The Value of Lectures in Teacher Education: The group perspective

This paper proposes the use of a model of large student lectures in teacher education programmes to emphasize the group perspective, rather than the individual perspective, during lecture presentation and which complement other types of instruction such as tutorials and seminars. The model involves eight variables, manipulated by the lecturer that contribute to a good lecture series with more than 100 students. These are: atmosphere in the lecture hall, structure and clarity of the lecture, the learning and information content of the lecture, lightheartedness during the lecture, a personal and helpful relationship with the students, arranged and interesting breaks during the lecture, relevant illustrations and examples to the students, and a motivating and stimulating delivery to the students. Data from an Australian university support the model

Teaching English as a Foreign Language to Grade 6 Students in Thailand: Cooperative Learning versus Thai Communicative Method

This study compared a cooperative learning method of teaching English to Prathom (grade) 6 secondary students in Thailand and a communicative method. Rasch-generated linear scales were created to measure reading comprehension (based on 28 items with 300 students) and attitude and behaviour to learning EFL (based on 24 items with 300 students). The data for both scales had a good fit to a Rasch measurement model, good separation of measures compared to the errors, good targeting, and the response categories were answered consistently and logically, so that valid inferences could be drawn. Ninety students from three secondary schools in Ratchaburi, Thailand, were assigned randomly to an experimental group (N=48) taught using a cooperative learning method and a control group (N=48) taught by a Thai communicative method. Pretest and posttest measures were administered and mean differences were tested for significance using ANOVA (SPSS). It was found that: (1) students improved their English reading comprehension under the cooperative learning method significantly more than under the Thai communicative method; (2) Students improved their attitude and behaviour towards learning EFL significantly more under the cooperative learning method than under the Thai communicative method of teaching

Teaching English as a Foreign Language to Grade 7 Students in Thailand: Genre-Based versus Traditional Method

This study compared a genre-based method of teaching English to Prathom (grade) 7 secondary students in Thailand and a traditional method. Rasch-generated linear scales were created to measure reading comprehension (based on 18 items with 300 students) and attitude and behaviour to learning EFL (based on 36 items with 296 students). The data for both scales had a good fit to a Rasch measurement model, good separation of measures compared to the errors, good targeting, and the response categories were answered consistently and logically, so that valid inferences could be drawn. Ninety students from three secondary schools in Ratchaburi, Thailand, were assigned randomly to an experimental group (N=45) taught using genre-based rhetorical structures (narrative, journalistic, expository) and a control group (N=45) taught by a Thai traditional method. Pretest and posttest measures were administered and mean differences were tested for significance using ANOVA (SPSS). It was found that: (1) students improved their English reading comprehension under the genre-based learning method significantly more than under the Thai traditional method; (2) Students improved their attitude and behaviour towards learning EFL significantly more under the genre-based learning method than under the Thai traditional method of teaching

Item Banking With Rasch Measurement: an Example for Primary Mathematics in Thailand

This study was conducted in Thailand to create a Mathematics item bank and a Computerized Adaptive Test (CAT) for the students to ‗interrogate‘ the bank. First, 290 multiple-choice test items on mathematical equations were created for an item bank. They consisted of nine aspects: (1) identifying an equation; (2) identifying the true equation; (3) identifying equations with an unknown; (4) finding the value of an unknown that satisfies the equation; (5) identifying a method to solve an equation; (6) finding the solutions to equations; (7) finding a solution to an equation related to a given condition; (8) selecting an equation converted from a verbal problem or a verbal problem related to an equation; and (9) solving an equation problem. Seven papers with 50 items each, containing 40 different items and 10 common items, were administered to 3,062 students of Year 6 (Prathom Suksa 6). There were 409, 413, 412, 400, 410, 408, and 610 students taking part in the 1st to the 7th tests respectively. The data were analysed with the Rasch Unidimensional Measurement Model (RUMM 2010) computer program so that all the item difficulties were linked on the same linear scale along with the student measures of mathematical ability. Ninety-eight test items fitted the measurement model and were installed in the item bank. A computer program for CAT was created, tested, and modified after trialling. A controlled experiment involving the use of CAT with 400 Prathom Suksa 6 students from two primary schools in Ubon Ratchathani province, Thailand, was implemented. Thai students were very supportive of the use of CAT with the mathematical item bank. They showed an interest in CAT and in extending the use of CAT to other subject areas with appropriately developed item banks

Single-feature polymorphism discovery in the barley transcriptome

A probe-level model for analysis of GeneChip gene-expression data is presented which identified more than 10,000 single-feature polymorphisms (SFP) between two barley genotypes. The method has good sensitivity, as 67% of known single-nucleotide polymorphisms (SNP) were called as SFPs. This method is applicable to all oligonucleotide microarray data, accounts for SNP effects in gene-expression data and represents an efficient and versatile approach for highly parallel marker identification in large genomes

Geographically touring the eastern bloc: British geography, travel cultures and the Cold War

This paper considers the role of travel in the generation of geographical knowledge of the eastern bloc by British geographers. Based on oral history and surveys of published work, the paper examines the roles of three kinds of travel experience: individual private travels, tours via state tourist agencies, and tours by academic delegations. Examples are drawn from across the eastern bloc, including the USSR, Poland, Romania, East Germany and Albania. The relationship between travel and publication is addressed, notably within textbooks, and in the Geographical Magazine. The study argues for the extension of accounts of cultures of geographical travel, and seeks to supplement the existing historiography of Cold War geography

Measurement of the cross-section and charge asymmetry of WW bosons produced in proton-proton collisions at s=8\sqrt{s}=8 TeV with the ATLAS detector

This paper presents measurements of the $W^+ \rightarrow \mu^+\nu$ and $W^- \rightarrow \mu^-\nu$ cross-sections and the associated charge asymmetry as a function of the absolute pseudorapidity of the decay muon. The data were collected in proton--proton collisions at a centre-of-mass energy of 8 TeV with the ATLAS experiment at the LHC and correspond to a total integrated luminosity of 20.2~\mbox{fb^{-1}}. The precision of the cross-section measurements varies between 0.8% to 1.5% as a function of the pseudorapidity, excluding the 1.9% uncertainty on the integrated luminosity. The charge asymmetry is measured with an uncertainty between 0.002 and 0.003. The results are compared with predictions based on next-to-next-to-leading-order calculations with various parton distribution functions and have the sensitivity to discriminate between them.Comment: 38 pages in total, author list starting page 22, 5 figures, 4 tables, submitted to EPJC. All figures including auxiliary figures are available at https://atlas.web.cern.ch/Atlas/GROUPS/PHYSICS/PAPERS/STDM-2017-13

Search for chargino-neutralino production with mass splittings near the electroweak scale in three-lepton final states in √s=13 TeV pp collisions with the ATLAS detector

A search for supersymmetry through the pair production of electroweakinos with mass splittings near the electroweak scale and decaying via on-shell W and Z bosons is presented for a three-lepton final state. The analyzed proton-proton collision data taken at a center-of-mass energy of √s=13  TeV were collected between 2015 and 2018 by the ATLAS experiment at the Large Hadron Collider, corresponding to an integrated luminosity of 139  fb−1. A search, emulating the recursive jigsaw reconstruction technique with easily reproducible laboratory-frame variables, is performed. The two excesses observed in the 2015–2016 data recursive jigsaw analysis in the low-mass three-lepton phase space are reproduced. Results with the full data set are in agreement with the Standard Model expectations. They are interpreted to set exclusion limits at the 95% confidence level on simplified models of chargino-neutralino pair production for masses up to 345 GeV

Search for squarks and gluinos in events with isolated leptons, jets and missing transverse momentum at s√=8 TeV with the ATLAS detector

The results of a search for supersymmetry in final states containing at least one isolated lepton (electron or muon), jets and large missing transverse momentum with the ATLAS detector at the Large Hadron Collider are reported. The search is based on proton-proton collision data at a centre-of-mass energy s√=8 TeV collected in 2012, corresponding to an integrated luminosity of 20 fb−1. No significant excess above the Standard Model expectation is observed. Limits are set on supersymmetric particle masses for various supersymmetric models. Depending on the model, the search excludes gluino masses up to 1.32 TeV and squark masses up to 840 GeV. Limits are also set on the parameters of a minimal universal extra dimension model, excluding a compactification radius of 1/R c = 950 GeV for a cut-off scale times radius (ΛR c) of approximately 30