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Kinds of Semester Selected AbstractsA Comparison of the Attitudes of Learners, Instructors, and Native French Speakers About the Pronunciation of French: An Exploratory StudyFOREIGN LANGUAGE ANNALS, Issue 3 2007Isabelle Drewelow The stereotype has it that native French Speakers are annoyed by foreign Speakers' errors in pronunciation. The purpose of this pilot study was to assess beliefs about the importance of accurate pronunciation in French held by three afferent groups: (1) 73 second- and third-semester students of French at a large midwestern research university in the United States, (2) 16 nonnative-speaker instructors of French at the same institution, and (3) 24 native Speakers of French living in France. In a fall Semester, each of the three groups received near mirror-image versions of a questionnaire, ranging from 33 items (for the learners) to 29 items (for the instructors) to 26 items (for the native French Speakers) in true/false format. Acknowledging that attitudes toward foreign accents might be language- and nationality-specific, all questions pertained to Americans speaking French. Percentages were calculated, and corresponding questions on all three questionnaires were grouped according to theme, then compared and cross-referenced with participants' backgrounds. Generally, this study revealed a gap between the attitudes of hypothetical native Speakers, promoted in teaching on the one hand, and the attitudes professed by real native Speakers on the other hand. The results of this study discredit the myth that native French Speakers have a low tolerance for an American accent in French. Instructors, and nonnative Speaker instructors specifically, need to project more realistic goals and refrain from misinforming their students that a perfect native-like pronunciation is vital to successful communication with native Speakers. [source] Improving clinical assessment: evaluating students' ability to identify and apply clinical criteriaEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2010C. Redwood Abstract Aim:, There is ongoing concern by health educators over the inability of professionals to accurately self-assess their clinical behaviour and standards, resulting in doubts over a key expectation of effective self-regulation in the health professions. Participation by students in the assessment process has been shown to increase the understanding of assessment criteria in written assessment tasks. How this might transfer to the clinical setting is the focus of this study. This paper is part of an ongoing investigation of the impact on learning of a series of activities that provides students with opportunities to discuss and apply criteria and standards associated with self-assessment in clinical dentistry. Our aim was to evaluate whether participation in these assessment activities improved the ability of first-year dental students to recognise behaviours demonstrated by ,peers' in videos of clinical scenarios and to relate these to the assessment criteria. Materials and methods:, A series of three workshops in conjunction with weekly clinical assessment activities in Semesters 1 and 2 were use to support first-year students' learning of clinical assessment criteria. The design of the workshops was based on the principles of social constructivist theories of learning and the concept of tacit knowledge. Accordingly workshop activities were planned around videos that were specifically constructed to illustrate procedures and behaviours typical of those observed by staff and tutors in the first year of the dental course at The University of Adelaide, Australia. First-year students viewed the videos prior to and after the workshops and recorded observed behaviours that related to the assessment criteria that were used in their clinical practice course. Student learning outcomes were assessed 10,14 weeks after the initial workshop and again up to 42 weeks later. To check whether learning resulted from repeated viewing of the videos without formal discussion, a reference group of third-year students who did not attend the workshops also viewed the videos two times, separated by 12 weeks, and recorded observations in the same way. Results:, There was no consistent evidence that repeat viewing of the videos in isolation resulted in improved recognition of ,peer' behaviours by third-year dental students. Results for the first-year students indicated that the workshops and clinical assessment activities had a significantly positive effect on the ability of students to identify ,peer' behaviours related to the criteria used for clinical assessment. In particular, students' recognition in others of knowledge and professional behaviours improved significantly. This improvement was retained over the year and students were able to recognise these behaviours in other scenarios relevant to their year level. Conclusions:, This early exposure to the process of clinical assessment, coupled with ongoing self-assessment and tutor feedback throughout first year, improved the ability of first-year students to identify and apply some key assessment criteria to observed ,peer' behaviour, and this ability was retained over time. [source] Generation of a virtual reality-based automotive driving training system for CAD educationCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 2 2009Janus Liang Abstract Designing and constructing a virtual reality-based system is useful for educating students about scenario planning, geometric modeling and computer graphics. In particular, students are exposed to the practical issues surrounding topics such as geometric modeling, rendering, collision detection, model animation and graphical design. Meanwhile, building an application system provides students exposure to the real-world side of software engineering that they are typically shielded from in the traditional computer class. This study is a description of the experiences with instructing "Computer-aided Industrial design" and "OOP," two introductory classes that focus on designing and generating the VR based system possible in the course of a semester and then "VR System," an advanced course in the next semester. This study emphasizes the continuing evolution in the training and educational needs of students of CAD-systems. This study breaks down an automobile driving training system into different components that are suitable for individual student projects and discusses the use of modern graphical design tools such as 3ds MAX for artistic design in this system. The conclusion of this study proposes a rough schedule for developing a VR based system during the course of a semester and an overview is given of a concept of a virtual reality-based design and constructing system that is being developed. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 17: 148,166, 2009; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae20178 [source] A case study of a cooperative learning experiment in artificial intelligenceCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 4 2007Fernando Díez Abstract This article describes an innovative teaching experiment (part of a project for Innovation in Teaching at the University Autónoma of Madrid) which was undertaken by the authors during the first semester of the academic year 2004/2005. This teaching experiment has been the object of evaluation by the students as part of their coursework and has consisted of the use of the groupware system KnowCat, by which the students prepare a repository of documents related to topics and themes associated with the subject matter (Artificial Intelligence). During the process of elaboration both the votes for the best documents and the annotation made about them play an essential role. These documents are carried out exclusively by the students and they are who decide, by means of their activity, which of the documents presented are to be chosen as representative of the entire collection. © 2007 Wiley Periodicals, Inc. Comput Appl Eng Educ 15: 308,316, 2007; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20114 [source] Animated instructional software for mechanics of materials: Implementation and assessmentCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 1 2006Timothy A. Philpot Abstract During the past 3 years, the Basic Engineering Department at the University of Missouri, Rolla has been developing a second-generation suite of instructional software called MecMovies for the Mechanics of Materials course. The MecMovies suite consists of over 110 animated example problems, drill-and-practice games, and interactive exercises. Students generally respond favorably to software of this type; however, much of the data that has been gathered to assess the effectiveness of similar software has been anecdotal. The method by which instructional software is incorporated into the engineering class is partly responsible for this lack of systematic evaluation. Often, software packages have been implemented in the classroom as supplemental material,recommended but not required. In the Fall 2003 semester, MecMovies was integrated thoroughly into the course assignments for one of the six UMR Mechanics of Materials sections. Four professors were involved in the study, and student performance in the experimental MecMovies section was compared to performance in the five control sections through a common final exam. At the end of the semester, students who used the MecMovies software also completed a survey questionnaire consisting of a number of subjective rating items. This paper presents a comparison of student performance in the experimental and control sections along with discussion of student qualitative ratings and comments. © 2006 Wiley Periodicals, Inc. Comput Appl Eng Educ 14: 31,43, 2006; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20065 [source] Student Hits in an Internet-Supported Course: How Can Instructors Use Them and What Do They Mean?DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2003Andrew, Ellen Baugher Varanelli Weisbord ABSTRACT The world of education is changing as Web-based technology and courseware are increasingly used for delivery of course material. In this environment, instructors may need new measures for determining student involvement, and ultimately student performance. This study examines whether hits to a Web site have any value for predicting student performance in a traditional course supported by Web activities. Total Hits at the end of the semester was used as one measure. Hit Consistency, determined by assigning a 0 when no hits occurred between class meetings and by assigning a 1 when one or more hits occurred between class meetings, was another. Hit Consistency was significantly correlated with course average (r= .37, p < .001) for 108 students in two course sections. Hit Consistency started to show a significant relationship with course average by the third week (or class). Total Hits was not found to significantly correlate with course average (r= .08, p > .05) at the end of the semester or during any week. These results suggest that students who consistently access a Web site will perform better than those who do not. When Hit Consistency and Total Hits were entered as independent variables into a stepwise regression with course average as the dependent variable, the model was enhanced by the addition of Total Hits after Hit Consistency was entered (R= .43, p < .001). Hierarchical regression analysis in which cumulative grade point average was entered as the first controlling variable suggested that online access may go beyond the predictive value of achievement alone for predicting course performance with Hit Consistency appearing to be the dominant causal variable. [source] Dental students' motivation and the context of learningEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2009Bettina Tjagvad Kristensen Abstract This qualitative study shows dental students' motives for choosing the dental education and how the motives influence their motivation at the first semester of study. Further the study demonstrates the relevance of the context of learning. This issue is of importance when planning a curriculum for the dental education. The material consists of interviews with eight dental students. The results show that dental students were focused on their future professional role, its practical dimensions and their future working conditions. Their motivation for choosing the dental education was found to influence their motivation for studying and their experience of the relevance of the first semester. The dental students who had co-education with the medical students at the first year of study missed a dental context and courses with clinically relevant contents. In conclusion, our data signify the importance of the context of learning. It is recommended that a future curriculum for the dental school should be designed in a way where basic science subjects are taught with both theoretically as well as practically oriented subjects and in a context which is meaningful for the students. [source] Development of a Gerodontology course in Athens: a pilot studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2006A. E. Kossioni Aim:, To describe the development of an undergraduate Gerodontology course in Athens Dental School. Background:, Because of demographic changes, undergraduate dental curricula should place appropriate emphasis on the oral care of the elderly. Therefore, the Athens Dental School Curriculum Committee authorised the development of a new Gerodontology course. Methods:, The new course was introduced in the 10th (final) semester of undergraduate studies. Teaching responsibilities were shared amongst staff from various Dental School departments and the National Health System. The course was elective and mainly didactic, consisting of seminars within the Dental School, educational visits to hospitals and geriatric day centres and elective clinical work in the comprehensive care clinic. The students evaluated the course at the end of the semester and indicated its strengths and weaknesses from their perspective. Conclusion:, The new course was generally satisfying. Based on the experience and evaluation of the first pilot year and taking into consideration the existing barriers, we plan to improve and expand educational activities, mainly including improved methods of teaching and assessment, and more clinical assignments. [source] Computer-mediated instructional video: a randomised controlled trial comparing a sequential and a segmented instructional video in surgical hand washEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2005M. Schittek Janda Background:, Video-based instructions for clinical procedures have been used frequently during the preceding decades. Aim:, To investigate in a randomised controlled trial the learning effectiveness of fragmented videos vs. the complete sequential video and to analyse the attitudes of the user towards video as a learning aid. Materials and methods:, An instructional video on surgical hand wash was produced. The video was available in two different forms in two separate web pages: one as a sequential video and one fragmented into eight short clips. Twenty-eight dental students in the second semester were randomised into an experimental (n = 15) and a control group (n = 13). The experimental group used the fragmented form of the video and the control group watched the complete one. The use of the videos was logged and the students were video taped whilst undertaking a test hand wash. The videos were analysed systematically and blindly by two independent clinicians. The students also performed a written test concerning learning outcome from the videos as well as they answered an attitude questionnaire. Results:, The students in the experimental group watched the video significantly longer than the control group. There were no significant differences between the groups with regard to the ratings and scores when performing the hand wash. The experimental group had significantly better results in the written test compared with those of the control group. There was no significant difference between the groups with regard to attitudes towards the use of video for learning, as measured by the Visual Analogue Scales. Most students in both groups expressed satisfaction with the use of video for learning. Conclusion:, The students demonstrated positive attitudes and acceptable learning outcome from viewing CAL videos as a part of their pre-clinical training. Videos that are part of computer-based learning settings would ideally be presented to the students both as a segmented and as a whole video to give the students the option to choose the form of video which suits the individual student's learning style. [source] Dental undergraduate expectations and opinions of Web-based courseware to supplement traditional teaching methodsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2003R. Eynon The rapid growth of Internet for the delivery of information has enabled teaching materials to be placed on websites allowing student access to course material. It is the aim of this paper to evaluate a cohort of dental undergraduate students who have used Web-based courseware in prosthetic dentistry for a semester. A questionnaire was distributed to clinical undergraduate students prior to the use of the prosthetics course to determine their experience of using the World Wide Web (WWW) and their expectations of an online course. A second questionnaire was distributed at the end of 6 months which asked about their usage and opinions of the prosthetics Web-based courseware. The main concerns raised at the beginning of the course were related to computer access, the ability to use computers, the time involved and their conception that the e-course would be an additional burden. The main potential benefits were perceived to be convenience, availability of information and the ability to reinforce or catch up on aspects of the module they did not understand or had missed. Feedback at the end of the year showed that most students had accessed the Web-based courseware site at least once a month and, generally, their comments were favourable, dispelling some of the initial perceived fears. They felt that the website was a quick and convenient way to access information and was a good additional resource. Access to the site and printing information were the main problems raised by the students who had to use a shared cluster. In conclusion, Web-based courseware was felt to be a useful additional resource for students. However, this research showed that sufficient computers and printers must be available for such a resource to become an integrated part of the dental course. [source] Students' evaluation of online course materials in Fixed Prosthodontics: a case studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2001Elizabeth S. Pilcher Purpose: The purpose of this study was to assess a new online course format for dental students. Preclinical Fixed Prosthodontics I is a didactic and laboratory course given in the first year of the dental school curriculum. In the spring semester of 1999, the didactic portion of the course was offered in a web-based format as a supplement to the traditional lecture format. Methods: The study population was 53 first year dental students at one school. The study design was a one group post test without a control group. The online questionnaire consisted of multiple choice questions, Leikert scale questions and open-ended questions. Data were collected using Filemaker Pro and analyzed using EpiInfo. Results: Student response rate was 96% (52/53). All of the students responded that they felt comfortable with their computer skills in utilizing this course format. Most (96%) responded that the online materials were either very helpful or helpful to them. About half, (54%) recommended that the online format be continued as a supplement to traditional lectures, while 28% recommended replacing traditional lectures with the new format in order to provide more laboratory time in the course. The syllabus, lecture materials, bulletin board and handouts were found to be the most helpful online features. The least helpful features were the listserve, decision tree, and e-mail options. Most frequently mentioned strengths of the online material were listed as 1) the ability to view material at their own pace and at a time convenient to them, 2) quality photographs in lecture materials and 3) online quizzes. Weaknesses of the course were ranked by students as 1) problems with access to the materials and the intranet system, 2) taking quizzes online and 3) difficulty in printing the web-based lecture materials. Conclusions: The delivery of web-based material as a course supplement in Fixed Prosthodontics I was determined to be an overall success. Fine tuning of problems with access to the materials took place throughout the course. The student feedback will help direct future development of web-based course materials in the dental school curriculum. [source] Short-Term Study Abroad: Predicting Changes in Oral SkillsFOREIGN LANGUAGE ANNALS, Issue 3 2010Rob A. Martinsen Abstract: Increasing numbers of students are opting for study abroad programs of 2 months or less while research on study abroad generally focuses on semester- or year-long programs. This study quantitatively examines changes in students' spoken Spanish after 6 weeks in Argentina using native speaker ratings of student speech. The researcher then uses self-report measures to determine which of the following variables predict improvements in speaking, pre-program motivation and intercultural sensitivity, relationship with the host family, and interaction with native speakers. Results suggest that short-term programs can benefit language skills, as the majority of students in this program demonstrated small yet highly significant improvements in spoken Spanish even though a percentage of students showed a decrease in their skills. Surprisingly, only pre-program levels of cultural sensitivity predicted students' improvements in language skills, providing further evidence of the importance of culture in language learning. [source] Using e-Journals to Assess Students' Language Awareness and Social Identity During Study AbroadFOREIGN LANGUAGE ANNALS, Issue 1 2010Julia Aguilar Stewart Abstract: This article reports on a study that explored the use of e-journals to understand through students' personal narratives what factors (gender, living situation, classroom dynamic, social network) may have influenced their learning during the study abroad semester. Pretests on language measures were compared with posttest results, and information was gleaned from students' journal entries to assess possible relationships between a student's language gains and the development of his or her social identity during study abroad. In view of the call for more targeted assessment of program goals and learning outcomes by accrediting bodies in higher education, e-journals are proposed as a means of closely following students' progress and the factors that may be affecting their learning in the study abroad context. [source] Electronic Mail in Foreign Language Writing: A Study of Grammatical and Lexical Accuracy, and Quantity of LanguageFOREIGN LANGUAGE ANNALS, Issue 2 2000Manuela Gonzälez-Bueno The authors statistically analyzed the quality and quantity of discourse generated via the electronic and the traditional (i.e., paper-and-pencil) medium. The primary objective was to determine whether the use of electronic mail had any effect on grammatical accuracy, appropriate use of vocabulary, and language productivity. In addition, the participants completed a written survey at the end of the semester that elicited their opinions of the program's effectiveness. It was found that the electronic version of dialogue journals had a significantly positive effect on the amount of language generated by the students, and that it improved students' attitude towards learning and practicing the target language. However, the electronic version of dialogue journals did not seem to pose any significant advantage over the paper-and-pencil version with regard to lexical and grammatical accuracy. [source] Teaching and Learning Guide for: Memoryscape: How Audio Walks Can Deepen Our Sense of Place by Integrating Art, Oral History and Cultural GeographyGEOGRAPHY COMPASS (ELECTRONIC), Issue 5 2008Toby Butler Author's Introduction This article is concerned with the history and practice of creating sound walks or ,memoryscapes': outdoor trails that use recorded sound and spoken memory played on a personal stereo or mobile media to experience places in new ways. It is now possible to cheaply and easily create this and other kinds of located media experience. The development of multi-sensory-located media (,locedia') presents some exciting opportunities for those concerned with place, local history, cultural geography and oral history. This article uses work from several different disciplines (music, sound art, oral history and cultural geography) as a starting point to exploring some early and recent examples of locedia practice. It also suggests how it might give us a more sophisticated, real, embodied and nuanced experience of places that the written word just can not deliver. Yet, there are considerable challenges in producing and experiencing such work. Academics used to writing must learn to work in sound and view or image; they must navigate difficult issues of privacy, consider the power relations of the outsider's ,gaze' and make decisions about the representation of places in work that local people may try and have strong feelings about. Creating such work is an active, multi-sensory and profoundly challenging experience that can offer students the chance to master multi-media skills as well as apply theoretical understandings of the histories and geographies of place. Author Recommends 1.,Perks, R., and Thomson, A. (2006). The oral history reader, 2nd ed. London: Routledge. This is a wonderful collection of significant writing concerned with oral history. Part IV, Making Histories features much of interest, including a thought-provoking paper on the challenges of authoring in sound rather than print by Charles Hardy III, and a moving interview with Graeme Miller, the artist who created the Linked walk mentioned in the memoryscape article. These only feature in the second edition. 2.,Cresswell, T. (2004). Place: a short introduction. Oxford, UK: Blackwell. A refreshingly clear and well-written guide to the different theoretical takes on what makes places , a good starting point for further reading. 3.,Carlyle, A. (ed.). (2008). Autumn leaves: sound and the environment in artistic practice. Paris, France: Double Entendre. This is a collection of short essays and examples of located sonic media art; it includes interviews with practitioners and includes Hildegard Westekamp's Soundwalking, a practical guide to leading students on a mute walk. Lots of thought provoking, applied reading material for students here. 4.,Blunt, A., et al. (eds) (2003). Cultural geography in practice. London: Arnold. A great book for undergraduate and postgraduate students , concepts explained and lots of examples of actually doing cultural geography. The chapter on mapping worlds by David Pinder is particularly useful in this context. 5.,Pinder, D. (2001). Ghostly footsteps: voices, memories and walks in the city. Ecumene 8 (1), pp. 1,19. This article is a thoughtful analysis of a Janet Cardiff sound walk in Whitechapel, East London. Online Materials http://www.memoryscape.org.uk This is my project website, which features two online trails, Dockers which explores Greenwich and the memories of the London Docks that are archived in the Museum of London, and Drifting which is a rather strange experiment-combining physical geography and oral history along the Thames at Hampton Court, but still makes for an interesting trail. Audio, maps and trails can be downloaded for free, so students with phones or iPods can try the trails if you are within reach of Surrey or London. The site features an online version, with sound-accompanying photographs of the location. http://www.portsofcall.org.uk This website has three more trails here, this time of the communities surrounding the Royal Docks in East London. The scenery here is very dramatic and anyone interested in the regeneration of East London and its impact on local communities will find these trails interesting. Like Dockers, the walks feature a lot of rare archive interviews. This project involved a great deal of community interaction and participation as I experimented with trying to get people involved with the trail-making process. The site uses Google maps for online delivery. http://www.soundwalk.com This New York-based firm creates exceptionally high-quality soundwalks, and they are well worth the money. They started by producing trails for different districts of New York (I recommend the Bronx Graffiti trail) and have recently made trails for other cities, like Paris and Varanassi in India. http://www.mscapers.com This website is run by Hewlett Packard, which has a long history of research and development in located media applications. They currently give free licence to use their mscape software which is a relatively easy to learn way of creating global positioning system-triggered content. The big problem is that you have to have a pricey phone or personal digital assistant to run the software, which makes group work prohibitively expensive. But equipment prices are coming down and with the new generations of mobile phones developers believe that the time when the player technology is ubiquitous might be near. And if you ask nicely HP will lend out sets of equipment for teaching or events , fantastic if you are working within reach of Bristol. See also http://www.createascape.org.uk/ which has advice and examples of how mscape software has been used for teaching children. Sample Syllabus public geography: making memoryscapes This course unit could be adapted to different disciplines, or offered as a multidisciplinary unit to students from different disciplines. It gives students a grounding in several multi-media techniques and may require support/tuition from technical staff. 1.,Introduction What is a located mediascape, now and in the future? Use examples from resources above. 2.,Cultural geographies of site-specific art and sound Theories of place; experiments in mapping and site-specific performance. 3.,Walk activity: Westergard Hildekamp , sound walk, or one of the trails mentioned above The best way , and perhaps the only way , to really appreciate located media is to try one in the location they have been designed to be experienced. I would strongly advise any teaching in this field to include outdoor, on-site experiences. Even if you are out of reach of a mediascape experience, taking students on a sound walk can happen anywhere. See Autumn Leaves reference above. 4.,Researching local history An introduction to discovering historical information about places could be held at a local archive and a talk given by the archivist. 5.,Creating located multimedia using Google maps/Google earth A practical exercise-based session going through the basics of navigating Google maps, creating points and routes, and how to link pictures and sound files. 6.,Recording sound and oral history interviews A practical introduction to the techniques of qualitative interviewing and sound recording. There are lots of useful online guides to oral history recording, for example, an online oral history primer http://www.nebraskahistory.org/lib-arch/research/audiovis/oral_history/index.htm; a more in depth guide to various aspects of oral history http://www.baylor.edu/oral%5fhistory/index.php?id=23566 or this simple oral history toolkit, with useful links to project in the North of England http://www.oralhistorynortheast.info/toolkit/chapter1.htm 7.,Sound editing skills Practical editing techniques including working with clips, editing sound and creating multi-track recordings. The freeware software Audacity is simple to use and there are a lot of online tutorials that cover the basics, for example, http://www.wikieducator.org/user:brentsimpson/collections/audacity_workshop 8.,Web page design and Google maps How to create a basic web page (placing pictures, text, hyperlinks, buttons) using design software (e.g. Dreamweaver). How to embed a Google map and add information points and routes. There is a great deal of online tutorials for web design, specific to the software you wish to use and Google maps can be used and embedded on websites free for non-profit use. http://maps.google.com/ 9,and 10. Individual or group project work (staff available for technical support) 11.,Presentations/reflection on practice Focus Questions 1What can sound tell us about the geographies of places? 2When you walk through a landscape, what traces of the past can be sensed? Now think about which elements of the past have been obliterated? Whose past has been silenced? Why? How could it be put back? 3Think of a personal or family story that is significant to you. In your imagination, locate the memory at a specific place. Tell a fellow student that story, and describe that place. Does it matter where it happened? How has thinking about that place made you feel? 4What happens when you present a memory of the past or a located vision of the future in a present landscape? How is this different to, say, writing about it in a book? 5Consider the area of this campus, or the streets immediately surrounding this building. Imagine this place in one of the following periods (each group picks one): ,,10,000 years ago ,,500 years ago ,,100 years ago ,,40 years ago ,,last Thursday ,,50 years time What sounds, voices, stories or images could help convey your interpretation of this place at that time? What would the visitor hear or see today at different points on a trail? Sketch out an outline map of a located media trail, and annotate with what you hear/see/sense at different places. Project Idea small group project: creating a located mediascape Each small group must create a located media experience, reflecting an aspect of the history/geography/culture of an area of their choosing, using the knowledge that they have acquired over the course of the semester. The experience may be as creative and imaginative as you wish, and may explore the past, present or future , or elements of each. Each group must: ,,identify an area of interest ,,research an aspect of the area of the groups choosing; this may involve visiting local archives, libraries, discussing the idea with local people, physically exploring the area ,,take photographs, video or decide on imagery (if necessary) ,,record sound, conduct interviews or script and record narration ,,design a route or matrix of media points The final project must be presented on a website, may embed Google maps, and a presentation created to allow the class to experience the mediascape (either in the classroom or on location, if convenient). The website should include a brief theoretical and methodological explanation of the basis of their interpretation. If the group cannot be supported with tuition and support in basic website design or using Google mapping with sound and imagery, a paper map with locations and a CD containing sound files/images might be submitted instead. For examples of web projects created by masters degree students of cultural geography at Royal Holloway (not all sound based) see http://www.gg.rhul.ac.uk/MA/web-projects.html [source] Do students' perceptions matter?ACCOUNTING & FINANCE, Issue 2 2008A study of the effect of students' perceptions on academic performance M41; I20 Abstract Prior accounting education literature documents that students typically associate accounting subjects with negative perceptions, but there are also recent suggestions that the stereotype of the accountant has positive associations. These perceptions of accounting are likely to affect students' attitudes towards learning and, consequently, influence their performance. We examine the relationship between students' perceptions and students' performance. The present study involved undergraduate and graduate students enrolled in management accounting subjects. Our findings indicate that students' performance is negatively affected by the negative perceptions of accounting that students bring to the subject. Our findings also suggest that positive perceptions of accounting held by students at the end of the semester have a positive impact on students' performance. [source] The influence of the tropical and subtropical Atlantic and Pacific Oceans on precipitation variability over Southern Central South America on seasonal time scalesINTERNATIONAL JOURNAL OF CLIMATOLOGY, Issue 4 2004Guillermo J. Berri Abstract This paper studies the temporal and spatial patterns of precipitation anomalies over southern central South America (SCSA; 22,40°S and 54,70°W), and their relationship with the sea-surface temperature (SST) variability over the surrounding tropical and subtropical Atlantic and Pacific Oceans. The data include monthly precipitation from 68 weather stations in central,northern Argentina and neighbouring Brazil, Paraguay and Uruguay, and monthly SSTs from the NOAA dataset with a 2° resolution for the period 1961,93. We use the method of canonical correlation analysis (CCA) to study the simultaneous relationship between bi-monthly precipitation and SST variability. Before applying the CCA procedure, standardized anomalies are calculated and a prefiltering is applied by means of an empirical orthogonal function (EOF) analysis. Thus, the CCA input consists of 10 EOF modes of SST and between 9 and 11 modes for precipitation and their corresponding principal components, which are the minimum number of modes necessary to explain at least 80% of the variance of the corresponding field. The results show that November,December presents the most robust association between the SST and SCSA precipitation variability, especially in northeastern Argentina and southern Brazil, followed by March,April and May,June. The period January,February, in contrast, displays a weak relationship with the oceans and represents a temporal minimum of oceanic influence during the summer semester. Based on the CCA maps, we identify the different oceanic and SCSA regions, the regional averages of SST and precipitation are calculated, and linear correlation analysis are conducted. The periods with greater association between the oceans and SCSA precipitation are November,December and May,June. During November,December, every selected region over SCSA reflects the influence of several oceanic regions, whereas during May,June only a few regions show a direct association with the oceans. The Pacific Ocean regions have a greater influence and are more widespread over SCSA; the Atlantic Ocean regions have an influence only over the northwestern and the southeastern parts of SCSA. In general, the relationship with the equatorial and tropical Atlantic and Pacific Oceans is of the type warm,wet/cold,dry, whereas the subtropical regions of both oceans show the opposite relationship, i.e. warm,dry/cold,wet. Copyright © 2004 Royal Meteorological Society [source] Hard palate perforation: an unusual finding in paracoccidioidomycosisINTERNATIONAL JOURNAL OF DERMATOLOGY, Issue 4 2001Luiz G. M. Castro MD A 36-year-old black man presented to his dermatologist in May 1996 complaining of mucosal lesions in the mouth, as well as perforation of the hard palate. The lesions had started approximately 7 months before and had worsened gradually. Other complaints included odynophagia, dysphagia, mild dyspnea, and dry cough. The patient was in good general health, but reported a 3 kg weight loss over the previous semester. The hard and soft palate presented erythematous ulcers with a finely granulated base and irregular, but clearly defined margins. A perforation (diameter, 0.5 cm) of the hard palate was seen in the center of the ulcerated region (Fig. 1). Direct examination of 10% KOH cleared specimens showed typical double-walled, multiple budding yeast structures. Paracoccidioidomycosis (PCM) serologic reactions tested positive for double immunodiffusion (DI), complement fixation (CF) 1 : 256 and counterimmunoelectrophoresis (CIE) 1 : 128. Hematoxylin and eosin-stained sections of oral lesions showed an ulcer covered by a fibrous leukocytic crust, with a lymphoplasmacytic infiltrate, as well as multinuclear giant cells containing round bodies with a double membrane. Gomori,Grocott staining showed budding and blastoconidia suggestive of PCM. Lung computed tomography (CT) exhibited findings consistent with pulmonary PCM. Diagnosis of the chronic multifocal form of PCM with oral and pulmonary manifestations was established. Drug therapy was initiated with ketoconazole (KCZ) 200 mg twice daily, which led to clinical cure in approximately 2 months. Serum antibody values rose 30 days after institution of therapy (CIE 1 : 256; CF 1 : 512), peaking at day 60 (CIE 1 : 1024; CF 1 : 1024). Three months later the daily dose was reduced to 200 mg and titers declined slowly. The diameter of the perforation remained unchanged (Fig. 2). The hard palate perforation was corrected with a palatoplasty 27 months after initiation of drug therapy (Fig. 3). KCZ was discontinued when serologic cure was achieved after 34 months of treatment (DI weakly positive; CIE 1 : 8; CF not measurable). The patient was discharged 46 months after the first visit. Figure 1. Ulcers with a finely granulated base on the hard palate with irregular but clearly defined margins. A perforation (diameter, 0.5 cm) of the hard palate is seen in the center of the ulcerated region Figure 2. Clinical aspect after 2 months of oral ketoconazole 200 mg twice daily. Resolution of ulceration was evident, but the diameter of the perforation remained unchanged Figure 3. Final result of palatoplasty to cover hard palate perforation [source] Swedish student nurses' knowledge of health statutes: a descriptive surveyINTERNATIONAL NURSING REVIEW, Issue 2 2009I.D. Kapborg rnt Background:, The nurse's function, no matter the working area, is guided by ethical approaches, grounded in science and well-tried experiences, and has to be conducted according to national laws, statutes and instructions. Aim:, To survey newly graduated Swedish nurses' knowledge about current statutes and laws that govern their healthcare system. Method:, A questionnaire was developed from facts in relevant statutes and laws presented and used in the nursing education programmes. Following a pilot study testing the items, a 20-item questionnaire, with mostly open-ended questions, was distributed to student nurses in the last semester of their nursing education programme before graduation. Results:, One hundred and seventy-eight participants answered the questionnaire (response rate 59%). Only 29% of responses on all questions showed correct knowledge about the different statutes and laws that regulate their work as nurses. The best knowledge was found in the area of documentation (range 35,86%) and in the area of information (range 16,54%) on group scores. Conclusion:, This survey concerning novice nurses' knowledge about statutes and laws showed great deficiencies. It was surprising to find that, on existing demands regarding nurses delegating medical tasks, not a single respondent presented a correct answer. Evidence-based knowledge was difficult to recognize. Nurses will be more conscious of their own limitations and more prepared to meet the reality of practice if there is emphasis on relevant statutes and laws during their education. [source] Undergraduate occupational health nursing education in Turkey: a national surveyINTERNATIONAL NURSING REVIEW, Issue 2 2008M.N. Esin phd Background:, Occupational health nursing practice responds to and is influenced by the changing needs of the worker and workplace. Correspondingly, the International Labour Organization's recommendation on occupational health services includes a proposal for specialized training of occupational health nurses (OHNs). It was not known what OH nursing topics were covered and in how many hours at schools offering undergraduate nursing education in Turkey. These data were necessary to prepare the curriculum to train OHNs. Aim:, A national survey to evaluate undergraduate OH nursing education in nursing schools in Turkey. Design:, This descriptive survey included all of the nursing schools (n = 80) providing university level education in Turkey. Methods:, A questionnaire developed by the researchers as a data-gathering tool was sent to the presidents of 80 nursing schools. The study achieved a response rate of 60 (82.5%). Frequency distribution and descriptive statistics were used to analyse the data. Findings:, Occupational health nursing topics were covered in public health courses at all schools. The length of time allotted for OH nursing topics was only on average of 3.2 ± 1.5 h (range: 1,6 h) in each semester. A total of 62 lecturers were responsible for teaching OH nursing. Conclusions:, The study results show that there is a need for the development of a standardized education programme in Turkey. It was decided therefore to develop a new curriculum for OH nursing that would address the amount of time spent on this subject and the content. [source] Psychosocial response in emergency situations , the nurse's roleINTERNATIONAL NURSING REVIEW, Issue 1 2007Dnurs, F. Hughes rn Background:, It is critical to ensure that nurses have the skills and knowledge to respond effectively and to contribute to the psychosocial recovery of survivors of emergencies, particularly as an increasing proportion of the population is at risk of being exposed to a catastrophe. Over a decade ago it was reported that 16% of the world's population was at risk of experiencing some kind of catastrophic event. That has now risen with a total of 16% vulnerable to flood alone worldwide (Ministry of Health 2005). In the first semester of 2005, there were 174 natural disasters affecting 86 countries, resulting in the deaths of 5967 people, affecting a total of 60 million with an estimated damage of $6.3 billion (US$) (Centre for Research on the Epidemiology of Disasters 2005). Aim:, To describe the nursing contribution to the psychosocial recovery of survivors of emergencies during the emergency preparedness and planning stage and in promoting recovery over the longer term. Methods:, Data for this article was sourced from relevant literature including World Health Organization policy and guidelines regarding mental health in emergencies. Implications for education, training and practice:, It is vital that nurses realize they are too vulnerable to the effects of an emergency situation and that steps can be taken to protect nurses from enduring psychosocial effects. [source] Strategies for teaching nursing research onlineINTERNATIONAL NURSING REVIEW, Issue 2 2004P. Moore RN Abstract Background:, Nursing, like many disciplines in university settings, is experiencing increasing demand for online courses. Development and implementation of online courses with the quality of education nursing students experience in traditional classroom settings, is essential to maintaining integrity of the educational process. Nursing research has been offered in the online format in the RN-BSN programme for 2 years. This course has an average enrolment of 80 to 90 students each semester. Purpose:, This article presents strategies used in teaching an RN-BSN nursing research course online. Conclusions:, Feedback from faculty and students indicates that these strategies have been successful in facilitating this writing intensive course through distance learning. [source] E-learning in the dermatological education at the Charité: evaluation of the last three yearsJOURNAL DER DEUTSCHEN DERMATOLOGISCHEN GESELLSCHAFT, Issue 6 2008Tilman Lüdert Summary, Background: Numerous e-learning initiatives have been launched during the last decade. Many of them have not been continued, due to lack of acceptance on the part of the students, low quality or insufficient financial funding. Since 2002, the DEJAVU project has been integrated into the curriculum at the Department of Dermatology at Charité-Universitätsmedizin Berlin. DEJAVU offers an online archive of recorded lectures, lecture hand outs, structured learning modules, and case reports as well as online information about the courses/classes. Methods: Since beginning of the summer semester 2005, the student's acceptance and utilization of the online offerings was regularly surveyed, using anonymous questionnaires handed out together with the final exams. The teaching staff's opinions about e-learning were surveyed by means of a single anonymous questionnaire. Results: At the end of winter semester 2006/2007,93.5% of the students were aware of the existence of the e-learning program. The average amount of time spent with the program was 14.7 hours over the course of one semester. 66.8% of the students considered the program as very useful for their dermatology training. The lecture notes were the most frequently used online resource. Among the teaching staff, 86% considered e-learning a useful addition to traditional teaching. Conclusions: Our results show that e-learning is very well accepted by our students. It offers an additional way of acquiring knowledge and should be used to complement traditional ways of teaching. [source] Testing of a measurement model for baccalaureate nursing students' self-evaluation of core competenciesJOURNAL OF ADVANCED NURSING, Issue 11 2009Li-Ling Hsu Abstract Title.,Testing of a measurement model for baccalaureate nursing students' self-evaluation of core competencies. Aim. This paper is a report of a study to test the psychometric properties of the Self-Evaluated Core Competencies Scale for baccalaureate nursing students. Background. Baccalaureate nursing students receive basic nursing education and continue to build competency in practice settings after graduation. Nursing students today face great challenges. Society demands analytic, critical, reflective and transformative attitudes from graduates. It also demands that institutions of higher education take the responsibility to encourage students, through academic work, to acquire knowledge and skills that meet the needs of the modern workplace, which favours highly skilled and qualified workers. Methods. A survey of 802 senior nursing students in their last semester at college or university was conducted in Taiwan in 2007 using the Self-Evaluated Core Competencies Scale. Half of the participants were randomly assigned either to principal components analysis with varimax rotation or confirmatory factor analysis. Results. Principal components analysis revealed two components of core competencies that were named as humanity/responsibility and cognitive/performance. The initial model of confirmatory factor analysis was then converged to an acceptable solution but did not show a good fit; however, the final model of confirmatory factor analysis was converged to an acceptable solution with acceptable fit. The final model has two components, namely humanity/responsibility and cognitive/performance. Both components have four indicators. In addition, six indicators have their correlated measurement errors. Conclusion. Self-Evaluated Core Competencies Scale could be used to assess the core competencies of undergraduate nursing students. In addition, it should be used as a teaching guide to increase students' competencies to ensure quality patient care in hospitals. [source] Menstrual Attitude Questionnaire: confirmatory and exploratory factor analysis with Turkish samplesJOURNAL OF ADVANCED NURSING, Issue 3 2009Mehmet Z. Firat Abstract Title.,Menstrual Attitude Questionnaire: confirmatory and exploratory factor analysis with Turkish samples. Aim., This study is a report of an investigation of the psychometric properties of the Turkish version of the Menstrual Attitude Questionnaire. Background., Cultural, social and family environments influence women's beliefs about and attitudes towards menstruation. Awareness of these beliefs and/or attitudes and their cultural origins is necessary to understand women and their reactions to menstruation when offering health care. Although the Menstrual Attitude Questionnaire has been used in several studies, the psychometric properties of the Turkish version have not been investigated. Methods., Confirmatory factor analyses were carried out with two different samples , high school (n = 650) and undergraduate university students (n = 569) , in Turkey in the spring semester of 2006. Exploratory factor analyses were then used to modify the factor structure. Results., Confirmatory factor analysis did not confirm the factor model reported in the United States of America. However, compared with British and Indian samples, Turkish attitudes showed better fit than both British and Indian samples with comparative fit index values of 0·776 and 0·797 for the high school and university samples respectively. Finally, exploratory factor analysis yielded a 28-item measure for the high school sample and 31-item measure for the university sample, with a 5-factor solution. Reliability estimates of both scales were satisfactory, being 0·73 for the high school and 0·79 for the university sample. Conclusion., The modified 5-factor Menstrual Attitude Questionnaire could be a useful tool for assessing menstrual attitudes among Turkish high school and university students. The overall score permits comparison with results from earlier studies using the original instrument. [source] Sense of Coherence and Mood States: Exploring the Causal RelationshipsJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 1 2009Rivka Berger The current study seeks to explore the effect of an academic course on sense of coherence (SOC) and transitory mood states. Moreover, the causal relationships between SOC and transitory mood states was evaluated. Second-year pharmacology students completed pencil-and-paper questionnaires at the beginning of the semester and 3-1/2 months later. The study group (n = 37) participated in an academic course developed to teach cognitive behavior concept and practice, whereas the control group (n = 43) had additional sessions of laboratory work. SOC increased significantly after the course while tension,anxiety and confusion decreased significantly. Structural equation analyses in the study group suggested that SOC was modified by confusion and perceived stress. No such pattern was observed in the control group. [source] I think therefore i om: cognitive distortions and coping style as mediators for the effects of mindfulness meditation on anxiety, positive and negative affect, and hopeJOURNAL OF CLINICAL PSYCHOLOGY, Issue 6 2009Sharon Sears Abstract This study examined cognitive distortions and coping styles as potential mediators for the effects of mindfulness meditation on anxiety, negative affect, positive affect, and hope in college students. Our pre- and postintervention design had four conditions: control, brief meditation focused on attention, brief meditation focused on loving kindness, and longer meditation combining both attentional and loving kindness aspects of mindfulness. Each group met weekly over the course of a semester. Longer combined meditation significantly reduced anxiety and negative affect and increased hope. Changes in cognitive distortions mediated intervention effects for anxiety, negative affect, and hope. Further research is needed to determine differential effects of types of meditation. © 2009 Wiley Periodicals, Inc. J Clin Psychol 65: 1,13, 2009. [source] An enhanced Bayesian model to detect students' learning styles in Web-based coursesJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2008P. García Abstract Students acquire and process information in different ways depending on their learning styles. To be effective, Web-based courses should guarantee that all the students learn despite their different learning styles. To achieve this goal, we have to detect how students learn: reflecting or acting; steadily or in fits and starts; intuitively or sensitively. In a previous work, we have presented an approach that uses Bayesian networks to detect a student's learning style in Web-based courses. In this work, we present an enhanced Bayesian model designed after the analysis of the results obtained when evaluating the approach in the context of an Artificial Intelligence course. We evaluated the precision of our Bayesian approach to infer students' learning styles from the observation of their actions with a Web-based education system during three semesters. We show how the results from one semester enabled us to adjust our initial model and helped teachers improve the content of the course for the following semester, enhancing in this way students' learning process. We obtained higher precision values when inferring the learning styles with the enhanced model. [source] Understanding the roles of online meetings in a net-based courseJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2006O. Berge Abstract It is argued elsewhere that online learning environments constitute new conditions for carrying out collaborative learning activities. This article explores the roles of a series of online meetings in such an environment. The online meetings are arranged as part of a net-based course on object-oriented programming, and constitute a recurring shared experience for the participants throughout the semester. Through an activity theoretical analysis, we find that the meetings mediate the learners' actions towards the construction and maintenance of a community of practice. Our finding has implications for the standardization of digital learning resources. This is an issue that will challenge designers of research-oriented learning environments, should they attempt to move their systems into wider adoption. We suggest that an awareness of the internal systemic connections among the components of the course design we studied is of importance when considering redesign, with respect to the reuse and standardization of learning resources. [source] The association between students' use of an electronic voting system and their learning outcomesJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2005G. E. Kennedy Abstract This paper reports on the use of an electronic voting system (EVS) in a first-year computing science subject. Previous investigations suggest that students' use of an EVS would be positively associated with their learning outcomes. However, no research has established this relationship empirically. This study sought to establish whether there was an association between students' use of an EVS over one semester and their performance in the subject's assessment tasks. The results from two stages of analysis are broadly consistent in showing a positive association between EVS usage and learning outcomes for students who are, relative to their class, more correct in their EVS responses. Potential explanations for this finding are discussed as well as modifications and future directions of this program of research. [source] | |||||||||||||||||||||||||||||||||||||