Brief history of the Lehmann Symposia: Origins, goals and motivation

The idea of the Lehmann Symposia as platforms to encourage a revival of interest in fundamental questions in theoretical statistics, while keeping in focus issues that arise in contemporary interdisciplinary cutting-edge scientific problems, developed during a conversation that I had with Victor Perez Abreu during one of my visits to Centro de Investigaci\'{o}n en Matem\'{a}ticas (CIMAT) in Guanajuato, Mexico. Our goal was and has been to showcase relevant theoretical work to encourage young researchers and students to engage in such work. The First Lehmann Symposium on Optimality took place in May of 2002 at Centro de Investigaci\'{o}n en Matem\'{a}ticas in Guanajuato, Mexico. A brief account of the Symposium has appeared in Vol. 44 of the Institute of Mathematical Statistics series of Lecture Notes and Monographs. The volume also contains several works presented during the First Lehmann Symposium. All papers were refereed. The program and a picture of the participants can be found on-line at the website http://www.stat.rice.edu/lehmann/lst-Lehmann.html.Comment: Published at http://dx.doi.org/10.1214/074921706000000347 in the IMS Lecture Notes--Monograph Series (http://www.imstat.org/publications/lecnotes.htm) by the Institute of Mathematical Statistics (http://www.imstat.org

Setting-up early computer programs: D. H. Lehmer's ENIAC computation

A complete reconstruction of Lehmer's ENIAC set-up for computing the exponents of p modulo two is given. This program served as an early test program for the ENIAC (1946). The reconstruction illustrates the difficulties of early programmers to find a way between a man operated and a machine operated computation. These difficulties concern both the content level (the algorithm) and the formal level (the logic of sequencing operations)

Student Attitude to Audio Versus Written Feedback

First year Biology at the University of Glasgow consists of two courses, 1A and 1B, with an annual intake of 750-800 students. Both courses consist of lectures, practical lab sessions, tutorials and discussion groups. With such large numbers of students, teaching methods and delivery continually change and develop to ensure best delivery of the course content. As such, assessment and feedback systems also need to remain current and accessible to all. Timely, instructive and developmental feedback on student work is arguably the most powerful single influence on a student’s ability to learn. As part of the transition from school into university, feedback is a recognised method of maximising student potential (Hattie and Timperley, 2007). Research shows that increasing student numbers and associated rise in marking workloads, means that feedback can be slow in returning to the student and lacking quality/detail (Glover and Brown, 2006). From the markers perspective there is some evidence that students fail to engage with, misinterpret or ignore written feedback. We have carried out a pilot study to apply, and attempt to build upon, principles of good feedback practice to the assessment of coursework. To do this, an essay assignment was submitted online by Biology 1A students, marked and written feedback provided to all. A randomly selected group of students (10% of the cohort) also received audio feedback (electronic audio files were imbedded into the student work and returned to them by e-mail) on their submitted work. All students then completed an anonymous ‘Feedback’ questionnaire detailing their experiences with the feedback they received, with additional questions that were answered solely by the ‘audio group’ asking more specific questions about the effectiveness of the audio feedback. To carry out this study, new technologies were utilised and these will be demonstrated at the meeting along with the study conclusions. Hattie, J. and Timperley, H. (2007) The power of feedback. Review of Educational Research, 77, 81–112 Glover, C. and Brown, E. (2006). Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? Bioscience Education, 7

MAJOR IDEAS IN THE HISTORY OF AGRICULTURAL FINANCE AND FARM MANAGEMENT

This paper contains two articles that discuss major ideas from the history of agricultural finance and farm management. The agricultural finance article focuses on ideas that emerged prior to 1960. These ideas are classified into those emerging from action and scientific-framing eras. The second article characterizes the evolution of farm management and production economics from its beginnings in about 1900 to the start of the 21st century. Emphasis is placed on the melding of ideas from agriculturalists and economists.Agricultural finance, farm management, production economics, Agricultural Finance,

Internet Reference Sources for Computing and Computer Science: A Selected Guide

Computing and computer science bibliographic databases, bibliographies, dictionaries, encyclopedias, directories, and guides, along with finding aids for technical reports, online books, and book reviews are listed and described. Subscription-based sources as well as free alternatives are covered. Resources are listed for all levels of computing ability including faculty and professionals, graduate students, undergraduates, and general users

College of Arts and Sciences summary of research and creative activities, July 1, 1981 to June 30, 1982

Summary of research and creative activities of the College of Arts and Sciences at the University of Central Florida, July 1, 1981-June 30, 1982

The Scientist, Fall 2009

https://scholarworks.sjsu.edu/scientist/1005/thumbnail.jp