Lecture capture is widely used within higher education as a means of recording lecture material for online student viewing. However, there is some uncertainty around whether this is a uniformly ...positive development for students. The current study examines the impact of lecture capture introduction and usage in a compulsory second year research methods module in a undergraduate BSc degree. Data collected from a matched cohort before (N = 161) and after (N = 160) lecture capture introduction showed that attendance substantially dropped in three matched lectures after capture became available. Attendance, which predicts higher attainment (controlling for students' previous grade and gender), mediates a negative relationship between lecture capture availability and attainment. Lecture capture viewing shows no significant relationship with attainment whilst factoring in lecture attendance; capture viewing also fails to compensate for the impact that low attendance has on attainment. Thus, the net effect of lecture capture introduction on the cohort is generally negative; the study serves as a useful example (that can be communicated students) of the pitfalls of an over-reliance on lecture capture as a replacement for lecture attendance. (HRK / Abstract übernommen).
Recently, NATO moved into its new headquarters. Yet the new building is more than just a building — it is a symbol of how the Alliance has managed to adapt. Looking forward to the Summit in two ...weeks’ time, that is the message I want to give to you today: We are adapting and we are in good shape.
Lecture capture tends to polarise the views of academic staff. Some view it as encouraging non-attendance at lectures. Others view it as a valuable adjunct, allowing students to revisit the lecture ...experience and providing opportunities for clarification and repetition of key points. However, data supporting either of these stances remains scarce. Irrespective of these views, a more pertinent question pertains to the impact of lecture attendance and the use of recordings on student achievement. Findings remain unclear due to methodological issues, inconsistent findings, and a lack of differentiation of students by year of study. This paper investigated the impact of attendance, lecture recording, and student attainment across four years of an undergraduate programme. For first year students, attendance and recording use were positive predictors of performance. For weaker students, supplementary recording use was beneficial but only better students use of the recordings helped overcome the impact of low attendance. For second year students, attendance and recording use were positively correlated with, but no longer predictive of, achievement. There was no relationship for honours year students. We found no compelling evidence for a negative effect of recording use, or that attendance and recording use were related. We suggest focusing on improving lecture attendance through monitoring whilst also providing recordings for supplementary use, particularly in first year. Finally, our findings highlight the need to consider third variables such as year of study and first language when conducting and comparing lecture capture research.
Machiavelli and minor states Duyvesteyn, Isabelle
Atlantisch Perspectief,
01/2017, Letnik:
41, Številka:
5
Journal Article
The advantage of the Netherlands, according to former Dutch foreign minister and Secretary General of the NATO alliance, mr Joseph Luns, is that it has a lot of ‘abroad’. There are a lot of ‘foreign ...affairs’ to deal with for the Minister of Foreign Affairs. Luns was possibly our one true Realist foreign minister, putting material interests centre stage, rather than ideas and norms. His remark provides me with the stepping stone for the topic I would like to address: the role of smaller states in international affairs and their under-investigated power and national interest driven behaviour.
Do students often struggle with difficult novels and other challenging texts? Do they think one reading of a work is more than enough? Do they primarily comprehend at a surface-level, and are they ...frequently unwilling or unable to discover the deeper meaning found in multi-layered works? Do teachers feel that they are doing more work teaching the novel than they are reading it? Building on twenty years of teaching language arts, Kelly Gallagher, author of Reading Reasons, shows how students can be taught to successfully read a broad range of challenging and difficult texts with deeper levels of comprehension. In Deeper Reading, Kelly shares effective, classroom-tested strategies that enable your students to: (1) accept the challenge of reading difficult books; (2) move beyond a "first draft" understanding of the text into deeper levels of reading; (3) consciously monitor their comprehension as they read; (4) employ effective fix-it strategies when their comprehension begins to falter; (5) use meaningful collaboration to achieve deeper understanding of texts; (6) think metaphorically to deepen their reading comprehension; (7) reach deeper levels of reflection by understanding the relevance the book holds for themselves and their peers; and (8) use critical thinking skills to analyze real-world issues. Kelly also provides guidance on effective lesson planning that incorporates strategies for deeper reading. Funny, poignant, and packed with practical ideas that work in real classrooms, Deeper Reading is a valuable resource for any teacher whose students need new tools to uncover the riches found in complex texts. After acknowledgments, the author presents the first chapter as a metaphor, "Why Reading Is Like Baseball"; she follows with, the remaining chapters, (2) Teaching Challenging Text; (3) Focusing the Reader; (4) Effective First-Draft Reading; (5) Deepening Comprehension Through Second-Draft Reading; (6) The Importance of Collaboration; (7) Using Metaphor to Deepen Comprehension; (8) Leading Students to Meaningful Reflection; (9) Reading the World; and (10) The Art of Teaching Deeper Reading. An index is included.
Community-acquired pneumonia Brown, Jeremy S
Clinical medicine (London, England),
12/2012, Letnik:
12, Številka:
6
Journal Article
Recenzirano
Community-acquired pneumonia (CAP) is one of the most common acute infections requiring admission to hospital. The main causative pathogens of CAP are
Streptococcus pneumoniae
, influenza A,
...Mycoplasma pneumoniae
and
Chlamydophila pneumoniae
, and the dominant risk factors are age, smoking and comorbidities. The incidence of CAP and its common complications, such as the requirement for intensive care and complicated parapneumonic effusions, are increasing, making it essential for all physicians to have a good understanding of the management of CAP. Although the diagnosis and treatment of CAP is straightforward in most cases, it can be more complex, and recent data indicate that the mortality of CAP in the UK is surprisingly high. In the future, routine use of biomarkers to improve risk stratification and tailor management to individual patients could improve outcomes, and there is some evidence that modulation of CAP-associated inflammation could also be beneficial. Both research into host–microbial interactions in the lung and clinical trials of different management and preventative treatments are urgently needed to combat the increasing morbidity and mortality associated with CAP.
From phonological processing to brain research to orthographic mapping to self-teaching hypothesis, "Shifting the Balance" cuts through the rhetoric (and the sciencey science) to offer readers a ...practical guide to decision-making about beginning reading instruction. The authors honor the balanced literacy perspective while highlighting common practices to reconsider and revise--all through a lens of what's best for the students sitting in front of us. Across six shifts, each chapter: (1) identifies a common instructional practice to reconsider; (2) explores various misunderstandings that establish and keep that practice in play; (3) shares scientific research to support its reconsideration; (4) proposes an instructional shift to apply a new perspective; and (5) details several high-leverage instructional routines to support implementation of that shift. By pinpointing gaps and overlaps--as well as common misunderstandings and missed opportunities between the competing lines of thought--Jan and Kari offer busy educators direction and clarification for integrating science and balance into their daily instruction, while keeping meaningful experiences with text a priority.
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