Transición de laboratorios presenciales a virtuales: impacto de una experiencia en un curso de Fisiología

2021 ◽  
Vol 5 ◽  
pp. 36-44
Author(s):  
Harry García Muñoz
Keyword(s):  
Virtual Environment ◽  
Learning Experience ◽  
High Impact ◽  
The Other ◽  
Face To Face ◽  
Fundamental Part ◽  
Virtual Laboratories ◽  
The Face ◽  
Laboratory Experiences ◽  
The Impact

In-person laboratories are a fundamental part of the physiology courses at Universidad del Valle; however, we were not prepared to run them virtually. Given the impact of COVID-19 on education, we were forced to face the challenge of making quick adaptations to continue offering a high-impact learning experience. As the virtual modality of the laboratories is a new scenario, it is necessary to research the impact of its implementation, the evaluation of the students, and the probable gaps in the process. The objective of this research was to evaluate the impact that the implementation of laboratory experiences in a virtual environment had on students of a physiology course at the Universidad del Valle and to identify how can its development be improved. A total of 35 students participated in this research that was conducted utilizing a survey that questioned the opinions and asked to evaluate the labs in the virtual modality. The results showed a fluctuation between regular and excellent when they were asked to evaluate their experience. Nonetheless, most of them indicated that in the subjects in which the laboratory was developed, they had advantages in comparison to those subjects in which there was not an associated laboratory. On the other hand, they made suggestions for improvement and emphasize that in the case that we were to be continuing with technology-assisted activities it would be important to incorporate virtual laboratories in physiology classes. Additionally, they gave opinions about the advantages of the face-to-face laboratories and suggest a greater accompaniment of the professor in the virtual laboratories.

The Hierophanic Facets of the Seraphic Hymns

Trictrac ◽  
2018 ◽  
Vol 10 ◽  
Author(s):  
Petru Adrian Danciu
Keyword(s):  
Mutual Recognition ◽  
The Other ◽  
Human Being ◽  
Material World ◽  
Face To Face ◽  
The People ◽  
Musical History ◽  
The Face ◽  
The One

Starting from the cry of the seraphim in Isaiahʹ s prophecy, this article aims to follow the rhythm of the sacred harmony, transcending the symbols of the angelic world and of the divine names, to get to the face to face meeting between man and God, just as the seraphim, reflecting their existence, stand face to face. The finality of the sacred harmony is that, during the search for God inside the human being, He reveals Himself, which is the reason for the affirmation of “I Am that I Am.” Through its hypnotic cyclicality, the profane temporality has its own musicality. Its purpose is to incubate the unsuspected potencies of the beings “caught” in the material world. Due to the fact that it belongs to the aeonic time, the divine music will exceed in harmony the mechanical musicality of profane time, dilating and temporarily cancelling it. Isaiah is witness to such revelation offering access to the heavenly concert. He is witness to divine harmonies produced by two divine singers, whose musical history is presented in our article. The seraphim accompanied the chosen people after their exodus from Egypt. The cultic use of the trumpet is related to the characteristics and behaviour of the seraphim. The seraphic music does not belong to the Creator, but its lyrics speak about the presence of the Creator in two realities, a spiritual and a material one. Only the transcendence of the divine names that are sung/cried affirms a unique reality: God. The chant-cry is a divine invocation with a double aim. On the one hand, the angels and the people affirm God’s presence and call His name and, on the other, the Creator affirms His presence through the angels or in man, the one who is His image and His likeness. The divine music does not only create, it is also a means of communion, implementing the relation of man to God and, thus, God’s connection with man. It is a relation in which both filiation and paternity disappear inside the harmony of the mutual recognition produced by music, a reality much older than Adam’s language.

scholarly journals The Impact of the Coronacrisis on KIBS Sector

2021 ◽  
Vol 15 (1) ◽  
pp. 6-18
Author(s):  
Ian Miles ◽  
◽  
Veronika Belousova ◽  
Nikolay Chichkanov ◽  
Zhaklin Krayushkina ◽  
...  
Keyword(s):  
Business Services ◽  
Face To Face ◽  
Knowledge Intensive Business Services ◽  
Regulatory Frameworks ◽  
The Face ◽  
Working Practices ◽  
Knowledge Intensive ◽  
Problem Solvers ◽  
Climate Crisis ◽  
The Impact

Knowledge-Intensive Business Services (KIBS) are problem-solvers for other organizations. The coronacrisis affects KIBS directly, but also means that their clients are confronting new problems. How are KIBS addressing these two sets of challenges? This paper draws on material available in the trade and industry press, on official reports and statistics, and the early academic studies addressing these themes. We find that KIBS have been active (alongside other organizations) in providing a substantial range of services aimed at helping their clients (and others) deal with various contingencies thrown up by the crisis. Not least among these is the need to conform to shifting regulatory frameworks, and requirements for longer-term resilience. KIBS themselves have had to adapt their working practices considerably, to reduce face-to-face interaction with clients and within teams collaborating on projects. Adaptation is easier for those whose tasks that are relatively standardized and codified, and it remains to be seen how far a shift to such activities - and away from the traditional office-based venues of activity - is retained as firms recover from the crisis. KIBS are liable to play an important role in this recovery from the crisis, and policymakers can mobilize their services. Some KIBS are liable to be critical for rendering economies more resilient in the face of future pandemics and we argue that these firms are also important for confronting the mounting climate crisis.

scholarly journals Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

2021 ◽  
Vol 5 (1) ◽  
pp. 50-64
Author(s):  
Bahram Sattar Abdulrahman
Keyword(s):  
Kurdistan Region ◽  
Prosodic Features ◽  
Face To Face ◽  
Iraqi Kurdistan ◽  
University Instructors ◽  
The Face ◽  
Efl Students ◽  
The University ◽  
The Impact ◽  
Special Classes

The present study aims at investigating the use of prosodic features by Kurdish EFL undergraduates in their face-to-face interactions inside/outside the classroom from the university instructors’ perspectives. The study hypothesizes that the majority of Kurdish EFL undergraduates are not fully aware of the fact that any misuse of prosodic features would probably affect the emotions, feelings, and attitudes that the face-to-face interaction is intended to convey. Building on an analysis of a questionnaire given to 54 university instructors at 10 Iraqi Kurdistan Region different universities, the study concludes that the majority of problems the students face can be related to the misuse of stress, intonation, and other prosodic features. Therefore, EFL instructors should pay more attention to make students learn how to use prosodic features and enable them to send messages adequately while engaging in face-to-face interactions. This would require special classes about prosodic features so that EFL students can overcome the misuse they have in face-to-face communication. This is inevitable because accuracy and fluency in communication require EFL students to master both features: segmental and suprasegmental. The reason behind this necessity could be attributed to the fact that broken and/or incorrect pronunciation can be considered as one of the most prominent factors behind misunderstandings in communication.

When Caddy's Went Viral

10.28945/4750 ◽  
2021 ◽  
Vol 6 ◽  
pp. 001-025
Author(s):  
Samuel Barrington ◽  
Randy Esponda ◽  
Timothy E Newsome ◽  
Say Sengsouvanna ◽  
Cynthia L Steel
Keyword(s):  
Health And Safety ◽  
The Other ◽  
The Sun ◽  
Executive Order ◽  
Summer Vacation ◽  
White Sand ◽  
The Face ◽  
Treasure Island ◽  
The Impact ◽  
Loyal Customers

With the sun losing its glare and now appearing as a beautiful orange orb just above the distant horizon where the sky meets the sea, Barry O’Connor thought to himself, “This is as close to paradise as you can get.” Yet, the vast empty sea of white sand surrounding him told a very different story. It was July 17, 2020, and this beautiful area should have been overrun with college students and young families as they enjoyed their summer vacation. Instead, the executive order that came as a result of the COVID-19 epidemic four months earlier forced him to immediately close his four bars and six Caddy’s Waterfront Dining restaurants, laying off 600 employees and dashing his dreams of another lucrative season. Barry gazed at the beautiful sunset one more time before turning his thoughts to the monumental problem that faced him. While he agreed that the health and safety of his employees and loyal customers was paramount, he couldn’t help but feel the pang that losing a few million dollars a month brings. Now, as businesses began to reopen their doors in the face of new restrictions brought about by COVID, Barry was left to figure out how to navigate the uncharted landscape of new in-house capacity restrictions, everyone’s fear of contracting the virus, and the unknown of when this pandemic would end. All the while, Barry’s bar business was in shambles due to a second government shutdown of bars, which only added pressure on the Caddy’s brand to drive revenue and keep the other half of the business afloat. A potential solution loomed on the horizon, however. This Caddy’s location in Treasure Island had an extensive beach immediately outside its doors, which could expand its footprint, allowing an additional 450-500 customers to enjoy the Caddy’s experience in the safety of an outdoor arena. However, due to local government zoning restrictions, Caddy’s was not legally allowed to treat this area as a traditional restaurant setting. But Barry had become a self-made man because he understood that the nature of business was never static. He knew that the best way forward was to disregard the inconvenience of circumstances beyond his control, and instead pour his efforts into a search for the opportunities that always accompanied such impacts. But just what opportunities did the pandemic create? How could he best leverage technology to exploit them? How would he manage the impact of the changes on his customers and employees?

Familiar or Unfamiliar Context?

2015 ◽  
pp. 223-250
Author(s):  
Amir Mashhadi ◽  
Saeed Khazaie
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
The Other ◽  
Mobile Game ◽  
Face To Face ◽  
Learning Tasks ◽  
Content Representation ◽  
L2 Learning ◽  
The Face ◽  
Age Range

This chapter endeavored to devise a motivating way to engage learners in L2 English learning tasks presented through the mobile game (m-game). It started on the issue of whether types of a displayed picture on m-games had any significant relationship with learners' performance in the blended mode of L2 learning. To that end, a cellphone-based form of the nonEnglish game of 'Xane Bazi', modified as didactic 'Xane Bazi' for English vocabulary learning, was grafted onto the face-to-face mode of content representation in the blended language learning module. 100 Iranian boys and girls within the age range of 10-13 were divided into two groups to learn English vocabulary items during 12 sessions of an academic semester: One group played a version of 'Xane Bazi' with learner-made paintings and the other group played a version of the game filled with photos. The results hinted at the desired effect of utilizing m-games as applying learner-made painting condition to didactic 'Xane Bazi' was proved to significantly ratchet up the participants' L2 learning.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Technology Support for Collaborative Learning

2011 ◽  
pp. 888-893
Author(s):  
David A. Banks
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Audience Response ◽  
Technology Support ◽  
Electronic Meeting Systems ◽  
Face To Face ◽  
Use Of Technology ◽  
The Face ◽  
Response Systems ◽  
Computer Based

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

scholarly journals ‘If a fight starts, watch the crowd’: The effect of violence on popular support for social movements

2019 ◽  
Vol 56 (4) ◽  
pp. 485-498 ◽  
Author(s):  
Jordi Muñoz ◽  
Eva Anduiza
Keyword(s):  
Social Movements ◽  
Causal Effect ◽  
The Other ◽  
Popular Support ◽  
Face To Face ◽  
Percentage Points ◽  
Street Violence ◽  
Wide Range ◽  
Before And After ◽  
The Impact

Social movements often face tactic diversification. In otherwise nonviolent movements, some groups or radical flanks may resort to violent actions such as street rioting. This article analyzes the impact that these violent episodes can have on popular support for the movement as a whole. To estimate the causal effect of violence, it exploits an unexpected riot outbreak that occurred during the fieldwork of a face-to-face survey in Barcelona in May 2016, led by a squat group linked to the anti-austerity movement known as the 15-M or indignados that emerged during the financial crisis. By comparing respondents interviewed before and after the riots, it finds that the street violence episode reduced support for the 15-M movement by 12 percentage points on average. However, the magnitude of the effect is highly conditional on the respondents’ predispositions towards the movement. Core supporters, that are expected to share the frame of the movement in justifying violent actions, are the least affected by the violent outbreak. On the other extreme, weak supporters, opposers, and non-aligned citizens reduce their support to a larger extent. Results are robust to different specifications and a wide range of robustness checks. These findings have potentially important implications for movements concerned with broadening their support base.

scholarly journals Reliability of the modified Rankin Scale applied by telephone

2013 ◽  
Vol 5 (1) ◽  
pp. 2 ◽  
Author(s):  
Katia Savio ◽  
Gian Luca Della Pietra ◽  
Elodie Oddone ◽  
Monica Reggiani ◽  
Maurizio A. Leone
Keyword(s):  
Confidence Interval ◽  
Acute Stroke ◽  
Scale Score ◽  
Weighted Kappa ◽  
Hospitalized Patients ◽  
The Other ◽  
Modified Rankin Scale ◽  
Face To Face ◽  
The Face ◽  
Stroke Disability

We aimed to evaluate the reliability of the modified Rankin Scale applied telephonically compared with face-to-face assessment in clinically stable hospitalized patients with acute stroke. One hundred and thirty-one patients were interviewed twice by 2 certified nurses (unstructured interview). Half of the patients were randomized to be interviewed by telephone followed by the face-to-face assessment, and half in the reverse order. The median value of the modified Rankin Scale score was 4 (first to third interquartile range 3-5) by telephone as well as by face-to-face assessment (P=0.8). The weighted kappa between the two methods was 0.82 (95% confidence interval: 0.77-0.88). Sensitivity of the telephone assessment was lower for scores 2 and 3 (17% and 46%, respectively) than for the other scores (range 67-90%). Telephone assessment of stroke disability with the modified Rankin Scale is reliable in comparison to direct face- to-face assessment.

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