84 research outputs found
Astro-WISE: Chaining to the Universe
The recent explosion of recorded digital data and its processed derivatives
threatens to overwhelm researchers when analysing their experimental data or
when looking up data items in archives and file systems. While current hardware
developments allow to acquire, process and store 100s of terabytes of data at
the cost of a modern sports car, the software systems to handle these data are
lagging behind. This general problem is recognized and addressed by various
scientific communities, e.g., DATAGRID/EGEE federates compute and storage power
over the high-energy physical community, while the astronomical community is
building an Internet geared Virtual Observatory, connecting archival data.
These large projects either focus on a specific distribution aspect or aim to
connect many sub-communities and have a relatively long trajectory for setting
standards and a common layer. Here, we report "first light" of a very different
solution to the problem initiated by a smaller astronomical IT community. It
provides the abstract "scientific information layer" which integrates
distributed scientific analysis with distributed processing and federated
archiving and publishing. By designing new abstractions and mixing in old ones,
a Science Information System with fully scalable cornerstones has been
achieved, transforming data systems into knowledge systems. This break-through
is facilitated by the full end-to-end linking of all dependent data items,
which allows full backward chaining from the observer/researcher to the
experiment. Key is the notion that information is intrinsic in nature and thus
is the data acquired by a scientific experiment. The new abstraction is that
software systems guide the user to that intrinsic information by forcing full
backward and forward chaining in the data modelling.Comment: To be published in ADASS XVI ASP Conference Series, 2006, R. Shaw, F.
Hill and D. Bell, ed
Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships
As universities worldwide rapidly internationalise, higher education classrooms have become unique spaces for collaboration between students from different countries. One common way to encourage collaboration between diverse peers is through group work. However, previous research has highlighted that cross-cultural group work can be challenging and has hinted at potential social tensions. To understand this notion better, we have used robust quantitative tools in this study to select 20 participants from a larger classroom of 860 students to take part in an in-depth qualitative interview about cross-cultural group work experiences. Participant views on social tensions in cross-cultural group work were elicited using a unique mediating artefact method to encourage reflection and in-depth discussion. In our analysis of emergent interview themes, we compared student perspectives on the role of social relationships in group work by their academic performance level. Our findings indicated that all students interviewed desired the opportunity to form social relationships with their group work members, but their motivations for doing so varied widely by academic performance level
Student engagement and perceptions of blended-learning of a clinical module in a veterinary degree program.
Blended learning has received much interest in higher education as a way to increase learning efficiency and effectiveness. By combining face-to-face teaching with technology-enhanced learning through online resources, students can manage their own learning. Blended methods are of particular interest in professional degree programs such as veterinary medicine in which students need the flexibility to undertake intra- and extramural activities to develop the range of competencies required to achieve professional qualification. Yet how veterinary students engage with blended learning activities and whether they perceive the approach as beneficial is unclear. We evaluated blended learning through review of student feedback on a 4-week clinical module in a veterinary degree program. The module combined face-to-face sessions with online resources. Feedback was collected by means of a structured online questionnaire at the end of the module and log data collected as part of a routine teaching audit. The features of blended learning that support and detract from students’ learning experience were explored using quantitative and qualitative methods. Students perceived a benefit from aspects of face-to-face teaching and technology-enhanced learning resources. Face-to-face teaching was appreciated for practical activities, whereas online resources were considered effective for facilitating module organization and allowing flexible access to learning materials. The blended approach was particularly appreciated for clinical skills in which students valued a combination of visual resources and practical activities. Although we identified several limitations with online resources that need to be addressed when constructing blended courses, blended learning shows potential to enhance student-led learning in clinical courses
Factors contributing to posttraumatic growth and its buffering effect in adult chidren of cancer patients undergoing treatment
This study examined relationships among demographic, clinical,
and psychosocial variables in adult children of cancer patients.
Two hundred and fourteen participants completed measures of
posttraumatic growth (PTG), distress, posttraumatic stress disorder
(PTSD) symptoms, social support, and family functioning. Significant
gender differences in all PTG dimensions were found, as well
as associations among PTG, gender, parental dependency, distress,
PTSD, and family functioning. Social support was not a mediator
in the relationship between gender and PTG. Gender, education,
disease duration, dependency, distress, and family flexibility predicted
PTG. Finally, PTG had amoderating effect in the relationship
between distress and PTSD/social support. These results may guide
psychosocial interventions in this population.Fundação para a Ciência e Tecnologia (FCT
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