Business Faculty and Undergraduate Students\u27 Perceptions of Online Learning: A Comparative Study

In this paper, the authors compare business faculty and undergraduate students\u27 perceptions of online learning. Specifically, a survey was given to a convenience sample of 893 undergraduate students (of which 890 were usable) at two regional universities in the southern United States; a modified version of the survey was mailed to a random sample of 1,175 business faculty members throughout the United States. Comparison of the results from each group showed that a number of differences in perception exist, due, perhaps, to the heterogeneous points of view and motivations for online learning between faculty and students. Since many universities are still deciding the extent of their offerings of such courses, this information may be helpful to university administrators in deciding which types of courses at their universities might be offered online. Faculty who are considering teaching one or more online courses may find the results of this study helpful in structuring these online offerings. The results of this study should assist students in gaining a realistic expectation of what to anticipate from online learning courses based on information we have found and studies we have done. It is important that students have a realistic perception of the online learning experience

Implementation of higher-order absorbing boundary conditions for the Einstein equations

We present an implementation of absorbing boundary conditions for the Einstein equations based on the recent work of Buchman and Sarbach. In this paper, we assume that spacetime may be linearized about Minkowski space close to the outer boundary, which is taken to be a coordinate sphere. We reformulate the boundary conditions as conditions on the gauge-invariant Regge-Wheeler-Zerilli scalars. Higher-order radial derivatives are eliminated by rewriting the boundary conditions as a system of ODEs for a set of auxiliary variables intrinsic to the boundary. From these we construct boundary data for a set of well-posed constraint-preserving boundary conditions for the Einstein equations in a first-order generalized harmonic formulation. This construction has direct applications to outer boundary conditions in simulations of isolated systems (e.g., binary black holes) as well as to the problem of Cauchy-perturbative matching. As a test problem for our numerical implementation, we consider linearized multipolar gravitational waves in TT gauge, with angular momentum numbers l=2 (Teukolsky waves), 3 and 4. We demonstrate that the perfectly absorbing boundary condition B_L of order L=l yields no spurious reflections to linear order in perturbation theory. This is in contrast to the lower-order absorbing boundary conditions B_L with L<l, which include the widely used freezing-Psi_0 boundary condition that imposes the vanishing of the Newman-Penrose scalar Psi_0.Comment: 25 pages, 9 figures. Minor clarifications. Final version to appear in Class. Quantum Grav

Global action for training in malaria elimination

The Rethinking Malaria Leadership Forum, held at Harvard Business School in February 2017 with collaboration of the Barcelona Institute for Global Health and the Swiss Tropical and Public Health Institute, identified this training gap as a high priority for both analysis and action. The gap in human resource training for malaria elimination needs to be addressed in order to assure continued progress. This paper identifies major gaps in skills and human resources, suggests institutions that can assist in filling the training gaps, and proposes global actions to implement expanded training for malaria elimination in endemic countries

The Online Classroom: Differences In Perception Between Business Students And Non-Business Students

The authors discuss the results of a questionnaire given to 893 undergraduate college students regarding distance-learning courses, which reveal a number of differences in perception between business and non-business students.  The authors suggest possible reasons for these differences, and make recommendations to university administrators and faculty as to what could be done to help reduce or limit these differences.  The results of this study should be of interest to university administrators, faculty members, and students who plan to offer, teach, or take online courses in the future.  In addition, this information may be helpful to university administrators in deciding which types of courses at their universities might be offered online.  Faculty who are considering teaching one or more online courses may find the results of this study helpful in structuring these online offerings.  This research is intended to give students a realistic expectation of what to anticipate from distance learning courses based on information we have found and studies we have done

Business Simulation Games: Effective Teaching Tools Or Window Dressing?

Business simulations serve as learning platforms that stimulate the “gaming” interest of students, that provide a structured learning environment, and that should help manage the time resources of faculty. Simulations appear to provide a context where students feel learning can take place. However, faculty perception of simulation research is lacking. This study focuses on perceptions of management and marketing faculty in U.S. business schools. Both groups perceive simulations as useful teaching tools for their undergraduate courses; however, neither group views simulations as offering learning opportunities that are superior to traditional methodologies, such as case studies, service learning, or in-class discussions

Student Perceptions Of The Online Classroom: An Update

In this paper, the authors compare perceptions of 2001-2002 undergraduate students toward online courses, with the attitudes of undergraduate students matriculating in 2005. Specifically, a questionnaire developed and used in a study during the period 2001-2002, in which there were eight hundred ninety-six (896) undergraduate students at two medium-sized southern universities, was again given to six hundred twenty-six (626) undergraduate students at these same two universities in 2005. The results suggest that students continue to have questions about the overall appeal of online courses, despite the fact that three to four years have elapsed. The results of this study should be of interest to university administrators, faculty members, and students who plan to offer, teach, or take online courses in the future. This information may be helpful to university administrators in deciding which types of courses at their universities might be offered online. Faculty who are considering teaching one or more online courses may find the results of this study helpful in structuring these online offerings. This research is also intended to give students a realistic expectation of what to anticipate from online courses, based upon information we have found and studies we have done

Leaving Residual Varus Alignment After Total Knee Arthroplasty Does Not Improve Patient Outcomes

Background Recent popularity of kinematic alignment and constitutional varus has caused some surgeons to leave varus limbs in residual varus after total knee arthroplasty (TKA). This study assessed whether if patients left in residual varus have improved outcomes compared with those fully corrected to neutral alignment. Methods A retrospective review of 361 consecutive primary TKAs was performed. Anatomic tibiofemoral alignment was measured and knees were categorized as neutral, varus, or valgus. Modern Knee Society scores and University of California Los Angeles Activity Level scores were collected at minimum 1-year follow-up. Results After exclusions for confounds and loss to follow-up, 262 knees were available for analysis, 67% (176) of which were preoperatively varus. Sixty-six percent of varus knees were corrected to neutral, 25.6% were left in residual varus, and 8.5% were corrected to valgus. Median Knee Society objective scores at latest follow-up were greater in knees corrected to neutral (97), followed by knees corrected to varus (95), and valgus (93; P = .025), but post hoc comparisons between pairs of medians were not significant. There was no difference between groups in any other outcome measure (P ≥ .245) or the amount of improvement from baseline (P ≥ .423). Sixty percent of native varus patients corrected to neutral, 64% of those corrected to varus, and 40% of those corrected to valgus reported that their knee felt normal (P = .193). Conclusion Findings fail to support the notion that leaving varus knees in residual varus will improve outcomes and pain. Caution is advised when leaving limbs in residual varus after TKA

Immunohistochemical profiles of claudin-3 in primary and metastatic prostatic adenocarcinoma

Background\ud Claudins are integral membrane proteins that are involved in forming cellular tight junctions. One member of the claudin family, claudin-3, has been shown to be overexpressed in breast, ovarian, and pancreatic cancer. Here we use immunohistochemistry to evaluate its expression in benign prostatic hyperplasia (BPH), prostatic intraepithelial neoplasia (PIN), normal tissue adjacent to prostatic adenocarcinoma (NAC), primary prostatic adenocarcinoma (PCa), and metastatic prostatic adenocarcinoma (Mets).\ud \ud Methods\ud Tissue microarrays were immunohistochemically stained for claudin-3, with the staining intensities subsequently quantified and statistically analyzed using a one-way ANOVA with subsequent Tukey tests for multiple comparisons or a nonparametric equivalent. Fifty-three cases of NAC, 17 cases of BPH, 35 cases of PIN, 107 cases of PCa, and 55 cases of Mets were analyzed in the microarrays.\ud \ud Results\ud PCa and Mets had the highest absolute staining for claudin-3. Both had significantly higher staining than BPH (p < 0.05 in both cases) and NAC (p < 0.05 in both cases). PIN had a lower, but non-significant, staining score than PCa and Mets, but a statistically higher score than both BPH and NAC (p < 0.05 for both cases). No significant differences were observed between PCa, Mets, and PIN.\ud \ud Conclusions\ud To our knowledge, this represents one of the first studies comparing the immunohistochemical profiles of claudin-3 in PCa and NAC to specimens of PIN, BPH, and Mets. These findings provide further evidence that claudin-3 may serve as an important biomarker for prostate cancer, both primary and metastatic, but does not provide evidence that claudin-3 can be used to predict risk of metastasis

Faculty Perceptions Of Distance Education Courses: A Survey

This paper discusses the results of a study of the perceptions of a national sample of business faculty members from various business disciplines regarding distance (online) education and teaching distance education courses.&nbsp; In the past few years, distance learning programs have become very popular, and the number of offerings continues to increase.&nbsp; However, distance learning courses offer significant differences from the classic classroom environment.&nbsp; The results of this study suggest that the offering of online courses in business is still in the early or developmental stages, and that only a small percentage of the respondents indicate that they would teach online courses in the future