"SCIENTIFIC CONFERENCE" AS A TOOL FOR ACTIVE LEARNING IN THE SUBJECT OF ANALYTICAL CHEMISTRY II IN THE GRADE OF PHARMACY

2016 ◽  
Author(s):  
Elena Rodríguez-Rodriguez ◽  
Marta Sánchez-Paniagua López ◽  
Juan Pablo Hervás Pérez ◽  
Beatriz López-Ruiz ◽  
Pedro Andrés Carbajales ◽  
...  
Keyword(s):  
Analytical Chemistry ◽  
Active Learning ◽  
Scientific Conference ◽  
The Subject

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

UNSATISFACTORY ACADEMIC RESULTS IN THE SUBJECT “ANALYTICAL CHEMISTRY I”

2021 ◽  
Author(s):  
Jaume Albiol Chiva ◽  
Josep Esteve-Romero ◽  
Juan Peris Vicente ◽  
Samuel Carda Broch ◽  
María José Ruíz Angel ◽  
...  
Keyword(s):  
Analytical Chemistry ◽  
The Subject ◽  
Academic Results

New challenges in the area of disaster victim identification

2017 ◽  
Vol 296 ◽  
pp. 78-85
Author(s):  
Adam Frankowski ◽  
◽  
Agnieszka Łukomska ◽  
Keyword(s):  
Crime Scene ◽  
International Standards ◽  
Scientific Conference ◽  
Disaster Victim Identification ◽  
Victim Identification ◽  
Disaster Victim ◽  
Management Procedures ◽  
The Subject ◽  
Disaster Victim Identification Team

The article focuses on the subject of examining the scene of disaster or terrorism-related offence as well as victim identification. It includes a summary of the fifth edition of the International Scientific Conference “Crime Scene” that took place in Gdańsk from 26 to 27 April 2017. The participants recommended the directions to be taken with a view to ensuring the appropriate use of DVI (Disaster Victim Identification) resources. With respect to on-scene activities, the article emphasizes the need to abide by international standards that are compatible with the Interpol DVI Guide. Crisis management procedures applicable in Poland, governing the activities of state services, with particular regard to the role of the police, are quoted herein. Additionally, the article discusses the initiative of the Maltese Presidency concerning international cooperation in DVI matters, which has been included in the European Council conclusions on the creation of an informal network of experts competent in the field of Disaster Victim Identification. Intensified activities at the international level, which can be perceived as a response to numerous terrorism-related threats observed over recent decades, can lay the foundation for establishing a Disaster Victim Identification team in Poland.

Moving In-Frame

2022 ◽  
pp. 217-234
Author(s):  
Andi Johnson ◽  
Richard Lessey ◽  
Rebeca Ramos O'Reilly ◽  
Jessica Shi
Keyword(s):  
Active Learning ◽  
Reflective Practice ◽  
Subject Area ◽  
Lessons Learned ◽  
The Other ◽  
Learning Engagement ◽  
Digital Education ◽  
The Subject ◽  
Further Development

The researchers explored the dual experience of individuals who are both taking dance and movement classes digitally at the same time as they are also teaching dance and movement classes digitally. By focusing on this duality through a series of interviews with practitioners, the researchers explore how the learner/educators do or do not adapt one set of skills into the other area of work and the lessons learned from this reflective practice. The results are analyzed and broken down into five sections: glitches of the practice, reflective practice, active learning, engagement, and reframing communication. Through further analysis, the researchers explore possibilities for shifting the mindset around digital education methods. The researchers then offer suggestions for further development in the field and where further research can expand on the subject area.

scholarly journals Modelling human active search in optimizing black-box functions

2020 ◽  
Vol 24 (23) ◽  
pp. 17771-17785
Author(s):  
Antonio Candelieri ◽  
Riccardo Perego ◽  
Ilaria Giordani ◽  
Andrea Ponti ◽  
Francesco Archetti
Keyword(s):  
Active Learning ◽  
Bayesian Learning ◽  
Surrogate Models ◽  
Black Box ◽  
Bayesian Optimization ◽  
Learning Approaches ◽  
Function Learning ◽  
The Subject ◽  
Human Function ◽  
Exploration Exploitation

AbstractModelling human function learning has been the subject of intense research in cognitive sciences. The topic is relevant in black-box optimization where information about the objective and/or constraints is not available and must be learned through function evaluations. In this paper, we focus on the relation between the behaviour of humans searching for the maximum and the probabilistic model used in Bayesian optimization. As surrogate models of the unknown function, both Gaussian processes and random forest have been considered: the Bayesian learning paradigm is central in the development of active learning approaches balancing exploration/exploitation in uncertain conditions towards effective generalization in large decision spaces. In this paper, we analyse experimentally how Bayesian optimization compares to humans searching for the maximum of an unknown 2D function. A set of controlled experiments with 60 subjects, using both surrogate models, confirm that Bayesian optimization provides a general model to represent individual patterns of active learning in humans.

scholarly journals Analysis of Middle Grades’ Science Textbooks Based on the Active Learning

2019 ◽  
Vol 7 (1) ◽  
pp. 80
Author(s):  
Al-Momani Fayhaa N.
Keyword(s):  
Active Learning ◽  
Scientific Inquiry ◽  
Intermediate Stage ◽  
Natural Sciences ◽  
Physical Activities ◽  
Learning Activities ◽  
Student Activities ◽  
Textbook Series ◽  
The Subject ◽  
Intellectual Activities

The study aimed to analyse the series of natural sciences textbooks for the intermediate stage in the light of active learning in KSA. Two sources of data used: active learning activities card; content analysis card to measure the degree of involvement. The results showed the concentration of the middle textbook series on physical activities, while the students were weakly involved in intellectual activities, social activities were neglected, in addition; the integration activities were low. On the other hand, the values of the involvement coefficient of the natural sciences textbook series for the middle stage in light of the subject matter indicated that it is suitable and excellent, as well as; acceptable in the light of graphics, shapes and, but not satisfactory in activities Where students are involved in the practice of thinking and scientific inquiry in a few percentages. The study recommended that teachers should take into account the diversity of the forms of student activities in active learning during instruction.

Problem Solving, Critical Thinking, And Case Analysis

2006 ◽  
Vol 3 (9) ◽  
Author(s):  
Virginia Anne Taylor
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Interpersonal Relationships ◽  
Faculty Members ◽  
Analysis Model ◽  
Life Long Learning ◽  
The Subject ◽  
Constructing Knowledge ◽  
Goal Conflicts

Today, some faculty members are trying to show students how to learn, not just teach them the subject matter. These faculty members believe that the acquisition of life-long learning skills will enhance a student's intellectual growth well beyond the semester's coursework. A typical active learning approach emphasizes the students' role in constructing knowledge by engaging in inquiry, critical thinking, and problem solving. The first part of this paper discusses what active learning is and why it is desirable; the second part suggests how to use two sided pedagogical approach, the A is for Analysis model (Taylor, 1998 ) and problem-based learning (Gallagher, 1997), to implement the concepts and help students recognize that context creates complexity. It is an experiential learning exercise that focuses on interpersonal relationships, goal conflicts, self­ awareness and social awareness of relationships.

Back to the future? Active learning of medical physiology in the 1900s

2007 ◽  
Vol 31 (4) ◽  
pp. 283-287 ◽  
Author(s):  
P. K. Rangachari
Keyword(s):  
Active Learning ◽  
The Future ◽  
The Subject

In the early 1900s, teachers of medical physiology faced a problem familiar to those teaching the subject in a contemporary setting: too much information, too little time, too many students in crowded rooms, and exams that discouraged real learning. They wanted students to question authority and demand evidence and thus be better prepared for medicine. Their solution was to bring students into laboratories and minimize didactic learning as they felt strongly that useful information could not be obtained merely from books. Thus, they were strong proponents of what we now call active learning.

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