An inquiry-based learning approach to teaching information retrieval

The study of information retrieval (IR) has increased in interest and importance with the explosive growth of online information in recent years. Learning about IR within formal courses of study enables users of search engines to use them more knowledgeably and effectively, while providing the starting point for the explorations of new researchers into novel search technologies. Although IR can be taught in a traditional manner of formal classroom instruction with students being led through the details of the subject and expected to reproduce this in assessment, the nature of IR as a topic makes it an ideal subject for inquiry-based learning approaches to teaching. In an inquiry-based learning approach students are introduced to the principles of a subject and then encouraged to develop their understanding by solving structured or open problems. Working through solutions in subsequent class discussions enables students to appreciate the availability of alternative solutions as proposed by their classmates. Following this approach students not only learn the details of IR techniques, but significantly, naturally learn to apply them in solution of problems. In doing this they not only gain an appreciation of alternative solutions to a problem, but also how to assess their relative strengths and weaknesses. Developing confidence and skills in problem solving enables student assessment to be structured around solution of problems. Thus students can be assessed on the basis of their understanding and ability to apply techniques, rather simply their skill at reciting facts. This has the additional benefit of encouraging general problem solving skills which can be of benefit in other subjects. This approach to teaching IR was successfully implemented in an undergraduate module where students were assessed in a written examination exploring their knowledge and understanding of the principles of IR and their ability to apply them to solving problems, and a written assignment based on developing an individual research proposal

The use of unmanned aerial systems for the mapping of legacy uranium mines

AbstractHistorical mining of uranium mineral veins within Cornwall, England, has resulted in a significant amount of legacy radiological contamination spread across numerous long disused mining sites. Factors including the poorly documented and aged condition of these sites as well as the highly localised nature of radioactivity limit the success of traditional survey methods. A newly developed terrain-independent unmanned aerial system [UAS] carrying an integrated gamma radiation mapping unit was used for the radiological characterisation of a single legacy mining site. Using this instrument to produce high-spatial-resolution maps, it was possible to determine the radiologically contaminated land areas and to rapidly identify and quantify the degree of contamination and its isotopic nature. The instrument was demonstrated to be a viable tool for the characterisation of similar sites worldwide

Cubic γ-phase U–Mo alloys synthesized by splat-cooling

U–Mo alloys are the most promising materials fulfilling the requirements of using low enriched uranium (LEU) fuel in research reactors. From a fundamental standpoint, it is of interest to determine the basic thermodynamic properties of the cubic γ-phase U–Mo alloys. We focus our attention on the use of Mo doping together with ultrafast cooling (with high cooling rates ≥106 K s−1), which helps to maintain the cubic γ-phase in U–Mo system to low temperatures and on determination of the low-temperature properties of these γ-U alloys. Using a splat cooling method it has been possible to maintain some fraction of the high-temperature γ-phase at room temperature in pure uranium. U-13 at.% Mo splat clearly exhibits the pure γ-phase structure. All the splats become superconducting with Tc in the range from 1.24 K (pure U splat) to 2.11 K (U-15 at.% Mo). The γ-phase in U–Mo alloys undergoes eutectoid decomposition to form equilibrium phases of orthorhombic α-uranium and tetragonal γ'-phase upon annealing at 500 °C, while annealing at 800 °C has stabilized the initial γ phase. The α-U easily absorbs a large amount of hydrogen (UH3 hydride), while the cubic bcc phase does not absorb any detectable amount of hydrogen at pressures below 1 bar and at room temperature. At 80 bar, the U-15 at.% Mo splat becomes powder consisting of elongated particles of 1–2 mm, revealing amorphous state

Low altitude unmanned aerial vehicle for characterising remediation effectiveness following the FDNPP accident

AbstractOn the 12th of March 2011, The Great Tōhoku Earthquake occurred 70 km off the eastern coast of Japan, generating a large 14 m high tsunami. The ensuing catalogue of events over the succeeding 12 d resulted in the release of considerable quantities of radioactive material into the environment. Important to the large-scale remediation of the affected areas is the accurate and high spatial resolution characterisation of contamination, including the verification of decontaminated areas. To enable this, a low altitude unmanned aerial vehicle equipped with a lightweight gamma-spectrometer and height normalisation system was used to produce sub-meter resolution maps of contamination. This system provided a valuable method to examine both contaminated and remediated areas rapidly, whilst greatly reducing the dose received by the operator, typically in localities formerly inaccessible to ground-based survey methods. The characterisation of three sites within Fukushima Prefecture is presented; one remediated (and a site of much previous attention), one un-remediated and a third having been subjected to an alternative method to reduce emitted radiation dose

Protocol: the effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: a systematic review

[Extract] The teaching and learning activities of any undergraduate curriculum will have a specific set of learning outcomes that should be successfully achieved by the students. The balance between the workload of a student and the available time to achieve the learning outcomes plays a major role in achieving these learning outcomes, as well as a good student satisfaction score and excellent final grades for that particular module (Whillier & Lystad, 2013). In a traditional educational experience, a teacher stands in front of the classroom, delivers a lecture to a group of students, who sit in rows, quietly listening to the lecture and taking notes. At the end of the lecture, students are given homework or an assignment to be completed outside of the classroom environment. This characterises the principle of “sage‐on‐the stage”, and is synonymous with the present day term of teacher‐centered learning. This is also referred to as the transmittal model (King, 1993), which assumes that the students are passive note‐takers, receivers of the content or accumulators of factoids (Morrison, 2014). Usually, the teacher does not have time to interact with the students individually during the class (Hamdan, McKnight, McKnight & Arfstorm, 2013), thus neglecting those students who do not understand the lecture. The traditional didactic way of teaching is primarily unidirectional and consists of limited interactions between the source of knowledge (teacher) and the passive recipients (students)

Atomic-scale Studies of Uranium Oxidation and Corrosion by Water Vapour

Understanding the corrosion of uranium is important for its safe, long-term storage. Uranium metal corrodes rapidly in air, but the exact mechanism remains subject to debate. Atom Probe Tomography was used to investigate the surface microstructure of metallic depleted uranium specimens following polishing and exposure to moist air. A complex, corrugated metal-oxide interface was observed, with approximately 60 at.% oxygen content within the oxide. Interestingly, a very thin (~5 nm) interfacial layer of uranium hydride was observed at the oxide-metal interface. Exposure to deuterated water vapour produced an equivalent deuteride signal at the metal-oxide interface, confirming the hydride as originating via the water vapour oxidation mechanism. Hydroxide ions were detected uniformly throughout the oxide, yet showed reduced prominence at the metal interface. These results support a proposed mechanism for the oxidation of uranium in water vapour environments where the transport of hydroxyl species and the formation of hydride are key to understanding the observed behaviour

Dental students’ perceptions of learning communication skills in a forum theatre-style teaching session on breaking bad news

Introduction: Communication skills are an integral component of dental undergraduate education. Due to the complex nature of these skills, didactic teaching methods used in other educational contexts can be limited. Interactive and participative methods rooted in modern adult learning theories, such as Forum Theatre, may be more effective in the teaching of communication skills. Aim: To explore the usefulness of Forum Theatre in teaching clinical undergraduate dental students how to break bad news to their patients.Methods: A purposive sample of 4th-year undergraduate dental students was invited to participate. An evaluation questionnaire was given to the students and collected after the Forum Theatre interactive session. Participants were asked to provide self-reported accounts on the most and least useful parts of the session, as well as the most important learning outcome. Usefulness of the session in clinical work, increasing confidence and ability in breaking bad news, were evaluated via a 5-point Likert-scale type question. Qualitative data were analysed using Framework Analysis to explore the themes found in the open-text component. Descriptive statistics were used to analyse the Likert-scale items.Results: One hundred and fifteen completed questionnaires were collected from the 2015 and 2016 classes. Most students gave the Forum Theatre session a rating of 3 or above on a 5-point Likert scale; indicating that they found it useful. Qualitative results also showed that most participants liked the teaching session thanks to its interactive nature, the use of actors and the input of the facilitators. The majority of students showed preference towards smaller groups which give everyone equal opportunity to participate without unnecessary repetition.Conclusion: The results seem to confirm previous findings. Students rated their learning experience involving Forum Theatre favourably. Smaller groups and trained facilitators are required for the success of this teaching method. Further research is needed to assess the long-term educational benefits of Forum Theatre.</p