Automatic Grading of Student-Specific Exercises in Large Groups of the Subject Theory of Machines and Mechanisms

2018 ◽  
pp. 157-164
Author(s):  
R. Chamorro ◽  
D. García-Vallejo ◽  
J. Martínez-Reina ◽  
E. Reina-Romo
Keyword(s):  
The Subject ◽  
Automatic Grading ◽  
Large Groups ◽  
Subject Theory

scholarly journals The Truth About Property Rules: Some Obstacles to the Economic Analysis of Remedies

2018 ◽  
Author(s):  
Emily Sherwin
Keyword(s):  
Property Rights ◽  
Economic Analysis ◽  
Legal Rules ◽  
The Subject ◽  
True Property ◽  
High Penalty ◽  
Washington University ◽  
Subject Theory ◽  
Made In ◽  
Property Rule

2 Washington University Jurisprudence Review 39 (2010)Property Rules, as famously described by Calabresi and Melamed, are remedial rules that place a prohibitively high penalty on violations of rights. This essay examines two aspects of property rules. In each case, the form of the rule is critically important. The first question addressed is the capacity of property rules to affect behavior that takes place outside the context of litigation. Most economic analysis assumes that when a right is protected by a property rule, the property rule will guide private decisionmaking at the time of a contemplated violation, and possibly before that time. Yet, to have this effect, property rules (and liability rules) must be embodied in a set of determinate legal rules defining not only the penalty imposed on violation, but also the entitlements protected and the conditions on which the property-rule remedy is available. Property rules, in other words, must be rules.In fact, "true property rules" that meet this description are scarce. This casts some doubt on the predictions made in literature on the subject. Theory and doctrine may or may not be reconcilable, depending on the desirability and feasibility of determinate rules in the area of remedies.In existing law, most true property rules protect property rights. This leads to the second question addressed here: what relationship, if any, do property rules bear to property? After examining several theories others have proposed to explain the association between property rules and property rights, I suggest that property rules are connected to property in two ways. First, deterrent property rules ensure the continuity that makes property rights valuable to owners and to society. Second, once property rights are securely in place, the value they generate makes property rules a more efficient response to the possibility of unilateral taking. To achieve these results, however, both property rights and property rules must be implemented by general, determinate, and authoritative legal rules.

scholarly journals Pengembangan Media Video Pembelajaran Ilmu Pengetahuan Sosial pada Siswa Sekolah Dasar

2020 ◽  
Vol 1 (02) ◽  
pp. 91
Author(s):  
Friendha Yuanta
Keyword(s):  
Social Studies ◽  
Small Groups ◽  
Learning Objectives ◽  
Instructional Video ◽  
Instructional Media ◽  
Test Results ◽  
Learning Resource ◽  
The Subject ◽  
Large Groups ◽  
Class Iv

Development of instructional media for learning valid and effective video learning media as a learning resource for social studies learning in grade IV elementary school. The development of this instructional video media uses the ASSURE model which has 6 stages: (1) analysis of students, (2) determining learning objectives, (3) choosing methods, media and materials, (4) using media and materials, (5) encouraging participation students, (6) evaluation and improvement. The subject of the development of this instructional video media is Grade IV students of SDN Pakis V. The development of this video media is declared valid to be used in social studies learning in class IV. This is obtained from the results of the validation of media experts, material experts, individual students, small groups, large groups / classical. After testing the experts and testing the students then conducted trials aimed at learning effectiveness using this instructional video media. Test results obtained in the use of instructional video media show that students have succeeded in getting grades above the specified KKM. Thus it can be denied that this instructional video learning media is effective for use in the learning process. Keywords: media development, video learning, social studies.

scholarly journals Desarrollo por competencias de la asignatura Matemática Universitaria I / Competency development for the course University Mathematics I

2015 ◽  
Vol 11 (22) ◽  
pp. 16-32
Author(s):  
Hamlet Castillo ◽  
Wanda Sepúlveda ◽  
Antonio Rivero
Keyword(s):  
Teaching And Learning ◽  
Competency Development ◽  
Educational Model ◽  
University Mathematics ◽  
Main Challenge ◽  
Professional Environment ◽  
The Subject ◽  
Development Of Competencies ◽  
First Time ◽  
Large Groups

ResumenEste artículo presenta la experiencia vivida por primera vez en la Pontificia Universidad Católica Madre y Maestra al implementar una transformación en la enseñanza-aprendizaje de la materia Matemática Universitaria I acorde al Modelo Educativo Institucional. La técnica para adecuar los elementos del modelo por competencias pertinentes a las matemáticas, se realizó a través de los requerimientos que la Química I y II, asignaturas orientadoras, demandan para su desempeño. Los objetivos de la investigación fueron el rediseño e implementación de la asignatura de Matemática Universitaria I por competencias y la evaluación de dicha implementación. El acontecimiento ha aportado interesantes resultados metodológicos y conclusiones entre las que se destacan ser una referencia metodológica sobre el rediseño y la implementación de una asignatura por competencias y el sentido que los estudiantes manifiestan encontrarle a las matemáticas en el entorno profesional, después de haber participado en el curso por competencias. El principal reto es la dedicación, al principio, de un mayor número de horaspara lograr el desarrollo de competencias, especialmente en grupos numerosos. AbstractThis article presents the experience for the first time at the Pontificia Universidad Católica Madre y Maestra, in implementing a transformation in the teaching and learning of the course University Mathematics I, according to the Institutional Educational Model. The technique to adapt the model elements by competencies relevant for mathematics was performed through the requirements that chemistry I and II, guiding subjects, demand for performance. The objectives of the research were the redesign and implementation of the subject of University Mathematics I, by competencies and the evaluation of such implementation. The event has provided interesting methodological findings and conclusions like, being a methodological reference on the redesign and implementation of a course focused on competencies, and the sense students express they find in mathematics in the professional environment, after participating in the competencies course. The main challenge is, at beginning, the need for a greater number of hours to achieve the development of competencies, especially in large groups.

scholarly journals PENGEMBANGAN RPP KURIKULUM 2013 TERINTEGRASI TELEVISI EDUKASI

2015 ◽  
pp. 261-272
Author(s):  
Rr. Martiningsih
Keyword(s):  
Integrated Curriculum ◽  
Educational Television ◽  
Lesson Plan ◽  
Field Trials ◽  
Learning Performance ◽  
Math Teachers ◽  
Content Expert ◽  
Scientific Approach ◽  
The Subject ◽  
Large Groups

Abstrak:Tujuan pengembangan RPP Kurikulum 2013 terintegrasi pemanfaatan Televisi Edukasi ini adalah untuk menyiapkan perangkat pembelajaran yang sesuai dengankurikulum 2013 yang mengintegrasikan siaran Televisi Edukasi dalam pembelajaran, yang berpijak pada pendekatan saintifik sebagaimana yang diisyaratkan dalam pembelajaran pada kurikulum 2013. Langkah pengembangan ini diawali dengan pengkajian kebutuhan dan pengumpulan data awal, dilanjutkan dengan perencanaan pembuatan RPP kurikulum 2013 terintegrasi siaran Televisi Edukasi.Setelah RPP dibuat, dilanjutkan dengan uji substansi ahli substansi dan ahli desain pembelajaran. Setelah revisi dari ahli substansi dan ahli desain pembelajaran selesai dilanjutkan dengan uji coba lapangan pada kelompok kecil seluruh guru matematika SMP Muhammadiyah 1 Surabaya, perbaikan produk operasional, uji coba operasional pada kelompok besar, perbaikan produk akhir, dan diseminasi produk akhir. Jenis penelitian ini adalah penelitian pengembangan, yaitu mengembangkan RPP Kurikulum 2013 terintegrasi Televisi Edukasiberdasarkan model Borg dan Gall RPP Kurikulum 2013 terintegrasi Televisi Edukasi inisecara umum dinilai bermanfaat untuk membantu guru untuk meningkatkan kinerjanya dalam pembelajaran dengan pemanfaatan siaran Televisi Edukasi. Kesimpulan yang dapat diambil dari masukan para ahli dan dari uji coba sasaran adalah: RPP kurikulum 2013 terintegrasi siaran Televisi Edukasi yang sedang dikembangkan ini layak dipergunakan dan disebarluaskan.Kata kunci: RPP, Kurikulum 2013, Televisi Edukasi Abstract:The purpose of this development of TVE integrated-curriculum 2013 based-lesson plan is to prepare a learning device in accordance with the TVE integrated-curriculum2013 which is based on a scientific approach required in the implementation of curriculum 2013. This process of the development began with the needs and initial data collection, followed by TVE integrated - lesson plan. After the lesson plan was made, the subject content testing was conducted by subject content expert and instructional design experts. After revision from experts, the next step were field trials on a small group of math teachers throughout the SMP Muhammadiyah 1 Surabaya , operational product improvement, operational trials on large groups, improvement and dissemination of the final product. This research is development research in which is developing TVE integrated-curriculum 2013 based lesson plan by Borg and Gall model. This development of lesson plan has generally been considered beneficial to help teachers improving learning performance with programs from TVE. The conclusion that can be drawn from the experts in the phase of testing and field trials is that TVE integrated-curriculum 2013 based lesson plan is feasible to use and disseminate.Keywords: lesson plans, curriculum 2013, educational television.

scholarly journals Diseño, aplicación y valoración de actividades destinadas al trabajo y evaluación de múltiples competencias transversales en grupos numerosos de máster en ingeniería, empleando el aprendizaje basado en proyectos

2019 ◽  
Vol 37 (3 Nov- Feb) ◽  
pp. 133-162
Author(s):  
Y. Ye-Lin ◽  
G. Prats-Boluda ◽  
J. García-Casado ◽  
E. Guijarro Estelles ◽  
J.L. Martínez-de-Juan
Keyword(s):  
Engineering Students ◽  
Resistance To Change ◽  
Project Based Learning ◽  
Previous Level ◽  
Multiple Cross ◽  
Training Activities ◽  
The Subject ◽  
Compulsory Subject ◽  
Large Groups ◽  
Competencias Transversales

La sociedad requiere de los egresados la formación en las competencias transversales que incluso son mejor valoradas por los empleadores que las competencias específicas del grado. Las metodologías activas para desarrollar las competencias se han implantado con éxito en grupos reducidos. En cambio, trabajar y evaluar objetivamente las competencias transversales en grupos numerosos presenta una serie de dificultades añadidas como una excesiva carga de trabajo para el profesorado, con la subsiguiente resistencia al cambio y falta de experiencias. El objetivo de este trabajo es valorar una propuesta formativa que emplea la metodología de aprendizaje basado en proyectos y el portafolio como método para trabajar y evaluar múltiples competencias transversales en grupos numerosos de estudiantes de ingeniería. Los resultados muestran que es factible diseñar y desarrollar actividades formativas aplicables en grupos numerosos, que favorezcan la adquisición de múltiples competencias transversales. Además, han permitido obtener una mejora significativa en el nivel de dominio de las mismas, sin suponer una carga de trabajo adicional excesiva ni para el alumnado ni para el profesorado. Asimismo, los resultados muestran que el nivel de dominio de las competencias transversales alcanzado por el alumno tras las actividades depende principalmente del nivel de dominio previo, y no tanto del tiempo de dedicación al proyecto. No obstante éste último es un factor importante en la mejora en el nivel de dominio de las competencias. Finalmente, el 86% de los alumnos valoran positivamente la metodología empleada, indicando que proporciona una visión más aplicada de la asignatura. Society requires graduates to acquire cross-curricular skills during their education since this type of skills is better valued by employers than even degree-specific skills. Active methodologies to develop skills have been successfully implemented in small groups. In contrast,working and objectively evaluating cross-curricular skills in large groups presents a number of additional difficulties such as excessive workload for teachers, which generates resistance to change and lack of experience. The aim of this study is to design, apply and assess training activities with a large number of engineering students, more specifically 288, who were taking a compulsory subject. These training activities used project-based learning and portfolios to work and evaluate multiple cross-curricular skills. The results show that it is feasible to design and develop training activities applicable in large groups that promote the acquisition of multiple cross-curricular skills, allowing for a significant improvement in the knowledge level of the students, without assuming an excessive workload for students and teachers. The results also show that the extent to which students acquired cross-curricular skills after the activities depends mainly on their previous level, and not so much on the time they devoted to the project. However, time reveals itself as an important factor when it comes to the mastery of skills. Finally, 86% of the students have a positive perception of the methodology employed, indicating that it provides a more applied understanding of the subject.

Palliative care (PC) education for medical students: An unresolved need

2009 ◽  
Vol 27 (15_suppl) ◽  
pp. e20704-e20704
Author(s):  
R. A. Sala ◽  
K. Zanini ◽  
S. Juarez ◽  
C. Rapelli ◽  
A. Pendido ◽  
...  
Keyword(s):  
Statistical Significance ◽  
Acute Care Hospital ◽  
Undergraduate Curriculum ◽  
Team Work ◽  
Care Hospital ◽  
The Subject ◽  
Interdisciplinary Team Work ◽  
Changes Over Time ◽  
Large Groups

e20704 Background: Chapters contained in subjects other than PC lack the specificity and the integration of concepts to impact quality of care. Since 2005 an elective subject is part of the undergraduate curriculum of the medical school of the UNR. Teaching is case based in large groups with elective rotations to an acute care hospital PC team. Methods: To evaluate if this subject, as it is outlined, produces sensitization about PC, results of initial surveys (IS) (358) and final surveys (FS) (292) performed each year were compared and changes over time evaluated. Summary measures were calculated and hypothesis tests were done. Results: Students average age: 23 years. Female sex: 75.8%. Global answer rate of IS: 86.77% (range: 76.2% to 96%) and of FS: 76.65% (range: 68% to 85.9%). Composition of courses according to year of study. Quantity of IS and FS/ year. Differences in identification of the objectives of PC between IS and FS was statistically significant (p = 0.002) only in 2005. In 2006 (p = 0.195), 2007 (p = 0.318), and 2008 (p = 0.10) there was not statistical significance. Average 97.3% (range: 93% to 100%) of students considered the contents of the subject will impact in their practice and 95,75% (range: 91.5% to 98.5%) found them useful. 87% (range: 87.3% to 94.1%) positively changed their vision of interdisciplinary team work. Conclusions: Few students have a correct knowledge of PC at the beginning of the course; this knowledge is increased at the end of each course without reaching statistical significance except in 2005 (p = 0.002), when all the students were in the third year of study. [Table: see text] No significant financial relationships to disclose.

scholarly journals Skills of Students Asking in Learning Clasical Format

2019 ◽  
Vol 3 (1) ◽  
pp. 82-86
Author(s):  
Nurfarida Deliani ◽  
Prayitno Prayitno ◽  
A. Muri Yusuf ◽  
Jamaris Jamna
Keyword(s):  
Learning Process ◽  
Research Method ◽  
Group Discussion ◽  
Learning Activities ◽  
Design Development ◽  
Initial Model ◽  
Effective Learning ◽  
Implementation Evaluation ◽  
The Subject ◽  
Large Groups

Learning is characterized by the use of good questioning skills , especially in learning for large groups of children. Skills in question play an important role in student learning activities. The low skill of students asking in the learning process can lead to disruption of an effective learning process and must be handled by the BK teacher appropriately. Questions are one of the stimuli of thinking that is good for teaching students. The research method used is R & D (Research and Development) by following the steps in developing the ADDIE pattern (Analyze, Design, Development, Implementation, Evaluation). The subject of the research trial consisted of experts to test the feasibility of the model, the BK teacher to assess the suitability of the model, and students to test the effectiveness. The study was conducted by collecting initial data as a material for consideration in preparing the initial model which was then tested for its suitability and effectiveness through Focus Group Discussion (FGD) and expert testing. The results of this study show that the students' skills in question are in the high category.

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