directionality for TMAO in aqueous solution

    Energy Technology Data Exchange (ETDEWEB)

    Usui, Kota; Nagata, Yuki, E-mail: sulpizi@uni-mainz.de, E-mail: nagata@mpip-mainz.mpg.de; Hunger, Johannes; Bonn, Mischa [Max Planck Institute for Polymer Research, Ackermannweg 10, 55128 Mainz (Germany); Sulpizi, Marialore, E-mail: sulpizi@uni-mainz.de, E-mail: nagata@mpip-mainz.mpg.de [Johannes Gutenberg University Mainz, Staudingerweg 7, 55099 Mainz (Germany)

    2016-08-14

    We propose a new force field for trimethylamine N-oxide (TMAO), which is designed to reproduce the long-lived and highly directional hydrogen bond between the TMAO oxygen (O{sub TMAO}) atom and surrounding water molecules. Based on the data obtained by ab initio molecular dynamics simulations, we introduce three dummy sites around O{sub TMAO} to mimic the O{sub TMAO} lone pairs and we migrate the negative charge on the O{sub TMAO} to the dummy sites. The force field model developed here improves both structural and dynamical properties of aqueous TMAO solutions. Moreover, it reproduces the experimentally observed dependence of viscosity upon increasing TMAO concentration quantitatively. The simple procedure of the force field construction makes it easy to implement in molecular dynamics simulation packages and makes it compatible with the existing biomolecular force fields. This paves the path for further investigation of protein-TMAO interaction in aqueous solutions.

  2. A new force field including charge directionality for TMAO in aqueous solution

    International Nuclear Information System (INIS)

    Usui, Kota; Nagata, Yuki; Hunger, Johannes; Bonn, Mischa; Sulpizi, Marialore

    2016-01-01

    We propose a new force field for trimethylamine N-oxide (TMAO), which is designed to reproduce the long-lived and highly directional hydrogen bond between the TMAO oxygen (O TMAO ) atom and surrounding water molecules. Based on the data obtained by ab initio molecular dynamics simulations, we introduce three dummy sites around O TMAO to mimic the O TMAO lone pairs and we migrate the negative charge on the O TMAO to the dummy sites. The force field model developed here improves both structural and dynamical properties of aqueous TMAO solutions. Moreover, it reproduces the experimentally observed dependence of viscosity upon increasing TMAO concentration quantitatively. The simple procedure of the force field construction makes it easy to implement in molecular dynamics simulation packages and makes it compatible with the existing biomolecular force fields. This paves the path for further investigation of protein-TMAO interaction in aqueous solutions.

  3. Course Design for Critical Thinking.

    Science.gov (United States)

    Furedy, John J.; Furedy, Christine

    1979-01-01

    A fourth year honors thesis research course in psychology at the University of Toronto uses the device of adversarial interaction to improve critical thinking. Course components, including thesis submission, research seminar, student relations, and supervision, are designed to simulate the constraints, criticism, and relationships of actual…

  4. Classroom Participation Strategy in Principles of Finance Courses

    Science.gov (United States)

    Fewings, David R.; Wonder, Nicholas X.

    2009-01-01

    The challenge of introductory finance courses often surprises junior level university students. This paper describes a strategy that effectively motivates students to prepare solutions to problems for each class and to be prepared to check work presented by classmates. Empirically, the participation grade was found to be positively and…

  5. Linking Science Fiction and Physics Courses

    Science.gov (United States)

    McBride, Krista K.

    2016-05-01

    Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty learning communities. This article discusses a learning community of 21 students that I created with a colleague in the English department. The community encompasses two general education courses: an algebra-based physics course entitled "Intro to Physics" and a literature course entitled "Science Fiction, Science Fact." Students must enroll in both of these courses during the same semester. Additionally, I highlight advantages to linking these courses through surveying the assignments and course materials that we used in our learning community. Figure 1 shows the topics that are covered in both physics and literature courses.

  6. A Multidimensional Software Engineering Course

    Science.gov (United States)

    Barzilay, O.; Hazzan, O.; Yehudai, A.

    2009-01-01

    Software engineering (SE) is a multidimensional field that involves activities in various areas and disciplines, such as computer science, project management, and system engineering. Though modern SE curricula include designated courses that address these various subjects, an advanced summary course that synthesizes them is still missing. Such a…

  7. Online Calculus: The Course and Survey Results.

    Science.gov (United States)

    Allen, G. Donald

    2001-01-01

    Describes the development and implementation of a Web-based calculus course at Texas A & M University. Discusses the course design, layout of content and the contrast with textbook structure, results of course surveys that included student reactions, and how students learn form Web-based materials. (Author/LRW)

  8. Poster session in instructional technology course

    Science.gov (United States)

    Diniaty, Artina; Fauzi'ah, Lina; Wulan Febriana, Beta; Arlianty, Widinda Normalia

    2017-12-01

    Instructional technology course must be studied by students in order to 1) understand the role of technology in learning, 2) capable of analyzing advantages and disadvantages of using technology in teaching, 3) capable of performing technology in teaching. A poster session in instructional technology course was performed to 1) enhance students' interest in this course and develop students' creativity. The step of this research includes: planning, implementation, and evaluation. The result showed that students' responses towards poster session in instructional technology course were good.

  9. Building Better Online Courses (Invited Talk)

    OpenAIRE

    Norvig, Peter

    2013-01-01

    We now have many choices in designing a course, whether it is in the classroom, online, or a hybrid. This talk will cover some of the mechanics of running an online course, including the factors involved in building a community. And we will discuss whether building a course is like building software: in the early days, software was crafted by individuals, but over time we established processes that enabled large groups to build much larger systems. Today, courses are still crafted by an in...

  10. A Study of Student Retention and Attitudes in a Community College Preparatory Mathematics Course.

    Science.gov (United States)

    Rhodes, Jolene M.

    This study explored the effects of the use of laboratory activities on students' attitudes and retention in a community college preparatory mathematics course. It also examined whether the use of numerical, analytical, and graphical methods of solution in preparatory classes would affect student retention in the succeeding algebra course. The…

  11. Math 3310--Technical Mathematics I. Course Outline.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    This document contains the course syllabus and 12 independent practice modules for a college pre-calculus designed as the first course in a two-semester sequence for students in a Bachelor of Technology program. The course emphasizes engineering technology applications and verbal problems. Topics include a review of elementary algebra; factoring…

  12. Math 3007--Developmental Mathematics I. Course Outline.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This course is designed as the first of a two-semester sequence. Topics include operations with signed numbers; simple operations on monomials and…

  13. Teaching sustainability in engineering solutions with Campus Service as case

    DEFF Research Database (Denmark)

    Olsen, Stig Irving; McAloone, Tim C.; Nielsen, Susanne Balslev

    2014-01-01

    Engineers potentially influence the sustainability of technological solutions significantly. At DTU Management Engineering we aim to address sustainability to all engineering students at DTU. One of the means to address students throughout DTU is the establishment of a course aimed at bachelor...... students on all study lines. The objectives of the course is for the participants to acquire an understanding of the basic concept of sustainability and its three dimensions as well as getting an overview of a number of tools for analysis and synthesis of solutions that are sustainable throughout...... their life cycle and acquire the skills to use the most central of the tools. Furthermore, they should understand the engineer's role and responsibility in the development of sustainable solutions. Examples of learning outcomes are: Explain that each sustainability dimension is multifactorial and that trade...

  14. Course Convenience, Perceived Learning, and Course Satisfaction across Course Formats

    Science.gov (United States)

    Sanford, Douglas; Ross, Douglas; Rosenbloom, Alfred; Singer, Daniel

    2017-01-01

    Students' desire for course convenience may lead to their preference for online courses. But in their desire for convenience, are students sacrificing satisfaction or perceived learning? This article investigates the moderating impact of course format on the relationship between convenience and both perceived learning and satisfaction. Moderated…

  15. English and French courses

    CERN Multimedia

    2014-01-01

    If one of your New Year’s resolutions is to learn a language, there is no excuse anymore!   You can attend one of our English or French courses and you can practise the language with a tandem partner! General and Professional French Courses The next session will take place from 27 January to 4 April 2014. These courses are open to all persons working on the CERN site, and to their spouses. Oral Expression This course is aimed at students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 27 January to 4 April 2014. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 27 January to 4 April 2014. Cours d’anglais général et professionnel La prochaine session se déroulera du 3 mars a...

  16. Ions in solution basic principles of chemical interactions

    CERN Document Server

    Burgess, J

    1999-01-01

    This outline of the principles and chemical interactions in inorganic solution chemistry delivers a course module in an area of considerable complexity. Problems with solutions and tutorial hints to test comprehension have been added as a feature to check readers' understanding and assist self-study. Exercises and projects are also provided to help readers deepen and extend their knowledge and understanding. Inorganic solution chemistry is treated thoroughly Emphasis is placed upon NMR, UV-VIS, IR Raman spectroscopy, X-ray diffraction, and such topics as acid-base behaviour, stability constants and kinetics.

  17. Designing and Implementing an Information Literacy Course in the Humanities

    Directory of Open Access Journals (Sweden)

    Ellen Daugman

    2012-04-01

    Full Text Available As instructors in the Z. Smith Reynolds Library information literacy program at Wake Forest University, we are expanding beyond our introductory course model to teach discipline-specific information literacy courses. Z. Smith Reynolds Library initiated an information literacy program in 2002 and currently offers a 1-credit elective, taught in 15 sections per semester. Advanced discipline-specific courses were added in Spring 2008, and include courses in the social sciences, business and economics, and the sciences. As the subject specialists for art, dance, literature, music, religion and theatre, we were charged with creating a credit-bearing arts and humanities information literacy course, LIB250: Humanities Research Sources and Strategies. In addition to our arts and humanities course content and methodologies, we incorporated web2.0 technologies throughout course design and delivery in order to streamline planning and to facilitate student engagement. In our course preparation, we utilized Google Docs for collaborative brainstorming, planning, organization and self-evaluation. Our students used Google Docs for submitting their course assignments, which included a faculty or practitioner interview and the final project for the course. The project was an annotated bibliography that extended beyond books and journal articles to include additional elements such as scholarly associations, core journals, primary sources, and major special collections related to their topics. A blog was used for the course syllabus, incorporating assignment information and supplementary resources for class topics; student blogging included reflection and feedback on each lecture as well as application of class content to their research topics. A visit to the Library's Rare Books Reading Room exposed the students to the Library's unique holdings and introduced them to rare and archival resources at other libraries. Our article presents this process from start to

  18. Opinions of ICT Teachers about Information Technology Course Implementations: A Social Media Analysis

    Directory of Open Access Journals (Sweden)

    Alaattin Parlakkılıç

    2014-01-01

    Full Text Available The use of Information and Communication Technologies (ICT is increasing in education. ICT teachers have important role and responsibilities in ICT world. In this study, the problems of ICT teachers and their suggested solutions that stated by them were evaluated by analyzing their messages and shared information in Internet and social media. Document analysis was used as qualitative data collection method for this study. The research group was consisting of the ICT teachers that have worked in secondary Turkish Schools from July 2012 to July 2013 who used social media. In the study, teachers’ opinions and suggested solutions in social media (forums, blogs, Facebook and Twitter had been obtained and categorized in six area as course compulsory, curriculum, personal rights, job definitions, Fatih Project, ICT infrastructure and innovative ideas. The data have been evaluated categorically in frequency and percentage. At the end of the study; it was evaluated that the solution suggestions provide a great asset in education for innovation and changes. In this context, problems about employee personal rights (f=61 and %31.9 have been the most important one and the suggested solutions express legal arrangements to be made. In the second place, obligatory course (f=49 and %29.9 was stated. Inadequacy of the curriculum and the need for update (f=28 and %14.6 was the third most discussed topic. Progressive applications and renovations (f=23 and %12.1 were in the fourth place. In the fifth place, it was expressed that the success probability of the Fatih Project (f=21 and % 11 was low in the current situation and the ICT teachers must be included in the project. Lastly it was seen that the infrastructure and support (f=18 and %9.5 were required for development

  19. Professional Problems Experienced by Information Technology Teachers and Suggested Solutions: Longitudinal Survey

    Directory of Open Access Journals (Sweden)

    Hafize Keser

    2013-02-01

    Full Text Available The study aimed to determine the opinions of teacher candidates in the fourth year of Computer Education & Instructional Technologies department (CEIT on the Problems Experienced by Information Technology (IT Teachers and Suggested Solutions and it has been designed in case study routine taking place within qualitative research tradition and in a longitudinal survey model. The final year IT teacher candidates receiving education in Ankara University Educational Sciences Faculty CEIT department in academic years 2011-2012 and 2012-2013 have formed the study group of the research (N=123. The data obtained in the research by open-end questionnaire have been analysed and interpreted by inductive encoding technique, freuency analysis and descriptive content analysis. At the end of the study carried out, it has been determined that the IT teacher candidates have handled in two sub-dimensions the problems experienced by the IT teachers, these being, problems towards the courses the IT teachers attend and problems regarding the professional lives of IT teachers and suggested solutions in line with these. The leading problems towards the courses the IT teachers attend are that the courses are optional, the courses are grade-free, the course hours are few, the significance of IT not being comprehended very well by the executives, teachers, parents and students, inadequacy of physical means of IT classes and references of the course. And, the main problems regarding professional lives of IT course teachers are the duty, power and responsibility of IT teachers not made clear enough, difficulties in formative teacher practice, course hours which have to be completed by IT teachers not being able to be completed and problem of permanent staff, the courses that must be attended by IT teachers being taugth by teachers from other branches, lack of executives and experts trained from a field to supervise IT and formative teachers. And, the suggested leading

  20. An interactive Web-based radiation protection course in fluoroscopy

    International Nuclear Information System (INIS)

    Aldrich, J.

    2001-01-01

    The teaching of radiation protection to a large group of physicians, who are separated geographically and have complicated schedules, is a formidable problem. Therefore a Web-based solution is attractive, allowing access to the material at any time and place. In this implementation the didactic material is presented in a Web-based format. Subsequently, students attend a practical demonstration in one of the departments' fluoroscopy rooms. Because of local experience with distance education, WebCT was chosen to present the material. WebCT (Web Course Tools) was developed by the University of British Columbia (UBC) to allow educators, with or without technical expertise, to create a sophisticated Web-base. Authors use a standard Web browser to create courses, and students use their browsers to access course material. WebCT provides a wide variety of tools and features that can be added to a course. Among the most useful tools used in this fluoroscopy course are the glossary, multiple-choice questions for each section, and a final test which is scored by the computer. As with all Web-based material the courses can be viewed in the traditional linear fashion or in any random way through the use of linkages. (author)

  1. Enhancing Student International Awareness and Global Competency through Compact International Experience Courses

    Science.gov (United States)

    Jacobitz, Frank; Schubert, Thomas

    2013-11-01

    Short-term, study-abroad, elective engineering courses were developed in order to raise the international awareness and global competency of engineering students. These Compact International Experience (CIE) courses were taught in response to a strong student desire for engineering study abroad courses and an effort by the home institution to internationalize its curriculum. An assessment of repeat offerings of two three-semester-unit courses on Topics in Fluid Mechanics and Advanced Electronic Circuit Design in a three-week time frame in France and Australia was performed. The goals of the two CIE courses are an effective teaching of their respective technical content as well as a student understanding of the cultural environment and the impact of engineering solutions from a global and societal viewpoint. In the repeat offerings, increased interaction with local industry was an additional goal. The CIE courses were assessed through surveys completed at the beginning and end of the courses, weekly student reflection papers, course evaluations, and formalized instructor observations. Based on the assessment performed, the two CIE courses have been found to be a valuable approach in the delivery of engineering technical electives combined with an international experience.

  2. Fractal solutions of recirculation tubular chemical reactors

    International Nuclear Information System (INIS)

    Berezowski, Marek

    2003-01-01

    Three kinds of fractal solutions of model of recirculation non-adiabatic tubular chemical reactors are presented. The first kind concerns the structure of Feigenbaum's diagram on the limit of chaos. The second kind and the third one concern the effect of initial conditions on the dynamic solutions of models. In the course of computations two types of recirculation were considered, viz. the recirculation of mass (return of a part of products' stream) and recirculation of heat (heat exchange in the external heat exchanger)

  3. The PICS Climate Insights 101 Courses: A Visual Approach to Learning About Climate Science, Mitigation and Adaptation

    Science.gov (United States)

    Pedersen, T. F.; Zwiers, F. W.; Breen, C.; Murdock, T. Q.

    2014-12-01

    The Pacific Institute for Climate Solutions (PICS) has now made available online three free, peer-reviewed, unique animated short courses in a series entitled "Climate Insights 101" that respectively address basic climate science, carbon-emissions mitigation approaches and opportunities, and adaptation. The courses are suitable for students of all ages, and use professionally narrated animations designed to hold a viewer's attention. Multiple issues are covered, including complex concerns like the construction of general circulation models, carbon pricing schemes in various countries, and adaptation approaches in the face of extreme weather events. Clips will be shown in the presentation. The first course (Climate Science Basics) has now been seen by over two hundred thousand individuals in over 80 countries, despite being offered in English only. Each course takes about two hours to work through, and in recognizing that that duration might pose an attention barrier to some students, PICS selected a number of short clips from the climate-science course and posted them as independent snippets on YouTube. A companion series of YouTube videos entitled, "Clear The Air", was created to confront the major global-warming denier myths. But a major challenge remains: despite numerous efforts to promote the availability of the free courses and the shorter YouTube pieces, they have yet to become widely known. Strategies to overcome that constraint will be discussed.

  4. A Course in Fluid Mechanics of Suspensions.

    Science.gov (United States)

    Davis, Robert H.

    1989-01-01

    Discusses a course focusing on fluid mechanics and physical chemistry of suspensions. Describes the main themes of the lectures and includes a list of course outlines. Possible textbooks and many journal articles are listed. (YP)

  5. C in CS1: Snags and Viable Solution

    Directory of Open Access Journals (Sweden)

    Shumail Naveed

    2018-01-01

    Full Text Available Programming is one of the career rewarding skills; however, learning programming skill is extremely hard and arduous as supported by several studies. The first programming language has an everlasting impact on the programmer’s program’s development abilities. In most of the universities the imperative paradigm is used for introductory programming courses and generally C language is used as a base language of a first programming course. The C language is a leading programming language and extensively utilized for commercial applications. The majority of the programming languages are highly motivated from the C language, yet its intrinsic complexities and non-pedagogic origin evidently makes it hard and a complex choice for a first programming course. This paper proposed a rational and realizable solution that can make a C language a suitable choice for a first the course of programming.

  6. C in CS1: Snags and viable solution

    International Nuclear Information System (INIS)

    Naveed, S.; Sarim, M.; Nadeem, A.

    2018-01-01

    Programming is one of the career rewarding skills; however, learning programming skill is extremely hard and arduous as supported by several studies. The first programming language has an everlasting impact on the programmer’s program’s development abilities. In most of the universities the imperative paradigm is used for introductory programming courses and generally C language is used as a base language of a first programming course. The C language is a leading programming language and extensively utilized for commercial applications. The majority of the programming languages are highly motivated from the C language, yet its intrinsic complexities and non-pedagogic origin evidently makes it hard and a complex choice for a first programming course. This paper proposed a rational and realizable solution that can make a C language a suitable choice for a first the course of programming. (author)

  7. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. T...

  8. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. Th...

  9. Logic and discrete mathematics a concise introduction : solutions manual

    CERN Document Server

    Conradie, Willem; Robinson, Claudette

    2015-01-01

    Solutions manual to accompany Logic and Discrete Mathematics: A Concise Introduction This book features a unique combination of comprehensive coverage of logic with a solid exposition of the most important fields of discrete mathematics, presenting material that has been tested and refined by the authors in university courses taught over more than a decade. Written in a clear and reader-friendly style, each section ends with an extensive set of exercises, most of them provided with complete solutions which are available in this accompanying solutions manual.

  10. A course of higher mathematics

    CERN Document Server

    Smirnov, Vladimir Ivanovich

    1964-01-01

    A Course of Higher Mathematics, Volume II: Advanced Calculus covers the theory of functions of real variable in advanced calculus. This volume is divided into seven chapters and begins with a full discussion of the solution of ordinary differential equations with many applications to the treatment of physical problems. This topic is followed by an account of the properties of multiple integrals and of line integrals, with a valuable section on the theory of measurable sets and of multiple integrals. The subsequent chapters deal with the mathematics necessary to the examination of problems in

  11. Mountain Plains Learning Experience Guide: Marketing. Course: Purchasing.

    Science.gov (United States)

    Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers buying merchandise for resale, selecting vendors, bargaining for prices, and purchasing supplies for commercial food and beverage service establishments. The course is comprised of two units: (1) Merchandise Buying and (2) Food and Beverage Purchasing.…

  12. Teaching an Interdisciplinary Gerontological Course to Pharmacy Students

    Science.gov (United States)

    Sumner, Edward D.

    1978-01-01

    An interdisciplinary course on gerontology has been developed and offered as an elective at the Medical University of South Carolina College of Pharmacy. Instruction is provided in the physical, psychological, and social influences with ambulatory and institutionalized geriatrics patients. A course outline and course objectives are included. (SW)

  13. The Value of Example Solutions in Pharmacy Education: The role of seniority and gender

    DEFF Research Database (Denmark)

    Sandelin, Albin Gustav; Hansen, Helle Rüsz; Baldursdóttir, Stefanía Guðlaug

    2011-01-01

    Background: Example solutions to problem sets and exams are provided in the majority of pharmacy courses at the University of Copenhagen. Aims: Since the impact and usage of examples solutions are unknown, we wanted to evaluate the positive and negative aspects of the usage of example solutions a...

  14. DESIGN COURSE PROGRAM "BLENDED LEARNING"

    Directory of Open Access Journals (Sweden)

    Kukharenko V.

    2017-12-01

    Full Text Available The paper describes the main features of mixed teaching: the tasks of mixed learning, learning models, micro-training, video fragments, the new role of the teacher. To create a distance training course for teachers and university lecturers, an open three-week dialectical distance course was conducted. The peculiarities of the connektivist approach and the high level of the trainees allowed to determine the key components of the course "Mixed training". Tendencies in the development of education in the world, the role of mixed learning, gaming, analyzed SWOT analysis for mixed learning. The problematic issues in the conductivity of remote sensing courses have been clarified. To test the formed hypotheses, a six-week pilot distance course was created, which included the most important sections: the formation of the goal of the class, the model of the inverted class, tools for mixed instruction, the organization of the learning process and the evaluation of learning outcomes. The educational process was conducted for all comers. The course was signed by 218 students, the number of teachers and university teachers was approximately the same. Active listeners were 48, successfully completed the course - 18 listeners. The results of the training and the interviews of the listeners make it possible to create a distance course "Mixed training" for the professional development of teachers and teachers of higher educational institutions.

  15. General and professionnal French courses

    CERN Document Server

    2013-01-01

    The next session will take place from 27 January to 4 April 2014. These courses are open to everyone working on the CERN site and to their spouses.   Oral Expression This course is aimed at students with a good knowledge of French who want to enhance their oral communication skills. Activities will include discussions, meeting simulations, role-plays, etc. The next session will take place from 27 January to 4 April 2014. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 27 January to 4 April 2014. For registration and further information on the courses, please consult our web site or contact Kerstin Fuhrmeister (70896 - language.training@cern.ch).

  16. General and professionnal French courses

    CERN Multimedia

    2013-01-01

    The next session will take place from 27 January to 4 April 2014. These courses are open to everyone working on the CERN site and to their spouses.   Oral Expression This course is aimed at students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 27 January to 4 April 2014. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 27 January to 4 April 2014. For registration and further information on the courses, please consult our web site or contact Kerstin Fuhrmeister (70896 - language.training@cern.ch).

  17. Mountain Plains Learning Experience Guide: Carpentry. Course: Finish.

    Science.gov (United States)

    Leland, Lyle

    One of two individualized courses included in a carpentry curriculum, this course is structured to provide the information, procedures, and experiences to complete the carpentry requirements following the framing operation. The course is comprised of five units: (1) Machine Processes, (2) Exterior Wall Coverings and Cornice, (3) Windows and Trim,…

  18. Infusing Geoethics One Geoscience Course at a Time

    Science.gov (United States)

    Cronin, V. S.

    2016-12-01

    Positive change is sometimes difficult to accomplish within a university. While it might be easy to get faculty members and administrators to agree that facilitating the development of students as ethical geoscientists is a desirable goal in the abstract, formally proposing concrete plans to achieve that goal might generate negative responses and even roadblocks. For example, it might be a challenge to pass a course in geoethics through a college curriculum committee, because ethics is a topic usually taught by the philosophy faculty. Although there are recognized subfields in engineering, medical, business, and legal ethics that are commonly taught by faculty members in those respective departments, geoethics is not yet recognized in this way. A more productive approach might be to begin with change that can be accomplished simply, within existing courses. Faculty members are usually granted broad discretionary authority to decide how material is to be presented in geoscience courses, including required core courses. My suggestion is to structure a course that presents all of the material normally expected under that course title, but in such a way that the ethical dimensions are intentionally and consistently highlighted. As with any change in the way we present course material, there is a startup cost to be borne by the teacher. One cost is the time needed to deepen our understanding of applied professional and scientific ethics; however, this is more of a personal and professional benefit than a cost in the long run. Infusing a course with an awareness of ethical issues also takes prior thought and planning to be successful. But, of course, that is no different from any other improvement in science education. Impressions from a semester's effort to include geoethics in a required core course in structural geology to about 25 students will be shared. The main course topic is not particularly relevant, because there are a number of ethical questions that students

  19. A vos marques! an accelerated French course

    CERN Document Server

    Andrews, Alison; Tippett-Spirtou, Sandy

    2012-01-01

    A Vos Marques! is an introductory course for students taking French as an option alongside their main degree course. It has been developed specifically for false beginners: students who have a slight acquaintance with the language.The course comprises a student's book, teacher's book and three 60-minute audio cassettes and, through fifteen chapters, follows the progress of an English-speaking student studying in Paris, whose achievements are designed to reflect those of the course user.Special features include:* activities involving pair and group work* an aid to self-

  20. Changing fluxes of carbon and other solutes from the Mekong River.

    Science.gov (United States)

    Li, Siyue; Bush, Richard T

    2015-11-02

    Rivers are an important aquatic conduit that connects terrestrial sources of dissolved inorganic carbon (DIC) and other elements with oceanic reservoirs. The Mekong River, one of the world's largest rivers, is firstly examined to explore inter-annual fluxes of dissolved and particulate constituents during 1923-2011 and their associated natural or anthropogenic controls. Over this period, inter-annual fluxes of dissolved and particulate constituents decrease, while anthropogenic activities have doubled the relative abundance of SO4(2-), Cl(-) and Na(+). The estimated fluxes of solutes from the Mekong decrease as follows (Mt/y): TDS (40.4) > HCO3(-) (23.4) > Ca(2+) (6.4) > SO4(2-) (3.8) > Cl(-) (1.74)~Na(+) (1.7) ~ Si (1.67) > Mg(2+) (1.2) > K(+ 0.5). The runoff, land cover and lithological composition significantly contribute to dissolved and particulate yields globally. HCO3(-) and TDS yields are readily predicted by runoff and percent of carbonate, while TSS yield by runoff and population density. The Himalayan Rivers, including the Mekong, are a disproportionally high contributor to global riverine carbon and other solute budgets, and are of course underlined. The estimated global riverine HCO3(-) flux (Himalayan Rivers included) is 34,014 × 10(9) mol/y (0.41 Pg C/y), 3915 Mt/y for solute load, including HCO3(-), and 13,553 Mt/y for TSS. Thereby this study illustrates the importance of riverine solute delivery in global carbon cycling.

  1. Comments on lump solutions in SFT

    International Nuclear Information System (INIS)

    Bonora, Loriano; Tolla, Driba D.

    2016-01-01

    We analyze a recently proposed scheme to construct analytic lump solutions in open SFT. We argue that in order for the scheme to be operative and to guarantee background independence it must be implemented in the same 2D conformal field theory in which SFT is formulated. We outline and discuss two different possible approaches. Next we reconsider an older proposal for analytic lump solutions and implement a few improvements. In the course of the analysis we formulate a distinction between regular and singular gauge transformations and advocate the necessity of defining a topology in the space of string fields. (orig.)

  2. Comments on lump solutions in SFT

    Energy Technology Data Exchange (ETDEWEB)

    Bonora, Loriano; Tolla, Driba D. [International School for Advanced Studies (SISSA), Trieste (Italy); INFN, Sezione di Trieste, Trieste (Italy)

    2016-04-15

    We analyze a recently proposed scheme to construct analytic lump solutions in open SFT. We argue that in order for the scheme to be operative and to guarantee background independence it must be implemented in the same 2D conformal field theory in which SFT is formulated. We outline and discuss two different possible approaches. Next we reconsider an older proposal for analytic lump solutions and implement a few improvements. In the course of the analysis we formulate a distinction between regular and singular gauge transformations and advocate the necessity of defining a topology in the space of string fields. (orig.)

  3. Economic Analysis. Volume V. Course Segments 65-79.

    Science.gov (United States)

    Sterling Inst., Washington, DC. Educational Technology Center.

    The fifth volume of the multimedia, individualized course in economic analysis produced for the United States Naval Academy covers segments 65-79 of the course. Included in the volume are discussions of monopoly markets, monopolistic competition, oligopoly markets, and the theory of factor demand and supply. Other segments of the course, the…

  4. Insight solutions are correct more often than analytic solutions

    Science.gov (United States)

    Salvi, Carola; Bricolo, Emanuela; Kounios, John; Bowden, Edward; Beeman, Mark

    2016-01-01

    How accurate are insights compared to analytical solutions? In four experiments, we investigated how participants’ solving strategies influenced their solution accuracies across different types of problems, including one that was linguistic, one that was visual and two that were mixed visual-linguistic. In each experiment, participants’ self-judged insight solutions were, on average, more accurate than their analytic ones. We hypothesised that insight solutions have superior accuracy because they emerge into consciousness in an all-or-nothing fashion when the unconscious solving process is complete, whereas analytic solutions can be guesses based on conscious, prematurely terminated, processing. This hypothesis is supported by the finding that participants’ analytic solutions included relatively more incorrect responses (i.e., errors of commission) than timeouts (i.e., errors of omission) compared to their insight responses. PMID:27667960

  5. Structure of Matter An Introductory Course with Problems and Solutions

    CERN Document Server

    Rigamonti, Attilio

    2009-01-01

    This is the second edition of this textbook, the original of which was published in 2007. Initial undergraduate studies in physics are usually in an organized format devoted to elementary aspects, which is then followed by advanced programmes in specialized fields. A difficult task is to provide a formative introduction in the early period, suitable as a base for courses more complex, thus bridging the wide gap between elementary physics and topics pertaining to research activities. This textbook remains an endeavour toward that goal, and is based on a mixture of simplified institutional theory and solved problems. In this way, the hope is to provide physical insight, basic knowledge and motivation, without impeding advanced learning. The choice has been to limit the focus to key concepts and to those aspects most typical of atoms, molecules and compounds, by looking at the basic, structural components, without paying detailed attention to the properties possessed by them. Problems are intertwined with formal...

  6. Structure of Matter An Introductory Course with Problems and Solutions

    CERN Document Server

    Rigamonti, Attilio

    2007-01-01

    This is the second edition of this textbook, the original of which was published in 2007. Initial undergraduate studies in physics are usually in an organized format devoted to elementary aspects, which is then followed by advanced programmes in specialized fields. A difficult task is to provide a formative introduction in the early period, suitable as a base for courses more complex, thus bridging the wide gap between elementary physics and topics pertaining to research activities. This textbook remains an endeavour toward that goal, and is based on a mixture of simplified institutional theory and solved problems. In this way, the hope is to provide physical insight, basic knowledge and motivation, without impeding advanced learning. The choice has been to limit the focus to key concepts and to those aspects most typical of atoms, molecules and compounds, by looking at the basic, structural components, without paying detailed attention to the properties possessed by them. Problems are intertwined with formal...

  7. Laboratory Experiences in an Introduction to Natural Science Course.

    Science.gov (United States)

    Barnard, Sister Marquita

    1984-01-01

    Describes a two-semester course designed to meet the needs of future elementary teachers, home economists, and occupational therapists. Laboratory work includes homemade calorimeters, inclined planes, and computing. Content areas of the course include measurement, physics, chemistry, astronomy, biology, geology, and meteorology. (JN)

  8. The association between tolerance for ambiguity and fear of negative evaluation: A study of engineering technology capstone courses

    Science.gov (United States)

    Dubikovsky, Sergey I.

    For many students in engineering and engineering technology programs in the US, senior capstone design courses require students to form a team, define a problem, and find a feasible technical solution to address this problem. Students must integrate the knowledge and skills acquired during their studies at the college or university level. These truly integrative design activities do not have a single "correct" solution. Instead, there is an array of solutions, many of which could be used to achieve the final result. This ambiguity can cause students to experience anxiety during the projects. This study examined the main topics: • To what extent is a social anxiety (measured as fear of negative evaluation) related to tolerance for ambiguity in senior engineering capstone courses? • How does exposure to ambiguity prior to and during capstone courses affect tolerance for ambiguity? The study looked at the standard educational practices to see if they have unintended consequences, such a social anxiety in dealing with ambiguity. Those consequences are highly undesirable because they reduce students' learning. It was hypothesized that the lecture-based approaches that are more common in the first three years of study would not prepare students for self-directed capstone courses because the students would rarely have experienced problem-based learning before. The study used a quantitative approach and examined students' perceptions of their tolerance for ambiguity, and social anxiety before and after their senior capstone design experience. A survey instrument was adapted to measure exposure to ambiguity, which was studied as a potential moderator of the relationship between social anxiety and tolerance for ambiguity. The study indicated that social anxiety, as measured by fear of negative evaluation, does not play a major role in capstone courses. The second finding is that a single course, even if it was administered as a problem-based senior class, failed to

  9. Report on the Uranium Mine Radiation Safety Course

    International Nuclear Information System (INIS)

    1987-06-01

    Since 1981 the Canadian Institute for Radiation Safety (CAIRS) has administered a semi-annual course on radiation safety in uranium mines under contract to and in consultation with the Atomic Energy Control Board (AECB). The course is intended primarily for representatives from mining companies, regulatory agencies, unions, and mine and mill workers. By the terms of its contract with the AECB, CAIRS is required to submit a report on each course it conducts. This is the report on the June 1987 course. It lists the course objectives and the timetable, outlines for each lecture, the lecturers' resumes, and the participants. The students' evaluations of the course are included

  10. An online learning course in Ergonomics.

    Science.gov (United States)

    Weiss, Patrice L Tamar; Schreuer, Naomi; Jermias-Cohen, Tali; Josman, Naomi

    2004-01-01

    For the past two years, the Department of Occupational Therapy at the University of Haifa has offered an online course to third year occupational therapists on the topic of Ergonomics for Health Care Professionals. The development and implementation of this course was funded by the Israeli Ministry of Education. Unique teaching materials, developed and uploaded to the University's server via "High Learn", included interactive and self-directed documents containing graphics, animations, and video clips. Extensive use was made of the discussion forum and survey tools, and students submitted all assignments online. For the final topic, an expert in ergonomics from Boston University delivered a lecture via two-way videoconferencing. The course site included comprehensive library listings in which all bibliographic materials were made available online. Students accessed course materials at the University in a computer classroom and at home via modem. In an accompanying research study, the frequency of student usage of the various online tools was tracked and extensive data were collected via questionnaires documenting students' demographic background, preferred learning style, prior usage of technology, satisfaction with the course and academic achievement. This paper focuses on the results of the research study that examined how the students responded to and coped with teaching material presented and accessed in this format.

  11. Training Course of Experimental Chemistry in the Nuclear Fuel Cycle: Solid State and Solution Chemistry

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Ju hyeong; Park, Kwangheon; Kim, Tae hoon; Park, Hyoung gyu; Kim, Jisu [Kyunghee University, Yongin (Korea, Republic of); Song, Hyuk jin [Dongguk University, Gyeongju (Korea, Republic of); Lee, Chan ki; Kang, Do kyu; Jeong, Hyeon jun [UNIST, Ulsan (Korea, Republic of)

    2016-10-15

    In this experimental study program in Tohoku University, basic experiments were done by the participants. First one is the hydrogen reduction experiment of the mixture of UO{sub 2} and ZrO{sub 2}. Second one is to observe microscopic structure of solid solution of UO{sub 2} and ZrO{sub 2} using SEM/EDX and XRD system, simulated fuel debris. Third one is milking process of {sup 239}Np from {sup 243}Am by solvent extraction using Tri-n-Octylamine (TOA). Last one is solvent extraction in PUREX by the simulated mixed aqueous solution of U, {sup 85}Sr and {sup 239}Np which is represented minor actinide elements included in the spent nuclear fuel. Uranium is separated from aqueous phase to organic phase during solvent extraction procedure using TBP and dodecane. Also, neptunium can be extracted to organic phase as nitric acid concentration change. The extraction behavior of neptunium is different by oxidation state in aqueous phase. The behavior of neptunium is represented as a combined form of these oxidation states in experiment. Therefore, because the oxidation states of neptunium can be controlled by controlling the concentration of nitric acid, the extractability of neptunium can be controlled.

  12. CLIMANDES climate science e-learning course

    Science.gov (United States)

    Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

    2016-04-01

    Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group

  13. A Course in Electrochemical and Corrosion Engineering.

    Science.gov (United States)

    Van Zee, John

    1985-01-01

    Describes a course designed to show similarities between electrochemistry and corrosion engineering and to show graduate students that electrochemical and corrosion engineering can be accomplished by extending their knowledge of chemical engineering models. Includes course outline, textbooks selected, and teaching methods used. (JN)

  14. Experimental Designs Exercises and Solutions

    CERN Document Server

    Kabe, DG

    2007-01-01

    This volume provides a collection of exercises together with their solutions in design and analysis of experiments. The theoretical results, essential for understanding, are given first. These exercises have been collected during the authors teaching courses over a long period of time. These are particularly helpful to the students studying the design of experiments and instructors and researchers engaged in the teaching and research of design by experiment.

  15. Building a Course on Global Sustainability using the grand challenges of Energy-Water-Climate

    Science.gov (United States)

    Myers, J. D.

    2012-12-01

    GEOL1600: Global Sustainability: Managing the Earth's Resources is a lower division integrated science course at the University of Wyoming that fulfills the university's science requirement. Course content and context has been developed using the grand challenge nexus of energy-water-and climate (EWC). The interconnection of these issues, their social relevance and timeliness has provided a framework that gives students an opportunity to recognize why STEM is relevant to their lives regardless of their ultimate professional career choices. The EWC nexus provides the filter to sieve the course's STEM content. It also provides an ideal mechanism by which the non-STEM perspectives important in grand challenge solutions can be seamlessly incorporated in the course. Through a combination of content and context, the relevance of these issues engage students in their own learning. Development of the course followed the Grand Challenge Scientific Literacy (GCSL) model independently developed by the author and two colleagues at the University of Wyoming. This course model stresses science principles centered on the nature of science (e.g., fundamental premises, habits of mind, critical thinking) and unifying scientific concepts (e.g., methods and tools, experimentation, modeling). Grand challenge principles identify the STEM and non-STEM concepts needed to understand the grand challenges, drawing on multiple STEM and non-STEM disciplines and subjects (i.e., economics, politics, unintended consequences, roles of stakeholders). Using the EWC nexus filter and building on the Grand Challenge Principles, specific content included in the course is selected is that most relevant to understanding the Grand Challenges, thereby stressing content depth over breadth. Because quantitative data and reasoning is critical to effectively evaluating challenge solutions, QR is a component of nearly all class activities, while engineering and technology aspects of grand challenges are

  16. Event localization in underwater wireless sensor networks using Monitoring Courses

    KAUST Repository

    Debont, Matthew John Robert

    2012-08-01

    We propose m-courses (Monitoring Courses), a novel solution to localize events in an underwater wireless sensor network. These networks consists of surface gateways and relay nodes. GPS can localize the position of surface gateways which can then distribute their locations through the network using acoustic modems. Relay nodes are deployed to remain static, but these untethered nodes may drift due to water currents, resulting in disruption of communication links. We develop a novel underwater alarm system using a cyclic graph model. In the event of link failure, a series of alarm packets are broadcast in the network. These alarms are then captured by the underwater m-courses, which can also be used to assure network connectivity and identify node failures. M-courses also allow the network to localize events and identify network issues locally before forwarding results upwards to a Surface Gateway node. This reduces communication overhead and allows for efficient management of nodes in a mobile network. Our results show that m-course routing reduces the number of sends required to report an event to a Surface Gateway by up to 80% when compared to a naïve routing implementation.

  17. Mountain Plains Learning Experience Guide: Marketing. Course: Advanced Salesmanship.

    Science.gov (United States)

    Preston, T.; Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers wholesale and retail selling techniques, sales performance analysis, and intensive sales presentation practice. The course is comprised of four units: (1) Sales Preparation, (2) The Selling Process, (3) Special Selling Techniques, and (4) Sales…

  18. A first course in noncommutative rings

    CERN Document Server

    Lam, T Y

    2001-01-01

    A First Course in Noncommutative Rings, an outgrowth of the author's lectures at the University of California at Berkeley, is intended as a textbook for a one-semester course in basic ring theory. The material covered includes the Wedderburn-Artin theory of semisimple rings, Jacobson's theory of the radical, representation theory of groups and algebras, prime and semiprime rings, local and semilocal rings, perfect and semiperfect rings, etc. By aiming the level of writing at the novice rather than the connoisseur and by stressing th the role of examples and motivation, the author has produced a text that is suitable not only for use in a graduate course, but also for self- study in the subject by interested graduate students. More than 400 exercises testing the understanding of the general theory in the text are included in this new edition.

  19. Ethical dilemmas in personality assessment courses: using the classroom for in vivo training.

    Science.gov (United States)

    Yalof, J; Brabender, V

    2001-10-01

    In this article, we argue that the student's first lessons in ethical decision making in personality assessment are in those assessment courses that have a practice component. In these courses, the student has an opportunity to experience in vivo how ethical problems are identified, addressed, and resolved. The faculty member's demonstration of a process wherein the ethical principles activated are highlighted and explored, will enable students to internalize a model for addressing future dilemmas. Four particular ethical situations are considered: (a) the students' procurement of personal experience with personality testing, (b) the identification of assessment participants, (c) the development of informed consent procedures for assessment participants, and (d) classroom presentations. This discussion does not provide concrete solutions to ethical problems but offers a consideration of the relevant ethical principles that any adequate solution must encompass.

  20. Design of multiple representations e-learning resources based on a contextual approach for the basic physics course

    Science.gov (United States)

    Bakri, F.; Muliyati, D.

    2018-05-01

    This research aims to design e-learning resources with multiple representations based on a contextual approach for the Basic Physics Course. The research uses the research and development methods accordance Dick & Carey strategy. The development carried out in the digital laboratory of Physics Education Department, Mathematics and Science Faculty, Universitas Negeri Jakarta. The result of the process of product development with Dick & Carey strategy, have produced e-learning design of the Basic Physics Course is presented in multiple representations in contextual learning syntax. The appropriate of representation used in the design of learning basic physics include: concept map, video, figures, data tables of experiment results, charts of data tables, the verbal explanations, mathematical equations, problem and solutions example, and exercise. Multiple representations are presented in the form of contextual learning by stages: relating, experiencing, applying, transferring, and cooperating.

  1. The nonlinear Schrödinger equation singular solutions and optical collapse

    CERN Document Server

    Fibich, Gadi

    2015-01-01

    This book is an interdisciplinary introduction to optical collapse of laser beams, which is modelled by singular (blow-up) solutions of the nonlinear Schrödinger equation. With great care and detail, it develops the subject including the mathematical and physical background and the history of the subject. It combines rigorous analysis, asymptotic analysis, informal arguments, numerical simulations, physical modelling, and physical experiments. It repeatedly emphasizes the relations between these approaches, and the intuition behind the results. The Nonlinear Schrödinger Equation will be useful to graduate students and researchers in applied mathematics who are interested in singular solutions of partial differential equations, nonlinear optics and nonlinear waves, and to graduate students and researchers in physics and engineering who are interested in nonlinear optics and Bose-Einstein condensates. It can be used for courses on partial differential equations, nonlinear waves, and nonlinear optics. Gadi Fib...

  2. Impact of robotic general surgery course on participants' surgical practice.

    Science.gov (United States)

    Buchs, Nicolas C; Pugin, François; Volonté, Francesco; Hagen, Monika E; Morel, Philippe

    2013-06-01

    Courses, including lectures, live surgery, and hands-on session, are part of the recommended curriculum for robotic surgery. However, for general surgery, this approach is poorly reported. The study purpose was to evaluate the impact of robotic general surgery course on the practice of participants. Between 2007 and 2011, 101 participants attended the Geneva International Robotic Surgery Course, held at the University Hospital of Geneva, Switzerland. This 2-day course included theory lectures, dry lab, live surgery, and hands-on session on cadavers. After a mean of 30.1 months (range, 2-48), a retrospective review of the participants' surgical practice was performed using online research and surveys. Among the 101 participants, there was a majority of general (58.4 %) and colorectal surgeons (10.9 %). Other specialties included urologists (7.9 %), gynecologists (6.9 %), pediatric surgeons (2 %), surgical oncologists (1 %), engineers (6.9 %), and others (5.9 %). Data were fully recorded in 99 % of cases; 46 % of participants started to perform robotic procedures after the course, whereas only 6.9 % were already familiar with the system before the course. In addition, 53 % of the attendees worked at an institution where a robotic system was already available. All (100 %) of participants who started a robotic program after the course had an available robotic system at their institution. A course that includes lectures, live surgery, and hands-on session with cadavers is an effective educational method for spreading robotic skills. However, this is especially true for participants whose institution already has a robotic system available.

  3. Patterns of Incorrect Responses on the FCI and Course Success

    Science.gov (United States)

    Wells, James; Mokaya, Fridah; Valente, Diego

    The Force Concept Inventory (FCI) is often used to measure the effectiveness of instructional pedagogy in introductory physics courses both at the algebra- and calculus-based level. Scores on the FCI are correlated with the performance of students in a class, as measured by their final course grade. We have collected data from several semesters of first-semester introductory mechanics courses at a public 4-year university, taught in large-scale classrooms with pedagogy including elements of Just-in-Time Teaching pedagogy along with active learning course components. The data collected includes pre- and post-test FCI scores, midterm exam grades, and final course grades. We examine whether certain patterns of incorrect answers on the FCI post-test are predictive of course grades, indicating whether certain specific student preconceptions are more detrimental than others to the success of students in an introductory mechanics course. Funding from UConn - College of Liberal Arts and Sciences (CLAS).

  4. Training course "Porting code from Matlab to Python"

    OpenAIRE

    Diaz, Sandra; Klijn, Wouter; Deepu, Rajalekshmi; Peyser, Alexander; Oden, Lena

    2017-01-01

    Python is becoming a popular language for scientific applications and is increasingly used for high performance computing. In this course we want to introduce Matlab programmers to the usage of Python. Matlab and Python have a comparable language philosophy, but Python can offer better performance using its optimizations and parallelization interfaces. Python also increases the portability and flexibility (interaction with other open source and proprietary software packages) of solutions, and...

  5. Pharmokinetics in Drug Therapy as a Required Undergraduate Course

    Science.gov (United States)

    Schumacher, G. E.

    1976-01-01

    This course is offered in the third quarter of the fourth year of the five-year curriculum in pharmacology. The year includes (1) a 350-hour clinical clerkship, (2) two courses in "Case Studies in Drug Therapy," (3) one course in "Case Studies in Pharmacy Practice," and (4) professional electives. (LBH)

  6. Mountain Plains Learning Experience Guide: Marketing. Course: Visual Merchandising.

    Science.gov (United States)

    Preston, T.; Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers the steps to be followed in planning, constructing, and evaluating the effectiveness of merchandise displays. The course is comprised of one unit, General Merchandise Displays. The unit begins with a Unit Learning Experience Guide that gives directions…

  7. Life course socio-economic position and quality of life in adulthood: a systematic review of life course models

    Science.gov (United States)

    2012-01-01

    Background A relationship between current socio-economic position and subjective quality of life has been demonstrated, using wellbeing, life and needs satisfaction approaches. Less is known regarding the influence of different life course socio-economic trajectories on later quality of life. Several conceptual models have been proposed to help explain potential life course effects on health, including accumulation, latent, pathway and social mobility models. This systematic review aimed to assess whether evidence supported an overall relationship between life course socio-economic position and quality of life during adulthood and if so, whether there was support for one or more life course models. Methods A review protocol was developed detailing explicit inclusion and exclusion criteria, search terms, data extraction items and quality appraisal procedures. Literature searches were performed in 12 electronic databases during January 2012 and the references and citations of included articles were checked for additional relevant articles. Narrative synthesis was used to analyze extracted data and studies were categorized based on the life course model analyzed. Results Twelve studies met the eligibility criteria and used data from 10 datasets and five countries. Study quality varied and heterogeneity between studies was high. Seven studies assessed social mobility models, five assessed the latent model, two assessed the pathway model and three tested the accumulation model. Evidence indicated an overall relationship, but mixed results were found for each life course model. Some evidence was found to support the latent model among women, but not men. Social mobility models were supported in some studies, but overall evidence suggested little to no effect. Few studies addressed accumulation and pathway effects and study heterogeneity limited synthesis. Conclusions To improve potential for synthesis in this area, future research should aim to increase study

  8. A course in mathematical statistics and large sample theory

    CERN Document Server

    Bhattacharya, Rabi; Patrangenaru, Victor

    2016-01-01

    This graduate-level textbook is primarily aimed at graduate students of statistics, mathematics, science, and engineering who have had an undergraduate course in statistics, an upper division course in analysis, and some acquaintance with measure theoretic probability. It provides a rigorous presentation of the core of mathematical statistics. Part I of this book constitutes a one-semester course on basic parametric mathematical statistics. Part II deals with the large sample theory of statistics — parametric and nonparametric, and its contents may be covered in one semester as well. Part III provides brief accounts of a number of topics of current interest for practitioners and other disciplines whose work involves statistical methods. Large Sample theory with many worked examples, numerical calculations, and simulations to illustrate theory Appendices provide ready access to a number of standard results, with many proofs Solutions given to a number of selected exercises from Part I Part II exercises with ...

  9. Elements of a radioactive waste management course

    International Nuclear Information System (INIS)

    Fentiman, A.W.

    1994-01-01

    The demand for scientists, engineers, and technicians with expertise in radioactive waste management is growing rapidly. Many universities, government agencies, and private contractors are developing courses in radioactive waste management. Two such courses have been developed at The Ohio State University. In support of that course development, two surveys were conducted. One survey went to all nuclear engineering programs in the US to determine what radioactive waste management courses are currently being taught. The other went to 600 waste management professionals, asking them to list the topics they think should be included in a radioactive waste management course. Four key elements of a course in radioactive waste management were identified. They are (a) technical information, (b) legal and regulatory framework, (c) communicating with the public, and (d) sources of information on waste management. Contents of each of the four elements are discussed, and results of the surveys are presented

  10. Examination of rheological properties of aqueous solutions of sodium caseinate

    OpenAIRE

    Jolanta Gawałek; Piotr Wesołowski

    2012-01-01

    Application of sodium caseinate as a functional additive in manufacturing processes requires production of its concentrated aqueous solutions which, in industrial conditions, presents a number of difficulties. In order to develop an effective and optimal industrial process of mixing – manufacturing a concentrated solution of sodium caseinate, it is essential to know rheological properties in a definite range of concentrations changing in the course of the dissolving process. The materia...

  11. The AP Chemistry Course Audit: A Fertile Ground for Identifying and Addressing Misconceptions about the Course and Process

    Science.gov (United States)

    Schwenz, Richard W.; Miller, Sheldon

    2014-01-01

    The advanced placement course audit was implemented to standardize the college-level curricular and resource requirements for AP courses. While the process has had this effect, it has brought with it misconceptions about how much the College Board intends to control what happens within the classroom, what information is required to be included in…

  12. Process evaluation of the Teamplay parenting intervention pilot: implications for recruitment, retention and course refinement.

    Science.gov (United States)

    Jago, Russell; Sebire, Simon J; Bentley, Georgina F; Turner, Katrina M; Goodred, Joanna K; Fox, Kenneth R; Stewart-Brown, Sarah; Lucas, Patricia J

    2013-12-01

    Parenting programs could provide effective routes to increasing children's physical activity and reducing screen-viewing. Many studies have reported difficulties in recruiting and retaining families in group parenting interventions. This paper uses qualitative data from the Teamplay feasibility trial to examine parents' views on recruitment, attendance and course refinement. Semi-structured interviews were conducted with 16 intervention and 10 control group parents of 6-8 year old children. Topics discussed with the intervention group included parents' views on the recruitment, structure, content and delivery of the course. Topics discussed with the control group included recruitment and randomization. Interviews were digitally recorded, transcribed and thematically analyzed. Many parents in both the intervention and control group reported that they joined the study because they had been thinking about ways to improve their parenting skills, getting ideas on how to change behavior, or had been actively looking for a parenting course but with little success in enrolling on one. Both intervention and control group parents reported that the initial promotional materials and indicative course topics resonated with their experiences and represented a possible solution to parenting challenges. Participants reported that the course leaders played an important role in helping them to feel comfortable during the first session, engaging anxious parents and putting parents at ease. The most commonly reported reason for parents returning to the course after an absence was because they wanted to learn new information. The majority of parents reported that they formed good relationships with the other parents in the group. An empathetic interaction style in which leaders accommodated parent's busy lives appeared to impact positively on course attendance. The data presented indicate that a face-to-face recruitment campaign which built trust and emphasized how the program was

  13. Collaboration between courses in the interdisciplinary course Food Microbiology

    DEFF Research Database (Denmark)

    Birk, Tina; Jensen, Lars Bogø; Andersson, Pernille Hammar

    2014-01-01

    Food Microbiology is an interdisciplinary 12.5 ETCS second-year) course in a CDIO-based Bachelor of Engineering program in Food Science at The Technical University of Denmark (DTU). The course was first offered in 2011. Each session in the Food Microbiology course combines theory and practice...... learning. The aims of this study were to test 1) the students’ perception combining theory with small laboratory exercises and 2) the students’ perception of how the course collaborates with and combines theories and practices from other current semester courses. The students evaluated the course...

  14. Language training: English & French courses

    CERN Multimedia

    Françoise Benz

    2006-01-01

    General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from Ma...

  15. General and Professional French Courses

    CERN Document Server

    HR Department

    2011-01-01

    The next session will take place from 10th of October to 16th of December 2011. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://hr-training.web.cern.ch/hr-training/ or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch) Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) or Martine Zuffi (73483) in order to arrange an appointment for a test. The next session will take place from 10th of October to 16th of December 2011. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) or Martine Zuffi (73483) in order to arr...

  16. General and Professional French Courses

    CERN Multimedia

    HR Department

    2011-01-01

    The next session will take place from 30th of January to 5th of April 2012. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://hr-training.web.cern.ch/hr-training/ or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch) Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) or Martine Zuffi (73483) in order to arrange an appointment for a test. The next session will take place from 30th of January to 5th of April 2012. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) or Martine Zuffi (73483) in order to arrange an ...

  17. Math 3008--Developmental Mathematics II. Course Outline.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This is designed as the second of a two-semester sequence. Topics include performing operations with radicals and exponents; learning to solve equations;…

  18. Incorporating Geoethics in Introductory Earth System Science Courses

    Science.gov (United States)

    Schmitt, J.

    2014-12-01

    The integrative nature of Earth System Science courses provides extensive opportunities to introduce students to geoethical inquiry focused on globally significant societal issues. Geoscience education has traditionally lagged in its efforts to increase student awareness of the significance of geologic knowledge to understanding and responsibly confronting causes and possible solutions for emergent, newly emerging, and future problems of anthropogenic cause and consequence. Developing an understanding of the human impact on the earth system requires early (lower division) and for geoscience majors, repeated (upper division) curricular emphasis on the interactions of the lithosphere, hydrosphere, atmosphere, biosphere, and pedosphere across space and through time. Capturing the interest of university students in globally relevant earth system issues and their ethical dimensions while first learning about the earth system is an important initial step in bringing geoethical deliberation and awareness to the next generation of geoscientists. Development of a new introductory Earth System Science course replacing a traditional introductory Physical Geology course at Montana State University has involved abandonment of concept-based content organization in favor of a place-based approach incorporating examination of the complex interactions of earth system components and emergent issues and dilemmas deriving from the unique component interactions that characterize each locale. Thirteen different place-based week-long modules (using web- and classroom-based instruction) were developed to ensure cumulative broad coverage across the earth geographically and earth system components conceptually. Each place-based instructional module contains content of societal relevance requiring synthesis, critical evaluation, and reflection by students. Examples include making linkages between deforestation driven by economics and increased seismicity in Haiti, agriculture and development

  19. Distance Learning Courses on the Web: The Authoring Approach.

    Science.gov (United States)

    Santos, Neide; Diaz, Alicia; Bibbo, Luis Mariano

    This paper proposes a framework for supporting the authoring process of distance learning courses. An overview of distance learning courses and the World Wide Web is presented. The proposed framework is then described, including: (1) components of the framework--a hypermedia design methodology for authoring the course, links to related Web sites,…

  20. Compacton solutions and multiple compacton solutions for a continuum Toda lattice model

    International Nuclear Information System (INIS)

    Fan Xinghua; Tian Lixin

    2006-01-01

    Some special solutions of the Toda lattice model with a transversal degree of freedom are obtained. With the aid of Mathematica and Wu elimination method, more explicit solitary wave solutions, including compacton solutions, multiple compacton solutions, peakon solutions, as well as periodic solutions are found in this paper

  1. Course on Radiological Protection and Quality Assurance in Radiology. Tele-education course: A Possible Solution to continued Postgraduate training

    International Nuclear Information System (INIS)

    Alcaraz, M.; Chico, P.; Saura Iniesta, A.; Armero, D.; Vicente, V.

    2004-01-01

    The creation of an interdepartmental project subsidised by the Spanish Ministry of Education has made it possible to create a series of specific didactic materials on Radiological Protection and Quality Assurance in Medical Radiodiagnostic Practices, leading to the publication of a specific manual and practical notebook. As a result, this material now constitutes the working basis for those professionals exposed to ionising radiation who are following the first continuous tele-education training course in Spanish via the Internet on this subject. Interactive multimedia training and tele-education may become one of the alternatives that allow health science professionals to receive continuous training, if adequate content and aims have been established during undergraduate training. (Author) 18 refs

  2. A proposal for a course of Operations Management for the Degree in Electronics and Automatic

    Directory of Open Access Journals (Sweden)

    Pilar I. Vidal-Carreras

    2017-06-01

    Full Text Available At this work a methodology is proposed for a course of the discipline of Operations Management with a focus on active methodologies in the degree of Electronics and Automatic. For the course is combined: lecture, group work, problem-based learning, project-based learning and presentation of group work. Previous experiences in the same course allow us to conclude the importance of the lecture in this environment in what is the only course of the discipline in all the degree. The importance of feedback in project learning is not easy for large groups such as the case study, suggesting the presentation of group work as a good solution to the problem

  3. Patched based methods for adaptive mesh refinement solutions of partial differential equations

    Energy Technology Data Exchange (ETDEWEB)

    Saltzman, J.

    1997-09-02

    This manuscript contains the lecture notes for a course taught from July 7th through July 11th at the 1997 Numerical Analysis Summer School sponsored by C.E.A., I.N.R.I.A., and E.D.F. The subject area was chosen to support the general theme of that year`s school which is ``Multiscale Methods and Wavelets in Numerical Simulation.`` The first topic covered in these notes is a description of the problem domain. This coverage is limited to classical PDEs with a heavier emphasis on hyperbolic systems and constrained hyperbolic systems. The next topic is difference schemes. These schemes are the foundation for the adaptive methods. After the background material is covered, attention is focused on a simple patched based adaptive algorithm and its associated data structures for square grids and hyperbolic conservation laws. Embellishments include curvilinear meshes, embedded boundary and overset meshes. Next, several strategies for parallel implementations are examined. The remainder of the notes contains descriptions of elliptic solutions on the mesh hierarchy, elliptically constrained flow solution methods and elliptically constrained flow solution methods with diffusion.

  4. Opaque Watercolor (Tentative Course Outline). Art Education: 6673.05.

    Science.gov (United States)

    Greenaway, Jean E.

    This tentative course outline is for use in one of the Quinmester Program classes, Opaque Watercolor. Designed for students in grades 7-12, with no prerequisite, the course includes the introduction of a variety of techniques in a number of opaque media including tempera, gouache, and cassein. Matting and mounting techniques are also taught. A…

  5. Real-time measurement system for tracking birefringence, weight, thickness, and surface temperature during drying of solution cast coatings and films

    Science.gov (United States)

    Unsal, E.; Drum, J.; Yucel, O.; Nugay, I. I.; Yalcin, B.; Cakmak, M.

    2012-02-01

    This paper describes the design and performance of a new instrument to track temporal changes in physical parameters during the drying behavior of solutions, as well as curing of monomers. This real-time instrument follows in-plane and out-of-plane birefringence, weight, thickness, and surface temperature during the course of solidification of coatings and films through solvent evaporation and thermal or photocuring in a controlled atmosphere. It is specifically designed to simulate behavior of polymer solutions inside an industrial size, continuous roll-to-roll solution casting line and other coating operations where resins are subjected to ultraviolet (UV) curing from monomer precursors. Controlled processing parameters include air speed, temperature, initial cast thickness, and solute concentration, while measured parameters are thickness, weight, film temperature, in-plane and out-of-plane birefringence. In this paper, we illustrate the utility of this instrument with solution cast and dried poly (amide-imide)/DMAc (Dimethylacetamide) solution, water based black paint, and organo-modified clay/NMP (N-Methylpyrrolidone) solution. In addition, the physical changes that take place during UV photo polymerization of a monomer are tracked. This instrument is designed to be generic and it can be used for tracking any drying/swelling/solidification systems including paper, foodstuffs such as; grains, milk as well as pharmaceutical thin paste and slurries.

  6. An Analysis of Learners in Introductory Astronomy Massive Open Online Courses

    Science.gov (United States)

    Buxner, Sanlyn; Formanek, Martin; Impey, Chris David; Wenger, Matthew

    2016-06-01

    We describe learners enrolled in three iterations of introductory astronomy massive open online courses (MOOCs). These courses are offered through commercial providers and facilitated by an instructional team at the University of Arizona. We describe an ongoing study of those who enroll, engage in, and complete these courses. The course has undergone several revisions, including integrating pedagogical techniques, found to be effective for in-person courses, to increase engagement including peer review, online discussions, and the use of cohorts. In its current version, learners enroll on a continual basis and complete 11 weeks of course content; they watch videos, complete content quizzes, submit writing assignments, complete peer review of other students’ work, and complete online citizen science projects. Tens of thousands of students has signed up for these courses but completion rates are much lower, around 10%. We have collected survey data from over 8,500 of these learners to assess their basic science knowledge, attitudes towards science and technology, motivations for taking the courses, and information about other ways they engage in science related activities. We present information about these learners, including their demographics, motivations, how they use the courses, and what factors lead to increased engagement and completion. Additionally, we present how survey data from these learners compare to 26 years of data we have collected from parallel group of undergraduate non-science major students enrolled in astronomy courses at the University of Arizona. Overall, we find that learners who enroll in the MOOCs have more interest in science and higher basic science knowledge that undergraduates who pay tuition for a similar course. Our work is helping us understand how to better serve learners in MOOCs and bridge more traditional courses with these types of courses.

  7. English grammar a university course

    CERN Document Server

    Downing, Angela

    2014-01-01

    This best-selling comprehensive descriptive grammar forms a complete course, ideal for all students studying English Language ,whether on a course or for self-study. Broadly based on Hallidayan systemic-functional grammar but also drawing on cognitive linguistics and discourse analysis, English Grammar is accessible, avoiding overly theoretical or technical explanations.Divided into 12 self-contained chapters based around language functions, each chapter is divided into units of class-length material. Key features include:Numerous authentic texts from a wide range of sources, both spoken and w

  8. Proposal for the International Atomic Energy Agency Training Course

    International Nuclear Information System (INIS)

    McCarthy, T.L.

    1994-06-01

    The Hanford Site has hosted similar activities, including both Hanford Summits I and II. The Hanford Summits were two-day televised events to discuss the commitment of the current Presidential administration to the environmental restoration of the Hanford Site. Public involvement and strategic issues established from Hanford Summit I include: Regulatory issues, training and education, economic development and partnership, and technology transfer. Hanford Summit II provided a summary of how Secretary of Energy O'Leary is proceeding on the above strategic issues. The DOE and Westinghouse School for Environmental Excellence frequently offers a six-week course for environmental professionals and workers. Approximately thirty to forty individuals attend the training course, which provides training in environmental regulation compliance. The Hanford Site has hosted two previous International Atomic Energy Agency training courses. The courses lasted two weeks and had approximately eight to ten participants. Nuclear Material Management and Neutron Monitoring were the courses hosted by the Hanford Site

  9. CAS course on advanced accelerator physics in Trondheim, Norway

    CERN Multimedia

    CERN Accelerator School

    2013-01-01

    The CERN Accelerator School (CAS) and the Norwegian University of Science and Technology (NTNU) recently organised a course on advanced accelerator physics. The course was held in Trondheim, Norway, from 18 to 29 August 2013. Accommodation and lectures were at the Hotel Britannia and practical courses were held at the university.   The course's format included lectures in the mornings and practical courses in the afternoons. The lecture programme consisted of 32 lectures supplemented by discussion sessions, private study and tutorials. The practical courses provided "hands-on" experience in three topics: RF measurement techniques, beam instrumentation and diagnostics, and optics design and corrections. Participants selected one of the three courses and followed the chosen topic throughout the course. The programme concluded with seminars and a poster session.  70 students representing 21 nationalities were selected from over 90 applicants, with most participa...

  10. Undergraduate courses with an integral research year

    International Nuclear Information System (INIS)

    Clough, A S; Regan, P H

    2003-01-01

    We present the details of the four year MPhys undergraduate degree provided by the University of Surrey. Integral to this course is a full year spent on a research placement, which in most cases takes place external to the university at a North American or European research centre. This paper outlines the basic rationale underlying the course and, by including a number of research student profiles, we discuss the triple benefits of this course for the students, the University of Surrey and the host institutions where the students spend their research year

  11. Students' Views About Potentially Offering Physics Courses Online

    Science.gov (United States)

    Ramlo, Susan E.

    2016-06-01

    Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.

  12. TECHNICAL COURSES

    CERN Multimedia

    Enseignement Technique; Technical Training; Monique Duval - Tel. 74924

    2000-01-01

    C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20 ­ 24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : C++ for Particle Physicists Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

  13. A Problem Solving Active-Learning Course in Pharmacotherapy.

    Science.gov (United States)

    Delafuente, Jeffrey C.; And Others

    1994-01-01

    A third-year pharmacology course in a doctoral pharmacy program that is case based and intended for a large class is described. Aspects discussed include learning objectives, course organization, classroom activities, case selection and design, faculty involvement, grading, and areas identified for improvement. (MSE)

  14. The time course of explicit and implicit categorization.

    Science.gov (United States)

    Smith, J David; Zakrzewski, Alexandria C; Herberger, Eric R; Boomer, Joseph; Roeder, Jessica L; Ashby, F Gregory; Church, Barbara A

    2015-10-01

    Contemporary theory in cognitive neuroscience distinguishes, among the processes and utilities that serve categorization, explicit and implicit systems of category learning that learn, respectively, category rules by active hypothesis testing or adaptive behaviors by association and reinforcement. Little is known about the time course of categorization within these systems. Accordingly, the present experiments contrasted tasks that fostered explicit categorization (because they had a one-dimensional, rule-based solution) or implicit categorization (because they had a two-dimensional, information-integration solution). In Experiment 1, participants learned categories under unspeeded or speeded conditions. In Experiment 2, they applied previously trained category knowledge under unspeeded or speeded conditions. Speeded conditions selectively impaired implicit category learning and implicit mature categorization. These results illuminate the processing dynamics of explicit/implicit categorization.

  15. English Course

    CERN Multimedia

    HR Department

    2012-01-01

    Cours d'anglais général et professionnel : La prochaine session se déroulera : du 27 février au 22 juin 2012. Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web: http://cern.ch/Training Vous pouvez aussi contacter Kerstin Fuhrmeister, tél. 70896. Oral Expression The next sessions will take place from 27 February to 22 June, 2012.  This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. For registration and further information on the courses, please consult our Web page: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. ...

  16. Language courses

    CERN Multimedia

    2014-01-01

    Cours d’anglais général et professionnel La prochaine session se déroulera du 22 septembre au 12 décembre. Ces cours s’adressent à toute personne travaillant au CERN ainsi qu’à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages web : http://cern.ch/Training. Oral Expression The next session will take place from 29 September to 5 December. This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role plays etc. depending on the needs of the students. Writing Professional Documents in English – Administrative Writing Professional Documents in English – Technical The next session will take place from 29 September to 5 December. These courses are...

  17. English courses

    CERN Multimedia

    2013-01-01

    Cours d'anglais général et professionnel La prochaine session se déroulera du 4 mars jusqu’au 21 juin 2013. Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour le détail des cours proposés, consultez nos pages web. Oral Expression The next sessions will take place from 4 March to 21 June 2013. This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. More information here. Writing Professional Documents in English - Administrative Writing Professional Documents in English - Technical The next sessions will take place from 4 March to 21 June 2013. These courses are designed for people with a goo...

  18. Neoclassical transport including collisional nonlinearity.

    Science.gov (United States)

    Candy, J; Belli, E A

    2011-06-10

    In the standard δf theory of neoclassical transport, the zeroth-order (Maxwellian) solution is obtained analytically via the solution of a nonlinear equation. The first-order correction δf is subsequently computed as the solution of a linear, inhomogeneous equation that includes the linearized Fokker-Planck collision operator. This equation admits analytic solutions only in extreme asymptotic limits (banana, plateau, Pfirsch-Schlüter), and so must be solved numerically for realistic plasma parameters. Recently, numerical codes have appeared which attempt to compute the total distribution f more accurately than in the standard ordering by retaining some nonlinear terms related to finite-orbit width, while simultaneously reusing some form of the linearized collision operator. In this work we show that higher-order corrections to the distribution function may be unphysical if collisional nonlinearities are ignored.

  19. JV Task 125-Mercury Measurement in Combustion Flue Gases Short Course

    Energy Technology Data Exchange (ETDEWEB)

    Dennis Laudal

    2008-09-30

    The short course, designed to train personnel who have an interest in measuring mercury in combustion flue gases, was held twice at the Drury Inn in Marion, Illinois. The short course helped to provide attendees with the knowledge necessary to avoid the many pitfalls that can and do occur when measuring mercury in combustion flue gases. The first short course, May 5-8, 2008, included both a classroom-type session and hands-on demonstration of mercury-sampling equipment. The hands-on demonstration of equipment was staged at Southern Illinois Power Cooperative. Not including the Illinois Clean Coal Institute and the U.S. Department of Energy project managers, there were 12 attendees. The second short course was conducted September 16-17, 2008, but only included the classroom portion of the course; 14 people attended. In both cases, lectures were provided on the various mercury measurement methods, and interaction between attendees and EERC research personnel to discuss specific mercury measurement problems was promoted. Overall, the response to the course was excellent.

  20. Effective extraction of radioactive cesium from various pollutants with a detergent solution including Mg2+ and K+

    International Nuclear Information System (INIS)

    Noguchi, Yuki; Kida, Toshiyuki; Kato, Eiichi; Akashi, Mitsuru; Shimizu, Kikuo

    2015-01-01

    Radioactive cesium (Cs) is extracted effectively from various polluted samples such as soil, silt, and burned ash by washing with a detergent solution comprised of KCl, MgCl 2 , and hydroxyethyl cellulose in a 5% H 2 SO 4 aqueous solution. Repeatedly washing extracts more than 65% of the radioactive Cs. (author)

  1. NEW COURSES

    CERN Document Server

    Enseignement Technique; Tél. 74924; Technical Training; Monique Duval; Tel. 74924

    2000-01-01

    C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20-24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : http://www.cern.ch/Training/ENSTEC/P9798/Software/cpppp_e.htm Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

  2. TECHNICAL COURSES

    CERN Multimedia

    Technical Training; Tel. 74924

    2000-01-01

    C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20 ­ 24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : http://www.cern.ch/Training/ENSTEC/P9798/Software/cpppp_e.htm Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

  3. Turbidimetric determination of polyacrylamide in aqueous solutions with the use of oxidizing agents

    International Nuclear Information System (INIS)

    Karpyuk, A.D.; Kolyada, N.S.; Pshenichnikova, E.Yu.

    1992-01-01

    Polyacrylamide is widely used in industry. For example, one of the methods for obtaining microspheres of metal oxides, particularly a mixed nuclear fuel, is based on a process involving the ammoniacal precipitation of hydroxides from aqueous solutions of metal nitrates in the presence of polyacrylamide (PAA), which promotes the formation of spheres in the initial stages of the process. Monitoring the industrial process, the course of the treatment of the production waste products, and the composition of the waste water calls for determination of the content of PAA in industrial solutions. The existing methods for determining PAA are based on its chemical properties, which are specified by the presence of amide groupings in its molecule. The use of the classical methods of analysis, which are based on the reactions of PAA with formaldehyde, sulfuric acid, etc. and the hydrolysis of PAA, do not provide reliable results, since PAA is partially or completely hydrolyzed in industrial solutions. In addition, industrial solutions contain various modifiers, including urea and urotropin, and the method of determining PAA from the amount of ammonia evolved is consequently unacceptable. Turbidimetric methods of analysis, in which the content of PAA is evaluated from the turbidity caused by the formation of suspension during hydrolysis or upon the introduction of NaClO 4 or diisotubylphenoxyethoxyethyldimethylbenzyl chloride, are known. The purpose of the present work was to develop a simple quick method for determining polymers in solutions, including solutions from the production and treatment of nuclear fuel. The following reagents were proposed for the turbidimetric determination of PAA: cerium(IV) sulfate, potassium dichromate, and potassium permanganate. 5 refs., 3 figs., 1 tab

  4. Math 3011--College Algebra and Trigonometry. Course Outline.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    This document contains the course syllabus and 12 independent practice modules for a college level mathematics course designed to provide the necessary foundation for success in calculus, develop logical thinking skills, and enhance analytic skills through problem solving. Topics include relations and functions; inequalities; complex numbers;…

  5. Course evaluation for the purpose of development

    DEFF Research Database (Denmark)

    Nielsen, Tine; Kreiner, Svend

    2017-01-01

    The purpose was to investigate whether it would be useful for development purposes to include a survey of learning styles among student and teachers as part of the evaluation of a graduate course in statistics in a Public Health Programme, and to compare the learning styles of students and lectur......The purpose was to investigate whether it would be useful for development purposes to include a survey of learning styles among student and teachers as part of the evaluation of a graduate course in statistics in a Public Health Programme, and to compare the learning styles of students...... different styles. Results showed differences between the learning styles of teachers and students, and identified two areas for course development: the design of exercises with regard to the level of abstraction and concreteness; the incompatibility of the relatively complex ways of thinking embedded...

  6. Radiolysis of dilute aqueous solutions of cesium iodide

    International Nuclear Information System (INIS)

    Gorbovitskaya, T.I.; Galinkin, D.L.; Kants, L.K.; Tiliks, Yu.E.; Kotelkin, I.M.; Luzanova, L.M.

    1993-01-01

    Study of physical-chemical processes in the NPP containment by severe accident is carried out. Radiolysis of reactor cooling water containing iodine and cesium radionuclides penetrated therein in the course of accident is considered as of such processes. Role of ionizing radiation in the process of formation and release of ecologically hazardous volatile forms of radioiodine from reactor water into environment is studied. Experiments on radiolysis of CsI diluted water solutions are carried out. The data obtained were used for clarification of radiolysis mechanism for iodine-containing water system, enabling forecast of iodine behaviour in the course of the accident. 5 refs., 4 figs., 1 tab

  7. A course of higher mathematics

    CERN Document Server

    Smirnov, Vladimir Ivanovich; Lohwater, A J

    1964-01-01

    A Course of Higher Mathematics, I: Elementary Calculus is a five-volume course of higher mathematics used by mathematicians, physicists, and engineers in the U.S.S.R. This volume deals with calculus and principles of mathematical analysis including topics on functions of single and multiple variables. The functional relationships, theory of limits, and the concept of differentiation, whether as theories and applications, are discussed. This book also examines the applications of differential calculus to geometry. For example, the equations to determine the differential of arc or the parameter

  8. Course organizers in general practice.

    Science.gov (United States)

    Williams, A. H.

    1986-01-01

    In August/September 1984 a survey of the 267 course organizers in post in England and Wales was carried out. Eighty-two per cent replied to a questionnaire asking for details about their work and personal status. All 16 regions in England and Wales completed a questionnaire about levels of staffing and remuneration of those involved in general practice postgraduate education. The results show that there are considerable variations between regions in the role and responsibilities of course organizers, in their training, and in the facilities that are provided for them. The majority of course organizers reported a workload greater than the number of sessions for which they were remunerated. The effects of these factors on recruitment, tenure of post, and job satisfaction are discussed. Recommendations are made for improving the situation, including the removal of course organizer pay from the scale of trainers' pay, so that there can be flexibility in the number of sessions which can be held, improvement in training and certain facilities, and the implementation of national and local job descriptions. PMID:2577940

  9. General and Professional English Courses

    CERN Multimedia

    HR Department

    2009-01-01

    The next session will take place: From 5th October 2009 to 5th February 2010 (2 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 5th October 2009 to 5th February 2010 (2 weeks break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Writing Professional Documents in English The next session will take place from end of $eptember to end of January 2010 (2 weeks break at Christmas). This course is designed for people with a good level of spoken English who wish to improve their writin...

  10. General and Professional English Courses

    CERN Multimedia

    HR Department

    2009-01-01

    The next session will take place: From 5th October 2009 to 5th February 2010 (2 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 5th October 2009 to 5th February 2010 (2 weeks break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Writing Professional Documents in English The next session will take place from end of $eptember to end of January 2010 (2 weeks break at Christmas). This course is designed for people with a good level of spoken English who wish to improve their writing skills. ...

  11. General and Professional English Courses

    CERN Multimedia

    HR Department

    2009-01-01

    The next session will take place: From 5th October 2009 to 5th February 2010 (2 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 5th October 2009 to 5th February 2010 (2 weeks break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Writing Professional Documents in English The next session will take place from end of $eptember to end of January 2010 (2 weeks break at Christmas). This course is designed for people with a good level of spoken English who wish to improve their writing skills....

  12. The potential use of mobile technology: enhancing accessibility and communication in a blended learning course

    OpenAIRE

    Mayisela, Tabisa

    2013-01-01

    Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicitedfrom a purposive convenience sample of 36 students engage...

  13. Precipitaion of neptunium(6) by urotropin from the heated solutions

    International Nuclear Information System (INIS)

    Logvis', A.I.; Krot, N.N.

    1992-01-01

    The composition of precipitate, formed in the course of neptunium(6) nitric acid solution heating with urotropin under different conditions was studied by the methods of X-ray phase analysis, gravimetry and spectrophotometry. The compound studied is determined as NpO 3 ·xH 2 O·yNH 3 , where x <= 2, y <= 0.28. It is shown that not less than 12 % of the initial amount of neptunium remain in solution in the form of neptunium(5)

  14. Mountain Plains Learning Experience Guide: Marketing. Course: Advertising and Promotion.

    Science.gov (United States)

    Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers the planning and writing of advertisements and organizing sales promotion and public relation activities in wholesale and retail businesses. The course is comprised of two units: (1) Advertising Fundamentals and (2) Promotion. Each unit begins with a Unit…

  15. Mountain Plains Learning Experience Guide: Automotive Repair. Course: Emission Systems.

    Science.gov (United States)

    Schramm, C.; Osland, Walt

    One of twelve individualized courses included in an automotive repair curriculum, this course covers the theory, testing, and servicing of automotive emission control systems. The course is comprised of one unit, Fundamentals of Emission Systems. The unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The…

  16. English courses

    CERN Multimedia

    HR Department

    2010-01-01

    New courses University of Cambridge ESOL examination course We will be starting two new courses in October leading to the Cambridge First Certificate in English (level B2 of the European Framework) and the Cambridge Advanced English (level C1) examinations. These courses will consist of two semesters of 15 weeks with two two-hourly classes per week. There will be an average of eight students per class. Normally the examination will be taken in June 2011 but strong participants could take it earlier. People wishing to take these courses should enrol: http://cta.cern.ch/cta2/f?p=110:9:1927376177842004::NO::X_COURSE_ID,X_STATUS:4133%2CD and they will then be required to take a placement test to check that their level of English is of an appropriate level. Please note that we need a minimum of seven students enrolled to open a session. For further information please contact Tessa Osborne 72957. General and Professional English Courses The next session will take place: From 4th October 2010 to 5th Feb...

  17. Sensors an introductory course

    CERN Document Server

    Kalantar-zadeh, Kourosh

    2013-01-01

    Sensors: An Introductory Course provides an essential reference on the fundamentals of sensors. The book is designed to help readers in developing skills and the understanding required in order to implement a wide range of sensors that are commonly used in our daily lives. This book covers the basic concepts in the sensors field, including definitions and terminologies. The physical sensing effects are described, and devices which utilize these effects are presented. The most frequently used organic and inorganic sensors are introduced and the techniques for implementing them are discussed. This book: Provides a comprehensive representation of the most common sensors and can be used as a reference in relevant fields Presents learning materials in a concise and easy to understand manner Includes examples of how sensors are incorporated in real life measurements Contains detailed figures and schematics to assist in understanding the sensor performance Sensors: An Introductory Course is ideal for university stu...

  18. Science Academies' Refresher Course on Modern and Ancient ...

    Indian Academy of Sciences (India)

    Sengupta, AvH Fellow, F.A.Sc., F.N.A (pulaksg@gmail.com). It may be noted that UGC regulations include Refresher Courses in API scores for career advancement. Applications are invited from teachers with experience in teaching undergraduate and postgraduate courses in Earth Science. Motivated research scholars ...

  19. Life Course, Green Space and Health: Incorporating Place into Life Course Epidemiology

    Directory of Open Access Journals (Sweden)

    Jamie Pearce

    2016-03-01

    Full Text Available Researchers interested in the relationships between place and health have been slow to incorporate a life course perspective, probably due to the lack of readily available historical environmental data. This hinders the identification of causal relationships. It also restricts our understanding as to whether there are accumulative effects over the life course and if there are critical periods in people’s lives when places are particularly pertinent. This study considers the feasibility of constructing longitudinal data on the availability of urban green space. The suitability of various historical and contemporary data sources is considered, including paper maps, aerial photographs and tabular land use data. Measures of urban green space are created for all neighbourhoods across the Edinburgh region of Scotland at various points during the past 100 years. We demonstrate that it is feasible to develop such measures, but there are complex issues involved in doing so. We also test the utility of the measures via an analysis of how accessibility to green space might alter over the life course of both people, and their residential neighbourhoods. The findings emphasise the potential for utilising historical data to significantly enhance understanding of the relationships between nature and health, and between health and place more generally. We encourage researchers to use data from other locations to consider including a longitudinal perspective to examine relationships between people’s health and their environment.

  20. Designing and Evaluating a Climate Change Course for Upper-Division Engineers and Scientists

    Science.gov (United States)

    Samson, P. J.

    2002-12-01

    AOSS 300, GLOBAL ENVIRONMENTAL IMPACT OF TECHNOLOGICAL CHANGE, was created to provide a mechanism for scientific exploration of the unexpected global environmental side effects of technological innovation with emphasis on issues of the atmosphere and oceans. The course is specifically designed to contribute to the desired Accreditation Board for Engineering and Technology (ABET) outcomes that engineering and science graduates possess "the broad education necessary to understand the impact of solutions in a global and societal context." To facilitate this new course a new suite of coupled Flash/PHP/MySQL tools have been created that allow personalization of the students' learning space and interaction with faculty. Using these tools students are challenged to actively participate in the construction of knowledge through development of on-line portfolios that influence course content. This paper reports on lessons learned in the first semester that will guide further course development.

  1. Redox Biology Course Evaluation Form | Center for Cancer Research

    Science.gov (United States)

    To improve the Redox Biology (RB) course in future years, we would appreciate your feedback by completing this course evaluation. Please score the course elements as poor, fair, average, good or excellent. Please type any comments that you have in response to the questions at the bottom of the form. Remember to include your name as you wish it to appear on the certificate.

  2. Structure and Management of an Engineering Senior Design Course.

    Science.gov (United States)

    Tanaka, Martin L; Fischer, Kenneth J

    2016-07-01

    The design of products and processes is an important area in engineering. Students in engineering schools learn fundamental principles in their courses but often lack an opportunity to apply these methods to real-world problems until their senior year. This article describes important elements that should be incorporated into a senior capstone design course. It includes a description of the general principles used in engineering design and a discussion of why students often have difficulty with application and revert to trial and error methods. The structure of a properly designed capstone course is dissected and its individual components are evaluated. Major components include assessing resources, identifying projects, establishing teams, understanding requirements, developing conceptual designs, creating detailed designs, building prototypes, testing performance, and final presentations. In addition to the course design, team management and effective mentoring are critical to success. This article includes suggested guidelines and tips for effective design team leadership, attention to detail, investment of time, and managing project scope. Furthermore, the importance of understanding business culture, displaying professionalism, and considerations of different types of senior projects is discussed. Through a well-designed course and proper mentoring, students will learn to apply their engineering skills and gain basic business knowledge that will prepare them for entry-level positions in industry.

  3. The ICAP (Interactive Course Assignment Pages Publishing System

    Directory of Open Access Journals (Sweden)

    Kim Griggs

    2008-03-01

    Full Text Available The ICAP publishing system is an open source custom content management system that enables librarians to easily and quickly create and manage library help pages for course assignments (ICAPs, without requiring knowledge of HTML or other web technologies. The system's unique features include an emphasis on collaboration and content reuse and an easy-to-use interface that includes in-line help, simple forms and drag and drop functionality. The system generates dynamic, attractive course assignment pages that blend Web 2.0 features with traditional library resources, and makes the pages easier to find by providing a central web page for the course assignment pages. As of December 2007, the code is available as free, open-source software under the GNU General Public License.

  4. 46 CFR 166.10 - Course of study for engineering students.

    Science.gov (United States)

    2010-10-01

    ... 46 Shipping 7 2010-10-01 2010-10-01 false Course of study for engineering students. 166.10 Section... AND APPROVAL OF NAUTICAL SCHOOL SHIPS § 166.10 Course of study for engineering students. The course of study for engineering students shall include (a) all the instruction necessary to fully equip the...

  5. A prospective randomized trial of two solutions for intrapartum amnioinfusion: effects on fetal electrolytes, osmolality, and acid-base status.

    Science.gov (United States)

    Pressman, E K; Blakemore, K J

    1996-10-01

    Our purpose was to compare the effects of intrapartum amnioinfusion with normal saline solution versus lactated Ringer's solution plus physiologic glucose on neonatal electrolytes and acid-base balance. Patients undergoing amnioinfusion for obstetric indications were randomized to receive normal saline solution or lactated Ringer's solution plus physiologic glucose at standardized amnioinfusion rates. Data were collected prospectively on maternal demographics, course of labor, and maternal and neonatal outcome. Arterial cord blood was obtained for analysis of electrolytes, glucose, osmolality, lactic acid, and blood gases. Control subjects with normal fetal heart rate patterns, and clear amniotic fluid not receiving amnioinfusion were studied concurrently. Data were collected on 59 patients (21 normal saline solution, 18 lactated Ringer's solution plus physiologic glucose, and 20 controls). Maternal demographics, course of labor, and neonatal outcome were similar in all three groups. Cesarean sections were performed more often in the amnioinfusion groups (33.3% for normal saline solution, 38.9% for lactated Ringer's solution plus physiologic glucose) than in the control group (5.0%), p amnioinfusion with either solution. Intrapartum amnioinfusion with normal saline solution or lactated Ringer's solution plus physiologic glucose has no effect on neonatal electrolytes or acid-base balance.

  6. Lecture Notes for the Course in Water Wave Mechanics

    DEFF Research Database (Denmark)

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

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

  7. New Concepts in Agroecology: A Service-Learning Course

    Science.gov (United States)

    Jordan, Nicholas R.; Andow, David A.; Mercer, Kristin L.

    2005-01-01

    We describe our pedagogical approaches and experiences with a novel course in agroecology (one semester, three credit-hours, for graduate students and upper level undergraduates). Our course responds to recent proposals that agroecology expand its disciplinary focus to include human factors as well as ecological factors, thus taking a more…

  8. Mountain Plains Learning Experience Guide: Automotive Repair. Course: Brake Systems.

    Science.gov (United States)

    Schramm, C.; Osland, Walt

    One of twelve individualized courses included in an automotive repair curriculum, this course covers theory, operation, and repair of drum brakes, disc brakes, and brake system components. The course is comprised of six units: (1) Fundamentals of Brake Systems, (2) Master Cylinder, (3) Drum Brakes, (4) Disc Brakes, (5) Power Brakes, and (6)…

  9. Methods of producing adsorption media including a metal oxide

    Science.gov (United States)

    Mann, Nicholas R; Tranter, Troy J

    2014-03-04

    Methods of producing a metal oxide are disclosed. The method comprises dissolving a metal salt in a reaction solvent to form a metal salt/reaction solvent solution. The metal salt is converted to a metal oxide and a caustic solution is added to the metal oxide/reaction solvent solution to adjust the pH of the metal oxide/reaction solvent solution to less than approximately 7.0. The metal oxide is precipitated and recovered. A method of producing adsorption media including the metal oxide is also disclosed, as is a precursor of an active component including particles of a metal oxide.

  10. A Pharmacy Preregistration Course Using Online Teaching and Learning Methods

    Science.gov (United States)

    McDowell, Jenny; Marriott, Jennifer L.; Calandra, Angela; Duncan, Gregory

    2009-01-01

    Objective To design and evaluate a preregistration course utilizing asynchronous online learning as the primary distance education delivery method. Design Online course components including tutorials, quizzes, and moderated small-group asynchronous case-based discussions were implemented. Online delivery was supplemented with self-directed and face-to-face learning. Assessment Pharmacy graduates who had completed the course in 2004 and 2005 were surveyed. The majority felt they had benefited from all components of the course, and that online delivery provided benefits including increased peer support, shared learning, and immediate feedback on performance. A majority of the first cohort reported that the workload associated with asynchronous online discussions was too great. The course was altered in 2005 to reduce the online component. Participant satisfaction improved, and most felt that the balance of online to face-to-face delivery was appropriate. Conclusion A new pharmacy preregistration course was successfully implemented. Online teaching and learning was well accepted and appeared to deliver benefits over traditional distance education methods once workload issues were addressed. PMID:19777092

  11. Liquid scintillation solutions

    International Nuclear Information System (INIS)

    Long, E.C.

    1976-01-01

    The liquid scintillation solution described includes a mixture of: a liquid scintillation solvent, a primary scintillation solute, a secondary scintillation solute, a variety of appreciably different surfactants, and a dissolving and transparency agent. The dissolving and transparency agent is tetrahydrofuran, a cyclic ether. The scintillation solvent is toluene. The primary scintillation solute is PPO, and the secondary scintillation solute is dimethyl POPOP. The variety of appreciably different surfactants is composed of isooctylphenol-polyethoxyethanol and sodium dihexyl sulphosuccinate [fr

  12. Redox Biology Course Evaluation Form | Center for Cancer Research

    Science.gov (United States)

    To improve the Redox Biology (RB) course in future years, we would appreciate your feedback by completing this course evaluation. Please score the course elements as poor, fair, average, good or excellent. Please type any comments that you have in response to the questions at the bottom of the form. Remember to include your name as you wish it to appear on the certificate. Thank you for your feedback.

  13. Gas storage materials, including hydrogen storage materials

    Science.gov (United States)

    Mohtadi, Rana F; Wicks, George G; Heung, Leung K; Nakamura, Kenji

    2013-02-19

    A material for the storage and release of gases comprises a plurality of hollow elements, each hollow element comprising a porous wall enclosing an interior cavity, the interior cavity including structures of a solid-state storage material. In particular examples, the storage material is a hydrogen storage material such as a solid state hydride. An improved method for forming such materials includes the solution diffusion of a storage material solution through a porous wall of a hollow element into an interior cavity.

  14. The Keys to Success in Doctoral Studies: A Preimmersion Course.

    Science.gov (United States)

    Salani, Deborah; Albuja, Laura Dean; Azaiza, Khitam

    2016-01-01

    This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in

  15. Retrofitting the Low Impact Development Practices into Developed Urban areas Including Barriers and Potential Solution

    Science.gov (United States)

    Shafique, Muhammad; Kim, Reeho

    2017-06-01

    Low impact development (LID)/green infrastructure (GI) practices have been identified as the sustainable practices of managing the stormwater in urban areas. Due to the increasing population, most of the cities are more developing which results in the change of natural area into impervious areas (roads, buildings etc.). Moreover, urbanization and climate change are causing many water-related problems and making over cities unsafe and insecure. Under these circumstances, there is a need to introduce new stormwater management practices into developed cities to reduce the adverse impacts of urbanization. For this purpose, retrofitting low impact development practices demands more attention to reduce these water-related problems and trying to make our cities sustainable. In developed areas, there is a little space is available for the retrofitting of LID practices for the stormwater management. Therefore, the selection of an appropriate place to retrofitting LID practices needs more concern. This paper describes the successfully applied retrofitting LID practices around the globe. It also includes the process of applying retrofitting LID practices at the suitable place with the suitable combination. Optimal places for the retrofitting of different LID practices are also mentioned. This paper also highlights the barriers and potential solutions of retrofitting LID practices in urban areas.

  16. Retrofitting the Low Impact Development Practices into Developed Urban areas Including Barriers and Potential Solution

    Directory of Open Access Journals (Sweden)

    Shafique Muhammad

    2017-06-01

    Full Text Available Low impact development (LID/green infrastructure (GI practices have been identified as the sustainable practices of managing the stormwater in urban areas. Due to the increasing population, most of the cities are more developing which results in the change of natural area into impervious areas (roads, buildings etc.. Moreover, urbanization and climate change are causing many water-related problems and making over cities unsafe and insecure. Under these circumstances, there is a need to introduce new stormwater management practices into developed cities to reduce the adverse impacts of urbanization. For this purpose, retrofitting low impact development practices demands more attention to reduce these water-related problems and trying to make our cities sustainable. In developed areas, there is a little space is available for the retrofitting of LID practices for the stormwater management. Therefore, the selection of an appropriate place to retrofitting LID practices needs more concern. This paper describes the successfully applied retrofitting LID practices around the globe. It also includes the process of applying retrofitting LID practices at the suitable place with the suitable combination. Optimal places for the retrofitting of different LID practices are also mentioned. This paper also highlights the barriers and potential solutions of retrofitting LID practices in urban areas.

  17. Liquid scintillation solution

    International Nuclear Information System (INIS)

    Long, E.C.

    1977-01-01

    A liquid scintillation solution is described which includes (1) a scintillation solvent (toluene and xylene), (2) a primary scintillation solute (PPO and Butyl PBD), (3) a secondary scintillation solute (POPOP and Dimethyl POPOP), (4) a plurality of substantially different surfactants and (5) a filter dissolving and/or transparentizing agent. 8 claims

  18. The undergraduate optics course at Millersville University

    Science.gov (United States)

    Gilani, Tariq H.; Dushkina, Natalia M.

    2009-06-01

    For many years, there was no stand alone course in optics at Millersville University (MU). In the fall of 2007, the Physics Department offered for the first time PHYS 331: Fundamentals in Optics, a discovery based lab course in geometrical, physical and modern optics. This 300-level, 2 credits course consists of four contact hours per week including one-hour lecture and three hours laboratory. This course is required for BS in physics majors, but is open also to other science majors, who have the appropriate background and have met the prerequisites. This course deals with fundamental optics and optical techniques in greater depth so that the student is abreast of the activities in the forefront of the field. The goal of the course is to provide hands-on experience and in-depth preparation of our students for graduate programs in optics or as a workforce for new emerging high-tech local industries. Students learn applied optics through sequence of discovery based laboratory experiments chosen from a broad range of topics in optics and lasers, as the emphasis is on geometrical optics, geometrical aberrations in optical systems, wave optics, microscopy, spectroscopy, polarization, birefringence, laser generation, laser properties and applications, and optical standards. The peer-guided but open-ended approach provides excellent practice for the academic model of science research. Solving problems is embedded in the laboratory part as an introduction to or a conclusion of the experiment performed during the lab period. The homework problems are carefully chosen to reflect the most important relations from the covered material. Important part of the student learning strategy is the individual work on a final mini project which is presented in the class and is included in the final grading. This new course also impacted the department's undergraduate research and training programs. Some of the individual projects were extended to senior research projects in optics as

  19. [Community health course--student's evaluation].

    Science.gov (United States)

    Juresa, Vesna; Musil, Vera; Sosić, Zvonko; Majer, Marjeta; Pavleković, Gordana

    2010-12-01

    Since 1952, Andrija Stampar School of Public Health, School of Medicine, University of Zagreb, has provided a community health course, based on the medical education approach that the main fields of physicians' action are human settlements and not only consulting rooms and clinics. The aim of the study was to compare community health course students' evaluations immediately after attending the course at the 4th and 6th study years. The survey included 224 4th year medical students attending the community course during the academic year 2007-2008 and 192 same-generation 6th year students (85.7%) during the academic year 2009-2010. Students were required to fill out an evaluation questionnaire about the activities during the community health course using grades from 1-poor to 5-excellent, and to write personal remarks and essay. The academic year 2007-2008 students (n=224) were very satisfied (grades 5 and 4) with preparatory seminar (98% of students), final seminar (97%), course organization (90%) and course contents (89%). The same grades were allocated by 98% of students to public health field research, 94% to work in community nurse service, 93% to work in family practice and health promotion in school and kindergarten, and 87% to water sampling. Satisfaction with the community health course was very emotionally described in final essays: "... work with community nurse service in the poorest part of Croatia has changed my life. I have learned in only few hours to wish less and to give more. Every physician should experience it, because that is real life". Results of the same-generation students (n=192) in the academic year 2009-2010, now at 6th study year, showed them to be still very satisfied (grades 5 and 4) with the activities in the community health course: 94% with health promotion, 92% with work in the community nurse service and family medicine, 86% with course contents, 82% with course organization, 78% with final seminar, 64% with preparatory seminar

  20. 75 FR 22846 - Norgren Automation Solutions, Including Workers Whose Unemployment Insurance (UI) Wages Are Paid...

    Science.gov (United States)

    2010-04-30

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-72,524] Norgren Automation... Engineering and Automation Division, A Subsidiary of Norgren, Inc.: Clinton Township, MI; Amended... workers of Norgren Automation Solutions, Erie Engineering and Automation Division, a subsidiary of Norgren...

  1. POTENTIAL MARKETING PLAN FOR EF, REGARDING LANGUAGE COURSES IN CHINA

    OpenAIRE

    Saarni, Helena

    2017-01-01

    This bachelor’s thesis was conducted as a potential marketing plan for EF. The aim and purpose of the project was to create a marketing plan for a company called EF regarding their Chinese language courses in China, where they offer these courses to young adults already. These courses however are not marketed in Finland as much as the other language courses. The theoretical part was gathered by collecting information and theories from various sources including books and e-books about mark...

  2. A Comparison of Student Ratings in Traditional and Interactive Television Courses

    Science.gov (United States)

    McCall, Morgan; Dunham, Mardis; Lyons, Robert

    2013-01-01

    Although interactive television (ITV) allows colleges and universities to reach a wider audience, little research has been conducted exploring the effectiveness of the courses as perceived by students. This study compared student ratings of teacher effectiveness between 331 traditional courses and 125 ITV courses. The data included 456 graduate…

  3. Mountain Plains Learning Experience Guide: Marketing. Course: Business Finance and Control.

    Science.gov (United States)

    Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers control of expenses, inventory control, analysis of financial statements, and government regulations pertaining to business. The course is comprised of three units: (1) Fundamentals of Finance, (2) Merchandise Finance and Control, and (3) Food and…

  4. Course Content for Life Cycle Engineering and EcoDesign

    DEFF Research Database (Denmark)

    Jerswiet, Jack; Duflou, Joost; Dewulf, Wim

    2007-01-01

    There is a need to create an awareness of Life Cycle Engineering and EcoDesign in Engineering students. Topics covered in an LCE/EcoDesign course will create an awareness of environmental impacts, especially in other design course projects. This paper suggests that an awareness of product impact...... upon the environment must be created at an early stage in undergraduate education. Deciding what to include in an LCE/EcoDesign Course can be difficult because there are many different views on the subject. However, there are more similarities than differences. All LCE/ EcoDesign Engineering courses...

  5. Open Course Ware, Distance Education, and 21st Century Geoscience Education

    Science.gov (United States)

    Connors, M. G.

    2010-12-01

    Open Course Ware (OCW) allows the highest quality educational materials (including videos of lectures from the best classroom lecturers) to find a wide audience. This audience may include many who wish to obtain credentials for formal study yet who are unable to be campus-based students. This opens a role for formal, credentialed and accredited distance education (DE) to efficiently integrate OCW into DE courses. OCW materials will in this manner be able to be used for education of credential-seeking students who would not otherwise benefit from them. Modern presentation methods using the Internet and video (including mobile device) technologies may offer pedagogical advantages over even traditional classroom learning. A detailed analysis of the development of Athabasca University’s PHYS 302 Vibrations and Waves course (based mainly on MIT’s OCW), and application of lessons learned to development of PHYS 305 Electromagnetism is presented. These courses are relevant to the study of geophysics, but examples of GEOL (Geology) courses will also be mentioned, along with an broad overview of OCW resources in Geoscience.

  6. Retention of community college students in online courses

    Science.gov (United States)

    Krajewski, Sarah

    The issue of attrition in online courses at higher learning institutions remains a high priority in the United States. A recent rapid growth of online courses at community colleges has been instigated by student demand, as they meet the time constraints many nontraditional community college students have as a result of the need to work and care for dependents. Failure in an online course can cause students to become frustrated with the college experience, financially burdened, or to even give up and leave college. Attrition could be avoided by proper guidance of who is best suited for online courses. This study examined factors related to retention (i.e., course completion) and success (i.e., receiving a C or better) in an online biology course at a community college in the Midwest by operationalizing student characteristics (age, race, gender), student skills (whether or not the student met the criteria to be placed in an AFP course), and external factors (Pell recipient, full/part time status, first term) from the persistence model developed by Rovai. Internal factors from this model were not included in this study. Both univariate analyses and multivariate logistic regression were used to analyze the variables. Results suggest that race and Pell recipient were both predictive of course completion on univariate analyses. However, multivariate analyses showed that age, race, academic load and first term were predictive of completion and Pell recipient was no longer predictive. The univariate results for the C or better showed that age, race, Pell recipient, academic load, and meeting AFP criteria were predictive of success. Multivariate analyses showed that only age, race, and Pell recipient were significant predictors of success. Both regression models explained very little (<15%) of the variability within the outcome variables of retention and success. Therefore, although significant predictors were identified for course completion and retention, there are still

  7. The potential use of mobile technology: enhancing accessibility and communication in a blended learning course

    Directory of Open Access Journals (Sweden)

    Tabisa Mayisela

    2013-01-01

    Full Text Available Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicitedfrom a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixed-methods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestionsforfuture research were made.

  8. Regeneration Through Hidden Historical Landscape of Lecco. Urban Course Design Process

    Directory of Open Access Journals (Sweden)

    Angela Colucci

    2017-12-01

    The first part of paper presents the general learning process characterizing Urban Design course and the methodological process for the Urban Master Plan development in the studio modules. The second part presents the LeccoLAB didactical path developed in the Lecco Campus focusing on the urban design issues and presenting selected results and design proposals developed by students focusing on the Lecco Historical Urban Heritage issues. During the Academic Year 2016/2017 students’ work teams (27 applied the concepts, methods and techniques presented in Urban Design course to the Lecco waterfront urban systems developing proposal for Urban Master Plan aiming the regeneration of urban complex systems through principles of Nature Based Solutions and  Urban Resilience.

  9. Adding a Bit More History to Science Courses

    Science.gov (United States)

    DeBuvitz, William

    2011-01-01

    The usual science course is not meant to be a history course and the usual science book is not meant to be a history book. However, most science books do include some historical information. Unfortunately, the history part is usually so brief that it is far from interesting and often so oversimplified that it is totally wrong. Introductory physics…

  10. Experience mapping and multifunctional golf course development

    DEFF Research Database (Denmark)

    Caspersen, Ole H.; Jensen, Frank Søndergaard; Jensen, Anne Mette Dahl

    This report describes the development of a method for mapping and describing recreational experiences on golf courses. The objective is to provide a planning tool that can facilitate development of a broader multifunctional use of the golf course landscape. The project has produced several results....... The main output is this report, which provides a detailed description of the mapping procedure. This process is illustrated using examples from five test golf courses. In addition to this mapping report, a catalogue has been developed providing hands-on guidance for adapting the method in a golf club...... without the use of a specialist. During the project period, the research team has participated in a number of workshops that included representatives from golf courses, STERF, the Norwegian Golf Federation and the Danish Golf Union. At these workshops, the method was presented and discussed. This has been...

  11. The Effectiveness of Language Used in E-Learning Courses

    Directory of Open Access Journals (Sweden)

    Przygoda Agnieszka

    2017-12-01

    Full Text Available The notion of language in e-Learning is still not very clear from a technical as well as semantic point of view. In the era of Information Technology, it is more and more important to unify the principles of language used and its semantic meaning to be more simple and precise when taking into consideration online educational courses. During the last years, e-Learning courses have begun to be popular around the world as during an internet era, we tend to find consolidated information sources on internet rather than in traditional courses which require our physical presence. The crucial issue which makes an e- Learning course function is the language used to transmit all the information to the students in a clear and effective manner. For such language to be considered effective, it is necessary to adjust it to the general standards adopted in an international environment. The notion of a language used in e-Learning also faces some problems as it should be so concise as to be accessible for everybody regardless of gender, nationality, and intellectual level. It is hard to standardise its principles, thus over the years many scientists have tried to unify the top requirements a perfect e-Learning course should have. Nowadays, most of the population should stop considering e-Learning as an alternative form of education and focus on developing new models and structures for education and learning that fully exploit the opportunities of today’s digital revolution. With a laptop, a mobile device and Wi-Fi, you can manage your own e-Learning course, and take courses yourself, at any time and place, in any language. A typical model of an e-Learning course is based on guided self-study with a linear progression through modules consisting of recorded lectures, course literature, written assignments and multiple-choice self-tests. Technology has got an even better solution which consists of standardising the learning process and adopting it to a commonly

  12. Redesigning Introductory Science Courses to Teach Sustainability: Introducing the L(SC)2 Paradigm

    Science.gov (United States)

    Myers, J. D.; Campbell-Stone, E.; Massey, G.

    2008-12-01

    Modern societies consume vast quantities of Earth resources at unsustainable levels; at the same time, resource extraction, processing, production, use and disposal have resulted in environmental damage severe enough to threaten the life-support systems of our planet. These threats are produced by multiple, integrative and cumulative environmental stresses, i.e. syndromes, which result from human physical, ecological and social interactions with the environment in specific geographic places. In recent decades, recognition of this growing threat has lead to the concept of sustainability. The science needed to provide the knowledge and know-how for a successful sustainability transition differs markedly from the science that built our modern world. Sustainability science must balanced basic and applied research, promote integrative research focused on specific problems and devise a means of merging fundamental, general scientific principles with understanding of specific places. At the same time, it must use a variety of knowledge areas, i.e. biological systems, Earth systems, technological systems and social systems, to devise solutions to the many complex and difficult problems humankind faces. Clearly, sustainability science is far removed from the discipline-based science taught in most U.S. colleges. Many introductory science courses focus on content, lack context and do not integrate scientific disciplines. To prepare the citizens who will confront future sustainability issues as well as the scientists needed to devise future sustainability strategies, educators and scientists must redesign the typical college science course. A new course paradigm, Literacies and Scientific Content in Social Context (L(SC)2), is ideally suited to teach sustainability science. It offers an alternative approach to liberal science education by redefining and expanding the concept of the interdisciplinary course and merging it with the integrated science course. In addition to

  13. Teaching a Second Core Course in Information Technology: A West Point Experience

    Directory of Open Access Journals (Sweden)

    Douglas Wolfe

    2004-02-01

    Full Text Available The United States Military Academy (USMA at West Point has the mission to produce officers for the U.S. Army. As part of the curriculum, the Academy requires all non-ABET major cadets (students to take two courses on information technology (IT with both courses focused on problem solving with technology. The first course is an introductory course offered in the freshman year while the second course is a more detailed course offered in the junior year. The Electrical Engineering and Computer Science Department uses an expanded definition of information technology; that is, any technology that acquires, transmits, processes, or displays information. Information technology is becoming increasingly important in the Army with the development and use of sensors, command and control systems, and other technologies to achieve information dominance. The course is divided into six modules: acquisition of data and sensors, transmission of data and networks, processing of data into information, display of information, legal and ethical issues of IT, and information dominance and operations. Cadets use a four-step problem solving methodology to develop and implement the components of an Information System to solve a real-world problem. The short-term impact of the course on the cadets has been very positive, and we are confident that the long-term impact will be substantial on the cadets and the Army. Cadets are exposed to a number of different technologies, gaining an understanding of how these technologies are used to acquire data, transmit data, process data into information, and display information to support decision making. In addition, the course projects help enforce the problem solving methodology where cadets analyze, design, implement, and test their solutions.

  14. Design and Implementation of a Professional Development Course Series.

    Science.gov (United States)

    Welch, Beth; Spooner, Joshua J; Tanzer, Kim; Dintzner, Matthew R

    2017-12-01

    Objective. To design and implement a longitudinal course series focused on professional development and professional identity formation in pharmacy students at Western New England University. Methods. A four-year, theme-based course series was designed to sequentially and longitudinally impart the values, attributes, and characteristics of a professional pharmacist. Requirements of the course include: goal planning and reflective assignments, submission of "Best Works," attendance at professional meetings, completion of service hours, annual completion of a Pharmacy Professionalism Instrument, attendance at Dean's Seminar, participation in roundtable discussions, and maintenance of an electronic portfolio. Though the Professional Development course series carries no credit, these courses are progression requirements and students are assessed on a pass/fail basis. Results. Course pass rates in the 2015-2016 academic year for all four classes were 99% to 100%, suggesting the majority of students take professional development seriously and are achieving the intended outcomes of the courses. Conclusion. A professional development course series was designed and implemented in the new Doctor of Pharmacy program at Western New England University to enhance the professional identity formation of students.

  15. Badminton: Course Proposal.

    Science.gov (United States)

    Yeo, David G.

    A proposal is presented for a Community College of Philadelphia Life Sciences and Allied Health Services course in Badminton. Following a standard cover form, a statement of purpose explains that the course is designed to introduce students to the techniques, knowledge, and strategies of badminton. Next, course goals and a course outline are…

  16. Astronomy Courses which Emphasize Communication Skills

    Science.gov (United States)

    Dinerstein, H. L.

    1998-12-01

    The ability to communicate effectively, both in oral and written form, is crucial for success in almost any career path. Furthermore, being able to effectively communicate information requires a high level of conceptual mastery of the material. For these reasons, I have incorporated practice in communication into courses at a variety of levels, ranging from non-science-major undergraduate courses to graduate courses. I briefly describe the content of these courses, particularly the communication-related component. The first, Ast 309N, ``Astronomy Bizarre: Stars and Stellar Evolution," is an elective which follows one semester of general introductory astronomy for non-majors. Instead of homework problems, the students complete a sequence of writing assignments of graduated complexity, beginning with simple tasks such as writing abstracts and critiques of assigned readings, and moving on to writing term papers which require literature research and a short science fiction story incorporating accurate depictions of relativistic effects. In Ast 175/275, a ``Journal Club" course for upper-division astronomy majors, students read articles in the professional literature and give short oral presentations to the rest of the class. To build up their understanding of a topic, we work through the ``paper trail" of key papers on topics with exciting recent developments, such as extrasolar planets, gravitational lenses, or gamma-ray bursts. Finally, in a seminar course for first-semester astronomy graduate students (Ast 185C) that broadly addresses professional development issues, I include a practice AAS oral session, with the students giving 5-minute presentations on a journal paper of their choice. This seminar course also examines career paths and employment trends, the peer review process for papers and proposals, professional norms and ethics, and other topics. Syllabi for these and other courses I teach regularly can be found from my home page (http://www.as.utexas.edu/astronomy/people/dinerstein).

  17. General and Professional English Courses

    CERN Multimedia

    2007-01-01

    The next session will take place: from the beginning of October 2007 to the beginning of February 2008 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.72957. Oral Expression The next session will take place from the beginning of October 2007 to the beginning of February 2008 (3 weeks break at Christmas). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours (2 hours a week) Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next ses...

  18. General and Professional English Courses

    CERN Document Server

    2007-01-01

    The next session will take place: from beginning of October 2007 to beginning of February 2008 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages, or contact Tessa Osborne, tel.72957. Oral Expression The next session will take place from beginning of October 2007 to beginning of February 2008 (3 weeks break at Christmas). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours (2 hours a week) Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will take place from beginning of Oc...

  19. QUALITY AND PROCESSES OF BANGLADESH OPEN UNIVERSITY COURSE MATERIALS DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    K. M. Rezanur RAHMAN

    2006-04-01

    Full Text Available A new member of the mega-Universities, Bangladesh Open University (BOU introduced a course team approach for developing effective course materials for distance students. BOU teaching media includes printed course books, study guides, radio and television broadcasts, audiocassettes and occasional face-to-face tutorials. Each course team comprises specialist course writer(s, editor, trained style editor, graphic designer,illustrator, audio-visual producer and anonymous referees. An editorial board or preview committee is responsible for the final approval for publishing or broadcasting materials for learners. This approach has been proved to be effective, but appeared to be complicated and time-consuming. This report focuses on the quality and processes of BOU course materials development taking into account the strengths and weaknesses of the current approach.

  20. Development and Implementation of an Electric Circuits On-Line Course

    Directory of Open Access Journals (Sweden)

    Ahmed Hussain

    2009-02-01

    Full Text Available An electric circuit on-line course has been developed at KFUPM to support student centered learning. The course has been used in the first stage to supplement the class room face-to-face instruction. This paper describes the development stages of the on-line course and highlights its fundamental features that are not available in the traditional methods of instruction. The paper also includes the results of a survey conducted among students who have utilized the on-line material to supplement their traditional study of the electric circuits’ course. The results of the survey showed a general satisfaction with the course content and the instructional effectiveness.

  1. Math Course for Liberal Arts Majors: A Pilot with Embedded Remediation

    Directory of Open Access Journals (Sweden)

    Eileen Perez

    2018-01-01

    Full Text Available This study was designed to determine if embedded remediation is significant in accelerating the pathway to completion of a college-level math course for students needing remediation. The project studied the impact on student success in a quantitative literacy course at a Massachusetts four-year state university with remedial material embedded. The course satisfies the university�s general education math requirement for students with liberal arts majors who are not required to complete college algebra or calculus-based courses. The paper begins with a presentation of the issues with remedial mathematics and its impact on students� graduation and persistence. Next, the paper covers the design and implementation of the pilot program. In addition, the placement criteria and the pilot nature of the program are discussed, including attempts at the random assignment of students to regular or embedded-remediation course groups. A discussion of the findings follows including that students succeeded in the course with embedded remediation at 87% compared to 72% for those in the traditional version of the course though the differences are not statistically significant at the sample size. The paper concludes with lessons learned and next steps at this university for further study.

  2. Math 3013--Developmental Mathematics I and II. Course Outline.

    Science.gov (United States)

    New York Inst. of Tech., Old Westbury.

    This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course that requires some previous knowledge of algebra and the ability to work at a rapid pace. Topics include the basic operations with signed integers; fractions; decimals; literal expressions; algebraic fractions; radicals;…

  3. Learning to Run challenge solutions: Adapting reinforcement learning methods for neuromusculoskeletal environments

    OpenAIRE

    Kidziński, Łukasz; Mohanty, Sharada Prasanna; Ong, Carmichael; Huang, Zhewei; Zhou, Shuchang; Pechenko, Anton; Stelmaszczyk, Adam; Jarosik, Piotr; Pavlov, Mikhail; Kolesnikov, Sergey; Plis, Sergey; Chen, Zhibo; Zhang, Zhizheng; Chen, Jiale; Shi, Jun

    2018-01-01

    In the NIPS 2017 Learning to Run challenge, participants were tasked with building a controller for a musculoskeletal model to make it run as fast as possible through an obstacle course. Top participants were invited to describe their algorithms. In this work, we present eight solutions that used deep reinforcement learning approaches, based on algorithms such as Deep Deterministic Policy Gradient, Proximal Policy Optimization, and Trust Region Policy Optimization. Many solutions use similar ...

  4. Introduction to Statistics course

    CERN Multimedia

    CERN. Geneva HR-RFA

    2006-01-01

    The four lectures will present an introduction to statistical methods as used in High Energy Physics. As the time will be very limited, the course will seek mainly to define the important issues and to introduce the most wide used tools. Topics will include the interpretation and use of probability, estimation of parameters and testing of hypotheses.

  5. Heterogeneous semiconductor photocatalysts for hydrogen production from aqueous solutions of electron donors

    Science.gov (United States)

    Kozlova, E. A.; Parmon, V. N.

    2017-09-01

    Current views on heterogeneous photocatalysts for visible- and near-UV-light-driven production of molecular hydrogen from water and aqueous solutions of inorganic and organic electron donors are analyzed and summarized. Main types of such photocatalysts and methods for their preparation are considered. Particular attention is paid to semiconductor photocatalysts based on sulfides that are known to be sensitive to visible light. The known methods for increasing the quantum efficiency of the target process are discussed, including design of the structure, composition and texture of semiconductor photocatalysts and variation of the medium pH and the substrate and photocatalyst concentrations. Some important aspects of the activation and deactivation of sulfide photocatalysts and the evolution of their properties in the course of hydrogen production processes in the presence of various types of electron donors are analyzed. The bibliography includes 276 references.

  6. CERN Technical Training - New courses available at CERN!

    CERN Multimedia

    HR Department

    2010-01-01

    1. - The “Web 2.0 development with AJAX” is a 3 day course. This hands-on AJAX course provides the knowledge needed to design and develop Web 2.0 websites. Through a series of lectures and practical examples you will learn the power of the JavaScript XML Http request object and how it can be used to add advanced interactivity to your website. This course gives an overview of the main AJAX frameworks and Web 2.0 techniques. The course will take place, in English, from 28 to 30 June 2010 in the CERN Technical Training Centre. Registrations are open on the Technical Training page. For more information on our catalogue or for questions/comments, contact us at Technical.Training@cern.ch 2. - “CAO = Allegro Design Entry HDL Front-to-Back Flow v16.3” is a 3 day course. In this course, you will learn how to create board-level schematic designs with Design Entry HDL. You will explore the integration between Design Entry HDL and other tools in the design flow, including the A...

  7. A Theme-Based Course: Hydrogen as the Fuel of the Future

    Science.gov (United States)

    Shultz, Mary Jane; Kelly, Matthew; Paritsky, Leonid; Wagner, Julia

    2009-01-01

    A theme-based course focusing on the potential role of hydrogen as a future fuel is described. Numerous topics included in typical introductory courses can be directly related to the issue of hydrogen energy. Beginning topics include Avogadro's number, the mole, atomic mass, gas laws, and the role of electrons in chemical transformations. Reaction…

  8. Activity-Based Costing Models for Alternative Modes of Delivering On-Line Courses

    Science.gov (United States)

    Garbett, Chris

    2011-01-01

    In recent years there has been growth in online distance learning courses. This has been prompted by; new technology such as the Internet, mobile learning, video and audio conferencing: the explosion in student numbers in Higher Education, and the need for outreach to a world wide market. Web-based distance learning is seen as a solution to…

  9. Cours d’anglais – French Course

    CERN Multimedia

    HR Department

    2008-01-01

    General and Professional English Courses The next session will take place: from beginning of October 2008 to beginning of February 2009 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.72957. Oral Expression The next session will take place from beginning of October 2008 to beginning of February 2009 (3 weeks break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours (2 hours a week) Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will take place from end of September 2008 to be...

  10. Final Exam Weighting as Part of Course Design

    Directory of Open Access Journals (Sweden)

    Matthew Franke

    2018-03-01

    Full Text Available The weighting of a final exam or a final assignment is an essential part of course design that is rarely discussed in pedagogical literature. Depending on the weighting, a final exam or assignment may provide unequal benefits to students depending on their prior performance in the class. Consequently, uncritical grade weighting can discount student learning, by ensuring that improved mastery of material at the semester’s end is not reflected in the course grade. Problems related to several common final exam weights are explored, as are potential solutions to unequal student outcomes made possible by uncritical grade weighting. Ultimately, this essay argues that choosing a weight for a final exam or a final assignment determines what types of student success ought to be possible in the class; therefore, instructors should assign exam weights intentionally, being fully aware of the potential benefits and problems of the weights that they choose.

  11. Open BIM in courses in engineering education

    DEFF Research Database (Denmark)

    Karlshøj, Jan; Vestergaard, Flemming

    2016-01-01

    The Technical University of Denmark has included open BIM in its BIM or BIM-related courses for bachelor, master and PhD students studying civil or architectural engineering. A majority of students are introduced to open BIM during their education, and those who are selecting courses in advanced...... BIM or building design are becoming more familiar with the concept. A number of students are including open BIM in their bachelor projects or master theses. The main reason for including open BIM in teaching is that open BIM has been a mandatory deliverable in Denmark since 2007 in state......-financed construction projects through the IFC format. From 2013 the requirements also included social housing and all public building projects. Students are exploring the capabilities of open BIM, and have been able both to identify satisfactory results as well as propose enhancements in order to compensate...

  12. Uniportal video-assisted thoracic surgery course in Mexico-first experience.

    Science.gov (United States)

    Céspedes-Meneses, Erick; Echavarri-Arana, José Manuel; Tort-Martínez, Alejandro; Guzmán-de Alba, Enrique; das Neves-Pereira, Joao Carlos; González-Rivas, Diego

    2016-01-01

    "The First Minimally Invasive Thoracic Surgery Uniportal Course" in Mexico was held from July 13 th to 15 th in Mexico City, at the National Institute of Respiratory Diseases (INER). Thoracic surgeons from around Mexico assisted the course. The special guests were the Spanish doctor Diego González-Rivas and the Brasilian doctor Joao Carlos das Neves-Pereira. The course included live surgery and wet lab. Demonstration of the uniportal video-assisted thoracic surgery (VATS) technique was done. The course was a success and Mexican thoracic surgeons were ready to adopt this technique.

  13. First Year Chemistry Laboratory Courses for Distance Learners: Development and Transfer Credit Acceptance

    Directory of Open Access Journals (Sweden)

    Sharon E. Brewer,

    2013-07-01

    Full Text Available In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc. students, including chemistry majors, have been recently developed at Thompson Rivers University. A constructive alignment process was employed which clearly mapped learning outcomes and activities to appropriate assessment tools. These blended laboratory courses feature custom, home experimental kits and combine elements of online and hands-on learning. The courses were designed for flexible continuous enrollment and provide online resources including tutor support, instructional videos, lab report submission, and student evaluation. The assessment of students includes laboratory reports, safety quizzes, reflective journaling, digital photo documentation, and invigilated written and online practical exams. Emphasizing the quality and rigour in these distance laboratory learning experiences allowed both courses to be accepted for B.Sc. transfer credit by other institutions, an important criterion for students. This paper will outline the design and development process of these new blended laboratory courses, their course structures and assessments, and initial student results.

  14. Learning Gains from a Recurring "Teach and Question" Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class.

    Science.gov (United States)

    Bailey, E G; Baek, D; Meiling, J; Morris, C; Nelson, N; Rice, N S; Rose, S; Stockdale, P

    2018-06-01

    Providing students with one-on-one interaction with instructors is a big challenge in large courses. One solution is to have students interact with their peers during class. Reciprocal peer tutoring (RPT) is a more involved interaction that requires peers to alternate the roles of "teacher" and "student." Theoretically, advantages for peer tutoring include the verbalization and questioning of information and the scaffolded exploration of material through social and cognitive interaction. Studies on RPT vary in their execution, but most require elaborate planning and take up valuable class time. We tested the effectiveness of a "teach and question" (TQ) assignment that required student pairs to engage in RPT regularly outside class. A quasi-experimental design was implemented: one section of a general biology course completed TQ assignments, while another section completed a substitute assignment requiring individuals to review course material. The TQ section outperformed the other section by ∼6% on exams. Session recordings were coded to investigate correlation between TQ quality and student performance. Asking more questions was the characteristic that best predicted exam performance, and this was more predictive than most aspects of the course. We propose the TQ as an easy assignment to implement with large performance gains.

  15. Integrated dynamic policy management methodology and system for strategic environmental assessment of golf course installation policy in Taiwan

    International Nuclear Information System (INIS)

    Chen, Ching-Ho; Liu, Wei-Lin; Liaw, Shu-Liang

    2011-01-01

    Strategic environmental assessment (SEA) focuses primarily on assessing how policies, plans, and programs (PPPs) influence the sustainability of the involved regions. However, the processes of assessing policies and developing management strategies for pollution load and resource use are usually separate in the current SEA system. This study developed a policy management methodology to overcome the defects generated during the above processes. This work first devised a dynamic management framework using the methods of systems thinking, system dynamics, and Managing for Results (MFRs). Furthermore, a driving force-pressure-state-impact-response (DPSIR) indicator system was developed. The golf course installation policy was applied as a case study. Taiwan, counties of Taiwan, and the golf courses within those individual counties were identified as a system, subsystems, and objects, respectively. This study identified an object-linked double-layer framework with multi-stage-option to simultaneously to quantify golf courses in each subsystem and determine ratios of abatement and allocation for pollution load and resource use of each golf course. The DPSIR indicator values for each item of each golf course in each subsystem are calculated based on the options taken in the two decision layers. The summation of indicator values for all items of all golf courses in all subsystems according to various options is defined as the sustainability value of the policy. An optimization model and a system (IDPMS) were developed to obtain the greatest sustainability value of the policy, while golf course quantity, human activity intensity, total quantities of pollution load and resource use are simultaneously obtained. The solution method based on enumeration of multiple bounds for objectives and constraints (EMBOC) was developed for the problem with 1.95 x 10 128 combinations of possible options to solve the optimal solution in ten minutes using a personal computer with 3.0 GHz CPU

  16. A Case Study of a College-Wide First-Year Undergraduate Engineering Course

    Science.gov (United States)

    Aloul, Fadi; Zualkernan, Imran; Husseini, Ghaleb; El-Hag, Ayman; Al-Assaf, Yousef

    2015-01-01

    Introductory engineering courses are either programme specific or expose students to engineering as a broad discipline by including materials from various engineering programmes. A common introductory engineering course that spans different engineering programmes raises challenges, including the high cost of resources as well as the lack of…

  17. Prediction of Student Course Selection in Online Higher Education Institutes Using Neural Network

    Science.gov (United States)

    Kardan, Ahmad A.; Sadeghi, Hamid; Ghidary, Saeed Shiry; Sani, Mohammad Reza Fani

    2013-01-01

    Students are required to choose courses they are interested in for the coming semester. Due to restrictions, including lack of sufficient resources and overheads of running several courses, some universities might not offer all of a student's desirable courses. Universities must know every student's demands for every course prior to each semester…

  18. Needs Analysis and Course Design; A Framework for Designing Exam Courses

    Directory of Open Access Journals (Sweden)

    Reza Eshtehardi

    2017-09-01

    Full Text Available This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, which make them different from general English classes. Secondly, I will introduce a framework for needs analysis and diagnostic testing and highlight the importance of needs analysis for the design of syllabus and language courses. Thirdly, I will describe significant features of syllabus design, course assessment, and evaluation procedures.

  19. Metacognition and transfer within a course or instructional design rules and metacognition

    NARCIS (Netherlands)

    Vos, Henk

    2006-01-01

    A metacognitive strategy for doing research, included transfer, was taught in a course of nine afternoons. The success of this course raised some questions. How do the students learn? How does metacognition play a role? The course was designed in accordance with several instructional principles. The

  20. A course in theoretical physics

    CERN Document Server

    Shepherd, P J

    2013-01-01

    This book is a comprehensive account of five extended modules covering the key branches of twentieth-century theoretical physics, taught by the author over a period of three decades to students on bachelor and master university degree courses in both physics and theoretical physics. The modules cover nonrelativistic quantum mechanics, thermal and statistical physics, many-body theory, classical field theory (including special relativity and electromagnetism), and, finally, relativistic quantum mechanics and gauge theories of quark and lepton interactions, all presented in a single, self-contained volume. In a number of universities, much of the material covered (for example, on Einstein’s general theory of relativity, on the BCS theory of superconductivity, and on the Standard Model, including the theory underlying the prediction of the Higgs boson) is taught in postgraduate courses to beginning PhD students. A distinctive feature of the book is that full, step-by-step mathematical proofs of all essentia...

  1. Starting Point: Linking Methods and Materials for Introductory Geoscience Courses

    Science.gov (United States)

    Manduca, C. A.; MacDonald, R. H.; Merritts, D.; Savina, M.

    2004-12-01

    Introductory courses are one of the most challenging teaching environments for geoscience faculty. Courses are often large, students have a wide variety of background and skills, and student motivation can include completing a geoscience major, preparing for a career as teacher, fulfilling a distribution requirement, and general interest. The Starting Point site (http://serc.carleton.edu/introgeo/index.html) provides help for faculty teaching introductory courses by linking together examples of different teaching methods that have been used in entry-level courses with information about how to use the methods and relevant references from the geoscience and education literature. Examples span the content of geoscience courses including the atmosphere, biosphere, climate, Earth surface, energy/material cycles, human dimensions/resources, hydrosphere/cryosphere, ocean, solar system, solid earth and geologic time/earth history. Methods include interactive lecture (e.g think-pair-share, concepTests, and in-class activities and problems), investigative cases, peer review, role playing, Socratic questioning, games, and field labs. A special section of the site devoted to using an Earth System approach provides resources with content information about the various aspects of the Earth system linked to examples of teaching this content. Examples of courses incorporating Earth systems content, and strategies for designing an Earth system course are also included. A similar section on Teaching with an Earth History approach explores geologic history as a vehicle for teaching geoscience concepts and as a framework for course design. The Starting Point site has been authored and reviewed by faculty around the country. Evaluation indicates that faculty find the examples particularly helpful both for direct implementation in their classes and for sparking ideas. The help provided for using different teaching methods makes the examples particularly useful. Examples are chosen from

  2. Managing Depth and Breadth in the Business Spanish Course

    Science.gov (United States)

    Houston, Tony

    2015-01-01

    A business Spanish curriculum that presents the full spectrum of general and specialized areas--including management, banking, finance, marketing and advertising--might seem ambitious for a single course. A course that aims to present the full picture would seem to impose an undue burden on memory and retention of the content. By emphasizing…

  3. The history of psychology course in Spanish psychology curricula: Past, present, future.

    Science.gov (United States)

    Chisvert-Perales, Mauricio; Monteagudo-Soto, María J; Mestre, Vicenta

    2016-05-01

    Since the university education of psychologists began in Spain in 1954, the history of psychology course has been included in the curriculum. In the first few years, only half of the curricula offered the course. From 1973 to 2007, the universities' organization and regulation underwent successive reforms that involved changes in the curricula, decreeing specific national guidelines for each degree and establishing a minimum set of common required courses, called core courses, including the history of psychology. In 2007, the European Higher Education Area was set up, transforming the 5-year bachelor's degrees into 4-year degrees and eliminating the required guidelines, with each university being able to define the content of their curricula. The Dean's Conference for Psychology agreed on some recommendations related to core courses, which continued to include the history of psychology and were adopted by the majority of the universities. In 2015, the government established a new national regulation that makes it possible for each university to voluntarily reduce the length of the bachelor's degree to 3 years. Some psychology historians believe that this hypothetical reduction in the length of the degree, along with the already existing general tendency to prioritize applied or practical courses over basic or fundamental ones, could produce an appropriate scenario for the disappearance of the history of psychology course in some universities. (c) 2016 APA, all rights reserved).

  4. Smart teaching technologies used in blended e-learning course mathematics

    OpenAIRE

    Schreurs, J.

    2013-01-01

    A literature study about changes in learning models and learning environment is reported and relevant best practices were described in the first part of the paper. An e-tutor solution for the course mathematics of first year bachelor business economic sciences in Hasselt University has been developed, based on these concepts. LAB lecture capturing has been used for the development of presentation video's. Attractive visual presentations of the theoretical modules are focusing on the concepts,...

  5. When Religion Becomes Deviance: Introducing Religion in Deviance and Social Problems Courses.

    Science.gov (United States)

    Perrin, Robin D.

    2001-01-01

    Focuses on teaching new religious movements (NRMs), or cults, within deviance or social problems courses. Provides information about the conceptions and theories of deviance. Includes three illustrations of how to use deviant religions in a deviance course and offers insights into teaching religion as deviance. Includes references. (CMK)

  6. 14 CFR Appendix C to Part 63 - Flight Engineer Training Course Requirements

    Science.gov (United States)

    2010-01-01

    ... looseleaf binder to include a table of contents. If an applicant desires approval of both a ground school course and a flight school course, they must be combined in one looseleaf binder that includes a separate... control. Temperature control. Engine operation analysis. Operation of all systems. Fuel management...

  7. Impact of different Moodle Course Designs on Students’ Performance

    Directory of Open Access Journals (Sweden)

    Gustavo R. Alves

    2013-03-01

    Full Text Available This work describes the impact of different teachers’ approaches in using Moodle, for supporting their courses, at the Polytechnic of Porto - School of Engineering. The study covers five different courses, from different degrees and different years, and includes a number of Moodle resources especially supporting laboratory classes. These and other active resources are particularly analyzed in order to evaluate students’ adherence to them. One particular course includes a number of remote experiments, made available through VISIR (Virtual Instrument Systems in Reality and directly accessible through links included in the Moodle course page. The collected data have been correlated with students’ classifications in the lab component and in the exam, each one weighting 50% of their final marks. This analysis benefited from the existence of different teachers’ approaches, which resulted in a diversity of Moodle-supported environments. Conclusions point to the existence of a positive correlation factor between the number of Moodle accesses and the final exam grade, although the quality of the resources made available by the teachers seems to be preponderant over its quantity. In addition, different students perspectives were found regarding active resources: while some seem to encourage students to participate (for instance online quiz or online reports, others, more demanding, are unable to stimulate the majority of them.

  8. GRADING: Involving Students in a Time-saving Solution to the Homework Problem.

    Science.gov (United States)

    Mafi, Mohammad

    1989-01-01

    A procedure where homework assignments are collected, graded, and returned each week is suggested. Students were used to grade each other's homework against copies of the solutions according to criteria established at the beginning of the course. Student response has been positive. (MVL)

  9. Costs of Low-Scale Distance Learning Programs: A Case of Distance Learning Courses in the Aegean Islands.

    Directory of Open Access Journals (Sweden)

    Costas Tsolakidis

    2010-03-01

    Full Text Available The advance of Information and Communication Technology (ICT and the reduction of cost in digital applications motivate course designers to develop new application of distance learning programs so as to meet the increasing educational needs in the knowledge-based society. As a consequence, distance learning courses are increasing in number, credibility and acceptability all over the world. The question is whether these programs are efficient in terms of costs. The main theme of this work is to investigate cost behaviour and estimate cost efficiency of distance learning courses applied in low-inhabited, remote islands. The target group consists of high school students of Grade I. The distance learning course that is designed uses several scenarios of the “what-if form” and reaches the conclusion that cost of such solutions is far lower than that of any traditional course, even at the absence of scale economies.

  10. Safety in the Chemical Laboratory: An Undergraduate Chemical Laboratory Safety Course.

    Science.gov (United States)

    Nicholls, L. Jewel

    1982-01-01

    Describes a two-quarter hour college chemistry course focusing on laboratory safety. Includes lists of topics/assignments, problem sets (toxicology, storage, and energy) and videotapes, films, and slide sets used in the course. (JN)

  11. An Accounting International Experience Course

    Science.gov (United States)

    Johnson, Leigh Redd; Rudolph, Holly R.; Seay, Robert A.

    2010-01-01

    Accounting students need practical opportunities to personally experience other cultures and international business practices if they are to effectively compete in today's global marketplace. In order to address this need, the Department of Accounting at Murray State University offers an international experience course which includes a short-term…

  12. Characterizing the Fundamental Intellectual Steps Required in the Solution of Conceptual Problems

    Science.gov (United States)

    Stewart, John

    2010-02-01

    At some level, the performance of a science class must depend on what is taught, the information content of the materials and assignments of the course. The introductory calculus-based electricity and magnetism class at the University of Arkansas is examined using a catalog of the basic reasoning steps involved in the solution of problems assigned in the class. This catalog was developed by sampling popular physics textbooks for conceptual problems. The solution to each conceptual problem was decomposed into its fundamental reasoning steps. These fundamental steps are, then, used to quantify the distribution of conceptual content within the course. Using this characterization technique, an exceptionally detailed picture of the information flow and structure of the class can be produced. The intellectual structure of published conceptual inventories is compared with the information presented in the class and the dependence of conceptual performance on the details of coverage extracted. )

  13. The Development of a Course Sequence in Real-Time Systems Design

    Science.gov (United States)

    1993-08-01

    This project deals with the development of a senior level course sequence in software intensive real - time systems . The sequence consists of a course...for an engineering industrial career in real - time systems development. The course sequence emphasizes practical standards, techniques, and tools for...system development. Few universities include real - time systems development in their undergraduate Computer Engineering or Computer Science curriculum

  14. Comparison of Live Versus Online Instruction of a Novel Soft Skills Course in Mongolia.

    Science.gov (United States)

    Mahadevan, Aditya; Strehlow, Matthew C; Dorjsuren, Khandregzen; Newberry, Jennifer A

    2017-11-30

    Background Soft skills are essential for employee success in the global marketplace; however, many developing countries lack content experts to provide the requisite instruction to an emerging workforce. One possible solution is to use an online, open-access curriculum. To date, no studies on soft skills curricula using an online learning platform have been undertaken in Mongolia. Objective To evaluate the efficacy of an online versus classroom platform to deliver a novel soft skills course in Mongolia. Methods A series of eight lectures along with corresponding surveys and multiple choice question tests were developed and translated into the Mongolian language. Two different delivery modalities, online and traditional classroom lectures, were then compared for knowledge gain, comfort level, and satisfaction. Knowledge gain and comfort level were assessed pre- and post-course, while satisfaction was assessed only post-course. Results Enrollment in the online and classroom courses was 89 students and 291 students, respectively. Sixty-two online students (68% female) and 114 classroom students (77% female) completed the entire course and took the post-test. The online cohort had higher pre-test scores than the classroom cohort (46.4% and 37.3%, respectively, p soft skills topics (p soft skills course, and it was found that knowledge gain was significantly higher for the classroom group, while comfort and satisfaction with individual course topics was comparable.

  15. Case study of a framing effect in course evaluations.

    Science.gov (United States)

    Lynöe, Niels; Juth, Niklas; Helgesson, Gert

    2012-01-01

    When new elements are included in the medical curriculum and the total time frame remains unchanged, established disciplines have to shorten their courses. This might bring about frustration among the teachers and students concerned, which in turn might affect how other courses are perceived. Two course evaluations, one before and one after a major change in the curriculum were compared. Comments were also analysed. We found that the students' and teachers' frustration influenced the students' evaluations of a new course in the philosophy of medicine and accordingly brought about an unintended message effect referred to as a framing effect. The results of this observational study indicate that a negative framing effect might influence course-evaluations. We suggest that this study might be used as a point of departure for further empirical studies about negative framing effects.

  16. Nuclear criticality safety: 3-day training course

    International Nuclear Information System (INIS)

    Schlesser, J.A.

    1993-06-01

    The open-quotes 3-Day Training Courseclose quotes is an intensive course in criticality safety consisting of lectures and laboratory sessions, including active student participation in actual critical experiments, a visit to a plutonium processing facility, and in-depth discussions on safety philosophy. The program is directed toward personnel who currently have criticality safety responsibilities in the capacity of supervisory staff and/or line management. This compilation of notes is presented as a source reference for the criticality safety course. It represents the contributions of many people, particularly Tom McLaughlin, the course's primary instructor. It should be noted that when chapters were extracted, an attempt was made to maintain footnotes and references as originally written. Photographs and illustrations are numbered sequentially

  17. Bridging the Gap between the Technological Singularity and Medicine: Highlighting a Course on Technology and the Future of Medicine

    Science.gov (United States)

    Solez, Kim; Bernier, Ashlyn; Crichton, Joel; Graves, Heather; Kuttikat, Preeti; Lockwood, Ross; Marovitz, William F.; Monroe, Damon; Pallen, Mark; Pandya, Shawna; Pearce, David; Saleh, Abdullah; Sandhu, Neelam; Sergi, Consolato; Tuszynski, Jack; Waugh, Earle; White, Jonathan; Wong, Julielynn; Woodside, Michael; Wyndham, Roger; Zaiane, Osmar; Zakus, David

    2013-01-01

    The “technological singularity” is forecasted to occur in the mid-21st century and is defined as the point when machines will become smarter than humans and thus trigger the merging of humans and machines. It is hypothesized that this will have a profound influence on medicine and population health. This paper describes a new course entitled “Technology and the Future of Medicine” developed by a multi-disciplinary group of experts. The course began as a continuing medical education course and then transitioned to an accredited graduate-level course. We describe the philosophy of the course and the innovative solutions to the barriers that were encountered, with a focus on YouTube audience retention analytics. Our experience may provide a useful template for others. PMID:24171879

  18. Mountain Plains Learning Experience Guide: Electrical Wiring. Course: Electrical Wiring Trim-Out.

    Science.gov (United States)

    Arneson, R.; And Others

    One of two individualized courses included in an electrical wiring curriculum, this course covers electrical materials installation for the trim-out stage. The course is comprised of five units: (1) Outlets, (2) Fixtures, (3) Switches, (4) Appliances, and (5) Miscellaneous. Each unit begins with a Unit Learning Experience Guide that gives…

  19. NEW COURSES

    CERN Multimedia

    Technical Training; Tel. 74924

    2001-01-01

    Hands-on Training Support for the Windows 2000 Migration Please note that the set of hands-on courses listed below has been added to the Technical Training Programme to support the labwide migration to Windows 2000. If there is enough demand it is planned to organise sessions throughout the summer period. Anyone interested is asked to register for the course(s) of their choice by accessing the web course description from : http://training.web.cern.ch/Training/Welcome.html As soon as a minimum number of applications have been received dates will be fixed and published in the weekly bulletin and on the web. Please note that in order to get maximum benefit from these courses it is important to have Windows 2000 installed on your computer either before or immediately after you attend the session. People who do not have access to a Windows 2000 PC are strongly recommended to plan their training to coincide with the migration of their PC. A migration plan has been prepared in agreement with the NICE 2000 divisiona...

  20. [Proposal of a different interpretation of the physiology of labor useful in more edifying teaching of obstetric psychoprophylaxis courses].

    Science.gov (United States)

    Mergoni, A

    1994-01-01

    Without underestimating the undeniable benefit which can be achieved from various physical and mental relaxation exercises, the author expresses the conviction that the didactic and cultural aspect of preparative courses during pregnancy by definition improve, to a greater extent than is widely believed, the positive outcome of obstetric psychoprophylaxis. It is therefore opportune that the didactic part of courses should cover a wider and more detailed range than is usually the case, in particular including a more exhaustive and accurate description of the mechanical phenomenon of birth. Without a clear knowledge and awareness of such mechanical aspects, pregnant women will not feel prepared for and in full and rational control of her own labour. Given that a correct knowledge of the physiology of labour inevitably includes aspects which will enrich the pregnant woman's psyche, the author hopes that interest will soon be reawakened in the physiology of labour whose interpretation has for a long time contained a number of basic and unresolved problems. In order to rectify and further our knowledge of the physiology of labour, it is important to be willing to consider other interpretative models which differ from the traditional one. On this subject, the author aims to rediscuss one model in which Pascal's principle is recognised as the decisive cause of the majority of the mechanical phenomena of labour, and which, in addition to providing solutions to many unresolved problems, makes the teaching of preparative courses during pregnancy more edifying in psychological terms.

  1. Courses on the Beauty of Mathematics: Our Version of General Education Mathematics Courses

    Science.gov (United States)

    Rash, Agnes M.; Fillebrown, Sandra

    2016-01-01

    This article describes various courses designed to incorporate mathematical proofs into courses for non-math and non-science majors. These courses, nicknamed "math beauty" courses, are designed to discuss one topic in-depth rather than to introduce many topics at a superficial level. A variety of courses, each requiring students to…

  2. Publishing an Article: The Goal for a Graduate Course

    Science.gov (United States)

    Hilke, Michael

    2013-01-01

    This essay discusses the effectiveness of a graduate course for physics students, with a course goal to write a publishable article on a modern research topic (graphene). I analyze the tools used to this end, which included Web 2.0 methods, in-class discussions and presentations, as well as extensive peer-review. In addition to producing a…

  3. Course Placement Series: Spotlight on High School Math Course Enrollment. Policy Brief

    Science.gov (United States)

    Tennessee Department of Education, 2015

    2015-01-01

    The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth…

  4. A first course in mechanics

    CERN Document Server

    Lunn, Mary

    1991-01-01

    This textbook provides a simple introduction to mechanics for students coming to the subject for the first time. The text is based on courses given to first and second year undergraduates and has been written with this audience very much in mind. Prerequisites are only a basic familiarity with vectors, matrices, and elementary calculus. The author's aim is to provide an understanding of Newtonian mechanics using the tools of modern algebra. The first chapters of the book introduce the fundamentals of the motion of rigid bodies: Newton's laws, forces, linear and angular momentum, and the conservation of energy. In the later chapters the theory of Lagrangian mechanics is developed and extended to cover applications to impulsive forces. Throughout the theory is illustrated with many worked examples and numerous exercises (some with solutions) are provided.

  5. Onychomycosis of Toenails and Post-hoc Analyses with Efinaconazole 10% Solution Once-daily Treatment

    Science.gov (United States)

    2016-01-01

    Topical treatment for toenail onychomycosis has been fraught with a long-standing reputation of poor efficaey, primarily due to physical properties of the nail unit that impede drug penetration. Newer topical agents have been formulated as Solution, which appear to provide better therapeutic response in properly selected patients. It is important to recognize the impact the effects that mitigating and concomitant factors can have on efficaey. These factors include disease severity, gender, presence of tinea pedis, and diabetes. This article reviews results achieved in Phase 3 pivotal studies with topical efinaconazole 10% Solution applied once daily for 48 weeks with a focus on how the aforementioned factors influenced therapeutic outcomes. It is important for clinicians treating patients for onychomycosis to evaluate severity, treat concomitant tinea pedis, address control of diabetes if present by encouraging involvement of the patient’s primary care physician, and consider longer treatment courses when clinically relevant. PMID:27047631

  6. A CAD (Classroom Assessment Design) of a Computer Programming Course

    Science.gov (United States)

    Hawi, Nazir S.

    2012-01-01

    This paper presents a CAD (classroom assessment design) of an entry-level undergraduate computer programming course "Computer Programming I". CAD has been the product of a long experience in teaching computer programming courses including teaching "Computer Programming I" 22 times. Each semester, CAD is evaluated and modified…

  7. Mountain Plains Learning Experience Guide: Electrical Wiring. Course: Electrical Wiring Rough-In.

    Science.gov (United States)

    Arneson, R.; And Others

    One of two individualized courses included in an electrical wiring curriculum, this course covers electrical installations that are generally hidden within the structure. The course is comprised of four units: (1) Outlet and Switch Boxes, (2) Wiring, (3) Service Entrance, and (4) Signal and Low Voltage Systems. Each unit begins with a Unit…

  8. Aspects on Teaching/Learning with Object Oriented Programming for Entry Level Courses of Engineering.

    Science.gov (United States)

    de Oliveira, Clara Amelia; Conte, Marcos Fernando; Riso, Bernardo Goncalves

    This work presents a proposal for Teaching/Learning, on Object Oriented Programming for Entry Level Courses of Engineering and Computer Science, on University. The philosophy of Object Oriented Programming comes as a new pattern of solution for problems, where flexibility and reusability appears over the simple data structure and sequential…

  9. General and Professional English Courses

    CERN Multimedia

    2008-01-01

    The next session will take place: from 25 February or 3 March to the end of June 2008 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, Tel. 78144. Oral Expression The next session will take place from 25 February or 3 March to the end of June 2008 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their oral skills and improve their vocabulary. There will be an average of 8 participants per class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours. Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will take place from 25 February or 3 March to end of June 2008 (1/2 weeks break...

  10. General and Professional English Courses

    CERN Multimedia

    2008-01-01

    The next session will take place: from 25 February or 3 March to end of June 2008 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 25 February or 3 March to end of June 2008 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking their oral skills while extending their vocabulary. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours. Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will take place from 25 February or ...

  11. General and Professional English Courses

    CERN Multimedia

    2008-01-01

    The next session will take place: from 25 February or 3 March to end of June 2008 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 25 February or 3 March to end of June 2008 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking. skills while extending their vocabulary. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours. Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will take place from 25 February or 3 Marc...

  12. New general radiation protection training course

    CERN Document Server

    2008-01-01

    Some members of CERN personnel, users included, may have to work in supervised or controlled radiation areas, or may be concerned with activities involving the use of radioactive sources. According to CERN Safety rules all persons whose work may encounter ionising radiation risk must be adequately trained. This training must ensure that workers are informed about the potential health risks which could result from radiation exposure, about the basic principles of radiation protection and of the relevant radiation protection regulations as well as about safe working methods and techniques in radiation zones. Therefore the Organization organises mandatory general and work-specific radiation protection (RP) courses addressed to its personnel. These courses are also open to contractors’ personnel, in addition to the RP training they must receive from their employers. Based on the results of a pilot project, an improved general radiation protection course has been prepared. This...

  13. New general radiation protection training course

    CERN Multimedia

    2008-01-01

    Some members of CERN personnel, including users, may have to work in supervised or controlled radiation areas, or may be involved in activities involving the use of radioactive sources. According to CERN Safety Rules all persons whose work may be associated with ionising radiation risk must be adequately trained. This training must ensure that workers are informed about the potential health risks which could result from radiation exposure, the basic principles of radiation protection and the relevant radiation protection regulations as well as safe working methods and techniques in radiation zones. Therefore the Organization organises mandatory general and work-specific radiation protection (RP) courses for its personnel. These courses are also open to contractors’ personnel, in addition to the RP training they must receive from their employers. Based on the results of a pilot project, an improved general radiation protection course has been prepared. This new ½ day cours...

  14. CAS course on Plasma Wake Acceleration

    CERN Multimedia

    CERN Accelerator School

    2015-01-01

    The CERN Accelerator School (CAS) recently organised a specialised course on Plasma Wake Acceleration, held at CERN, Geneva, Switzerland, from 23 to 29 November 2014.    Following a number of introductory lectures on laser and plasma physics, as well as an overview of conventional accelerators and their limitations, the course covered a large number of aspects of plasma wake acceleration schemes: the creation of plasma by high power lasers or particle beams, a description of the plasma creation process through simulations and the characteristics of the accelerated particle beams, including results of the latest achievements. Lectures on beam diagnostics, the applications of plasma accelerated beams, and topical seminars completed the programme.  The course was very successful, with 109 students of 26 nationalities attending; most participants coming from European counties, but also from the US, Israel, India, South Korea, Russia and Ukraine. Feedback from the participants was...

  15. Short course on system safety analysis

    International Nuclear Information System (INIS)

    Sudmann, R.H.

    1992-01-01

    This course provides and introduction to methods generally used in safety analysis and accident investigation. It is a non-mathematical approach, directed toward a casual user. The participant will learn techniques allowing them to dissect a system or incident in order identify real or potential safety problems. These techniques will be applied to analyze events which have occurred within DOE facilities. As a manager or staff person with general oversight responsibilities, the participant should gain an awareness of the big picture and not just ''dig for facts.'' This can be accomplished by being alert and responsive to the atmosphere and condition of the plant; mood and impression of the worker and the behavioral climate. The techniques taught in the course can be used to identify critical areas or indicators. These indicators will signal problems before the ''facts'' will. Analysis techniques taught are used to gauge the breadth of the ''forest'' and not necessarily to identify the trees. For this course includes a technical background with experience in a chemical processing operations and a knowledge of basic chemistry and engineering is desirable. The course should help in a present or future assignment in an oversight role

  16. Training courses at VR-1 reactor

    International Nuclear Information System (INIS)

    Sklenka, L.; Kropik, M.

    2006-01-01

    This paper describes one of the main purposes of the VR-1 training reactor utilization - i.e. extensive educational program. The educational program is intended for the training of university students and selected nuclear power plant personnel. The training courses provide them experience in reactor and neutron physics, dosimetry, nuclear safety and operation of nuclear facilities. At present, the training course participants can go through more than 20 standard experimental exercises; particular exercises for special training can be prepared. Approximately 200 university students become familiar with the reactor (lectures, experiments, experimental and diploma works, etc.) every year. About 12 different faculties from Czech universities use the reactor. International co-operation with European universities in Germany, Hungary, Austria, Slovakia, Holland and UK is frequent. The VR-1 reactor takes also part in Eugene Wigner Course on Reactor Physics Experiments in the framework of European Nuclear Educational Network (ENEN) association. Recently, training courses for Bulgarian research reactor specialists supported by IAEA were carried out. An attractive program including demonstration of reactor operation is prepared also for high school students. Every year, more than 1500 high school students come to visit the reactor, as do many foreigner visitors. (author)

  17. Transforming the Online Course

    Science.gov (United States)

    Horodyskyj, L.; Ben-Naim, D.; Semken, S. C.; Anbar, A. D.

    2013-12-01

    Traditional large lecture classes are fundamentally passive and teacher-centered. Most existing online courses are as well, including massive open online courses (MOOCs). Research tells us that this mode of instruction is not ideal for student learning. However, the unique attributes of the online environment have thus far been mostly underutilized. We hypothesize that new tools and the innovative curricula they enable can foster greater student engagement and enhance learning at large scale. To test this hypothesis, over the past three years, Arizona State University developed and offered "Habitable Worlds", an online-only astrobiology lab course. The course curriculum is based on the Drake Equation, which integrates across disciplines. The course pedagogy is organized around a term-long, individualized, game-inspired project in which each student must find and characterize rare habitable planets in a randomized field of hundreds of stars using concepts learned in the course. The curriculum allows us to meaningfully integrate concepts from Earth, physical, life, and social sciences in order to address questions related to the possibility of extraterrestrial life. The pedagogy motivates students to master concepts, which are taught through interactive and adaptive inquiry-driven tutorials, featuring focused feedback and alternative pathways that adjust to student abilities, built using an intelligent tutoring system (Smart Sparrow's Adaptive eLearning Platform - AeLP). Through the combination of the project and tutorials, students construct knowledge from experience, modeling the authentic practice of science. Because the tutorials are self-grading, the teaching staff is free to dedicate time to more intense learner-teacher interactions (such as tutoring weaker students or guiding advanced students towards broader applications of the concepts), using platforms like Piazza and Adobe Connect. The AeLP and Piazza provide robust data and analysis tools that allow us to

  18. Sixty-first Science Academies' Refresher Course in Experimental ...

    Indian Academy of Sciences (India)

    IAS Admin

    A Refresher Course in Experimental Physics will be held at the Department of Physics, School of ... With the aid of a low cost kit developed by ... highly successful and the experiments have been included in 80 institutions including universities,.

  19. Smart Teachig Technologies used in blended e-learning course mathematics

    OpenAIRE

    Schreurs, Jeanne

    2013-01-01

    A literature study about changes in learning models and learning environment is reported and relevant best practices were described in the first part of the paper. An e-tutor solution for the course mathematics of first year bachelor business economic sciences in Hasselt University has been developed, based on these concepts. LAB lecture capturing has been used for the development of presentation video’s. Attractive visual presentations of the theoretical modules are focusing on the co...

  20. Predicting success for college students enrolled in an online, lab-based, biology course for non-majors

    Science.gov (United States)

    Foster, Regina

    Online education has exploded in popularity. While there is ample research on predictors of traditional college student success, little research has been done on effective methods of predicting student success in online education. In this study, a number of demographic variables including GPA, ACT, gender, age and others were examined to determine what, if any, role they play in successfully predicting student success in an online, lab-based biology for non-majors course. Within course variables such as participation in specific categories of assignment and frequency of online visits were also examined. Groups of students including Native American/Non-Native American and Digital Immigrants and Digital Natives and others were also examined to determine if overall course success differed significantly. Good predictors of online success were found to be GPA, ACT, previous course experience and frequency of online visits with the course materials. Additionally, students who completed more of the online assignments within the course were more successful. Native American and Non-Native American students were found to differ in overall course success significantly as well. Findings indicate student academic background, previous college experience and time spent with course materials are the most important factors in course success. Recommendations include encouraging enrollment advisors to advise students about the importance of maintaining high academic levels, previous course experience and spending time with course materials may impact students' choices for online courses. A need for additional research in several areas is indicated, including Native American and Non-Native American differences. A more detailed examination of students' previous coursework would also be valuable. A study involving more courses, a larger number of students and surveys from faculty who teach online courses would help improve the generalizability of the conclusions.

  1. Issues in Athletic Administration: A Content Analysis of Syllabi from Intercollegiate Athletics Graduate Courses

    Science.gov (United States)

    Comeaux, Eddie; Brown, Alan; Sieben, Nicole P.

    2015-01-01

    This study examined courses focused on intercollegiate athletics in sport-related graduate programs (e.g., Sport Leadership, Sport Management, and Athletic/Sport Administration). A content analysis of course syllabi was used to determine the alignment of course scope and content. Analysis included course type (i.e., required or elective),…

  2. Collaborative course design

    NARCIS (Netherlands)

    Rien Brouwers; Ellen Simons

    2002-01-01

    International Summer School on the Digital Library Course 2: Digital Libraries and Education 8 August 2002 Our proposition in this paper is: The overall quality of education can be improved by application of the different expertises of educational and library staff in course design and course

  3. Designing a Materials Development Course for EFL Student Teachers: Principles and Pitfalls

    Science.gov (United States)

    Bouckaert, Marina

    2016-01-01

    This article presents an overview of a newly designed course in materials development at a teacher education institute in the Netherlands. It also includes an evaluation of the course by its participants, student teachers of English as a foreign language (EFL) in Dutch secondary schools. The course overview describes the aims and objectives of the…

  4. Communicating the Benefits of a Full Sequence of High School Science Courses

    Science.gov (United States)

    Nicholas, Catherine Marie

    High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit in the STEM degree production rate needed to fill the demand of the current job market and remain competitive as a nation. The purpose of the study was to make a difference in the number of students who have access to information about the benefits of completing a full sequence of science courses. This dissertation study employed qualitative research methodology to gain a broad perspective of staff through a questionnaire and document review and then a deeper understanding through semi-structured interview protocol. The data revealed that a universal sequence of science courses in the high school district did not exist. It also showed that not all students had access to all science courses; students were sorted and tracked according to prerequisites that did not necessarily match the skill set needed for the courses. In addition, the study showed a desire for more support and direction from the district office. It was also apparent that there was a disconnect that existed between who staff members believed should enroll in a full sequence of science courses and who actually enrolled. Finally, communication about science was shown to occur mainly through counseling and peers. A common science sequence, detracking of science courses, increased communication about the postsecondary and academic benefits of a science education, increased district direction and realistic mathematics alignment were all discussed as solutions to the problem.

  5. Students' Perceptions of Online Courses: The Effect of Online Course Experience

    Science.gov (United States)

    Dobbs, Rhonda R.; Waid-Lindberg, Courtney A.; del Carmen, Alejandro

    2017-01-01

    While online learning is nothing new, research regarding student perceptions of online courses is limited and has generally focused on those who have taken online courses. Data were collected from 180 students taking criminal justice courses on campus at a large 4-year university in the Southwest and 100 students taking criminal justice courses in…

  6. The RN-BSN Bridge Course: Transitioning the Re-Entry Learner.

    Science.gov (United States)

    Huston, Carol; Shovein, Julia; Damazo, Becky; Fox, Sherry

    2001-01-01

    A 6-week bridge course designed to ease the transition of registered nurses into baccalaureate degree programs focused on critical thinking, learning styles, professional roles, values clarification, time management, and career planning. It also oriented students to Web Course Tools, used for distance learning. Outcomes included role and campus…

  7. Two Undergraduate Process Modeling Courses Taught Using Inductive Learning Methods

    Science.gov (United States)

    Soroush, Masoud; Weinberger, Charles B.

    2010-01-01

    This manuscript presents a successful application of inductive learning in process modeling. It describes two process modeling courses that use inductive learning methods such as inquiry learning and problem-based learning, among others. The courses include a novel collection of multi-disciplinary complementary process modeling examples. They were…

  8. Accuracy Improvement Capability of Advanced Projectile Based on Course Correction Fuze Concept

    Directory of Open Access Journals (Sweden)

    Ahmed Elsaadany

    2014-01-01

    Full Text Available Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course correction modules, one is devoted to range correction (drag ring brake and the second is devoted to drift correction (canard based-correction fuze. The course correction modules have been characterized by aerodynamic computations and flight dynamic investigations in order to analyze the effects on deflection of the projectile aerodynamic parameters. The simulation results show that the impact accuracy of a conventional projectile using these course correction modules can be improved. The drag ring brake is found to be highly capable for range correction. The deploying of the drag brake in early stage of trajectory results in large range correction. The correction occasion time can be predefined depending on required correction of range. On the other hand, the canard based-correction fuze is found to have a higher effect on the projectile drift by modifying its roll rate. In addition, the canard extension induces a high-frequency incidence angle as canards reciprocate at the roll motion.

  9. Accuracy improvement capability of advanced projectile based on course correction fuze concept.

    Science.gov (United States)

    Elsaadany, Ahmed; Wen-jun, Yi

    2014-01-01

    Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course correction modules, one is devoted to range correction (drag ring brake) and the second is devoted to drift correction (canard based-correction fuze). The course correction modules have been characterized by aerodynamic computations and flight dynamic investigations in order to analyze the effects on deflection of the projectile aerodynamic parameters. The simulation results show that the impact accuracy of a conventional projectile using these course correction modules can be improved. The drag ring brake is found to be highly capable for range correction. The deploying of the drag brake in early stage of trajectory results in large range correction. The correction occasion time can be predefined depending on required correction of range. On the other hand, the canard based-correction fuze is found to have a higher effect on the projectile drift by modifying its roll rate. In addition, the canard extension induces a high-frequency incidence angle as canards reciprocate at the roll motion.

  10. [Leadership and management courses for clinicians].

    Science.gov (United States)

    Wichelhaus, Daniel; Fischer, Peter

    2017-08-01

    The aim of the present study was to evaluate the benefit of Leadership and Management Courses for clinicians, specifically which leadership and management contents are beneficial to their daily clinical work and whether these contents support their individual career. E-mail invitations to participate in the study were sent to all 543 medical doctors of the University Hospital Hanover, Germany, who had taken part in one of the leadership and management courses offered between June 2005 and June 2015. The enquiry was carried out between June 1 and June 30, 2015. 84 e-mail addresses were no longer active; and so, N=459 clinicians actually received the invitation. Of these, 104 participated (22.7%). The study included 59 items. Six were free text items, twelve items were closed questions which could be answered by choosing from a drop down menu, and 41 were answered on a Likert scale from 0 (not fitting at all) to 10 (perfect fit). Based on the items answered on a Likert scale, the following scales and mean values were deduced: Job Satisfaction (M=7.44); Leadership (M=7.77); Trust (M=7.22); Striving for Power (M=7,45); negative Affect (M=4,91); Target Achievement Motivation (M=8.19); Communication (M=8.30) and Management (M=6.48). Regression analysis showed that Job- and Team Satisfaction can predict to what extent the participants regard themselves as good leaders. The study participants defined the following topics as very important: leadership and management style, managerial functions, team management, human resources development and project management. Further topics included rhetoric skills, presentation techniques, as well as basic economics such as understanding balance sheets, profit & loss statements and contribution margin calculation. 55% of the course contents were described as being directly applicable to their daily working environment. In the clinicians' view, the ideal leader acts as a role model (passing on values like respect, appreciation, honesty

  11. Business-to-business electronic commerce systems and services. Smart EC solution; Kigyoka nrenkei system solution system. Smart EC solution

    Energy Technology Data Exchange (ETDEWEB)

    Setoguchi, T.; Manchu, Y.; Katsumata, M. [Toshiba Corp., Tokyo (Japan)

    2000-04-01

    Toshiba provides a range of information technology (IT) solutions called SmartEC Solution, which includes business-to-business electronic commerce systems and services based on international standards and industrial know-how, especially our electronic data interchange (EDI) know-how as a manufacturer. These IT solutions are supplied as services covering strategy planning, system integration, and application service provider based on five types of business-to-business electronic commerce. (author)

  12. Teaching interpersonal skills in an international design-build course

    DEFF Research Database (Denmark)

    Christensen, Jørgen Erik; Karhu, Markku; Christensen, Cecillia

    2011-01-01

    in that its chief purpose is to bring into focus the fact that students have to take an active part in the exercises as well as involve themselves in the interactive communication process. This is in stark contrast to a teacher giving lectures about communication, leaving the students passive listeners......The Technical University of Denmark (DTU) and Helsinki Metropolia University of Applied Sciences (Metropolia) started the CDIO concept in the autumn of 2008. The aim with this was to reform the B.Sc. courses to guide students to become better and more efficient engineers. The working conditions...... of an International Communication Course for the engineering students and to emphasize the importance of including a course like this into the CDIO concept, to be worked on in the process of further development. The course described in this paper is a strictly non-engineering course in communication; it is special...

  13. Use of clickers and sustainable reform in upper-division physics courses

    Science.gov (United States)

    Dubson, Michael

    2008-03-01

    At the University of Colorado at Boulder, successful reforms of our freshmen and sophomore-level physics courses are now being extended to upper-division courses, including Mechanics, Math Methods, QM, E&M, and Thermal Physics. Our course reforms include clicker questions (ConcepTests) in lecture, peer instruction, and an added emphasis on conceptual understanding and qualitative reasoning on homework assignments and exams. Student feedback has been strongly positive, and I will argue that such conceptual training improves rather than dilutes, traditional, computationally-intensive problem-solving skills. In order for these reforms to be sustainable, reform efforts must begin with department-wide consensus and agreed-upon measures of success. I will discuss the design of good clicker questions and effective incorporation into upper-level courses, including examples from materials science. Condensed matter physics, which by nature involve intelligent use of approximation, particularly lends itself to conceptual training. I will demonstrate the use of a clicker system (made by iClicker) with audience-participation questions. Come prepared to think and interact, rather than just sit there!

  14. Proceedings of a one-week course on exploiting anomalous scattering in macromolecular structure determination (EMBO'07)

    International Nuclear Information System (INIS)

    Weiss, M.S.; Shepard, W.; Dauter, Z.; Leslie, A.; Diederichs, K.; Evans, G.; Svensson, O.; Schneider, T.; Bricogne, G.; Dauter, Z.; Flensburg, C.; Terwilliger, T.; Lamzin, V.; Leslie, A.; Kabsch, W.; Flensburg, C.; Terwilliger, T.; Lamzin, V.; Read, R.; Panjikar, S.; Pannu, N.S.; Dauter, Z.; Weiss, M.S.; McSweeney, S.

    2007-01-01

    This course, which was directed to young scientists, illustrated both theoretical and practical aspects of macromolecular crystal structure solution using synchrotron radiation. Some software dedicated to data collection, processing and analysis were presented. This document gathers only the slides of the presentations

  15. Proceedings of a one-week course on exploiting anomalous scattering in macromolecular structure determination (EMBO'07)

    Energy Technology Data Exchange (ETDEWEB)

    Weiss, M S; Shepard, W; Dauter, Z; Leslie, A; Diederichs, K; Evans, G; Svensson, O; Schneider, T; Bricogne, G; Dauter, Z; Flensburg, C; Terwilliger, T; Lamzin, V; Leslie, A; Kabsch, W; Flensburg, C; Terwilliger, T; Lamzin, V; Read, R; Panjikar, S; Pannu, N S; Dauter, Z; Weiss, M S; McSweeney, S

    2007-07-01

    This course, which was directed to young scientists, illustrated both theoretical and practical aspects of macromolecular crystal structure solution using synchrotron radiation. Some software dedicated to data collection, processing and analysis were presented. This document gathers only the slides of the presentations.

  16. Peer Instruction in an Algebra-Based General Physics Course

    Science.gov (United States)

    Listerman, Thomas W.

    1999-10-01

    We have restructured our algebra-based general physics course to increase peer instruction. For the last three years each lecture has been followed by a recitation class. In recitation class students break up into small groups to work on "study guides" concerning the previous lecture. The recitation instructor is available to answer questions and to provide encouragement. The study guides ask qualitative and quantitative questions to lead students step-by-step through the material. Two completed study guides and a homework assignment are submitted each week for grading and the solutions are available later on the internet. Student surveys show the majority of students have a good attitude about the course, like to work in groups with their friends, and like the ready availability of the instructor for help. Both students and faculty seem to like the more frequent one-to-one contact of this format. We have also noticed that one student in each group tends to ask most of the questions and then "translates" the instructor's response into words the others understand. Lest you think "the millenium has arrived," student performance on multiple-choice tests has not improved markedly, some students strongly resist cooperation with others, and many students still think this is the hardest course they have ever taken.

  17. Noise hazard course

    CERN Multimedia

    2003-01-01

    A 1/2 day course to promote awareness of the risks incurred by noise at the work place and recommendations to settle them. Next course Wednesday 24th September 2003. Costs are covered by TIS, Jacques Coillard from Bureau Véritas will present the course. Registration is obligatory. For more information and to enrol on this course go to the safety section of Human Resources Training and Development web pages, or contact: Ana-Paula Bernardes/TIS-GS (71385) or e-mail Ana-Paula.Bernardes@cern.ch

  18. Noise hazard course

    CERN Multimedia

    2003-01-01

    A 1/2 day course to promote awareness of the risks incurred by noise at the work place and recommendations to settle them. Next course Wednesday 24th September 2003. Costs are covered by TIS, Jacques Coillard from Bureau Véritas will present the course. Registration is obligatory. For more information and to enrol on this course go to the safety section of Human Resources Training and Development web pages, or contact : Ana-Paula Bernardes/TIS-GS (71385) or e-mail Ana-Paula.Bernardes@cern.ch

  19. Socratic dialogs and clicker use in an upper-division mechanics course

    Science.gov (United States)

    Kuo, H. Vincent; Kohl, Patrick B.; Carr, Lincoln D.

    2012-02-01

    The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were "the best part of the course" from which they "learned the most." Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.

  20. Bolting multicenter solutions

    Energy Technology Data Exchange (ETDEWEB)

    Bena, Iosif [Institut de Physique Théorique, Université Paris Saclay, CEA, CNRS, 91191 Gif-sur-Yvette Cedex (France); Bossard, Guillaume [Centre de Physique Théorique, Ecole Polytechnique, CNRS, Université Paris-Saclay, 91128 Palaiseau Cedex (France); Katmadas, Stefanos; Turton, David [Institut de Physique Théorique, Université Paris Saclay, CEA, CNRS, 91191 Gif-sur-Yvette Cedex (France)

    2017-01-30

    We introduce a solvable system of equations that describes non-extremal multicenter solutions to six-dimensional ungauged supergravity coupled to tensor multiplets. The system involves a set of functions on a three-dimensional base metric. We obtain a family of non-extremal axisymmetric solutions that generalize the known multicenter extremal solutions, using a particular base metric that introduces a bolt. We analyze the conditions for regularity, and in doing so we show that this family does not include solutions that contain an extremal black hole and a smooth bolt. We determine the constraints that are necessary to obtain smooth horizonless solutions involving a bolt and an arbitrary number of Gibbons-Hawking centers.

  1. Sample Undergraduate Linguistics Courses. Linguistics in the Undergraduate Curriculum, Appendix 5.

    Science.gov (United States)

    Linguistic Society of America, Washington, DC.

    Thirty-six nontraditional undergraduate courses in linguistics are described. Course topics include: animal communication, bilingualism, sociolinguistics, introductory linguistics, language and formal reasoning, language and human conflict, language and power, language and sex, language and the brain, language planning, language typology and…

  2. 14 CFR 121.409 - Training courses using airplane simulators and other training devices.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Training courses using airplane simulators... Program § 121.409 Training courses using airplane simulators and other training devices. (a) Training courses utilizing airplane simulators and other training devices may be included in the certificate holder...

  3. Course of Study for Consumer Mathematics.

    Science.gov (United States)

    Montgomery County Public Schools, Rockville, MD.

    Eleven units comprise this Consumer Mathematics course for secondary school students: Consumer Decision Making; Personal Transportation; Insurance; Credit; Banking; Investments; Income Taxes; Food, Clothing, Furniture, Appliances; Housing; Budgeting; and Travel. The introduction to the teaching guide for Consumer Mathematics includes a rationale…

  4. East Asian Cinema (College Course File).

    Science.gov (United States)

    Ehrlich, Linda; Ma, Ning

    1990-01-01

    Provides guidelines for instructors who teach entire courses on (or who include) films from Japan and China. Considers issues of concern in contemporary Asian cinema such as conflicts between tradition and modernity, indigenous definitions of cultural identity and artistic form, and internationalization. (KEH)

  5. ReCourse Learning Design Editor 2.0

    NARCIS (Netherlands)

    Beauvoir, Phillip; Sharples, Paul; Griffiths, Dai; Miao, Yongwu

    2009-01-01

    ReCourse is an Eclipse Rich Client Platform application. A number of plug-ins are included, enabling users to author QTI compliant tests, link to services, upload to repositories, and publish and populate Units of Learning. New features in version 2.0 include support for IMS LD levels B & C, and a

  6. Do the Math: Course Redesign's Impact on Learning and Scheduling

    Science.gov (United States)

    Squires, John; Faulkner, Jerry; Hite, Carl

    2009-01-01

    The math department at Cleveland State Community College embarked upon course redesign in 2008. As a result of this project, student engagement, learning, and success rates have increased dramatically. By including both developmental and college level math courses in the redesign, the department has been able to implement innovative scheduling and…

  7. Reflections of Practical Implementation of the academic course Analysis and Design of Algorithms taught in the Universities of Pakistan

    Directory of Open Access Journals (Sweden)

    Faryal Shamsi

    2017-12-01

    Full Text Available This Analysis and Design of Algorithm is considered as a compulsory course in the field of Computer Science. It increases the logical and problem solving skills of the students and make their solutions efficient in terms of time and space.  These objectives can only be achieved if a student practically implements what he or she has studied throughout the course. But if the contents of this course are merely studied and rarely practiced then the actual goals of the course is not fulfilled. This article will explore the extent of practical implementation of the course of analysis and design of algorithm. Problems faced by the computer science community and major barriers in the field are also enumerated. Finally, some recommendations are made to overcome the obstacles in the practical implementation of analysis and design of algorithms.

  8. Solutions for the food processing industry; Shokuhin seizogyo solution

    Energy Technology Data Exchange (ETDEWEB)

    Toda, T; Iwami, N [Fuji Electric Co. Ltd., Tokyo (Japan)

    1999-09-10

    To improve quality control and maintain stable operation, the food processing industry requires problem solutions in total, including not only processing and operation control divisions but also quality control, design and production technology, and maintenance divisions. This paper describes solutions for HACCP (hazard analysis critical control point) support, quality control, and maintenance, in order to improve the quality level, ensure traceability and realize stable processing operations. (author)

  9. Evaluation of the fifth international course on the implementation of wind energy

    International Nuclear Information System (INIS)

    Dekker, J.W.M.; De Jongh, J.A.

    1996-06-01

    This fifth course was attended by 16 participants from 9 different countries. The overall objective of the training course is to assist in building up a human resource infrastructure for countries considering, or starting with, wind energy implementation. Relevant aspects of the implementation process are treated in this course, passing through subsequent phases of the implementation process. The educational target is to pass experience and know-how on to decision makers and project managers from government bodies, electricity producers or distributing companies. The course is also useful for industrialists already engaged in implementation projects, scientists, consultants, etc. Duration of the course is two weeks. The course programme includes six days of tutorial lessons and exercises, and four days for practical work and excursions. The course programme follows the phases which the implementation of wind energy in a region or country will pass through. Especially the subjects planning of wind energy systems, pre-investment studies, technology assessment, production, installation, maintenance and training are highlighted. Several didactical working methods are applied: lectures, audio-visual presentations, discussions, computer model demonstrations, cases, exercises, practical work and excursions. Teaching modules include exercises to ensure active class participation, while practical work at test fields and excursions to wind farms and manufacturers, enhances an effective transfer of knowledge. In view of the conclusions it is recommended to continue with this course at Petten in the coming years, for the same target group course programme. The next (sixth) course is scheduled at the end of April 1997. 1 appendix, 4 refs

  10. Challenges for Blog Analysis and Possible Solutions

    Science.gov (United States)

    Nguyen-Ngoc, Anh Vu; Law, Effie Lai-Chong

    Blogs are increasingly used as an educational tool because of their ease of use for web-based publishing, enabling users to share their thoughts that invite intellectual and social discourses. Blogs are becoming a significant component of many web-based learning environments. However, there are 2 major challenges in applying blogs in web-based learning: (i) browsing/searching blog archives are technically not well supported in a learning environment in which several blogs are used by both facilitators and students; (ii) there is lack of a theoretically sound and usable blog analysis scheme to analyse blog content in order to support the evaluation of collaborative learning activities in web-based courses. In this paper, we describe some possible solutions for these challenges based on our research on web-based collaborative learning settings. Our experience of applying blogs in a web-based cross-cultural collaborative learning course is also reported.

  11. Development and impact of a massive open online course (MOOC) for antimicrobial stewardship.

    Science.gov (United States)

    Sneddon, Jacqueline; Barlow, Gavin; Bradley, Sally; Brink, Adrian; Chandy, Sujith J; Nathwani, Dilip

    2018-04-01

    The University of Dundee and the BSAC developed a massive open online course (MOOC) to address the global need for education to support antimicrobial stewardship in low- and middle-income countries. An interactive course, Antimicrobial Stewardship: Managing Antibiotic Resistance, was developed and delivered via the FutureLearn© platform. The course ran over four 6 week periods during 2015 and 2016 supported by educators and was evaluated via data on uptake and feedback from learners on impact on clinical practice. In total, 32 944 people, 70% of them healthcare professionals, from 163 countries joined the course from Europe (49%), Asia (16%), Africa (13%), North America (9%), Australia (8%) and South America (5%). Between 33% and 37% of joiners in each run completed at least one step in any week of the course and 219 participants responded to a post-course survey. The course was rated good or excellent by 208 (95%) of the participants, and 83 (38%) intended to implement stewardship interventions in their own setting. A follow-up survey 6 months later suggested that 49% had implemented such interventions. The MOOC has addressed a global learning need by providing education free at the point of access, and learning from its development will help others embarking upon similar educational solutions. Initial quantitative and qualitative feedback suggests it has engaged participants and complements traditional educational methods. Measuring its real impact on clinical practice remains a challenge. The FutureLearn© platform offers flexibility for MOOCs to be sustainable through modification to remove educator facilitation but maintain active participant discussion.

  12. Language in use a pre-intermediate course : classroom book

    CERN Document Server

    Doff, Adrian

    1991-01-01

    This is part of a course specifically designed for pre-intermediate learners, allowing those who come from a broad range of previous learning situations to enter at this level and make progress, without presupposing knowledge from another coursebook. The entry level assumes that learners have completed about 100 hours of study, or may have studied English in the past, but with weak results. The course includes a dual syllabus, in which units containing topic, fluency and vocabulary work alternate with units focusing on grammar and accuracy, and course material comprises a self-study workbook with optional cassettes, and a teacher's text.

  13. A course in ordinary differential equations

    CERN Document Server

    Swift, Randall J

    2014-01-01

    Praise for the First Edition:"A Course in Ordinary Differential Equations deserves to be on the MAA's Basic Library List … the book with its layout, is very student friendly-it is easy to read and understand; every chapter and explanations flow smoothly and coherently … the reviewer would recommend this book highly for undergraduate introductory differential equation courses." -Srabasti Dutta, College of Saint Elizabeth, MAA Online, July 2008"An important feature is that the exposition is richly accompanied by computer algebra code (equally distributed between MATLAB, Mathematica, and Maple). The major part of the book is devoted to classical theory (both for systems and higher order equations). The necessary material from linear algebra is also covered. More advanced topics include numerical methods, stability of equilibria, bifurcations, Laplace transforms, and the power series method."-EMS Newsletter, June 2007"This is a delightful textbook for a standard one-semester undergraduate course in ordinary d...

  14. A Pharmacy Elective Course on Creative Thinking, Innovation, and TED Talks.

    Science.gov (United States)

    Cain, Jeff

    2016-12-25

    Objective. To implement and assess an elective course designed to enhance student creative thinking and presentation skills. Design. A two-credit elective course was developed that incorporated creative-thinking exercises, article discussions pertaining to creativity, TED Talk (TED Conferences, New York, NY) analyses, and presentation design and delivery exercises. Assessment. Assessment instruments included pre- and post-course Torrance Tests of Creative Thinking (TTCT). A scoring rubric was developed and used to evaluate a final mock TED Talk presented to faculty and students. Course evaluations were also used to assess student experiences in the course. Students' TTCT verbal creativity scores increased significantly ( p <0.05) during the course and their mock TED Talk mean scores (135±6.4) out of 150 were rated highly. Conclusion. The outcomes from this elective course confirmed that pharmacy students could develop and present an original "idea worth sharing" using the TED Talk format.

  15. Aliens are us. An innovative course in astrobiology

    Science.gov (United States)

    Oliveira, Carlos F.; Barufaldi, James P.

    2009-01-01

    We live in a scientific world; paradoxically, the scientific literacy of the population is minimal at best. Science is an ongoing process, a human endeavour; paradoxically, students tend to believe that science is a finished enterprise. Many non-science major students are not motivated in science classes; paradoxically, there is a public fascination with the possibility of life in the Universe, which is nowadays a scientific endeavour. An astrobiology course was developed at the Center for Science and Mathematics Education at The University of Texas at Austin to address these paradoxes and includes the following objectives: (a) to improve scientific literacy; (b) to demonstrate that science is a work in progress; (c) to enhance the inherent interdisciplinary aspect of science; (d) to demonstrate that science is embedded in society and relates with several social sciences; (e) to improve the content knowledge about the nature of science; (f) to illustrate how engaging learning science can be; and (g) to draw from the intrinsic motivation already incorporated in the general population. The course has been offered, taught and revised for the past three years. The informal course student feedback has been very positive and encouraging. The purpose of this paper is to provide a general overview of the course. In addition, the course's background, content, themes and mode of delivery are outlined, discussed and analysed in this paper. This paper subscribes to an educational philosophy that focuses on the multidisciplinary nature of science and includes critical thinking-based teaching strategies using the dynamic discipline of astrobiology.

  16. PARTICLE BEAMS: Frontier course

    Energy Technology Data Exchange (ETDEWEB)

    Anon.

    1987-01-15

    Driven by the quest for higher energies and optimal physics conditions, the behaviour of particle beams in accelerators and storage rings is the subject of increasing attention. Thus the second course organized jointly by the US and CERN Accelerator Schools looked towards the frontiers of particle beam knowledge. The programme held at South Padre Island, Texas, from 23-29 October attracted 125 participants including some 35 from Europe.

  17. PARTICLE BEAMS: Frontier course

    International Nuclear Information System (INIS)

    Anon.

    1987-01-01

    Driven by the quest for higher energies and optimal physics conditions, the behaviour of particle beams in accelerators and storage rings is the subject of increasing attention. Thus the second course organized jointly by the US and CERN Accelerator Schools looked towards the frontiers of particle beam knowledge. The programme held at South Padre Island, Texas, from 23-29 October attracted 125 participants including some 35 from Europe

  18. A course in Peace Journalism

    Directory of Open Access Journals (Sweden)

    Jake Lynch

    2007-04-01

    Full Text Available This article sets out a reasoned and annotated plan for a short course in Peace Journalism, suitable for teaching to students of Journalism, Communications, Media and Peace and Conflict Studies. It is based on courses the author has taught, over many years, and the aim of the article is to help teachers to devise their own courses. The best way to help students to begin thinking about issues in the representation of conflicts, the article argues, is to give them a flavour of it, by showing them different ways in which the same story can be told. The article gives story-boards and scripts for two television news treatments of the same event, a bombing in the Philippines. The first is an example of War Journalism, it is argued; the second, Peace Journalism. The article suggests ways to develop a course from this illustrative starting point, to ask why the distinctions between these two approaches should be considered important - both in their own terms, and in terms of their potential influence on the course of events in conflict. Different approaches to conceptualising and measuring this possible influence are discussed, with suggestions for further exploration. The article recounts some of the author's experiences in introducing and discussing what is, inevitably sometimes, difficult and sensitive material, with groups including participants from conflict-affected countries - Palestine, Israel and the Philippines. Not all students will be aspiring journalists. The article offers brief notes on practical Peace Journalism, as well as showing how learning outcomes can be formulated to allow the same issues to be tackled in the form of a civil society campaign, or as a peace-building intervention in conflict. The article also explains how students can be equipped to question elements of journalistic practice which they may take for granted, and which pass unexamined in many current journalism courses. That, in turn, entails examining the emergence

  19. An Economic Course for Elementary School Teachers. Second Revised Edition.

    Science.gov (United States)

    Lovell, Hugh; Harter, Charlotte

    This handbook is intended to help economic educators develop teacher training courses for demonstrating to classroom teachers how to teach economics to children, grades 1-9. Teachers enrolled in the course carry out their own pupil activities which teach economic ideas. These activities include problem solving, case studies, skits, making posters,…

  20. Creation and Assessment of an Active e-Learning Introductory Geology Course

    Science.gov (United States)

    Sit, Stefany M.; Brudzinski, Michael R.

    2017-12-01

    The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

  1. Linking Science Fiction and Physics Courses

    Science.gov (United States)

    McBride, Krista K.

    2016-01-01

    Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty…

  2. New course “Selecting the best person for CERN”

    CERN Multimedia

    2013-01-01

    The success of every team and organisation depends on its people: selecting the “right” people for CERN is therefore a crucial step in the recruitment process. The interview and selection process is costly both in terms of time and resources, particularly if the wrong decision is reached. It is therefore critical that the “right” candidate is appointed the first time.   This new training course will provide new and experienced members of selection boards for Limited Duration or Indefinite Contracts with the skills and techniques essential to conducting a successful interview and selection process according to best practices. For this course, an original approach of blended learning has been adopted. It includes individual pre-course work (webinar, online quiz, video interview); a 1-day training session with plenty of opportunities to practise, including running a full panel interview; finally, it provides an opportunity to devise your own ...

  3. X-Ray Characterization of Non-Equilibrium Solid Solutions

    International Nuclear Information System (INIS)

    Brown, A.; Rosdahl, Oe.

    1975-01-01

    The Rudman approach to composition line broadening in X-ray diffraction patterns, originally designed for the study of diffusion in alloys, is seen to provide a basis for characterizing inhomogeneous solid solutions. Limitations, imposed on this treatment when the cell dimensions of the primary components differ by less than 0.1 A, are attributable to experimental effects such as instrument broadening. These limitations can be overcome by a rigorous numerical treatment of the measured data. Thus, separate elimination of the Kα 2 radiation component followed by iterative deconvolution are advocated for the recovery of the intrinsic broadening. This course of action is made possible chiefly through the availability of large, fast memory computers and primary data recorded in the form of a step scan on punched paper tape. The characteristics of inhomogeneous solid solutions made available by the above treatment are the identity of closely similar, solid solution phases, the frequency distribution curve for a chosen component, and the degree of homogeneity of the X-ray sample

  4. Differential equations a concise course

    CERN Document Server

    Bear, H S

    2011-01-01

    Concise introduction for undergraduates includes, among other topics, a survey of first order equations, discussions of complex-valued solutions, linear differential operators, inverse operators and variation of parameters method, the Laplace transform, Picard's existence theorem, and an exploration of various interpretations of systems of equations. Numerous clearly stated theorems and proofs, examples, and problems followed by solutions.

  5. Developing and providing an online (web-based) clinical research design course in Japan: lessons learned.

    Science.gov (United States)

    Clark, Glenn T; Mulligan, Roseann; Baba, Kazuyoshi

    2011-04-01

    This article reports on the lessons learned while teaching an 8-week-long online course about the principles of clinical research design in Japan. Student activity data and how it relates to performance in the course are presented. As prolog, this article focuses on the barriers and solutions to creating and delivering a web-based course and it lists and discusses the most common concerns that educators often have about this process, namely, cost of the system and time requirement of the faculty. Options that must be considered when selecting the support software and hardware needed to conduct live streaming lecture, online video-based conference course are presented. The ancillary role of e-mail based distribution lists as an essential instruction tool within an interactive, instructor-supervised online course is discussed. This article then discusses the inclusion of active learning elements within an online course as well as the pros and cons regarding open-book versus closed book, proctored testing. Lastly, copyright issues the online instructor should know about are discussed. The student tracking data show that as the course progresses, students will reduce the number for page viewings. We speculate that this reduction is due to a combination of conflicting priorities plus increasing efficiency of the students at extracting the critical information. The article also concludes that software and hardware costs to deliver an online course are relatively minor but the faculty's time requirement is initially substantially higher than teaching in a conventional face-to-face course. Copyright © 2011 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

  6. A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course

    Science.gov (United States)

    Du, Chan

    2011-01-01

    This paper examines whether a blended course that introduces lower-level education online learned by students before they come into class and after class online assignments and online discussions enhances student performance for an introductory principles of accounting course over the period 2009-2010. The blended course design includes (1)…

  7. Comparing On-Line to In-Person Course Delivery: An Empirical Study

    OpenAIRE

    Jammie Price; Leslie Hossfeld

    2007-01-01

    Web-based technologies have been used in the classroom for over 15 years, including websites, email, listserves, library reserves, and text books. Among these options, social scientists range widely in their web usage – from simply posting syllabi on-line to delivering a course fully on-line in asynchronous learning networks. Use of web-based technology for instructional purposes is increasing, as is enrollment in distance education courses and on-line course offerings. Many administrators ...

  8. A New Antarctic Field Course for Undergraduates at Michigan State University

    Science.gov (United States)

    Tweedie, C. E.; Hesse, J.; Hollister, R. D.; Roberts, P.; Wilson, J.; Wilson, M. I.; Webber, P. J.

    2003-12-01

    Field courses in remote and extreme environments immerse students in new and unfamiliar cultural and environmental settings where the impact from learning is high and the conventional wisdom, mindsets, and life skills of students are challenged. Through the Office of Study Abroad at Michigan State University (MSU), a new field course for undergraduates entitled `Studies in Antarctic System Science' embraces these principles. The three week, 6 credit course will be convened for the first time during the 2003-04 austral summer and will feature field based activities and classroom sessions beginning in Ushuaia, Tierra Del Fuego, Argentina. The defining experience of the program will be a cruise of the Antarctic Peninsula on a tourist ship partnered to the International Association of Antarctic Tour Operators (IAATO). This cruise will include landings on a daily basis at various sites of interest and international research stations en route. In 2003-04, the course will comprise 20 students and three faculty members from MSU. The non-major course curriculum has been compiled from materials based on original research by program faculty, relevant literature, information obtained directly from the international research community, and the Antarctic tourist industry. Subject areas will span multiple disciplines including palaeohistory and ecology, oceanography, climatology, geology and glaciology, marine, terrestrial and aerobiology, early exploration, policy and management, and the potential impacts from climate change and humans. It is intended that the course be repeated on an annual basis and that the curriculum be expanded to include greater coverage of ongoing research activities, especially NSF funded research. We welcome contact and feedback from educators and scientists interested in this endeavor, especially those who would like to broaden the impact of their own education interests or research by offering materials that could enhance the curriculum of the course

  9. Solvent wash solution

    International Nuclear Information System (INIS)

    Neace, J.C.

    1986-01-01

    This patent describes a process for removing diluent degradation products from a solvent extraction solution comprising an admixture of an organic extractant for uranium and plutonium and a non-polar organic liquid diluent, which has been used to recover uranium and plutonium from spent nuclear fuel. Comprising combining a wash solution consisting of: (a) water; and (b) a positive amount up to about, an including, 50 volume percent of at least one highly-polar water-miscible organic solvent, based on the total volume of the water and the highly-polar organic solvent, with the solvent extraction solution after uranium and plutonium values have been stripped from the solvent extraction solution, the diluent degradation products dissolving in the highly-polar organic solvent and the extractant and diluent of the extraction solution not dissolving in the highly-polar organic solvent, and separating the highly-polar organic solvent and the extraction solution to obtain a purified extraction solution

  10. Development of a Traditional/Computer-aided Graphics Course for Engineering Technology.

    Science.gov (United States)

    Anand, Vera B.

    1985-01-01

    Describes a two-semester-hour freshman course in engineering graphics which uses both traditional and computerized instruction. Includes course description, computer graphics topics, and recommendations. Indicates that combining interactive graphics software with development of simple programs gave students a better foundation for upper-division…

  11. Course Format Effects on Learning Outcomes in an Introductory Statistics Course

    Science.gov (United States)

    Sami, Fary

    2011-01-01

    The purpose of this study was to determine if course format significantly impacted student learning and course completion rates in an introductory statistics course taught at Harford Community College. In addition to the traditional lecture format, the College offers an online, and a hybrid (blend of traditional and online) version of this class.…

  12. Green Goggles: Designing and Teaching a General Chemistry Course to Nonmajors Using a Green Chemistry Approach

    Science.gov (United States)

    Prescott, Sarah

    2013-01-01

    A novel course using green chemistry as the context to teach general chemistry fundamentals was designed, implemented and is described here. The course design included an active learning approach, with major course graded components including a weekly blog entry, exams, and a semester project that was disseminated by wiki and a public symposium.…

  13. Developing Fully Online Pre-Service Music and Arts Education Courses

    Science.gov (United States)

    Lierse, Sharon

    2015-01-01

    Charles Darwin University (CDU) offers education courses for students who want to teach in Australian schools. The university is unique due to its geographic location, proximity to Asia and its high Indigenous population compared to the rest of the country. Many courses are offered fully online including music education for pre-service teachers.…

  14. A Template for an Intensive Ecohydrology Field Course

    Science.gov (United States)

    Emanuel, R. E.; McGlynn, B. L.; Riveros-Iregui, D. A.

    2014-12-01

    Many of the greatest challenges in the earth and environmental sciences are complex and interdisciplinary in nature. Ecohydrology exemplifies the type of holistic inquiry needed to address these challenges because it spans and integrates earth science, biological science and, often, social science. Ecohydrology courses can prepare the next generation of scientists, decision-makers and informed citizens to understand and address these challenges, and field courses in particular can play an important role in this preparation. Ecohydrology field course instructors have unique opportunities to convey interwoven theoretical and applied principles through a variety of modes that include lecture, discussion, immersion, and hands-on activity. In this presentation, we report on our experience co-teaching the Mountain Ecohydrology Field Course, a full-credit course taught 3 times in the past 5 years to more than 30 students representing 6 universities. The course, which has ranged from 1-2 weeks in length, has given students in-depth exposure to intensively instrumented ecohydrological field sites in the southern Appalachian and northern Rocky Mountains. Students learn fundamental principles in ecohydrology and related fields of watershed hydrology, soil biogeochemistry, micrometeorology and plant ecophysiology. They gain hands-on experience in a variety of cutting edge field techniques, tools and analyses while practicing presentation and communication of science. Students and instructors deal with real-world challenges of conducting fieldwork in remote settings. We offer our experience as one potential template for others interested in developing or refining ecohydrology field courses elsewhere.

  15. Impact of Including Authentic Inquiry Experiences in Methods Courses for Pre-Service Secondary Teachers

    Science.gov (United States)

    Slater, T. F.; Elfring, L.; Novodvorsky, I.; Talanquer, V.; Quintenz, J.

    2007-12-01

    Science education reform documents universally call for students to have authentic and meaningful experiences using real data in the context of their science education. The underlying philosophical position is that students analyzing data can have experiences that mimic actual research. In short, research experiences that reflect the scientific spirit of inquiry potentially can: prepare students to address real world complex problems; develop students' ability to use scientific methods; prepare students to critically evaluate the validity of data or evidence and of the consequent interpretations or conclusions; teach quantitative skills, technical methods, and scientific concepts; increase verbal, written, and graphical communication skills; and train students in the values and ethics of working with scientific data. However, it is unclear what the broader pre-service teacher preparation community is doing in preparing future teachers to promote, manage, and successful facilitate their own students in conducting authentic scientific inquiry. Surveys of undergraduates in secondary science education programs suggests that students have had almost no experiences themselves in conducting open scientific inquiry where they develop researchable questions, design strategies to pursue evidence, and communicate data-based conclusions. In response, the College of Science Teacher Preparation Program at the University of Arizona requires all students enrolled in its various science teaching methods courses to complete an open inquiry research project and defend their findings at a specially designed inquiry science mini-conference at the end of the term. End-of-term surveys show that students enjoy their research experience and believe that this experience enhances their ability to facilitate their own future students in conducting open inquiry.

  16. Global Analysis of Solar Neutrino Oscillations Including SNO CC Measurement

    CERN Document Server

    Bahcall, J N; Peña-Garay, C; Bahcall, John N; Peña-Garay, Carlos

    2001-01-01

    For active and sterile neutrinos, we present the globally allowed solutions for two neutrino oscillations. We include the SNO CC measurement and all other relevant solar neutrino and reactor data. Five active neutrino oscillation solutions (LMA, LOW, SMA, VAC, and Just So2) are currently allowed at 3 sigma; three sterile neutrino solutions (Just So2, SMA, and VAC) are allowed at 3 sigma. The goodness of fit is satisfactory for all eight solutions. We also investigate the robustness of the allowed solutions by carrying out global analyses with and without: 1) imposing solar model constraints on the 8B neutrino flux, 2) including the Super-Kamiokande spectral energy distribution and day-night data, 3) using an enhanced CC cross section for deuterium (due to radiative corrections), and 4) a optimistic, hypothetical reduction by a factor of three of the error of the SNO CC rate. For every analysis strategy used in this paper, the most favored solutions all involve large mixing angles: LMA, LOW, or VAC. The favore...

  17. Multi-Course Comparison of Traditional versus Web-Based Course Delivery Systems

    Science.gov (United States)

    Weber, J. Michael; Lennon, Ron

    2007-01-01

    The purpose of this paper is to measure and compare the effectiveness of a Web-based course delivery system to a traditional course delivery system. The results indicate that a web-based course is effective and equivalent to a traditional classroom environment. As with the implementation of all new technologies, there are some pros and cons that…

  18. An "Environmental Issues in Agronomy" Course.

    Science.gov (United States)

    Barbarick, K. A.

    1992-01-01

    Describes and evaluates the format and grading procedure of an Environmental Agronomy course offered at Colorado State University. Teaching methods include videotape use, field trips, and lectures addressing topics such as integrated pest management, land application of sewage sludge, pesticide degradation, and organic farming. Standard course…

  19. A study on prediction of uranium concentration in pregnant solution from in-situ leaching

    International Nuclear Information System (INIS)

    Yi Weiping; Zhou Quan; Yu Yunzhen; Wang Shude; Yang Yihan; Lei Qifeng

    2005-01-01

    The modeling course on prediction of uranium concentration in pregnant solution from in-situ leaching of uranium is described, a mathematical model based on grey system theory is put forward, and a set of computer application software is correspondingly developed. (authors)

  20. Exact quantum solutions for some asymmetrical two-well potentials

    International Nuclear Information System (INIS)

    Ley-Koo, E.

    1985-01-01

    We discuss several points of interest in the study of two-well potentials in quantum mechanics courses. In particular, we construct the solutions of the Schroedinger equation for rectangular-well, harmonic-oscillator and triangular-well potentials with a delta-function potential superimposed in different positions. The energy spectra and eigenfunctions of such systems are presented and analyzed for different intensities and positions of the delta-function potential. (author)

  1. A Pharmacy Elective Course on Creative Thinking, Innovation, and TED Talks

    Science.gov (United States)

    2016-01-01

    Objective. To implement and assess an elective course designed to enhance student creative thinking and presentation skills. Design. A two-credit elective course was developed that incorporated creative-thinking exercises, article discussions pertaining to creativity, TED Talk (TED Conferences, New York, NY) analyses, and presentation design and delivery exercises. Assessment. Assessment instruments included pre- and post-course Torrance Tests of Creative Thinking (TTCT). A scoring rubric was developed and used to evaluate a final mock TED Talk presented to faculty and students. Course evaluations were also used to assess student experiences in the course. Students’ TTCT verbal creativity scores increased significantly (p<0.05) during the course and their mock TED Talk mean scores (135±6.4) out of 150 were rated highly. Conclusion. The outcomes from this elective course confirmed that pharmacy students could develop and present an original “idea worth sharing” using the TED Talk format. PMID:28179719

  2. Web course on medication administration strengthens nursing students' competence prior to graduation.

    Science.gov (United States)

    Mettiäinen, Sari; Luojus, Katja; Salminen, Satu; Koivula, Meeri

    2014-08-01

    Nursing students' competence has been found inadequate in mastering of pharmacotherapy regulations and prescriptions, pharmacology, medical calculations, fractional and decimal numbers, and mathematics on the whole. The study investigated the efficacy of an additional medication administration web course in increasing nursing students' self-evaluated competence on medication administration. Finnish nursing students self-evaluated their medication administration competence before and after the web-based medication course. Design was quasi-experimental. 244 students answered the questionnaire before and 192 after the web course. An online self-evaluation questionnaire was developed to measure students' competence on basic pharmacotherapy, intravenous medication and infusion, blood transfusion and epidural medication. The data was analysed with SPSS 18.0 software using descriptive analyses and comparing sum variables with Man-Whitney U-test. The medication administration web course, which took 8 h on average, significantly improved self-evaluated competence of nursing students in all the fields. Prior to the education most defects were found in matters concerning compatibility and adverse effects of pharmaceuticals and solutions and in epidural medication competency. The education strengthened all these competencies. It is necessary to revise medication administration before graduation and web-based learning can be used in it. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. Inequalities in Dental Attendance throughout the Life-course

    Science.gov (United States)

    2012-01-01

    The purpose of this study was to identify socio-economic inequalities in regular dental attendance throughout the life-course. The analyses relied on data from SHARE (waves 1 to 3 of the Survey of Health, Ageing, and Retirement in Europe), which includes retrospective information on life-course dental attendance of 26,525 persons currently aged 50 years or greater from 13 European countries (Austria, Poland, Spain, Italy, the Netherlands, Belgium, Greece, the Czech Republic, France, Denmark, Switzerland, Germany, and Sweden). Inequalities in dental attendance were assessed by means of Concentration Indices. Socio-economic disparities in regular dental attendance were identified as early as childhood. Moreover, higher educational attainment resulted in increased probabilities of regular dental attendance throughout subsequent life-years in all nations. In most countries, inequality levels remained relatively inelastic throughout the life-course. These findings suggest that a considerable proportion of inequalities in dental care use is already established at childhood and persists throughout the life-course. PMID:22699676

  4. Proceedings of a one-week course on exploiting anomalous scattering in macromolecular structure determination (EMBO'07)

    Energy Technology Data Exchange (ETDEWEB)

    Weiss, M.S.; Shepard, W.; Dauter, Z.; Leslie, A.; Diederichs, K.; Evans, G.; Svensson, O.; Schneider, T.; Bricogne, G.; Dauter, Z.; Flensburg, C.; Terwilliger, T.; Lamzin, V.; Leslie, A.; Kabsch, W.; Flensburg, C.; Terwilliger, T.; Lamzin, V.; Read, R.; Panjikar, S.; Pannu, N.S.; Dauter, Z.; Weiss, M.S.; McSweeney, S

    2007-07-01

    This course, which was directed to young scientists, illustrated both theoretical and practical aspects of macromolecular crystal structure solution using synchrotron radiation. Some software dedicated to data collection, processing and analysis were presented. This document gathers only the slides of the presentations.

  5. MOLLUSCUM CONTAGIOSUM WITH CHILDREN: PECULIARITIES OF COURSE AND MODERN APPROACHES TO THERAPY

    Directory of Open Access Journals (Sweden)

    N. N. Murashkin

    2016-01-01

    Full Text Available The article deals with the main aspects of the epidemiology and clinical course of molluscum contagiosum with children. Comparative analysis of the effectiveness  of different treatment  methods has been done. Based on the data of multicenter clinical studies, the authors concluded that the high efficiency and good tolerance  of 5% potassium hydroxide solution in the treatment  of molluscum contagiosum with children children.

  6. Accounting History in Undergraduate Introductory Financial Accounting Courses: An Exploratory Study.

    Science.gov (United States)

    Williams, Satina V.; Schwartz, Bill N.

    2002-01-01

    Accounting faculty surveyed (n=45) did not overwhelmingly support incorporating accounting history into introductory courses, despite Accounting Education Change Commission recommendations. They did not support a separate course or believe history would attract more students. Attitudes of those already including history did not differ greatly from…

  7. Lugol’s solution-induced painless thyroiditis

    Directory of Open Access Journals (Sweden)

    Ji Wei Yang

    2017-05-01

    Full Text Available Lugol’s solution is usually employed for a limited period for thyroidectomy preparation in patients with Graves’ disease and for the control of severe thyrotoxicosis and thyroid storm. We describe a rare case of Lugol’s solution-induced painless thyroiditis. In November 2014, a 59-year-old woman was prescribed Lugol’s solution four drops per day for the alleviation of menopausal symptoms. She was referred to our clinic in June 2015 for fatigue, hair loss, and a 20-lb weight loss without thyroid pain or discomfort. Physical examination revealed a normal thyroid gland. On 7 May 2015, laboratory tests revealed a suppressed thyroid-stimulating hormone (TSH 0.01 U/L with elevated free T4 3.31 ng/dL (42.54 pmol/L. Repeat testing on 25 May 2015 showed spontaneous normalization of the free thyroid hormone levels with persistently low TSH 0.10 U/L. Following these results, a family physician prescribed methimazole 10 mg PO TID and very soon after, the TSH concentration rose to >100 U/L along with subnormal free T4 and T3 levels. Methimazole was promptly discontinued, namely within 18 days of its initiation. Over the course of the next few months, the patient spontaneously achieved clinical and biochemical euthyroidism. To our knowledge, this is a unique case of painless thyroiditis induced by Lugol’s solution, which has not been reported before. Lugol’s solution is a short-term medication given for the preparation of thyroidectomy in patients with Graves’ disease and for the control of severe thyrotoxicosis. Iodine excess can cause both hyperthyroidism and hypothyroidism. Rarely, Lugol’s solution can cause acute painless thyroiditis.

  8. Three S's of Undergraduate Course Architecture: Compatibilities of Setting, Style and Structure

    Science.gov (United States)

    Robertson, Patricia R.; Wakeling, Victor

    2018-01-01

    Three separate baseline decisions are recommended when designing an undergraduate course prior to considering any course content. The "Three S" course design decisions include determining (1) the "setting" (on-campus, online or hybrid), (2) the learning "style" (passive or active), and (3) the learning…

  9. Harvard Project Physics Newsletter 10. The Project Physics Course, Text.

    Science.gov (United States)

    Harvard Univ., Cambridge, MA. Harvard Project Physics.

    A short description of the availability of Harvard Project Physics course components is given as is a discussion of the growth of the use of Project Physics in schools, including some enrollment data and survey results. Locations of the 1970 and 1971 Summer Institutes are listed. Adaptations of Project Physics course outside the United States are…

  10. CP Violation course

    CERN Multimedia

    CERN. Geneva HR-RFA

    2006-01-01

    The lecture introduces the concepts and phenomena of matter-antimatter symmetry violation, so-called "CP" violation. The lecture is organized in four courses, the first being devoted to a historical overview and an introduction into fundamental discrete symmetries. The second course introduces the most compelling CP-violating phenomena, and presents the first experimental discovery of CP violation in the neutral kaon system. The third course discusses how CP violation is beautifully incorporated into the Standard Model of particle interactions, and how modern B-meson "factories" provide precise tests of this picture. Finally, the fourth and last course introduces CP violation and the genesis of our matter world.

  11. A Survey of Introductory Statistics Courses at University Faculties of Pharmaceutical Sciences in Japan.

    Science.gov (United States)

    Matsumura, Mina; Nakayama, Takuto; Sozu, Takashi

    2016-01-01

    A survey of introductory statistics courses at Japanese medical schools was published as a report in 2014. To obtain a complete understanding of the way in which statistics is taught at the university level in Japan, it is important to extend this survey to related fields, including pharmacy, dentistry, and nursing. The current study investigates the introductory statistics courses offered by faculties of pharmaceutical sciences (six-year programs) at Japanese universities, comparing the features of these courses with those studied in the survey of medical schools. We collected relevant data from the online syllabi of statistics courses published on the websites of 71 universities. The survey items included basic course information (for example, the course names, the targeted student grades, the number of credits, and course classification), textbooks, handouts, the doctoral subject and employment status of each lecturer, and course contents. The period surveyed was July-September 2015. We found that these 71 universities offered a total of 128 statistics courses. There were 67 course names, the most common of which was "biostatistics (iryou toukeigaku)." About half of the courses were designed for first- or second-year students. Students earned fewer than two credits. There were 62 different types of textbooks. The lecturers held doctoral degrees in 18 different subjects, the most common being a doctorate in pharmacy or science. Some course content differed, reflecting the lecturers' academic specialties. The content of introductory statistics courses taught in pharmaceutical science programs also differed slightly from the equivalent content taught in medical schools.

  12. Incorporating electronic-based and computer-based strategies: graduate nursing courses in administration.

    Science.gov (United States)

    Graveley, E; Fullerton, J T

    1998-04-01

    The use of electronic technology allows faculty to improve their course offerings. Four graduate courses in nursing administration were contemporized to incorporate fundamental computer-based skills that would be expected of graduates in the work setting. Principles of adult learning offered a philosophical foundation that guided course development and revision. Course delivery strategies included computer-assisted instructional modules, e-mail interactive discussion groups, and use of the electronic classroom. Classroom seminar discussions and two-way interactive video conferencing focused on group resolution of problems derived from employment settings and assigned readings. Using these electronic technologies, a variety of courses can be revised to accommodate the learners' needs.

  13. Multivariate Analysis of Students' Performance in Math Courses and Specific Engineering Courses

    OpenAIRE

    H. Naccache; R. Hleiss

    2016-01-01

    The aim of this research is to study the relationship between the performance of engineering students in different math courses and their performance in specific engineering courses. The considered courses are taken mainly by engineering students during the first two years of their major. Several factors are being studied, such as gender and final grades in the math and specific engineering courses. Participants of this study comprised a sample of more than thousands of engineering students a...

  14. Development and Application of a Stepwise Assessment Process for Rational Redesign of Sequential Skills-Based Courses.

    Science.gov (United States)

    Gallimore, Casey E; Porter, Andrea L; Barnett, Susanne G

    2016-10-25

    Objective. To develop and apply a stepwise process to assess achievement of course learning objectives related to advanced pharmacy practice experiences (APPEs) preparedness and inform redesign of sequential skills-based courses. Design. Four steps comprised the assessment and redesign process: (1) identify skills critical for APPE preparedness; (2) utilize focus groups and course evaluations to determine student competence in skill performance; (3) apply course mapping to identify course deficits contributing to suboptimal skill performance; and (4) initiate course redesign to target exposed deficits. Assessment. Focus group participants perceived students were least prepared for skills within the Accreditation Council for Pharmacy Education's pre-APPE core domains of Identification and Assessment of Drug-related Problems and General Communication Abilities. Course mapping identified gaps in instruction, performance, and assessment of skills within aforementioned domains. Conclusions. A stepwise process that identified strengths and weaknesses of a course, was used to facilitate structured course redesign. Strengths of the process included input and corroboration from both preceptors and students. Limitations included feedback from a small number of pharmacy preceptors and increased workload on course coordinators.

  15. English and French courses

    CERN Multimedia

    2014-01-01

    If one of your New Year’s resolutions is to learn a language, there is no excuse anymore!   You can attend one of our English or French courses and you can practise the language with a tandem partner! Cours d’anglais général et professionnel La prochaine session se déroulera du 3 mars au 27 juin 2014. Ces cours s’adressent à toute personne travaillant au CERN ainsi qu’à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages web : http://cern.ch/Training. Oral Expression The next session will take place from 3 March to 27 June 2014. This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Writing Profe...

  16. A new inter-professional course preparing learners for life in rural communities.

    Science.gov (United States)

    Medves, Jennifer; Paterson, Margo; Chapman, Christine Y; Young, John H; Tata, Elizabeth; Bowes, Denise; Hobbs, Neil; McAndrews, Brian; O'Riordan, Anne

    2008-01-01

    The 'Professionals in Rural Practice' course was developed with the aim of preparing students enrolled in professional programs in Canada to become better equipped for the possible eventuality of professional work in a rural setting. To match the reality of living and working in a rural community, which by nature is interprofessional, the course designers were an interprofessional teaching team. In order to promote group cohesiveness the course included the participation of an interprofessional group of students and instructors from the disciplines of medicine, nursing, occupational therapy, physical therapy, teacher education, and theology. The format of the course included three-hour classes over an eight-week period and a two-day field experience in a rural community. The course utilized various experiential and interactive teaching and learning methods, along with a variety of assessment methods. Data were collected from student participants over two iterations of the course using a mixed methods approach. Results demonstrate that students value the interprofessional and experiential approach to learning and viewed this course as indispensable for gaining knowledge of other professions and preparation for rural practice. The data reveal important organizational and pedagogical considerations specific to interprofessional education, community based action research, and the unique interprofessional nature of training for life and work in a rural community. This study also indicates the potential value of further longitudinal study of participants in this course. Key words: Canada, community based action research, education, interdisciplinary, interprofessional.

  17. Self-regulated Learning in a Hybrid Science Course at a Community College

    Science.gov (United States)

    Manuelito, Shannon Joy

    Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative

  18. Synthesis of single-crystalline hollow β-FeOOH nanorods via a controlled incomplete-reaction course

    International Nuclear Information System (INIS)

    Yu Haiyun; Song Xinyu; Yin Zhilei; Fan Weiliu; Tan Xuejie; Fan Chunhua; Sun Sixiu

    2007-01-01

    The single-crystalline β-FeOOH hollow nanorods with a diameter ranging from 20∼30 nm and length in the range of 70-110 nm have been successfully synthesized through a two-step route in the solution. The phase transformation and the morphologies of the hollow β-FeOOH nanorods were investigated with X-ray powdered diffraction (XRD), scanning electron microscopy (SEM), transmission electron microscopy (TEM), selected area electric diffraction (SAED), high-resolution transmission electron microscopy (HRTEM), infrared spectrum (IR) and thermo-gravimetric analysis (TGA). These studies indicate that the first step is an incomplete-reaction course. Furthermore, The formation mechanism of the hollow nanorods has been discussed. It is found that the mixed system including chitosan and n-propanol is essential for the final formation of the hollow β-FeOOH nanorods

  19. Using Screencasts in ChE Courses

    Science.gov (United States)

    Falconer, John L.; deGrazia, Janet; Medlin, J. Will; Holmberg, Michael P.

    2009-01-01

    Screencasts are digital recordings of the output from a computer monitor, including narration. Their use was piloted in five chemical engineering courses and the feedback from students was overwhelmingly positive. The screencasts were produced on Tablet PCs using Camtasia Studio software and were posted to the Blackboard classroom management…

  20. Shopping for Courses on the Mall.

    Science.gov (United States)

    Gallagher, John C.

    1980-01-01

    Describes an extension program conducted by Suffolk County Community College, New York, at an area shopping mall. Discusses program offerings, including a series of general interest lectures, regular credit courses, and a set of noncredit minicourses for mall employees. Examines the public relations value of the extension efforts. (JP)

  1. Tested Tools You Can Use: Evaluating Earth System Science Courses

    Science.gov (United States)

    Lee, S. P.; Prakash, A.; Reider, D.; Baker, D.

    2006-12-01

    Earth System Science Education for the 21st Century (ESSE 21) has created a public access on-line evaluation resource available at http://esse21.usra.edu/evaltoolkit in collaboration with the ESSE 21 institutions, PIs, and evaluators. The purpose of the ESSE toolkit is to offer examples of how evaluation and assessment are/have been used in Earth System Science courses and programs. Our goal is to help instructors recognize different types of assessment and evaluation tools and uses that have proved useful in these courses and provide models for designing assessments in new courses. We have included actual examples of evaluations used by ESSE institution faculty in their own courses. This is not a comprehensive toolkit on educational evaluation and assessment, but it does provide several examples of evaluations that have been used successfully in Earth System Science courses and links to many good web resources on course evaluation. We have provided examples of assessments that are designed to collect information from students before, during and after courses. Some, presented in different formats, are designed to assess what students learn, others are designed to provide course instructors with information they can use to revise their courses. These assessments range from content tests to portfolios, from feedback forms to interviews, and from concept maps to attitude surveys.

  2. 75 FR 52360 - Upper Truckee River Restoration and Golf Course Reconfiguration Project, El Dorado County, CA

    Science.gov (United States)

    2010-08-25

    ... DEPARTMENT OF THE INTERIOR Bureau of Reclamation Upper Truckee River Restoration and Golf Course... and comment the draft EIR/EIS for the Upper Truckee River Restoration and Golf Course Reconfiguration... include continuing existing golf course use, removal of the entire Lake Tahoe Golf Course, or...

  3. Changes in Diversity Course Student Prejudice and Attitudes toward Heterosexual Privilege and Gay Marriage

    Science.gov (United States)

    Case, Kim A.; Stewart, Briana

    2010-01-01

    This study examined diversity course influence on student prejudice against lesbians and gay men, awareness of heterosexual privilege, and support for gay marriage. The study included heterosexual female students in psychology of women, introduction to women's studies, and nondiversity psychology courses. Students in diversity courses expressed…

  4. Mountain Plains Learning Experience Guide: Radio and T.V. Repair. Course: A.C. Circuits.

    Science.gov (United States)

    Hoggatt, P.; And Others

    One of four individualized courses included in a radio and television repair curriculum, this course focuses on alternating current relationships and computations, transformers, power supplies, series and parallel resistive-reactive circuits, and series and parallel resonance. The course is comprised of eight units: (1) Introduction to Alternating…

  5. General and Professional French Courses

    CERN Multimedia

    HR Department

    2010-01-01

    The next session will take place from 11 October to 17 December 2010. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Nathalie Dumeaux, tel. 78144. NEW COURSES Specific French courses -Exam preparation/ We are now offering specific courses in English and French leading to a recognised external examination (e.g. DELF 1 and 2). If you are interested in following one of these courses and have at least an intermediate level of French, please enrol through the following link: French courses or contact: Lucette Fournier, tel.  73483 (French courses).

  6. A Unique Civil Engineering Capstone Design Course

    Directory of Open Access Journals (Sweden)

    G Padmanabhan

    2018-02-01

    Full Text Available The North Dakota State University, USA, capstone course was developed as a unique model in response to the effort of the Accreditation Board of Engineering and Technology, USA, to streamline and improve design instruction in the curriculum and has steadily evolved to keep pace with the ever-changing technology and the expectations of the profession and the society we serve. A capstone design course by definition should be a design experience for students in the final year before graduation integrating all major design concepts they have learned up until then in the program. Carefully chosen real world projects with design content in all sub-disciplines of civil engineering are assigned in this team-taught course. Faculty and practicing professionals make presentations on design process; project management; leadership in an engineering environment; and public policy; global perspectives in engineering; and professional career and licensure. Practicing professionals also critique the final student presentations. Students work in teams with number of faculty serving as technical consultants, and a faculty mentor for each team to provide non-technical guidance and direction. The course requires students to demonstrate mastery of the curriculum and to work with others in a team environment. Course assessment includes evaluation of the final design, presentations, written technical reports, project design schedule, a project design journal, and reaction papers.

  7. Course on Advanced Analytical Chemistry and Chromatography

    DEFF Research Database (Denmark)

    Andersen, Jens Enevold Thaulov; Fristrup, Peter; Nielsen, Kristian Fog

    2011-01-01

    Methods of analytical chemistry constitute an integral part of decision making in chemical research, and students must master a high degree of knowledge, in order to perform reliable analysis. At DTU departments of chemistry it was thus decided to develop a course that was attractive to master...... students of different direction of studies, to Ph.D. students and to professionals that need an update of their current state of skills and knowledge. A course of 10 ECTS points was devised with the purpose of introducing students to analytical chemistry and chromatography with the aim of including theory...

  8. Rational orderliness of study course modules

    Directory of Open Access Journals (Sweden)

    A. S. Domnikov

    2014-01-01

    Full Text Available Modern electronic courses and textbooks are based, as a rule, on the separate educational modules, which are developed and tested in advance and intended for use in various educational situations. Numerous publications of domestic and foreign authors have discussed a task to form a module-based structure of study course. For its solution have been offered various methods of discrete mathematics, the theory of graphs, and artificial intelligence: semantic networks, ontologies, etc. The important problem that has been much less deeply studied is a rational orderliness of the study course modules.In the work this task is set as a problem to search the best linear approximation of the directed graph the tops of which are modules, while the arches are precedence relations between them. The directed graph is considered as a graphical representation of a binary precedence relation, which has been specified using a set of pairs of educational modules. This relation can be presented as a sum of two components of the symmetric and asymmetric sub-relations. The first sub-relation represents the tolerance relation, and the second one is preorder.To solve the task essentially various ways for processing these components must be used. If a sub-relation of the preorder can be transformed into serial structure, for tolerance any attempts of this kind are doomed to failure. Modules belonging to the relation of tolerance are expedient to merge in a separate educational component. The paper offers a mathematical model in which the problem of merging modules is formulated as a problem of discrete mathematical programming.The paper considers the structure of educational modules formed by hypertext references. It is shown that search of the best linear approximation of such structure is reduced to a classical task about the smallest covering in matrix statement.

  9. AP statistics crash course

    CERN Document Server

    D'Alessio, Michael

    2012-01-01

    AP Statistics Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP Statistics Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP Statistics course description outline and actual Advanced Placement test questions. It covers only the information tested on the exam, so you can make the most of your valuable study time. Our easy-to-read format covers: exploring da

  10. Evaluation of an interprofessional educational curriculum pilot course for practitioners working with post-stroke patients.

    Science.gov (United States)

    Olaisen, Rho Henry; Mariscal-Hergert, Cheryl; Shaw, Alissa; Macchiavelli, Cecilia; Marsheck, Joanna

    2014-03-01

    This report describes the design and evaluation of an interprofessional pilot training course aimed at pre-licensure practitioners working with post-stroke patients in community-based settings. The course was developed by community-based practitioners from nine health professions. Course learning activities included traditional methods (lectures) and interactive modules (problem-based learning and exchange-based learning). The study's aim was to assess the program's effectiveness in adapting and incorporating knowledge, skills and self-confidence when delivering tertiary care in therapeutic pool environments; gauge adoption of course principles into practice, and assess overall course satisfaction. Methods of evaluation included conceptual mapping of course format, pre- and post-questionnaires, daily reflection questionnaires, course satisfaction survey and adoption survey, 10 weeks follow-up. Overall, the findings indicate students' knowledge, skills and self-confidence in delivering effective post-stroke care increased following the training. Students reported adopting clinical practices in 10 weeks follow-up. Implications for designing interprofessional curricula are discussed.

  11. Technetium recovery from high alkaline solution

    Energy Technology Data Exchange (ETDEWEB)

    Nash, Charles A.

    2016-07-12

    Disclosed are methods for recovering technetium from a highly alkaline solution. The highly alkaline solution can be a liquid waste solution from a nuclear waste processing system. Methods can include combining the solution with a reductant capable of reducing technetium at the high pH of the solution and adding to or forming in the solution an adsorbent capable of adsorbing the precipitated technetium at the high pH of the solution.

  12. Construction of Multimedia Courseware and Web-based E-Learning Courses of "Biomedical Materials".

    Science.gov (United States)

    Xiaoying, Lu; Jian, He; Tian, Qin; Dongxu, Jiang; Wei, Chen

    2005-01-01

    In order to reform the traditional teaching methodology and to improve the teaching effect, we developed new teaching system for course "Biomedical Materials" in our university by the support of the computer technique and Internet. The new teaching system includes the construction of the multimedia courseware and web-based e-learning courses. More than 2000 PowerPoint slides have been designed and optimized and flash movies for several capitals are included. On the basis of this multimedia courseware, a web-based educational environment has been established further, which includes course contents, introduction of the teacher, courseware download, study forum, sitemap of the web, and relative link. The multimedia courseware has been introduced in the class teaching for "Biomedical Materials" for 6 years and a good teaching effect has been obtained. The web-based e-learning courses have been constructed for two years and proved that they are helpful for the students by their preparing and reviewing the teaching contents before and after the class teaching.

  13. SU-E-E-03: Developing Solutions to Critical Radiation Oncology Challenges in Tanzania

    Energy Technology Data Exchange (ETDEWEB)

    Kenton, O [University of Pennsylvania, School of Arts and Sciences, College of Liberal and Professional Studies, Philadelphia, PA (United States); Dachi, J [Ocean Road Cancer Institute, Dar Es Salaam (Tanzania, United Republic of); Metz, J [University of Pennsylvania, Perelman School of Medicine, Department of Radiation Oncology, Philadelphia, PA (United States); Avery, S [University of Pennsylvania, School of Arts and Sciences, College of Liberal and Professional Studies, Philadelphia, PA (United States); University of Pennsylvania, Perelman School of Medicine, Department of Radiation Oncology, Philadelphia, PA (United States)

    2014-06-01

    Purpose: Develop solutions to critical medical physics challenges in Tanzania. Methods: In September of 2013 we began working with Jumaa Bin Dachi, a Therapy Physicist at the Ocean Road Cancer Institute in Dar es Salaam, Tanzania. We developed a bi-lateral learning partnership over the course of eight qualitative Skype meetings with Jumaa. From these meetings we have ascertained that there is a gap between the installation of new equipment and treating patients. This gap has often been overlooked by international partners attempting to improve radiation therapy access. Relationships with academic institutions abroad can fill these gaps, and lead to sustained care of patients needing radiation. Results: Our efforts are best given in a supporting role to help develop solutions and new technology that can reduce the burden on the Medical Physicist. Solutions may include: training material, support for radiation therapy classes, development of appropriate local protocols, and peer-review on documents being produced. New technology needs to focus around simple and easy field shaping, improved patient imaging systems, and systems for patient set-up. We believe our work can help alleviate some of the burdens faced by this institute. Conclusion: While we are just in the beginning stage of this partnership, we believe there is great potential for success between both parties. We hope that the Ocean Road Cancer Institute will benefit from potential funding and resources by partnering with a High Income Country to develop affordable solutions to clinical problems in Tanzania.

  14. SU-E-E-03: Developing Solutions to Critical Radiation Oncology Challenges in Tanzania

    International Nuclear Information System (INIS)

    Kenton, O; Dachi, J; Metz, J; Avery, S

    2014-01-01

    Purpose: Develop solutions to critical medical physics challenges in Tanzania. Methods: In September of 2013 we began working with Jumaa Bin Dachi, a Therapy Physicist at the Ocean Road Cancer Institute in Dar es Salaam, Tanzania. We developed a bi-lateral learning partnership over the course of eight qualitative Skype meetings with Jumaa. From these meetings we have ascertained that there is a gap between the installation of new equipment and treating patients. This gap has often been overlooked by international partners attempting to improve radiation therapy access. Relationships with academic institutions abroad can fill these gaps, and lead to sustained care of patients needing radiation. Results: Our efforts are best given in a supporting role to help develop solutions and new technology that can reduce the burden on the Medical Physicist. Solutions may include: training material, support for radiation therapy classes, development of appropriate local protocols, and peer-review on documents being produced. New technology needs to focus around simple and easy field shaping, improved patient imaging systems, and systems for patient set-up. We believe our work can help alleviate some of the burdens faced by this institute. Conclusion: While we are just in the beginning stage of this partnership, we believe there is great potential for success between both parties. We hope that the Ocean Road Cancer Institute will benefit from potential funding and resources by partnering with a High Income Country to develop affordable solutions to clinical problems in Tanzania

  15. Course on Bioelectrochemistry which was the 11th International School of Biophysics

    CERN Document Server

    Blank, Martin

    1983-01-01

    This is the first course devoted to bioelectrochemistry held within the frame­ work of the International School of Biophysics. Although this branch of scientific research is already about two centuries old, as a truly independent one it has been in a stage of lively development since only a few decades ago and this is why a first course at the E. Majorana Center was devoted to it. Since bioelectrochemistry consists of many sub-fields, it is impossible to include, even superficially, all of them in a short course lasting just a week, and therefore the chapter of redox-reactions was chosen for this first course as being most general in character. But even restricting the course to redox-reactions, only a few subjects could be included and therefore the choice among them was made considering the most general guidelines that could serve as a basis for the further study of individual problems. In this way we hope to give a sound basis to the study of and to stimulate further interest in this branch of both biolog...

  16. Industry to Education Technical Transfer Program & Composite Materials. Composite Materials Course. Fabrication I Course. Fabrication II Course. Composite Materials Testing Course. Final Report.

    Science.gov (United States)

    Massuda, Rachel

    These four reports provide details of projects to design and implement courses to be offered as requirements for the associate degree program in composites and reinforced plastics technology. The reports describe project activities that led to development of curricula for four courses: composite materials, composite materials fabrication I,…

  17. Conversion of the reducing substances and the indices of sugar solutions

    Directory of Open Access Journals (Sweden)

    V. A. Golybin

    2017-01-01

    Full Text Available Investigated the extent of adsorption removal of calcium carbonate pigments - products of conversion of the reducing substances in different conditions of the preceding limestone processing flow. Also carried out experiments on the influence of the conditions of conversion of the reducing substances in the process of lime treatment on the filtration characteristics of the solutions after the first carbonation. As the criterion was accepted the value of the filtration coefficient. Found that by subjecting the conversion of reducing substances in the process managed lime processing, it is necessary in the course of the subsequent carbonization to ensure maximum adsorption of the formed secondary products – it is possible to achieve a satisfactory filtration of the investigated solutions. It is shown that the largest absolute removal of the dyes obtained after high temperature lime treatment, however, the composition of the products of disintegration to a greater extent accumulate high molecular weight compounds which deteriorate the filtration performance of solutions. In the solutions after the combination of the lime treatment in the process of carbonization is achieved the maximum effect of adsorption with the minimum remaining shares of conversion products, including high-molecular substances, which favorably affect the parameters of the filtering. The combination possibilities of the model of purification of diffusion juice with warm-hot lime treatment is limited to receive the filtered juice in the processing of raw materials with a purity of beet juice 82 % or less, you need to enter a 3.5% Cao, which is unacceptable. To ensure sustainable results of the adsorption of conversion products reducing substances and satisfactory filtering carbonated solutions are to intensify the processes of combined lime processing diffusion juice at the optimum distribution of the reagent.

  18. Culturally responsive engineering education: A case study of a pre-college introductory engineering course at Tibetan Children's Village School of Selakui

    Science.gov (United States)

    Santiago, Marisol Mercado

    Culturally responsive teaching has been argued to be effective in the education of Indigenous youth. This approach emphasizes the legitimacy of a group's cultural heritage, helps to associate abstract academic knowledge with the group's sociocultural context, seeks to incorporate a variety of strategies to engage students who have different learning styles, and strives to integrate multicultural information in the educational contents, among other considerations. In this work, I explore the outcomes of a culturally responsive introductory engineering short course that I developed and taught to Tibetan students at Tibetan Children's Village of Selakui (in Uttarakhand, India). Based on my ethnographic research in Tibetan communities in northern India, I examine two research questions: (a) What are the processes to develop and implement a pre-college culturally responsive introductory engineering course? and (b) How do Tibetan culture and Buddhism influence the engineering design and teamwork of the pre-college Tibetan students who took the course? I designed then taught the course that featured elementary lectures on sustainability, introductory engineering design, energy alternatives, and manufacturing engineering. The course also included a pre-college engineering design project through which Tibetan high school students investigated a problem at the school and designed a possible solution to it. Drawing from postcolonial studies, engineering studies, engineering and social justice, Buddhist studies, and Tibetan studies, I provide an analysis of my findings. Based on my findings, I conclude that my culturally responsive approach of teaching was an effective method to help students feel that their cultural background was respected and included in a pre-college engineering course; however, some students felt resistance toward the teaching approach. In addition, the culturally relevant content that connected with their ways of living in their school, Tibetan

  19. Self-Paced Tutorial Courses for Mineral Science - Metallurgy Departments. Final Progress Report (July 1975-August 1980).

    Science.gov (United States)

    Twidwell, L. G.

    Four courses in extractive metallurgy (Pyrometallurgy, Hydrometallurgy, Electrometallurgy; and Physical Chemistry of Iron and Steel) were prepared in a modular, self-paced format. Development of the course materials included: (1) preparation of course outlines by unit coordinators and advisory committees; (2) approval of course outlines (included…

  20. Temporal structure of first-year courses and success at course exams: comparison of traditional continual and block delivery of anatomy and chemistry courses.

    LENUS (Irish Health Repository)

    Salopek, Daniela

    2012-01-31

    AIM: To evaluate students\\' academic success at delivered in a traditional continual course, spread over the two semesters, or in alternating course blocks. METHOD: We analyzed the data on exam grades for Anatomy and Chemistry courses in the first year of the curriculum for academic year 2001\\/02, with the traditional continual delivery of the courses (n=253 for chemistry and n=243 for anatomy), and academic year 2003\\/04, with block delivery of the courses (n=255 for Chemistry and n=260 for Anatomy). Grades from the final examination were analyzed only for students who sat the exam at the first available exam term and passed the course. For the Anatomy block course, grades at 2 interim written tests and 2 parts of the final exam (practical stage exam and oral exam) in each block were analyzed for students who passed all interim tests and the final exam. RESULTS: There were no differences between two types of course delivery in the number of students passing the final examination at first attempt. There was a decrease in passing percentage for the two Anatomy block course student groups in 2003\\/04 (56% passing students in block 1 vs 40% in block 2, P=0.014). There was an increase in the average grades from 2001\\/02 to 2003\\/04 academic year due to an increase in Chemistry grades (F1,399=18.4, P<0.001, 2 x 2 ANOVA). There was no effect of the sequence of their delivery (F1,206=1.8, P=0.182, 2 x 2 ANOVA). There was also a significant difference in grades on interim assessments of Anatomy when it was delivered in the block format (F3,85=28.8, P<0.001, between-within subjects 2 x 4 ANOVA). CONCLUSIONS: The type of course delivery was not associated with significant differences in student academic success in Anatomy and Chemistry courses in the medical curriculum. Students can successfully pass these courses when they are delivered either in a continual, whole year format or in a condensed time format of a course block, regardless of the number and type of

  1. Features of solid solutions composition in magnesium with yttrium alloys

    International Nuclear Information System (INIS)

    Drits, M.E.; Rokhlin, L.L.; Tarytina, I.E.

    1983-01-01

    Additional data on features of yttrium solid solutions composition in magnesium in the course of their decomposition investigation in the case of aging are obtianed. The investigation has been carried out on the base of a binary magnesium-yttrium alloy the composition of which has been close to maximum solubility (at eutectic temperature) and magnesium-yttrium alloys additionally doped with zinc. It is shown that higher yttrium solubility in solid magnesium than it has been expected, issueing from the difference in atomic radii of these metals indicates electron yttrium-magnesium atoms interaction. In oversaturated magnesium-yttrium solid solutions at earlier decomposition stages Mg 3 Cd type ordering is observed. At aging temperatures up to 250 deg C and long exposures corresponding to highest strengthening in oversaturated magnesium yttrium solid solutions a rhombic crystal lattice phase with three symmetric orientations is formed

  2. Artificial neural networks a practical course

    CERN Document Server

    da Silva, Ivan Nunes; Andrade Flauzino, Rogerio; Liboni, Luisa Helena Bartocci; dos Reis Alves, Silas Franco

    2017-01-01

    This book provides comprehensive coverage of neural networks, their evolution, their structure, the problems they can solve, and their applications. The first half of the book looks at theoretical investigations on artificial neural networks and addresses the key architectures that are capable of implementation in various application scenarios. The second half is designed specifically for the production of solutions using artificial neural networks to solve practical problems arising from different areas of knowledge. It also describes the various implementation details that were taken into account to achieve the reported results. These aspects contribute to the maturation and improvement of experimental techniques to specify the neural network architecture that is most appropriate for a particular application scope. The book is appropriate for students in graduate and upper undergraduate courses in addition to researchers and professionals.

  3. Video and Course Context Discussion on Massive Open Online Courses

    DEFF Research Database (Denmark)

    Dubosson, Magali; Emad, Sabine; Broillet, Alexandra

    2014-01-01

    Video and Course Content Discussion on Massive Open Online Courses: An Exploratory Research—Magali Dubosson (HEG Fribourg), Sabine Emad (HEG Genève), Alexandra Broillet (University of Geneva and Webster University Geneva), Constance Kampf (Aarhus University, Denmark)...

  4. Experience teaching CD-ROM-based course on CANDU nuclear-power-plant systems and operation

    International Nuclear Information System (INIS)

    Rouben, Benjamin

    2008-01-01

    This paper presents personal experience garnered from teaching a CD-ROM-based course on CANDU Power-Plant Systems and Operation. This course was originally developed by Prof. G.T. Bereznai as research in distance-learning techniques when he was directing the Thai-Canadian Human Resources Development Project at Chulalongkorn University in Bangkok. The course has been offered in a number of universities, including McMaster University and the University of Ontario Institute of Technology. All the course material, including lectures, assignments, and a simulator, is provided on a CD-ROM. Lectures include a spoken soundtrack covering the material. The class often includes both undergraduate and graduate students. I found that most students appreciate having the material on electronic format, which they can view and review at will and on their own time. Students find this course quite intensive - it covers all major systems in the CANDU reactor and power plant in detail. A very important component of the course is the simulator, which teaches students how systems operate in normal operation, in power manoeuvres, and during process-system malfunctions. Effort in absorbing the material and performing assignments can often exceed 10 hours per week. Some of the simulator assignments involve tricky manoeuvres, requiring several tries to achieve the expected result. Some assignments may take several hours, especially if the manoeuvres requiring repetition take 30 minutes or more in real time. I found that some instruction in the basic theory of reactor physics and systems is appreciated by students. A few possible enhancements to the simulator model were identified. Graduate students taking the course are required to do an additional project; I assigned an investigation of the effects of xenon-concentration changes during 1 week of load cycling. In summary, this course provides to students the opportunity to learn a great deal about the workings of CANDU-plant systems. (author)

  5. American Film Comedy (College Course File).

    Science.gov (United States)

    Woodward, Katherine S.

    1990-01-01

    Describes a course in American film comedy which includes three types of comedy: the tradition of the clown (beginning with silent comedy), romantic comedy, and sociopolitical comedy. Addresses such issues as escapism versus social purpose, fantasy versus realism, comedy versus laughter, and role of spectator versus role of text. (KEH)

  6. An Introduction to Computing: Content for a High School Course.

    Science.gov (United States)

    Rogers, Jean B.

    A general outline of the topics that might be covered in a computers and computing course for high school students is provided. Topics are listed in the order in which they should be taught, and the relative amount of time to be spent on each topic is suggested. Seven units are included in the course outline: (1) general introduction, (2) using…

  7. The Potential Use of Mobile Technology: Enhancing Accessibility and Communication in a Blended Learning Course

    Science.gov (United States)

    Mayisela, Tabisa

    2013-01-01

    Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology…

  8. A course of mathematics for engineerings and scientists

    CERN Document Server

    Chirgwin, Brian H

    1984-01-01

    A Course of Mathematics for Engineers and Scientists, Volume 2 continues the course of pure and applied mathematics for undergraduate science and engineering students. It contains further examples and exercises from examination papers from Oxford University, Cambridge University, and the University of London. The topics covered in this book include differential equations, linear equations, matrices and determinants, vector algebra and coordinate geometry, and differentiation and integration of functions of two or more variables. This book is intended as a reference for students taking science

  9. Connecting Past with Present: A Mixed-Methods Science Ethics Course and its Evaluation.

    Science.gov (United States)

    Semendeferi, Ioanna; Tsiamyrtzis, Panagiotis; Dcosta, Malcolm; Pavlidis, Ioannis

    2016-02-01

    We present a graduate science ethics course that connects cases from the historical record to present realities and practices in the areas of social responsibility, authorship, and human/animal experimentation. This content is delivered with mixed methods, including films, debates, blogging, and practicum; even the instructional team is mixed, including a historian of science and a research scientist. What really unites all of the course's components is the experiential aspect: from acting in historical debates to participating in the current scientific enterprise. The course aims to change the students' culture into one deeply devoted to the science ethics cause. To measure the sought after cultural change, we developed and validated a relevant questionnaire. Results of this questionnaire from students who took the course, demonstrate that the course had the intended effect on them. Furthermore, results of this questionnaire from controls indicate the need for cultural change in that cohort. All these quantitative results are reinforced by qualitative outcomes.

  10. Professional Development for Researchers in Solid Earth Science Evolved to Include Scientific and Educational Content

    Science.gov (United States)

    Eriksson, S. C.; Arrowsmith, R.; Olds, S. E.

    2011-12-01

    Integrated measures of crustal deformation provide valuable insight about tectonic and human-induced processes for scientists and educators alike. UNAVCO in conjunction with EarthScope initiated a series of short courses for researchers to learn the processing and interpretation of data from new technologies such as high precision GPS, Strainmeter, InSar and LiDAR that provide deformation information relevant to many geoscience sub-disciplines. Intensive short courses of a few days and the widespread availability of processed data through large projects such as EarthScope and GEON enable more geoscientists to incorporate these data into diverse projects. Characteristics of the UNAVCO Short Course Series, reaching over 400 participants since 2005, include having short course faculty who have pioneered development of each technology; open web-access to course materials; processing software installed on class-ready computers; no course fees; scholarships for students, post-doctoral fellows, and emerging faculty when needed; formative evaluation of the courses; community-based decisions on topics; and recruitment of participants across relevant geoscience disciplines. In 2009, when EarthScope airborne LiDAR data became available to the public through OpenTopographhy, teaching materials were provided to these researchers to incorporate the latest technologies into teaching. Multiple data sets across technologies have been developed with instructions on how to access the various data sets and incorporate them into geological problem sets. Courses in GPS, airborne LiDAR, strainmeter, and InSAR concentrate on data processing with examples of various geoscience applications. Ground-based LiDAR courses also include data acquisition. Google Earth is used to integrate various forms of data in educational applications. Various types of EarthScope data can now be used by a variety of geoscientists, and the number of scientists who have the skills and tools to use these various

  11. ICT-Aided Engineering Courses: A Multi-Campus Course Management

    Science.gov (United States)

    Dana-Picard, Thierry; Kidron, Ivy; Komar, Meir; Steiner, Joseph

    2006-01-01

    Jerusalem College of Technology (JCT) is a multi-campus institution with identical syllabi for courses in every campus. Moreover, learning at JCT requires at the same time synchronous and asynchronous learning and teaching. For some introductory courses in Mathematics for Engineering students, websites have been built and now upgraded in order to…

  12. Reinventing the Wheel: One Program's Approach to Redesign of Didactic Courses.

    Science.gov (United States)

    Hudak, Nicholas M; Scott, Victoria; Spear, Sherrie B; Hills, Karen J

    2015-12-01

    Curriculum and course redesign are expected and intentional efforts in health professions education. For physician assistant (PA) education, ongoing program self-assessment is a required accreditation standard and may guide deliberate changes within curriculum. The purpose of this article is to describe one PA program’s approach to the redesign of 4 courses into 3 courses that span the entire didactic phase. Significant lessons learned include the importance of planning ahead, identifying key players, documenting the process as part of ongoing self-assessment, competency mapping, and being prepared to make real-time modifications and changes based on course evaluations and faculty feedback. Our approach and guiding principles to the successful redesign of the didactic courses may provide both established and new PA educational programs with useful methods to apply in their own unique curricula.

  13. Using a Global Climate Model in an On-line Climate Change Course

    Science.gov (United States)

    Randle, D. E.; Chandler, M. A.; Sohl, L. E.

    2012-12-01

    Seminars on Science: Climate Change is an on-line, graduate-level teacher professional development course offered by the American Museum of Natural History. It is an intensive 6-week course covering a broad range of global climate topics, from the fundamentals of the climate system, to the causes of climate change, the role of paleoclimate investigations, and a discussion of potential consequences and risks. The instructional method blends essays, videos, textbooks, and linked websites, with required participation in electronic discussion forums that are moderated by an experienced educator and a course scientist. Most weeks include additional assignments. Three of these assignments employ computer models, including two weeks spent working with a full-fledged 3D global climate model (GCM). The global climate modeling environment is supplied through a partnership with Columbia University's Educational Global Climate Modeling Project (EdGCM). The objective is to have participants gain hands-on experience with one of the most important, yet misunderstood, aspects of climate change research. Participants in the course are supplied with a USB drive that includes installers for the software and sample data. The EdGCM software includes a version of NASA's global climate model fitted with a graphical user interface and pre-loaded with several climate change simulations. Step-by-step assignments and video tutorials help walk people through these challenging exercises and the course incorporates a special assignment discussion forum to help with technical problems and questions about the NASA GCM. There are several takeaways from our first year and a half of offering this course, which has become one of the most popular out of the twelve courses offered by the Museum. Participants report a high level of satisfaction in using EdGCM. Some report frustration at the initial steps, but overwhelmingly claim that the assignments are worth the effort. Many of the difficulties that

  14. A translational bioengineering course provides substantial gains in civic scientific literacy.

    Science.gov (United States)

    Richards-Kortum, Rebecca; Buckley, Deanna; Schwarz, Richard A; Atkinson, E Neely; Follen, Michele

    2007-08-01

    A growing number of essential consumer choices and public policy issues require a basic level of scientific literacy. Recent studies suggest as many as three-quarters of adults are unable to read and understand news accounts of scientific advances and controversies. In response to this challenge, a new course for non-science majors, Bioengineering and World Health, was designed to improve biomedical literacy. The goal of this study was to compare scientific literacy of students enrolled in the course to that of two groups of students who had not taken the course; the first control group included students majoring in Biomedical Engineering (BME), the second included those majoring in Liberal Arts or Natural Sciences. Small group interviews in which students discussed science news accounts from the popular press were used to assess scientific literacy. Students in Bioengineering and World Health showed increasing scientific literacy throughout the course. At the conclusion of Bioengineering and World Health, the mean scientific literacy of students in the course was significantly higher than that in both control groups. Students were stratified by the number of semester credit hours completed in science, math, engineering and technology (SME&T) courses. Regardless of number of SME&T hours completed, the mean scientific literacy of students completing Bioengineering and World Health was equivalent to that of BME majors who had completed more than 60 semester credit hours of SME&T coursework, suggesting that a single introductory course can significantly influence scientific literacy as measured by participant's ability to discuss medical innovations from a common news source.

  15. BUSINESS ENGLISH COURSES ONLINE SUPPORT

    Directory of Open Access Journals (Sweden)

    KUČÍRKOVÁ, Lenka

    2011-12-01

    Full Text Available The paper deals with the project called Online Study Support for the Subject of Business English within the Fund of Higher Education Development of the Czech Republic. It will be created in the form of a twelve-module course in the Moodle Learning Management System (LMS on the B1 level of the Common European Framework of References for Languages. Moodle is an open source Virtual Learning Environment which is free, developed by a worldwide community and is used for study purposes. It allows the teachers to create online courses and the students to enrol in them. The course is focused on the development of business and economic terminology, on reading comprehension, listening comprehension and the work with up-to-date authentic audio-visual materials. The course comprises the topics such as business and its basic terms, business letters, business organizations, macroeconomics and microeconomics, personnel management, marketing, email, accounting and finance etc. Single units have the following structure: lead in, key words and definitions, specialist material, various activities such as filling in the gaps, multiple choice, matching, word formation, word order etc. These electronic activities are created in the most famous authoring tool in our field called Hot Potatoes, they can be stored on a central server and accessed from anywhere through the Internet. Online support will be intended for students of all faculties and fields of study at the Czech University of Life Sciences (CULS in Prague, including incoming Erasmus students and academic staff as well as the students of other universities.

  16. Multi-Course Comparison of Traditional versus Web-based Course Delivery Systems

    Directory of Open Access Journals (Sweden)

    J. Michael Weber, PhD.,

    2007-07-01

    Full Text Available The purpose of this paper is to measure and compare the effectiveness of a Web-based course delivery system to a traditional course delivery system. The results indicate that a web-based course is effective and equivalent to a traditional classroom environment. As with the implementation of all new technologies, there are some pros and cons that should be considered. The significant pro is the element of convenience which eliminates the constrictive boundaries of space and time. The most notable con involves the impersonal nature of the online environment. Overall, we found the web-based course delivery system to be very successful in terms of learning outcomes and student satisfaction.

  17. Mountain Plains Learning Experience Guide: Radio and T.V. Repair. Course: D.C. Circuits.

    Science.gov (United States)

    Hoggatt, P.; And Others

    One of four individualized courses included in a radio and television repair curriculum, this course deals with the basic electrical properties of current, voltage, resistance, magnetism, mutual induction, and capacitance. The course is comprised of ten units: (1) Current, (2) Voltage, (3) Resistance, (4) Measuring Voltage and Current in Series…

  18. The effectiveness of an initial continuing education course in leadership for dentists.

    Science.gov (United States)

    Roig Jornet, P; Kalenderian, E

    2018-05-01

    The purpose of this study was to measure the effectiveness of a continuing education course in leadership presented to postdoctoral dentist-leaders. The authors developed a 3-day course on leadership and management with topics including self-awareness, leadership qualities, emotional intelligence, communication skills, social skills, conflict management, personal branding, quality improvement and team motivation. Twenty-two course participants with a median age of 37.5 years and an average of 13.7 years of professional experience were assessed using three different metrics: satisfaction with the course and presenters immediately following the course; pre-course and post-course tests on knowledge of leadership topics; and self-assessments of leadership competency skills prior to the course, immediately following the course and then 6 months after the course. Participant satisfaction with both instructors' effectiveness and the overall course design was very high. A survey 6 months following the course showed that participants were very positive regarding the practical use of the leadership skills they acquired in the course. The average of all participants' scores on the objectively assessed leadership knowledge test showed a statistically significant (P<.001) difference between pre-course and post-course scores. At 6-month follow-up, participant self-assessment of leadership competency significantly improved following the course. A well-designed course in leadership skills can have a positive impact on the leadership knowledge and competency of dentist-leaders. This unique leadership course was effective in increasing leadership knowledge and self-perceived leadership competency. The course and the skilled instructors were rated very highly by participants. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  19. Solutions of nuclear pairing

    International Nuclear Information System (INIS)

    Balantekin, A. B.; Pehlivan, Y.

    2007-01-01

    We give the exact solution of orbit dependent nuclear pairing problem between two nondegenerate energy levels using the Bethe ansatz technique. Our solution reduces to previously solved cases in the appropriate limits including Richardson's treatment of reduced pairing in terms of rational Gaudin algebra operators

  20. Introducing the Cloud in an Introductory IT Course

    Science.gov (United States)

    Woods, David M.

    2018-01-01

    Cloud computing is a rapidly emerging topic, but should it be included in an introductory IT course? The magnitude of cloud computing use, especially cloud infrastructure, along with students' limited knowledge of the topic support adding cloud content to the IT curriculum. There are several arguments that support including cloud computing in an…

  1. 14 CFR Appendix D to Part 141 - Commercial Pilot Certification Course

    Science.gov (United States)

    2010-01-01

    ...) For a lighter-than-air balloon course: Two solo flights if the course is for a hot air balloon rating...-lift. (f) Glider. (g) Lighter-than-air airship. (h) Lighter-than-air balloon. 2. Eligibility for... lighter-than-air category with a balloon class rating. (b) Ground training must include the following...

  2. Strategies for Assessing Learning Outcomes in an Online Oceanography Course

    Science.gov (United States)

    Reed, D. L.

    2003-12-01

    All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students

  3. In situ characterization of Ti-peroxy gel during formation on titanium surfaces in hydrogen peroxide containing solutions

    International Nuclear Information System (INIS)

    Muyco, Julie J.; Gray, Jeremy J.; Ratto, Timothy V.; Orme, Christine A.; McKittrick, Joanna; Frangos, John

    2006-01-01

    Three possible functions of Ti-peroxy gel are: reduction of the inflammatory response through the reduction of hydrogen peroxide and other reactive oxygen species; creation of a favorable surface for calcium phosphate nucleation; and as a transitional layer between the compliant surrounding tissue and the stiff titanium. Traditional surface characterization techniques operate in high vacuum environments that alter the actual sample-solution interface. Our studies used techniques that allowed samples to remain in solution and be observed over time. Atomic force microscopy (AFM) force-distance curves, electrochemical impedance spectroscopy (EIS), and Raman spectroscopy were each used in situ to define kinetic and mechanical properties of Ti-peroxy gel as it formed over time on titanium during exposure to hydrogen peroxide. Our studies enabled us to monitor real-time changes in the native oxide layer on titanium in hydrogen peroxide containing solution, including the formation of a Ti-peroxy gel layer above the native oxide. Peaks attributed to Ti-peroxy gel were seen to emerge over the course of several hours using in situ Raman spectroscopy. Force-distance curves suggest a layer that thickens with time on the titanium sample surface. EIS data showed that changes in the surface layers could be monitored in solution over time

  4. Short-course versus long-course chemoradiation in rectal cancer--time to change strategies?

    Science.gov (United States)

    Palta, Manisha; Willett, Christopher G; Czito, Brian G

    2014-09-01

    There is significant debate regarding the optimal neoadjuvant regimen for resectable rectal cancer patients. Short-course radiotherapy, a standard approach throughout most of northern Europe, is generally defined as 25 Gy in 5 fractions over the course of 1 week without the concurrent administration of chemotherapy. Long-course radiotherapy is typically defined as 45 to 50.4 Gy in 25-28 fractions with the administration of concurrent 5-fluoropyrimidine-based chemotherapy and is the standard approach in other parts of Europe and the United States. At present, two randomized trials have compared outcomes for short course radiotherapy with long-course chemoradiation showing no difference in respective study endpoints. Late toxicity data are lacking given limited follow-up. Although the ideal neoadjuvant regimen is controversial, our current bias is long-course chemoradiation to treat patients with locally advanced, resectable rectal cancer.

  5. Analysing student written solutions to investigate if problem-solving processes are evident throughout

    Science.gov (United States)

    Kelly, Regina; McLoughlin, Eilish; Finlayson, Odilla E.

    2016-07-01

    An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students' problem-solving process rather than solely assessing the correctness of problem solutions.

  6. Use of Shadowing-Based Learning in an Allied Health Microbiology Course

    Directory of Open Access Journals (Sweden)

    Alex A. Lowrey

    2016-05-01

    Full Text Available Students in an undergraduate microbiology course for health professions majors perform a shadowing-based learning exercise for their course project. Students accomplish this by shadowing a health care professional of their choice, specifically incorporating basic microbiological concept themes into their observations. These concept themes include the biological nature, health effects, detection, and control of microorganisms. Upon completion of the shadowing experience, students present a concise report, which is graded on how well the students connect course scientific concepts with actual clinical practice.

  7. The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses

    Directory of Open Access Journals (Sweden)

    Jennifer M. Wenner

    2009-01-01

    Full Text Available We present the case for introductory geoscience courses as model venues for increasing the quantitative literacy (QL of large numbers of the college-educated population. The geosciences provide meaningful context for a number of fundamental mathematical concepts that are revisited several times in a single course. Using some best practices from the mathematics education community surrounding problem solving, calculus reform, pre-college mathematics and five geoscience/math workshops, geoscience and mathematics faculty have identified five pedagogical ideas to increase the QL of the students who populate introductory geoscience courses. These five ideas include techniques such as: place mathematical concepts in context, use multiple representations, use technology appropriately, work in groups, and do multiple-day, in-depth problems that place quantitative skills in multiple contexts. We discuss the pedagogical underpinnings of these five ideas and illustrate some ways that the geosciences represent ideal places to use these techniques. However, the inclusion of QL in introductory courses is often met with resistance at all levels. Faculty who wish to include quantitative content must use creative means to break down barriers of public perception of geoscience as qualitative, administrative worry that enrollments will drop and faculty resistance to change. Novel ways to infuse QL into geoscience classrooms include use of web-based resources, shadow courses, setting clear expectations, and promoting quantitative geoscience to the general public. In order to help faculty increase the QL of geoscience students, a community-built faculty-centered web resource (Teaching Quantitative Skills in the Geosciences houses multiple examples that implement the five best practices of QL throughout the geoscience curriculum. We direct faculty to three portions of the web resource: Teaching Quantitative Literacy, QL activities, and the 2006 workshop website

  8. Holding Together a Multifunctional College Zoology Course.

    Science.gov (United States)

    Snyder, John A.; Teska, William R.

    1981-01-01

    Describes an introductory zoology course which includes: (1) lectures organized on the basis of taxonomic relationships; (2) out-of-class reading assignments from nontraditional sources such as magazines; (3) laboratories for microscope analysis and dissection; and (4) a separate self-paced laboratory. (DS)

  9. THE CHALLENGE OF PD PATIENTS: GLUCOSE AND GLUCOSE DEGRADATION PRODUCTS IN PD SOLUTION

    Directory of Open Access Journals (Sweden)

    Yong-Lim Kim

    2012-06-01

    Full Text Available The main osmotic agent found in the peritoneal dialysis (PD solution is glucose. It has been of a wide use for great crystalloid osmotic power at a low concentration, simple metabolism, and excellent safety. On the other hand, anywhere between 60 to 80% of the glucose in the PD solution is absorbed - a 100 to 300 mg of daily glucose absorption. Once into the systemic circulation, glucose can be a cause for metabolic complications including obesity. Indeed, the diabetiform change observed in the peritoneal membrane in the long-term PD patients is believed attributable to the high-concentration glucose in the PD solution. The glucose absorbed from peritoneal cavity raises the risk of ‘glucose toxicity’, leading to insulin resistance and beta cell failure. Clinical similarity can be found in postprandial hyperglycemia, which is known to be associated with oxidative stress, endothelial dysfunction, NF-κb, and inflammation, affecting myocardial blood flow. Moreover, it is a proven independent risk factor of coronary artery disease in patients with type 2 diabetes, particularly of female gender. Though speculative yet, glucose toxicity might explain a higher mortality of PD patients after the first year compared with those on hemodialysis (more so in female, advanced-age patients with diabetes. Also included in the picture are glucose degradation products (GDPs generated along the course of heat sterilization or storage of the PD solution. They have been shown to induce apoptosis of peritoneal mesothelial cells, renal tubular epithelial cells, and endothelial cells, while spurring production of TGF-β and VEGF and facilitating epithelial mesenchymal transition. GDPs provide a stronger reactivity than glucose in the formation of AGEs, a known cause for microvascular complications and arteriosclerosis. Unfortunately, clinical studies using a low-GDP PD solution have provided mixed results on the residual renal function, peritonitis, peritoneal

  10. Experiencing and Teaching Pilgrimage in a Sacred Spaces Course

    Directory of Open Access Journals (Sweden)

    Thomas J. Sienkewicz

    2018-03-01

    Full Text Available As part of an integrated studies curriculum at the author’s college, all juniors must take a Reflections course in which students consider personal values and analyze familiar and unfamiliar systems of thought and belief, in order to explore their own and others’ ideas about the ultimate meaning and purposes of life. “Sacred Places Past and Present”, is a course designed to fulfil this requirement. This course focuses on a number of important religious sites in the ancient Mediterranean and in the modern world, including the Parthenon, Olympia, Delphi, Stonehenge, and Muir Woods. These places are compared and contrasted in terms of what makes them sacred. Two pilgrimage experiences are part of this course: the hajj to Mecca and the Camino de Santiago de Compostela. In the past, the unit on the Camino focused on Emilio Estevez’s 2010 film “The Way”; however, during the summer of 2016, the author walked the Camino de Santiago. As a result, the course was substantially revised to reflect the author’s own personal experiences as a pilgrim. In particular, Paulo Coelho’s The Pilgrimage was incorporated into the course and students were given an opportunity to participate in a one-day pilgrimage walk in western Illinois.

  11. NEW APPROACHES TO EFFICIENCY OF MASSIVE ONLINE COURSE

    Directory of Open Access Journals (Sweden)

    Liubov S. Lysitsina

    2014-09-01

    Full Text Available This paper is focused on efficiency of e-learning, in general, and massive online course in programming and information technology, in particular. Several innovative approaches and scenarios have been proposed, developed, implemented and verified by the authors, including 1 a new approach to organize and use automatic immediate feedback that significantly helps a learner to verify developed code and increases an efficiency of learning, 2 a new approach to construct learning interfaces – it is based on “develop a code – get a result – validate a code” technique, 3 three scenarios of visualization and verification of developed code, 4 a new multi-stage approach to solve complex programming assignments, 5 a new implementation of “perfectionism” game mechanics in a massive online course. Overall, due to implementation of proposed and developed approaches, the efficiency of massive online course has been considerably increased, particularly 1 the additional 27.9 % of students were able to complete successfully “Web design and development using HTML5 and CSS3” massive online course at ITMO University, and 2 based on feedback from 5588 students a “perfectionism” game mechanics noticeably improves students’ involvement into course activities and retention factor.

  12. Solution of neutron slowing down equation including multiple inelastic scattering

    International Nuclear Information System (INIS)

    El-Wakil, S.A.; Saad, A.E.

    1977-01-01

    The present work is devoted the presentation of an analytical method for the calculation of elastically and inelastically slowed down neutrons in an infinite non absorbing homogeneous medium. On the basis of the Central limit theory (CLT) and the integral transform technique the slowing down equation including inelastic scattering in terms of the Green function of elastic scattering is solved. The Green function is decomposed according to the number of collisions. A formula for the flux at any lethargy O (u) after any number of collisions is derived. An equation for the asymptotic flux is also obtained

  13. Developing a Blended Type Course of Introduction to Hybrid Vehicles

    OpenAIRE

    Na Zhu

    2016-01-01

    An innovative course of introduction to hybrid vehicles is developed for both associate and bachelor degree programs for engineering technology with automotive/mechanical concentration. The hybrid vehicle course content includes several topics, such as the rational of pure electric vehicle and hybrid vehicle, hybrid vehicle propulsion systems, fundamentals of motor/generator systems, fundamentals of battery and energy management system, and introduction to various configurations of hybrid veh...

  14. Comparison Performance of Genetic Algorithm and Ant Colony Optimization in Course Scheduling Optimizing

    Directory of Open Access Journals (Sweden)

    Imam Ahmad Ashari

    2016-11-01

    Full Text Available Scheduling problems at the university is a complex type of scheduling problems. The scheduling process should be carried out at every turn of the semester's. The core of the problem of scheduling courses at the university is that the number of components that need to be considered in making the schedule, some of the components was made up of students, lecturers, time and a room with due regard to the limits and certain conditions so that no collision in the schedule such as mashed room, mashed lecturer and others. To resolve a scheduling problem most appropriate technique used is the technique of optimization. Optimization techniques can give the best results desired. Metaheuristic algorithm is an algorithm that has a lot of ways to solve the problems to the very limit the optimal solution. In this paper, we use a genetic algorithm and ant colony optimization algorithm is an algorithm metaheuristic to solve the problem of course scheduling. The two algorithm will be tested and compared to get performance is the best. The algorithm was tested using data schedule courses of the university in Semarang. From the experimental results we conclude that the genetic algorithm has better performance than the ant colony optimization  algorithm in solving the case of course scheduling.

  15. RETAIL ORGANIZATION, A SUGGESTED ADULT DISTRIBUTIVE EDUCATION COURSE OUTLINE.

    Science.gov (United States)

    MAURO, RALPH N.; AND OTHERS

    THIS SUGGESTED OUTLINE FOR A COURSE ON RETAIL ORGANIZATION IS PLANNED FOR FIVE 2-HOUR SESSIONS ON (1) EVOLUTION OF RETAIL ORGANIZATIONAL STRUCTURE, (2) ORGANIZATION, INCLUDING CONCEPTS, PRINCIPLES, AND PRACTICES, (3) TYPICAL RETAIL ORGANIZATION PATTERNS, (4) ORGANIZATIONAL AND FUNCTIONAL ANAYSIS, INCLUDING MERCHANDISING, SALES PROMOTION, AND…

  16. Effective Modification of a Nonprescription Medicines Course to Optimize Learning of Millennial Generation Students

    Directory of Open Access Journals (Sweden)

    Bella H Mehta

    2013-01-01

    Full Text Available Objective: To describe examples of effective teaching strategies utilized within a required nonprescription therapeutics course, in order to accommodate learning characteristics of Millennials. Case Study: Instructors identified unique characteristics of Millennial generation students through literature review and focused educational workshops. These characteristics include the desire for active learning where didactic lectures make a connection to life, the incorporation of technology, and assignments that focus on team work. Course modifications were then made based on these characteristics including redesign of large group course lectures with incorporation of patient cases, inclusion of a variety of online components including the opportunity to provide course feedback, and active learning small group projects within workshop sections. Evaluation:Student evaluation of the course and instructors significantly improved after introducing changes to the course compared to previous years. Each component of the student evaluation resulted in a statistically significant change in mean score. Verbal and written evaluations indicated a very positive learning experience for students. Grade mean (3.3 vs. 3.8, p Conclusions: By identifying characteristics of Millennial generation student learners, traditional teaching methods can be modified in order to enhance retention of material and optimize their learning process. Course changes improved the learning experience for students and instructors. Instructors' willingness to evaluate generational differences and adapt teaching enhances the learning experiences in the classroom for both students and instructors.   Type: Case Study

  17. Quality evaluation in distance undergraduate courses in Brazil

    Directory of Open Access Journals (Sweden)

    Carla Netto

    2015-01-01

    of distance-run undergraduate courses (D.Ed.. The data from the instruments were then processed according to Discourse Textual Analysis (DTA. The evaluation process for undergraduate distance education courses in the USA was evaluated by identifying those quality indicators adopted by international accreditation agencies. Based on the analysis of the evaluation process of distance undergraduate courses in Brazil, a further study was carried out about the results and impacts of the Brazilian system, especially the indicators used and the level of confidence that existed when measuring the quality of distance-based undergraduate courses. As a result of this research, our researchers observed there was a real need to establish a quality assurance benchmark in Brazil along these conceptual lines, namely one that represents quality in D.Ed. and includes the usage of indicators that reflect the excellence of the degree course that are offered. This level of excellence is assessed on the basis of the training, experience, knowledge and skills of the evaluators, as well as on clear, precise and transparent criteria for measuring the quality-based distance degree courses. On the other hand, it is also necessary to be equipped with a Bank of Evaluators – not only for those who work in this field, but also for a group of experts that is large enough to implement the Brazilian evaluation system in distance education programs.

  18. A Web-based Quantum Mechanics Course for first Year Graduate Students in Physics

    Science.gov (United States)

    Breinig, M.

    1996-11-01

    All class materials for the 1996 graduate Quantum Mechanics course at the University of Tennessee are distributed over the Internet (http://electron4.phys.utk.edu). Complete class notes are available in PDF format. Homework problems and solutions are distributed in PDF format or as scanned notes. Students need Web access using a graphical browser with a PDF reader plug-in (Adobe Acrobat) installed. The news and mail clients must be able to display attachments, such as graphics files, inline. A class news group has been set up. Students use this news group to discus class material, homework problems, and anything else of interest among themselves. Numerical solutions are presented in the form of Java programs.

  19. An analysis of high-performing science students' preparation for collegiate science courses

    Science.gov (United States)

    Walter, Karen

    This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (pstudent GPA with honors science courses (n=55 and Pearson's r=-0.336), while AP courses (n=47 and Pearson's r=0.0016) and IB courses (n=17 and Pearson's r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.

  20. New course in bioengineering and bioinspired design.

    Science.gov (United States)

    Erickson, Jonathan C

    2012-01-01

    The past two years, a new interdisciplinary course has been offered at Washington and Lee University (Lexington, VA, USA), which seeks to surmount barriers that have traditionally existed between the physical and life sciences. The course explores the physiology leading to the physical mechanisms and engineering principles that endow the astonishing navigation abilities and sensory mechanisms of animal systems. The course also emphasizes how biological systems are inspiring novel engineering designs. Two (among many) examples are how the adhesion of the gecko foot inspired a new class of adhesives based on Van der Waals forces; and how the iridophore protein plates found in mimic octopus and squid act as tunable ¼ wave stacks, thus inspiring the engineering of optically tunable block copolymer gels for sensing temperature, pressure, or chemical gradients. A major component of this course is the integration of a 6-8 week long research project. To date, projects have included engineering: a soft-body robot whose motion mimics the inchworm; an electrical circuit to sense minute electric fields in aqueous environments based on the shark electrosensory system; and cyborg grasshoppers whose jump motion is controlled via an electronic-neural interface. Initial feedback has indicated that this course has served to increase student interaction and “cross-pollination” of ideas between the physical and life sciences. Student feedback also indicated a marked increase in desire and confidence to continue to pursue problems at the boundary of biology and engineering—bioengineering.