Peer assessment in performance studies

1996 ◽  
Vol 13 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Desmond Hunter ◽  
Michael Russ
Keyword(s):  
Performance Studies ◽  
Peer Assessment ◽  
The Past ◽  
Second Year ◽  
The University

The purpose of this paper is to outline the background to the introduction of peer assessment at the University of Ulster and to report on how the project has operated and developed over the past three years. Initially assessors were drawn from the same student year group as the performers (BMus, year 2). The process was monitored by the authors who subsequently met with each assessment panel to discuss the performances before marks and reports were finalised. In the following years the assessment of second-year performances was conducted by panels of final-year students; this resulted in more objective reporting.

Future-Labs in the Classroom: The Experience of -skopìa

2018 ◽  
Vol 10 (4) ◽  
pp. 294-302
Author(s):  
Chiara Emanuelli ◽  
Rocco Scolozzi ◽  
Francesco Brunori ◽  
Roberto Poli
Keyword(s):  
Preliminary Training ◽  
Training Course ◽  
The Past ◽  
Start Up ◽  
The Future ◽  
Second Year ◽  
The University

During the past three years, -skopìa[EDUCATION], the educational branch of the recently established start-up of the University of Trento, -skopìa, has conducted an extensive series of future laboratories in the classroom, working in particular with students aged twelve years old (second year of “medie inferiori”) and fifteen years old (second year of “medie superiori”). Future labs follow an explicit protocol (initial and final tests, three major steps, respectively, focused on the past, the future and the present). Teachers wanting to conduct a lab in their classroom must attend a preliminary training course. Furthermore, all the labs are monitored by -skopìa.

Developing peer-learning programmes in music: group presentations and peer assessment

1999 ◽  
Vol 16 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Desmond Hunter
Keyword(s):  
Performance Studies ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Peer Learning ◽  
Learning Techniques ◽  
Group Presentations ◽  
The University ◽  
Department Of Music ◽  
Academic Year ◽  
Major Project

The purpose of this paper is to provide an interim report on one aspect of a major project based in the Department of Music at the University of Ulster. The project, ‘Peer Learning in Music’, builds on the programme of peer assessment which was piloted in a module in performance studies on the BMus course during the academic year 1992–3 and has since become an established feature of the course. The project started in October 1996 and since then peer-learning techniques have been introduced in a range of modules throughout the course, impacting on the teaching and learning methods and the conduct of assessment. Dissemination of the nature of the work and the operation of the programmes is being actively pursued in universities, colleges and conservatories in England and Northern Ireland.

scholarly journals A Terminal, Course in Mathematics

1958 ◽  
Vol 1 (2) ◽  
pp. 129-133
Author(s):  
Leo Moser
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
University Of Alberta ◽  
The Past ◽  
Nature Of Mathematics ◽  
Second Year ◽  
The University

For the past four years we have given, at the University of Alberta, a course entitled "The Nature of Mathematics". This course is open to first and second year students in arts and science and in education, and is designed primarily for those who will be taking only a single course in mathematics at the university. The only prerequisite for the course is high school mathematics and the course is not prerequisite for any other course.

scholarly journals TRANSFORMING UNDERGRADUATE CHEMICAL ENGINEERING LABORATORIES

2019 ◽  
Author(s):  
Dhaneshwarie Kannangara ◽  
James Sibley
Keyword(s):  
British Columbia ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
Biological Engineering ◽  
Laboratory Experience ◽  
Laboratory Course ◽  
The Past ◽  
University Of British Columbia ◽  
Second Year ◽  
The University

Over the past 15 years, we have made a series of innovations and systematic improvements to the lab courses offered in the Department of Chemical and Biological Engineering (CHBE) at The University of British Columbia (UBC). Prior to 2003, CHBE teaching laboratories used a more traditional laboratory course model where students performed "cookbook" experiments and individually wrote formal lab reports. Redevelopment began with our second-year course and improvements from the second-year course were progressively added to senior years. The integrated lab sequence now culminates in a capstone problem-based learning laboratory experience. We will present our optimized laboratory sequence model that is currently used in the 2nd, 3rd and 4th year CHBE program at UBC.

Novae in the Magellanic Clouds

1979 ◽  
Vol 46 ◽  
pp. 96-101
Author(s):  
J.A. Graham
Keyword(s):  
Large Magellanic Cloud ◽  
Magellanic Cloud ◽  
Magellanic Clouds ◽  
University Of Michigan ◽  
The Past ◽  
Spectroscopic Information ◽  
Objective Prism ◽  
The University ◽  
Small Cloud ◽  
Low Dispersion

During the past several years, a systematic search for novae in the Magellanic Clouds has been carried out at Cerro Tololo Inter-American Observatory. The Curtis Schmidt telescope, on loan to CTIO from the University of Michigan is used to obtain plates every two weeks during the observing season. An objective prism is used on the telescope. This provides additional low-dispersion spectroscopic information when a nova is discovered. The plates cover an area of 5°x5°. One plate is sufficient to cover the Small Magellanic Cloud and four are taken of the Large Magellanic Cloud with an overlap so that the central bar is included on each plate. The methods used in the search have been described by Graham and Araya (1971). In the CTIO survey, 8 novae have been discovered in the Large Cloud but none in the Small Cloud. The survey was not carried out in 1974 or 1976. During 1974, one nova was discovered in the Small Cloud by MacConnell and Sanduleak (1974).

The consolidation of microscopy technology into a university research support facility: Reflections on the 1980's and projections for the 1990's at the university of iowa

1993 ◽  
Vol 51 ◽  
pp. 476-477
Author(s):  
Kenneth C. Moore
Keyword(s):  
Laser Scanning ◽  
Freeze Fracture ◽  
Freeze Substitution ◽  
Research Support ◽  
University Of Iowa ◽  
Staff Members ◽  
The Past ◽  
Research Grade ◽  
The University ◽  
Support Facility

The University of Iowa Central Electron Microscopy Research Facility(CEMRF) was established in 1981 to support all faculty, staff and students needing this technology. Initially the CEMRF was operated with one TEM, one SEM, three staff members and supported about 30 projects a year. During the past twelve years, the facility has replaced all instrumentation pre-dating 1981, and now includes 2 TEM's, 2 SEM's, 2 EDS systems, cryo-transfer specimen holders for both TEM and SEM, 2 parafin microtomes, 4 ultamicrotomes including cryoultramicrotomy, a Laser Scanning Confocal microscope, a research grade light microscope, an Ion Mill, film and print processing equipment, a rapid cryo-freezer, freeze substitution apparatus, a freeze-fracture/etching system, vacuum evaporators, sputter coaters, a plasma asher, and is currently evaluating scanning probe microscopes for acquisition. The facility presently consists of 10 staff members and supports over 150 projects annually from 44 departments in 5 Colleges and 10 industrial laboratories. One of the unique strengths of the CEMRF is that both Biomedical and Physical scientists use the facility.

The Tower Mill: An archaeological excavation of Queensland's oldest extant building

1996 ◽  
Vol 10 ◽  
pp. 1 ◽  
Author(s):  
Jay Hall ◽  
Jonathan Prangnell ◽  
Bruno David
Keyword(s):  
City Council ◽  
Archaeological Excavation ◽  
The Past ◽  
History Of ◽  
The University

The Tower Mill, Brisbane's oldest extant building, was excavated by the University of Queensland to determine for the Brisbane City Council the heritage potential of surrounding subsurface deposits.  Following the employment of GPR, excavation revealed interesting stratifications, features and artefacts.  Analysis permits an explanation for these deposits which augment an already fascinating history of the site's use over the past 170 years or so.

History Teaching in Rural Areas: The University of Venda

1996 ◽  
Vol 24 (1) ◽  
pp. 17-23
Author(s):  
Alan Kirkaldy
Keyword(s):  
Rural Areas ◽  
Whole Body ◽  
Social Forces ◽  
Historical Writing ◽  
Social Formation ◽  
History Teaching ◽  
The Past ◽  
The Social ◽  
The University

I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.

scholarly journals Steroid Sulphatase and Its Inhibitors: Past, Present and Future

Molecules ◽  
2021 ◽  
Vol 26 (10) ◽  
pp. 2852
Author(s):  
Paul A. Foster
Keyword(s):  
Good Evidence ◽  
The Past ◽  
Steroid Sulphatase ◽  
University Of Oxford ◽  
Therapeutic Value ◽  
Breast And Prostate Cancer ◽  
The University ◽  
Further Development ◽  
Hydrolysis Of

Steroid sulphatase (STS), involved in the hydrolysis of steroid sulphates, plays an important role in the formation of both active oestrogens and androgens. Since these steroids significantly impact the proliferation of both oestrogen- and androgen-dependent cancers, many research groups over the past 30 years have designed and developed STS inhibitors. One of the main contributors to this field has been Prof. Barry Potter, previously at the University of Bath and now at the University of Oxford. Upon Prof. Potter’s imminent retirement, this review takes a look back at the work on STS inhibitors and their contribution to our understanding of sulphate biology and as potential therapeutic agents in hormone-dependent disease. A number of potent STS inhibitors have now been developed, one of which, Irosustat (STX64, 667Coumate, BN83495), remains the only one to have completed phase I/II clinical trials against numerous indications (breast, prostate, endometrial). These studies have provided new insights into the origins of androgens and oestrogens in women and men. In addition to the therapeutic role of STS inhibition in breast and prostate cancer, there is now good evidence to suggest they may also provide benefits in patients with colorectal and ovarian cancer, and in treating endometriosis. To explore the potential of STS inhibitors further, a number of second- and third-generation inhibitors have been developed, together with single molecules that possess aromatase–STS inhibitory properties. The further development of potent STS inhibitors will allow their potential therapeutic value to be explored in a variety of hormone-dependent cancers and possibly other non-oncological conditions.

scholarly journals Decolonising Terrorism Journals

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 6
Author(s):  
Ilyas Mohammed
Keyword(s):  
Knowledge Production ◽  
Terrorist Attacks ◽  
The Past ◽  
Tremendous Amount ◽  
Muslim Majority ◽  
University Curricula ◽  
Amount Of Knowledge ◽  
The University ◽  
Tremendous Impact

Decolonisation of knowledge over the past few years has gained much traction among scholars and students in many countries. This situation has led to calls for the decolonisation of knowledge, academia, the university, and university curricula. That said, the knowledge production side of the terrorism industry, which sits inside academia, so far has escaped calls to decolonise. This situation is somewhat surprising because the terrorism industry has had a tremendous impact on many countries, especially Muslim majority ones. The 9/11 terrorist attacks have resulted in a tremendous amount of knowledge being produced and published on terrorism and counterterrorism. However, little is known about “who is publishing on terrorism and where they are based”. To this end, this paper adopts a decolonial approach and addresses the questions of “who is publishing on terrorism and where they are based” by analysing seven terrorism journals. It argues that most of the publications and knowledge on terrorism in the seven terrorism journals are produced by scholars with Western heritage and are based at Western institutions, which is connected to the coloniality of knowledge.

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