Method Development for the Determination of the Amino Acid Profile of Algae via HPLC

Undergraduate Basi

Mathematica code for implementing the aggregate EMF

This report contains the Mathematica code, used to implement the aggregate EMF spectral density due to several nearby transmitters

Non-linear echo cancellation - a Bayesian approach

Echo cancellation literature is reviewed, then a Bayesian model is introduced and it is shown how how it can be used to model and fit nonlinear channels. An algorithm for cancellation of echo over a nonlinear channel is developed and tested. It is shown that this nonlinear algorithm converges for both linear and nonlinear channels and is superior to linear echo cancellation for canceling an echo through a nonlinear echo-path channel

HPLC Analysis of Amino Acids in Algae

Undergraduate Basi

Sustainable Efficiency and Usability for E-Learning Systems: Practical guide

This Guide has been written as a continuation of the efforts made during the SF-HEAT project to apply usability best practices in the design and development of the e-learning system of the project. The main idea that underlies the methodology behind the Guide is that educational effectiveness and efficiency crucially depends on the usability of the e-learning system. The Guide focuses on a simple practical approach related to a modified ADDIE model for sustainable usability improvement of the e-learning system

Asymmetries in the Value of Existence

According to asymmetric comparativism, it is worse for a person to exist with a miserable life than not to exist, but it is not better for a person to exist with a happy life than not to exist. My aim in this paper is to explain how asymmetric comparativism could possibly be true. My account of asymmetric comparativism begins with a different asymmetry, regarding the (dis)value of early death. I offer an account of this early death asymmetry, appealing to the idea of conditional goods, and generalize it to explain how asymmetric comparativism could possibly be true. I also address the objection that asymmetric comparativism has unacceptably antinatalist implications

An incubatable direct current stimulation system for in vitro studies of Mammalian cells.

The purpose of this study was to provide a simplified alternative technology and format for direct current stimulation of mammalian cells. An incubatable reusable stimulator was developed that effectively delivers a regulated current and does not require constant monitoring

Learning from the past and looking at the future. Closing the evaluation-revision-implementation cycle in an elearning module

This paper will outline the importance of implementing an instructional design model which incorporates a continuous cycle of evaluation, revision and implementation. The context is a case study of a distance learning module which was first presented in 1993 as an introductory module for students taking an Oscail BA programme. As the majority of Oscail students are adults returning to education after a long period of absence from formal education, providing learners with a supportive learning environment which would ease re-entering the educational world has always been one of Oscail’s key goals. Between 1993 and 2002, the Introductory Module was offered in the traditional distance education format and was subject to regular evaluation and revision (Lorenzi, MacKeogh and Fox, 2004; MacKeogh and Lorenzi, 2005). By early 2000, the wider accessibility of technology encouraged Oscail to combine the need to prepare students for university study with the development of e-learning skills. In 2002 the Introductory Module was reconstituted as the SPEL (Student Passport for E-learning) module and was presented for three years. A review of the module in 2006 indicated shortfalls in what is described in the literature as the bolt-on ‘skills approach’ which makes use of ‘a set of atomized skills – removed from subject specific domains’ (Lea & Street, 1998: 158). This prompted a rethink of the overall approach to preparing students for study, and resulted in a decision to adopt an embedded approach to e-skills development. It was hoped that a task-based approach to applying skills to subject specific activities would improve the quality of the learning experience and ultimately result in better retention rates. A review of the implementation of the embedded approach in the first year reveals that while students reported an increase in skills development over the module, and identified a number of positive features, the approach did not succeed in increasing retention. Detailed evaluation including surveys of tutors and students as well as online focus groups have identified a number of factors which militated against the achievement of some of the goals of the module. These included the scheduling of activities, workload, a shorter than usual academic year, insufficient tutor training and student induction, and administrative support. This paper will start with a brief overview of instructional design systems and the models used by Oscail in developing its elearning programmes. We will then outline the way in which through a cycle of implementation, evaluation and revision, the original introductory module evolved into a full year-long module comprising an embedded portfolio of study skills tasks. We will describe the outcomes of the embedded SPEL programme and will outline the evaluation process that has led to further revisions. We will discuss the specific issues that have emerged from the evaluations and will show what measures have been put in place to overcome the difficulties encountered. We will conclude with some observations on the changing roles of stakeholders in the context of new elearning approaches