425 research outputs found
Ready for 21st-century Education – Pre-service Music Teachers Embracing ICT to Foster Student-centered Learning
AbstractThere is always competition for curriculum time for pre-service teachers, especially in teaching methods courses. This study explored whether pre-service teachers are prepared to learn from each other online. It looked at 47 students taking a course entitled “Music Education Methods and Strategies”. Each was required to design a game as a form of pedagogy in music education and to upload it to a learning management system (LMS). They then had to read and comment on all submissions and vote for the best three games. After doing so, the students completed an online survey about their experiences. Thirty-nine valid questionnaires were submitted, giving a response rate of 83%. It is very encouraging to note that the students gave all questions a high rating (scoring them 3 or above on a 5-point Likert-type scale). The two top-rated items confirmed that the students felt responsible for their own learning and competent in using a LMS. This suggests that pre-service music teachers are ready for 21st-century education using information and communications technology to develop learner-centered activities
The Ti<sub>3</sub>AlC<sub>2</sub> MAX Phase as an Efficient Catalyst for Oxidative Dehydrogenation of n‐Butane
Adiabatic spin pumping through a quantum dot with a single orbital level
We investigate an adiabatic spin pumping through a quantum dot with a single
orbital energy level under the Zeeman effect. Electron pumping is produced by
two periodic time dependent parameters, a magnetic field and a difference of
the dot-lead coupling between the left and right barriers of the dot. The
maximum charge transfer per cycle is found to be , the unit charge in the
absence of a localized moment in the dot. Pumped charge and spin are different,
and spin pumping is possible without charge pumping in a certain situation.
They are tunable by changing the minimum and maximum value of the magnetic
field.Comment: RevTeX4, 5 pages, 3 figure
Phenomenological Consequences of Singlet Neutrinos
In this paper, we study the phenomenology of right-handed neutrino
isosinglets. We consider the general situation where the neutrino masses are
not necessarily given by , where and are the Dirac and
Majorana mass terms respectively. The consequent mixing between the light and
heavy neutrinos is then not suppressed, and we treat it as an independent
parameter in the analysis. It turns out that conversion is an important
experiment in placing limits on the heavy mass scale () and the mixing.
Mixings among light neutrinos are constrained by neutrinoless double beta
decay, as well as by solar and atmospheric neutrino experiments. Detailed
one-loop calculations for lepton number violating vertices are provided.Comment: Revtex file,TRI-PP-94-1,VPI-IHEP-94-1, 23 pages, a compressed for 8
figures is appende
Finite-temperature Fermi-edge singularity in tunneling studied using random telegraph signals
We show that random telegraph signals in metal-oxide-silicon transistors at
millikelvin temperatures provide a powerful means of investigating tunneling
between a two-dimensional electron gas and a single defect state. The tunneling
rate shows a peak when the defect level lines up with the Fermi energy, in
excellent agreement with theory of the Fermi-edge singularity at finite
temperature. This theory also indicates that defect levels are the origin of
the dissipative two-state systems observed previously in similar devices.Comment: 5 pages, REVTEX, 3 postscript figures included with epsfi
Probing exotic phenomena at the interface of nuclear and particle physics with the electric dipole moments of diamagnetic atoms: A unique window to hadronic and semi-leptonic CP violation
The current status of electric dipole moments of diamagnetic atoms which
involves the synergy between atomic experiments and three different theoretical
areas -- particle, nuclear and atomic is reviewed. Various models of particle
physics that predict CP violation, which is necessary for the existence of such
electric dipole moments, are presented. These include the standard model of
particle physics and various extensions of it. Effective hadron level combined
charge conjugation (C) and parity (P) symmetry violating interactions are
derived taking into consideration different ways in which a nucleon interacts
with other nucleons as well as with electrons. Nuclear structure calculations
of the CP-odd nuclear Schiff moment are discussed using the shell model and
other theoretical approaches. Results of the calculations of atomic electric
dipole moments due to the interaction of the nuclear Schiff moment with the
electrons and the P and time-reversal (T) symmetry violating
tensor-pseudotensor electron-nucleus are elucidated using different
relativistic many-body theories. The principles of the measurement of the
electric dipole moments of diamagnetic atoms are outlined. Upper limits for the
nuclear Schiff moment and tensor-pseudotensor coupling constant are obtained
combining the results of atomic experiments and relativistic many-body
theories. The coefficients for the different sources of CP violation have been
estimated at the elementary particle level for all the diamagnetic atoms of
current experimental interest and their implications for physics beyond the
standard model is discussed. Possible improvements of the current results of
the measurements as well as quantum chromodynamics, nuclear and atomic
calculations are suggested.Comment: 46 pages, 19 tables and 16 figures. A review article accepted for
EPJ
Responses to Threat of Influenza A(H7N9) and Support for Live Poultry Markets, Hong Kong, 2013
Online peer assessment in higher education: a systematic review of literature in educational practices
Neste artigo procedemos a uma revisão sistemática da literatura sobre Online Peer Assessment (OPA) no Ensino Superior, mediadas por Tecnologias Digitais de Informação e Comunicação (TIC). Identificamos suas características, centrais e opcionais e mapeamos exemplos práticos (procedimentos e TIC) de OPA que poderão ser transversais, adaptáveis e aplicáveis em diversas unidades curriculares e regimes educacionais. Os resultados apontam para a utilização da OPA como uma estratégia que potencia a “avaliação para a aprendizagem”. Os referenciais teóricos subjacentes, os métodos de avaliação e os tipos de TIC utilizadas indicam seu direcionamento para um maior envolvimento e responsabilidade do aluno na sua aprendizagem. Evidenciamos na literatura que se busca desenvolver essas competências, dando ao aluno oportunidades com alguma regularidade para autoavaliar-se e avaliar seus pares por meio de feedback construtivo. Há também evidências de que dar ou produzir feedback é mais benéfico para a aprendizagem do que apenas recebê-lo, como também é cognitivamente mais exigente e envolve os alunos de forma mais ativa e os direciona ao pensamento crítico e a processos metacognitivos. A partir dos resultados alcançados, consideramos que a OPA, enquanto ferramenta cognitiva, contribui para a construção do conhecimento e para a reflexão sobre a aprendizagem. Um desafio que se coloca diz respeito ao desenvolvimento criativo com foco na diversificação e na inovação das práticas de avaliação no sentido de potenciar aprendizagens e resultados acadêmicos, em atenção às necessidades de aprendizagem que se manifestam frente às expectativas da educação atual e futura e às exigências da sociedade.In this research a systematic review of literature about Online Peer Assessment (OPA) in higher
education, mediated by Information and Communication Technology (ICT), was carried out.
Optional and central characteristics and its practices (procedures and ICT) were identified and
mapping. These procedures and practices may be transversal, adaptable and applied in several
curriculum units and educational regimes. The results point to the use of OPA as a strategy that
enhances “assessment for learning”. The theoretical framework, the methods of assessment and
the kinds of ICT used indicate directions for greater involvement and responsibility from the part
of the student in his/her learning. Theoretical framework identifies the need to develop students’
skills, providing them with opportunities for self-assessment and peer assessment on a regular
basis through constructive feedback. There is also evidence that to give or receive feedback is more
beneficial for learning than just receiving it. It is also cognitively more demanding and directs the
students to critical thinking and metacognitive processes. From the results obtained, OPA is seen as
a cognitive tool, contributing to the building of knowledge and to reflection about learning. Issues
for further reflection are also identified such as the creative development of assessment methods
with a focus on diversity and innovation in order to enhance students’ learning and academic
results, taking into account their learning needs in face of the expectations of current and future
education and the demands of society.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio
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