Perception of Undergraduate Students on Availability and Utilization of Interactive White Board on Performance in Biology

The aim of this research is to assess availability and utilization of Interactive White Boards (IWBs) in teaching and learning of Biology among Undergraduate students in Sokoto State. The research is a descriptive survey with a population of 587 and a sample size of 234 100 level students of Science and Vocational Education department who are offering biology courses at Usmanu Danfodiyo University Sokoto. A self-designed questionnaire tagged „Assessment of the use of Interactive White Board in Teaching and Learning Biology‟ (AIWBTLB) and Biology Performance Test (BTP) were used as instruments for data collection. The instruments were validated by experts and exhibited reliability index of 0.87 and 0.77 using Cronbach alpha and split half method respectively. The data generated was statistically analyzed using descriptive statistics and Structural Equation Modeling (SEM). Findings revealed that the required IWBs for teaching and learning Biology were not available; and the available IWBs were not adequately utilized. Equally important, a positive relationship was found between IWBs utilization and undergraduate students‟ performance in biology. It was however recommended among others that, government; management of universities should as a matter of urgent importance provide adequate IWBs devices for the teaching and learning of Biology in the universities; and to provide modalities in which students are encouraged to make full use of IWBs in the teaching and learning of Biology.

Perception of Undergraduate Students on Availability and Utilization of Interactive White Board on Performance In Biology

The aim of this research is to assess availability and utilization of Interactive White Boards (IWBs) in teaching and learning of Biology among Undergraduate students in Sokoto State. The research is a descriptive survey with a population of 587 and a sample size of 234 100 level students of Science and Vocational Education department who are offering biology courses at Usmanu Danfodiyo University Sokoto. A self-designed questionnaire tagged ‘Assessment of the use of Interactive White Board in Teaching and Learning Biology’ (AIWBTLB) and Biology Performance Test (BTP) were used as instruments for data collection. The instruments were validated by experts and exhibited reliability index of 0.87 and 0.79 using Cronbach alpha and split half method respectively. The data generated was statistically analyzed using descriptive statistics and Structural Equation Modeling (SEM). Findings revealed that the required IWBs for teaching and learning Biology were not available; and the available IWBs were not adequately utilized. Equally important, a positive relationship was found between IWBs utilization and undergraduate students’ performance in biology. It was however recommended among others that, government; management of universities should as a matter of urgent importance provide adequate IWBs devices for the teaching and learning of Biology in the universities; and to provide modalities in which students are encouraged to make full use of IWBs in the teaching and learning of Biology.

88 Improving Clinical Effectiveness At Identifying Patients Requiring Advanced Care Plans

Our project was conducted in a district general hospital across five acute geriatric wards. Our team included consultants, registrars, and ward matrons. The project focused on improvement of care for geriatric inpatients, with moderate to severe frailty. Advanced care planning (ACP) columns are displayed on white boards. They indicate whether ACPs are required/initiated for each patient. When previously utilised, ACPs were initiated for 78% of appropriate patients [1]. Following a change in staff and reduction in awareness/education, the ACP column use reduced with fewer ACPs established. Our goals were to ensure completion of the ACP column, encourage junior doctor/nurse involvement and trigger a greater number of appropriate ACPs initiated Improvement in ACP practice was addressed by daily board round review of appropriate patients for ACP, increasing awareness of ACP triggers and education around discussion content. Interventions consisted of: 1, a flow-chart adjacent to white boards prompting “Do not attempt resuscitation (DNAR)” and ACP processes. This signposted staff to information on ACP triggers and “how to start a conversation”. 2 Involving registrar “champions” on each ward. We explained our intervention to all team members to encourage engagement. Data from the ACP columns were audited prior to intervention, 2 weeks and 6 weeks after intervention. There was a 54% increase in ACP documentation after 6 weeks across the wards. The improvement in the use of the ACP column correlated with a greater number of ACPs initiated. This facilitated an increase in consideration of patient wishes towards the end of life. Increasing use of a daily ACP prompts on board rounds triggers an increase in ACP implementation for appropriate patients. Sustainability was achieved by recruitment of ward “ACP champions”. Junior doctors/matrons were more empowered to discuss ACPs. Results were presented at departmental teaching to reinforce the positive impact of the intervention.

Discourse, Figure, d’après Lyotard.

The presence of the written element in cinema goes back to the early silent movies era, to express meanings that were not enough comprehensible just through images. The use of text charts as means to support and to implement narrative almost invariable consisted of black cards with centered white type (rarely the opposite, i.e., black type on white boards), occasionally utilizing graphic features as ornaments.These letterings inserted between scenes, either before or after to which they referred, sometimes had a deranged narrative effect because of interrupting the action flow. But words, when added to the cinematographic image, can indeed communicate certain abstract concepts such as date time lapse, local; evince characters speeches; describe some action not performed in the movie.This paper aims to investigate the change of status of the written element as an accessory apparatus to a central and structural element of the movie, specifically in the experimental and avant-garde cinema, considering Marcel Duchamp’s Anémic Cinéma (1926) its inaugural example.The incorporation of textual elements can be understood within the very process of the visual arts in the first decades of the twentieth century since Braque’s Gueridon (1913) and Picasso’s Bottle of Vieux Marc, Glass, Guitar and Newspaper (1913) through the Cubist and the Dada conceptual and formal strategies.The Conceptual art of the sixties and seventies permeates expressions of film experimentalism that will be analyzed for its use of text condition, where Michael Snow’s So this is, already in early 80ies (1982) is to be highlighted.

Asking What Matters Is What Matters to Hospitalized Older Adults

The 4Ms of an Age-Friendly Health System place What Matters at the center of optimal care for older adults. Nurses at Rush have asked every medical inpatient What Matters early in their hospital stay since May, 2018. Responses were recorded in tablet software and on patient room white boards. What Matters responses recorded electronically were stratified by age and ethnicity. Qualitative data analysis of responses (n=660) was conducted using In-Vivo software by three raters. Themes in responses include: going home; comfort, including pain control and breathing more easily; effective staff/patient communication; compassionate care; and mobility. Patient satisfaction data for the first year showed an average 2.6% increase in satisfaction in nurses listening to the patient, and average 3.6% increase in satisfaction in nurses explaining things in an understandable way. Both increases were statistically significant. Implications of this practice for health systems improving age-friendly care will be discussed.

Fernlehren und Fernlernen von Objektorientierter Programmierung (OOP)

ZusammenfassungDieses Papier beschreibt unsere Lehrerfahrungen in einer virtuellen Lehr- und Lernumgebung für eine Vorlesung über objektorientierte Programmierung (OOP) in Java. Wir verwenden die Live-Meeting-Anwendung Adobe Connect sowie Lern- und Lehrmethoden für OOP-Vorlesungen wie Online-Coding, Online-Debugging, Online-Gruppenräume, Online-White-Boards und Online-Fragebögen, um unsere Lehr- und Lernziele zu messen und zu erreichen. Wir haben festgestellt, dass Online-Coding in Kombination mit Online-Debugging oder einem Codebeispiel das mit einem Kommentar versehen ist, in dieser virtuellen Lehr- und Lernumgebung am effektivsten funktioniert, um den Studierenden ein besseres Verständnis der Programmierkonzepte und -methoden zu vermitteln. Online-Coding und Online-Debugging sollten unmittelbar nach der Vermittlung der OOP-Konzepte und -Methoden durchgeführt werden. Andere Lehrmethoden wie das Unterrichten der OOP-Konzepte ohne ein konkretes Beispiel oder eine Anwendung führen zu Frustration und Unzufriedenheit bei den Studierenden.

Hybrid Design Tools—Image Quality Assessment of a Digitally Augmented Blackboard Integrated System

In the last two decades, Interactive White Boards (IWBs) have been widely available as a pedagogic tool. The usability of these boards for teaching disciplines where complex drawings are needed, we consider debatable in multiple regards. In a previous study, we proposed an alternative to the IWBs as a blackboard augmented with a minimum of necessary digital elements. The current study continues our previous research on hybrid design tools, analyzing the limitations of the developed hybrid system regarding the perceived quality of the images being repeatedly captured, annotated, and reprojected onto the board. We validated the hybrid system by evaluating the quality of the projected and reprojected images over a blackboard, using both objective measurements and subjective human perception in extensive and realistic case studies. Based on the results achieved in the current research, we conclude that the proposed hybrid system provides good quality support for teaching disciplines that require complex drawings and board interaction.

Mathematics Gaming in Early Childhood

Use of technology and video games are highlighted as important mathematical practices as part of the Common Core State Standards (2010). However, research around technology use in early childhood classrooms, particularly the use of video games that target specific content, is sparse. This chapter briefly reviews the existing literature around these topics. Moreover, it describes the moves an expert teacher incorporates into her practice to effectively and appropriately integrate instructional video games as a tool for learning mathematics in a kindergarten classroom. Results of this case study indicate that when integrated appropriately, video games and the use of Interactive White Boards (IWB) can lead to an increase in children's motivation and engagement with learning mathematics.

Nebraska Innovation Studio

The Nebraska Innovation Studio (NIS) is a university-based makerspace built on a membership model open to the faculty staff and students from the University of Nebraska – Lincoln (UNL) and community members at large. The space is located in the newly developed Innovation Campus that sits between the two established university campuses of UNL. Consisting of 17,000 ft2 (1580 m2), the space is large and modern with idea strips consisting of TV monitors, peg boards, and white boards running throughout much of the space. NIS has received a number of donations to enable the purchasing of equipment including laser cutters, 3D printers, a long arm quilter, as well as a number of work tables and computers. Overall, the space is very welcoming to new members, with few rules and policies to distract from the making experience. Learning communities are formed through the hard work of NIS staff, which keep track of individual members' projects and interests and work to ensure they connect with like-minded makers in the space. NIS has impacted the community by opening a shared university space, with the community focused on innovation and entrepreneurship. This chapter explores the Nebraska Innovation Studio.