scholarly journals Cinematic Reproduction as Multimodal Composition in First-Year Composition

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Rachel McCabe
Keyword(s):  
Textual Analysis ◽  
First Year ◽  
Evidence Based ◽  
Multimodal Composition ◽  
First Year Composition ◽  
Midwestern University ◽  
Analytical Writing

This case study introduces an assignment from a large midwestern university FYC program, which emphasizes analytical writing by introducing students to a series of increasingly layered texts, including film. This has many advantages: teaching multi-perspective, evidence-based visual and textual analysis. For students to see textual constructedness the author required they remake film scenes using their cellphones, employing and then articulating their use of generic conventions. This article details the original assignment and tracks its evolution due to students’ innovations. One group’s project, a scene from The Shining, highlights multimodal recreation’s capacity to help students re-envision and more fully analyze cinematic elements, adding depth and specificity to students’ analytical writing.

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

Using Open Badges to support student engagement and evidence based practice

2017 ◽  
Vol 3 (1) ◽  
pp. 234
Author(s):  
Fiona Harvey
Keyword(s):  
Student Engagement ◽  
Support Staff ◽  
Digital Tools ◽  
First Year ◽  
Evidence Based ◽  
Digital Literacies ◽  
Digital Skills ◽  
Academic Units ◽  
The University

The use of Open Badges as a scaffold for developing digital skills with staff and students has been part of the student engagement work at the University of Southampton. The Innovation and Digital Literacies Champions (iChamps) have been working with staff and students across a range of disciplines to formulate projects, deliver workshops to other students and support staff in developing their digital skills. This model has now been adopted by other academic units and this case study will focus on Geography. This paper introduces how open badges and e-portfolios have been used to support the development of digital literacies skills and enhance student engagement. Although the model had been in use for some time with the iChamps, it has only been during the REACT project that we extended the use of these digital tools for a particular cohort of students. In this case study, we report on our initial findings of the experiences of implementation with a first-year undergraduate cohort of Geography students and compare this to our very engaged iChamps. We also include successes of and challenges to this approach, in an attempt to encourage other institutions to develop Open Badges and evidence-based learning for themselves.

Misophonia: An Evidence-Based Case Report

2020 ◽  
Vol 29 (4) ◽  
pp. 685-690
Author(s):  
C. S. Vanaja ◽  
Miriam Soni Abigail
Keyword(s):  
Quality Of Life ◽  
Case Report ◽  
Case History ◽  
Pure Tone ◽  
Physiological Responses ◽  
Evidence Based ◽  
Management Option ◽  
Pure Tone Audiogram

Purpose Misophonia is a sound tolerance disorder condition in certain sounds that trigger intense emotional or physiological responses. While some persons may experience misophonia, a few patients suffer from misophonia. However, there is a dearth of literature on audiological assessment and management of persons with misophonia. The purpose of this report is to discuss the assessment of misophonia and highlight the management option that helped a patient with misophonia. Method A case study of a 26-year-old woman with the complaint of decreased tolerance to specific sounds affecting quality of life is reported. Audiological assessment differentiated misophonia from hyperacusis. Management included retraining counseling as well as desensitization and habituation therapy based on the principles described by P. J. Jastreboff and Jastreboff (2014). A misophonia questionnaire was administered at regular intervals to monitor the effectiveness of therapy. Results A detailed case history and audiological evaluations including pure-tone audiogram and Johnson Hyperacusis Index revealed the presence of misophonia. The patient benefitted from intervention, and the scores of the misophonia questionnaire indicated a decrease in the severity of the problem. Conclusions It is important to differentially diagnose misophonia and hyperacusis in persons with sound tolerance disorders. Retraining counseling as well as desensitization and habituation therapy can help patients who suffer from misophonia.

The Implementation of Biological Phosphorus and Nitrogen Removal with the Bio-Denipho Process on a 265,000 PE Treatment Plant

1992 ◽  
Vol 25 (4-5) ◽  
pp. 161-168 ◽  
Author(s):  
J. Einfeldt
Keyword(s):  
Nitrogen Removal ◽  
Treatment Plant ◽  
First Year ◽  
In Series ◽  
Design Loads ◽  
Last Stage ◽  
Two Stages ◽  
The City ◽  
Biological Phosphorus

A process, called Bio-Denipho, for combined biological phosphorus and nitrogen removal in a combination of an anaerobic tank and two oxidation ditches is described. In this process the anaerobic tank consisting of three sections working in series is followed by two oxidation ditches. These too are working in series, but with both inlet to and outlet from the tanks changing in a cycle. The Bio-Denipho process is described specifically for the process itself and as a case study for the implementation of the process on a 265,000 pe wastewater treatment plant for the city of Aalborg in Denmark. The plant was designed and erected in two stages and the last stage was inaugurated October 31,1989. Lay-out and functions for the plant is described and design loads, plan lay-out and tank volumes are given in this paper together with performance data for the first year in operation.

scholarly journals Differences in echocardiography interpretation techniques among trainees and expert readers

2021 ◽  
Author(s):  
David Roy Anderson ◽  
Sarah Blissett ◽  
Patricia O’Sullivan ◽  
Atif Qasim
Keyword(s):  
Diagnostic Accuracy ◽  
Systematic Approach ◽  
Qualitative Case Study ◽  
First Year ◽  
Educational Tool ◽  
Thought Processes ◽  
Advanced Imaging ◽  
Multiple Images ◽  
Novice Readers

Abstract Background Trainees learn transthoracic echocardiogram (TTE) interpretation through independently completing and reviewing selected portions of the study with experts. The diagnostic accuracy of novice TTE interpretation is known to be low and schema for reading TTEs systematically are lacking. The purpose of our study is to identify techniques experts use while reading TTEs which could be used to more effectively teach novice readers. Methods We performed a prospective qualitative case study to observe how experts and trainees interpret TTEs in an academic institution using a concurrent think aloud (CTA) method. Three TTEs of intermediate complexity were given to 3 advanced imaging fellows, 3 first year fellows and 3 expert TTE readers Participants filled out a report while reading and described aloud their thought processes. Sessions were video and audiotaped for analysis. Results Experts and advanced fellows used specific techniques that novices did not including: previewing studies, reviewing multiple images simultaneously, having flexibility in image review order and disease coding, and saving hardest elements to code for the end. Direct observation of TTE reading informed trainee inefficiencies and was a well-received educational tool. Conclusions In this single centered study we identified several unique approaches experts use to interpret TTEs which may be teachable to novices. Although limited in generalizability the findings of this study suggests that a more systematic approach to TTE interpretation, using techniques found in experts, might be of significant value for trainees. Further study is needed to evaluate teaching practices at other institutions and to assess whether implementation of these techniques by novices improves can improve their diagnostic accuracy and efficiency of reading at an earlier stage in their training.

Decolonising a landscape architecture studio: Spatial modelling of student narratives

2021 ◽  
Vol 1 (1) ◽  
pp. 39-47
Author(s):  
Christine Price
Keyword(s):  
Spatial Model ◽  
Meaning Making ◽  
Three Dimensional ◽  
Spatial Modelling ◽  
First Year ◽  
Spatial Form ◽  
Public Park ◽  
New Meanings ◽  
Global North

This paper problematises the dominance of global north perspectives in landscape architectural education, in South Africa where there are urgent calls to decolonise education and make visible indigenous and vernacular meaning-making practices. In grappling with these concerns, this research finds resonance with a multimodal social semiotic approach that acknowledges the interest, agency and resourcefulness of students as meaning-makers in both accessing and challenging dominant educational discourses. This research involves a case study of a design project in a first-year landscape architectural studio. The project requires students to choose a narrative and to represent it as a spatial model: a scaled, 3D maquette of a spatial experience that could be installed in a public park. This practitioner reflection closely analyses the spatial model of one student, Malibongwe, focusing on his interest in meaning-making; the innovative meaning-making practices and diverse resources he draws on; and his expression of spatial signifiers of the Black experiences portrayed in his narrative. This reflection shows how Malibongwe’s narrative is not only reproduced in the spatial model, it is remade: the transformation of resources into three-dimensional spatial form results in new understandings and the production of new meanings.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

scholarly journals The Implementation of Visual Comfort Evaluation in the Evidence-Based Design Process Using Lighting Simulation

2021 ◽  
Vol 11 (11) ◽  
pp. 4982
Author(s):  
Anahita Davoodi ◽  
Peter Johansson ◽  
Myriam Aries
Keyword(s):  
Performance Metrics ◽  
Analysis Data ◽  
Evidence Based ◽  
Visual Comfort ◽  
Simulation Tools ◽  
Post Occupancy Evaluation ◽  
Lighting Simulation ◽  
Insight Into

Validation of the EBD-SIM (evidence-based design-simulation) framework, a conceptual framework developed to integrate the use of lighting simulation in the EBD process, suggested that EBD’s post-occupancy evaluation (POE) should be conducted more frequently. A follow-up field study was designed for subjective–objective results implementation in the EBD process using lighting simulation tools. In this real-time case study, the visual comfort of the occupants was evaluated. The visual comfort analysis data were collected via simulations and questionnaires for subjective visual comfort perceptions. The follow-up study, conducted in June, confirmed the results of the original study, conducted in October, but additionally found correlations with annual performance metrics. This study shows that, at least for the variables related to daylight, a POE needs to be conducted at different times of the year to obtain a more comprehensive insight into the users’ perception of the lit environment.

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