First-Year Energy Storage Patterns of Pacific Herring and Walleye Pollock: Insight into Competitor Strategies

1999 ◽  
Author(s):  
A.J. Paul ◽  
J.M. Paul
Keyword(s):  
Energy Storage ◽  
Walleye Pollock ◽  
First Year ◽  
Pacific Herring ◽  
Insight Into ◽  
Storage Patterns

scholarly journals Study of Live Lecture Attendance, Student Perceptions and Expectations

2021 ◽  
Author(s):  
Johnathan Emahiser ◽  
John Nguyen ◽  
Cheryl Vanier ◽  
Amina Sadik
Keyword(s):  
Student Perceptions ◽  
Teaching Practices ◽  
First Year ◽  
First Year Students ◽  
Study Materials ◽  
Class B ◽  
Second Year ◽  
To Come ◽  
Perceptions And Expectations ◽  
Insight Into

AbstractDeclining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

scholarly journals The effects of CLIL on mathematical content learning: A longitudinal study

2016 ◽  
Vol 6 (2) ◽  
pp. 319-337 ◽  
Author(s):  
Jill Surmont ◽  
Esli Struys ◽  
Maurits Van Den Noort ◽  
Piet Van De Craen
Keyword(s):  
Foreign Language ◽  
Positive Impact ◽  
Traditional Education ◽  
Metalinguistic Awareness ◽  
First Year ◽  
Educational Approach ◽  
Content Learning ◽  
Mathematical Performance ◽  
Short Period ◽  
Insight Into

Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

What Is Cheating?

2017 ◽  
pp. 1-34 ◽  
Author(s):  
Donna M. Velliaris
Keyword(s):  
International Students ◽  
Education Institution ◽  
Academic Misconduct ◽  
Bachelor's Degree ◽  
First Year ◽  
Online Questionnaire ◽  
Business Information ◽  
Entry Requirements ◽  
New Students ◽  
Insight Into

The Eynesbury Institute of Business and Technology (EIBT) is one of a growing number of private providers partnering with universities to attract international students early in their commitment to tertiary studies. EIBT offers diploma programs that comprise the equivalent courses as the first-year of a Bachelor's degree in Business, Information Technology (IT), or Engineering at the destination Higher Education Institution (HEI). EIBT provides a period of academic acculturation for international students whose English proficiency and/or previous academic results are below direct entry requirements. In 2015, 200+ ‘new' students were required to complete a mandatory online questionnaire during orientation. First-person narrative data was derived from students' responses to the open-ended question: What is cheating and why is it wrong? The findings provide insight into their understandings, which has helped facilitate opportunities for faculty to mitigate opportunities for academic misconduct in the context of this Institute.

Identifying the Context of the Presentation

2009 ◽  
Author(s):  
Cigdem Issever ◽  
Ken Peach
Keyword(s):  
Graduate Students ◽  
Summer School ◽  
The Other ◽  
Standard Approach ◽  
First Year ◽  
Introductory Course ◽  
The Subject ◽  
Postdoctoral Researchers ◽  
Insight Into ◽  
Social Programme

The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?

Learning EAP at university: perceptions of high-achieving first-year ESL undergraduates

ELT Journal ◽  
2019 ◽  
Vol 73 (3) ◽  
pp. 306-315 ◽  
Author(s):  
Kevin Wai-Ho Yung ◽  
Natalie Fong
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
High Achievers ◽  
First Year ◽  
First Year Students ◽  
Essential Component ◽  
Individual Interviews ◽  
University Studies ◽  
Written Assignments ◽  
Insight Into

AbstractThis study focuses on the perceptions of learning EAP of first-year undergraduates with high ESL proficiency admitted to an English-medium university in Hong Kong. Two in-depth individual interviews were conducted with nine participants and their written assignments were analysed. The data reveal several challenges facing the high achievers in learning EAP. One evident aspect is how to properly cite academic sources. The participants struggled with selecting suitable texts from sources, paraphrasing them, and using them to support their arguments. They also perceived a need to abandon the recited formulaic expressions which may have helped them score highly in the secondary school examination. This study reveals gaps between the English learnt in secondary school and EAP and offers insight into what first-year students need when they transition from secondary school to university studies. It argues that EAP should be made an essential component of first-year undergraduate programmes.

Quantitative Analysis and Development of the Fore Feet of Arabian Foals from Birth to 1 Year of Age

2017 ◽  
Vol 30 (06) ◽  
pp. 403-412 ◽  
Author(s):  
Babak Faramarzi ◽  
Allison Salinger ◽  
Andris Kaneps ◽  
Yvette Nout-Lomas ◽  
Holly Greene ◽  
...  
Keyword(s):  
Limb Development ◽  
Morphological Changes ◽  
National Institutes Of Health ◽  
First Year ◽  
Joint Angles ◽  
Digital Radiographs ◽  
Radiographic Measurements ◽  
Sesamoid Bones ◽  
First Year Of Life ◽  
Insight Into

Abstract Objectives The goal of this study was to quantify external and internal anatomical characteristics of the foal foot throughout the first year of age. Methods Digital radiographs and photographs were taken bimonthly of the forefeet of nine Arabian foals, beginning at about 2 weeks of age until 12 months of age. Sixty-eight linear and angular variables were measured using NIH (National Institutes of Health) Image J software. Statistical analyses were performed using piecewise random coefficient model and p-values < 0.05 were considered significant. Results Distinct changes in hoof development were identified between 4 and 8 months of age. Distinct changes were identified in severalexternal(conformational) measurements including hoof solar widths and lengths, palmar heel lengths, toe and heel angles and in several internal (radiographic) measurements including the widths and lengths of the phalanges and sesamoid bones as well as joint angles. Clinical Significance Existing knowledge of distal limb development in foals, particularly the foot, is limited. These findings define the measurable changes of the foal foot as it grows during the first year of life. These data provide an insight into the transformation of the hoof from its initial oval to a circular shape and from a club-like, cylindrical conformation to a more angled, conical conformation. This paper quantifies this development, ultimately allowing a better understanding of morphological changes in the foot of the growing foal.

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