12,935 research outputs found

    Beyond the happy sheets! Evaluating learning in information skills teaching

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    This paper reviews three years of data measuring students' immediate reactions to a computer-assisted learning package in information skills and reports on work in progress to establish a more comprehensive programme of evaluation which will assess the longer term impact on learning of both the courseware itself and the way the courseware is delivered to students. The GAELS courseware was developed in the late 1990s as part of a collaborative project between the Universities of Glasgow and Strathclyde, with funding from the Scottish Higher Education Funding Council. The courseware was designed to teach higher level information skills and was initially developed for use with postgraduate engineering students; it has subsequently been adapted for use with students in other subject areas, including biological and physical sciences, and has been embedded for several years now in workshop sessions undertaken with postgraduate and undergraduate students across the Faculties of Science and Engineering at the University of Strathclyde. The courseware is introduced at the start of the academic session and made available on the Web so that students can use it as needed during their course and project work. During the first year, the courseware was used in isolation from other teaching methods (although a librarian was present to support students), whilst in the second and third years it was integrated into more traditional workshop-style teaching sessions (led by a librarian). Following work described in Joint (2003), library staff now wish to assess the longer term impact on learning of both the courseware itself and the way the courseware is delivered to students. However, the existing evaluation data does not adequately support this type of assessment. Teaching sessions are routinely evaluated by means of simple feedback forms, with four questions answered using a five-point Likert scale, collected at the conclusion of each session. According to Fitzpatrick (1998), such feedback forms measure students' reactions and represent but the first level of evaluation. Learning, which can be defined as the extent to which a student changes attitudes, improves knowledge and/or increases skill as a result of exposure to the training, is the second level and is not being measured with these forms. A more comprehensive programme of evaluation, including logging usage of the courseware outside teaching sessions and follow-up of students several months after their introduction to the courseware, is now being established to support a more meaningful assessment of impact of the courseware on student learning

    Greenstone belts: Their components and structure

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    Greenstone sucessions are defined as the nongranitoid component of granitoid-greenstone terrain and are linear to irregular in shape and where linear are termed belts. The chemical composition of greenstones is described. Also discussed are the continental environments of greenstone successions. The effects of contact with granitoids, geophysical properties, recumbent folds and late formation structures upon greenstones are examined. Large stratigraphy thicknesses are explained

    Lack of an Interchromosomal Effect Associated with Spontaneous Recombination in Males of Drosophila Melanogaster

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    Author Institution: Department of Biological Sciences, Bowling Green State UniversityIt is shown that the frequency of spontaneous male recombination in two different lines of Drosophila melanogaster (OKI and T-007) are not subject to an interchromosomal effect. Second-chromosome male recombination in these lines was not affected by heterozygosity for the multiple third-chromosome inversions In(3LR)TM3 or In(3LR)Ubxm, which do affect recombination in females. It seems, therefore, that a large fraction of spontaneous recombination in males of D. melanogaster occurs by some mechanism other than that in females. We discuss the possibility that the mechanism is chromosome breakage and reunion, and that these breakage events may be caused by a microorganism

    Continental-scale patterns of pathogen prevalence: a case study on the corncrake

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    Pathogen infections can represent a substantial threat to wild populations, especially those already limited in size. To determine how much variation in the pathogens observed among fragmented populations is caused by ecological factors, one needs to examine systems where host genetic diversity is consistent among the populations, thus controlling for any potentially confounding genetic effects. Here, we report geographic variation in haemosporidian infection among European populations of corncrake. This species now occurs in fragmented populations, but there is little genetic structure and equally high levels of genetic diversity among these populations. We observed a longitudinal gradient of prevalence from western to Eastern Europe negatively correlated with national agricultural yield, but positively correlated with corncrake census population sizes when only the most widespread lineage is considered. This likely reveals a possible impact of local agriculture intensity, which reduced host population densities in Western Europe and, potentially, insect vector abundance, thus reducing the transmission of pathogens. We conclude that in the corncrake system, where metapopulation dynamics resulted in variations in local census population sizes, but not in the genetic impoverishment of these populations, anthropogenic activity has led to a reduction in host populations and pathogen prevalence
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