Проблема преемственности преподавания информатики в средних учебных заведенях и медицинском вузе

ОБРАЗОВАНИЕ МЕДИЦИНСКОЕВУЗЫМЕДИЦИНСКИЕ УЧЕБНЫЕ ЗАВЕДЕНИЯСРЕДНИЕ СПЕЦИАЛЬНЫЕ УЧЕБНЫЕ ЗАВЕДЕНИЯИНФОРМАТИКА /ОБУ

Endophytes dominate fungal communities in six-year-old veteranisation wounds in living oak trunks

Old trees are rare in the landscape, as are many of their associated species. Veteranisation is a method by which attempts are made to create microhabitats, otherwise found only in old trees, in younger trees at an earlier stage than would occur naturally. Here, we analysed the early fungal succession in 6 y-old veteranisation wounds in ca. 100 y old living oak trunks by DNA-barcoding of the wood at eight sites in Sweden and Norway. We hypothesised basidiomycetes would be most abundant, and exposed sapwood and heartwood would select for different communities. We identified 686 fungal taxa, mainly ascomycetes, with a large overlap in species composition and surprisingly similar species richness, i.e. 325 vs. 308–360, between intact and different types of damaged wood, respectively. Endophytes continued to be present and common in damaged wood. The results demonstrate that damage to sapwood and heartwood partly select for different fungi and that 6 y is too early to evaluate if veteranisation can positively favour fungi of conservation interest

3-D extent of the main ionospheric trough - a case study

The EISCAT radar system has been used for the first time in a four-beam meridional mode. The FAST satellite and ALIS imaging system is used in conjunction to support the radar data, which was used to identify a main ionospheric trough. With this large latitude coverage the trough was passed in 21/2hours period. Its 3-dimensional structure is investigated and discussed. It is found that the shape is curved along the auroral oval, and that the trough is wider closer to the midnight sector. The position of the trough coincide rather well with various statistical models and this trough is found to be a typical one

Charge Pair Interactions in Transmembrane Helices and Turn Propensity of the Connecting Sequence Promote Helical Hairpin Insertion

α-Helical hairpins, consisting of a pair of closely spaced transmembrane (TM) helices that are connected by a short interfacial turn, are the simplest structural motifs found in multi-spanning membrane proteins. In naturally occurring hairpins, the presence of polar residues is common and predicted to complicate membrane insertion. We postulate that the pre-packing process offsets any energetic cost of allocating polar and charged residues within the hydrophobic environment of biological membranes. Consistent with this idea, we provide here experimental evidence demonstrating that helical hairpin insertion into biological membranes can be driven by electrostatic interactions between closely separated, poorly hydrophobic sequences. Additionally, we observe that the integral hairpin can be stabilized by a short loop heavily populated by turn-promoting residues. We conclude that the combined effect of TM¿TM electrostatic interactions and tight turns plays an important role in generating the functional architecture of membrane proteins and propose that helical hairpin motifs can be acquired within the context of the Sec61 translocon at the early stages of membrane protein biosynthesis. Taken together, these data further underline the potential complexities involved in accurately predicting TM domains from primary structures

Reducing Barriers of Publishing Lectures on the Web

Publishing lectures on the web, or lecture casting, can have several advantages [1] and student experiences from using lecture casts have been very positive [2]. For example students are not bound to a specific time and place and there are possibilities to watch whole or parts of lectures several times. However, the use of lecture casts is not very widespread, and there are a number of reasons why a teacher might be hesitant to lecture casting. In this roundtable we presents the results and experiences from using one specific method of lecture casting which address a number of these reasons. 1) teachers’ anxiety over appearing in a video, 2) cost and ease of producing and distributing the lecture and 3) difficulties to update lecture casts. The method is to use narration-mode in PowerPoint and to publish the result using BrainShark, one of several available web-based tools for publishing narrated PowerPoint lectures on the web. This method has several advantages. First, publishing only voice and slides is a lower mental barrier for the lecturer than to also include a video of the lecturer. Second the technical threshold is very low. The only equipment needed is the computer with the PowerPoint presentation and optionally an external microphone. The entire production and distribution is also handled by the lecturer alone, no technical personnel is needed which also greatly reduces the cost and administrative overhead of publishing lectures. Third, the lecture-casts are easy to update, since individual slides can be added, removed, or re-recorded without re-recording the entire lecture. Our tests show that the production time of recording and distributing a lecture cast is only marginally longer than giving the lecture in class, and that no technical expertise or extensive instructions are necessary, making the method available to all teachers.QC 20150618</p

Exploring Opportunistic Use of Mobile Devices for Studying in Higher Education

Students today often feel that they have too much to do and too little time. A common strategy to remedy this is to take advantage of opportunities to use “inter-time”, the time between other activities such as waiting or traveling. The aim of this thesis is to explore how studying using mobile devices in higher education can be designed for such opportunities. I choose to call this Opportunistic Mobile Studying (OMS). Using a design-based research approach this thesis discusses and proposes both scientific and practical contributions. A number of iterations of OMS have been designed, instantiated and tested in university courses and then evaluated using mixed methods. The first research question is how can OMS be designed to support students in adopting the behavior of studying at opportune moments. The results have been framed and interpreted using the Fogg Behavior Model, where behavior is the product of motivation, simplicity, and triggers. The results suggest that a key factor for motivation is procrastination, and therefore deadlines can be used to predict and suggest what students would likely be interested in studying during OMS moments. Simplicity is increased if OMS is adapted for studying in short fragmented moments, where important aspects are that content should be short, easy to access and easy to navigate. Trigger reminders were particularly appreciated and should be triggered based on time and place. Commuting is identified as a good context to build a routine of studying using OMS. The second research question is how can OMS activities and content be designed to support efficient studying in OMS situations. Study- activities identified as especially suitable for OMS situations are those that focus on preparation and repetition. These activities can enhance other learning activities and efficient studying can be accomplished even if only a little time is available. Examples of successful methods for this tested in this thesis include advance organizers and flashcards. Longer and more comprehensive studying material can be used if quick and easy navigation within the material is provided, for example, by using synchronized narrated slides such as enhanced podcasts. QC 20140902</p

Group tutoring and Formative Asynchronous Peer Assessment using e-learning technologies to Complement Staff Tutoring in Academic Writing

Writing a master's thesis is a lonely task, which often takes longer than the nominal time. A previous study has shown that a way to counter this is to give tutoring in groups instead of individually. This paper describes and evaluates an attempt to complement individual staff tutoring with group tutoring, formative peer assessment and a self-study methodology course, using e-learning methods and without increasing the total teacher time invested for each student. The results clearly indicate the attempt was highly successful, with increased quality of the reports, decreased time for students to complete their work, and very satisfied students who believed these activities were roughly of equal use as individual tutoring even though they only consumed 15% of the total time invested by the teachers in the tutoring activities.QC 20120118</p

Peer Feedback in Academic Writing Using Google Docs

This paper describes a method for students to give each other written feedback in academic writing using a Google Docs as a Social Annotation (SA) tool. Student attitudes to using this method has been evaluated, along with their attitudes towards using digital documents as opposed to paper based documents in various education related situations. The results show that the method described was highly appreciated, and furthermore showed that the students in the study already read digitally distributed documents on screen rather than printing them, and that they were very positive to using digital documents rather than paper based documents. It is argued that the method used can be generalized to other kinds of document based discussions such as seminars discussing papers, and that the positive attitude towards using digital documents can be further increased with current and upcoming technical solutions such as HTML5 and the iPad.QC 20120820</p

Teaching Procrastination - A Way of Helping Students to Improve their Study Habits

Procrastination, or to against better judgment postpone a task, is a very common problem in general, and for university students in particular where about 50% procrastinate consistently and problematically. In learning contexts, procrastination leads to cramming strategies, where the major part of studying activities occurs close to the exam instead of spreading the learning over time, which generally is believed to give better learning. This paper describes a course module on procrastination and the preliminary results from running the module with about 230 students in media technology.QC 2012082