Blended learning

In recent years, the training initiatives in blended learning increased enormously as a result of the different demands to integrate the Information and Communication Technologies (ICT) in educational systems. In Higher Education, the blend approach is highly pursued because of its unique flexibility that allows the teacher to propose, in every situation, more advantageous train- ing solutions for their students, contrary to mandatory classroom in Basic and Secondary schools. It seems that the blended learning approach, a concept often bordering others such as e-learning, distance education, online learning or open learning, allows you to get the best of both worlds, the face-to-face and the virtual, and be an alternative to the traditional classroom teaching models and to enhance the new forms of electronic learning environments that use only the virtual and the distance. The blended learning approach seems to have the advantages of some of the concepts described, as the flexibility to determine their own pace of learning, and removes the greater disadvantage which is the lack of human contact with colleagues and teacher.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portuga

Review of solar energetic particle models

Solar Energetic Particle (SEP) events are interesting from a scientific perspective as they are the product of a broad set of physical processes from the corona out through the extent of the heliosphere, and provide insight into processes of particle acceleration and transport that are widely applicable in astrophysics. From the operations perspective, SEP events pose a radiation hazard for aviation, electronics in space, and human space exploration, in particular for missions outside of the Earth’s protective magnetosphere including to the Moon and Mars. Thus, it is critical to improve the scientific understanding of SEP events and use this understanding to develop and improve SEP forecasting capabilities to support operations. Many SEP models exist or are in development using a wide variety of approaches and with differing goals. These include computationally intensive physics-based models, fast and light empirical models, machine learning-based models, and mixed-model approaches. The aim of this paper is to summarize all of the SEP models currently developed in the scientific community, including a description of model approach, inputs and outputs, free parameters, and any published validations or comparisons with data.</p

Interlayer bound wannier excitons in germanium sulfide

We report a cathodoluminescence (CL) study of layered germanium sulfide (GeS) where we observe a sharp emission peak from flakes covered with a thin hexagonal boron nitride film. GeS is a material that has recently attracted considerable interest due to its emission in the visible region and its strong anisotropy. The measured CL peak is at ~1.69 eV for samples ranging in thickness from 97 nm to 45 nm, where quantum-confinement effects can be excluded. By performing ab initio ground- and excited-state simulations for the bulk compound, we show that the measured optical peak can be unambiguously explained by radiative recombination of the first free bright bound exciton, which is due to a mixing of direct transitions near the Γ-point of the Brillouin Zone and it is associated to a very large optical anisotropy. The analysis of the corresponding excitonic wave function shows a Wannier-Mott interlayer character, being spread not only in-plane but also out-of-plane

Connecting Best Practices for Teaching Interenational Students with Student Satisfaction: A Review of STEM and Non-STEM Student Perspectives.

This paper explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning for science-technology-engineering-mathematics (STEM) and non-STEM international students. Research was conducted by an international, student-learning community, with guidance from a faculty-led research team. Data was collected through a qualitative research design that included focus groups and individual interviews conducted at a mid-sized, Canadian, comprehensive university. A total of 28 students participated (14 STEM students, and 14 non-STEM students). Researchers examined differences between STEM and non-STEM students on 22 promising teaching practices regarding student satisfaction and students’ perceptions of learning. Recommendations for professional practice are discussed, along with potential areas for further research