bluuebunny/crossref_metadata_2025 huggingface dataset:
The role of magnetic resonance cholangiopancreatography and diffusion-weighted imaging for the differential diagnosis of obstructive biliary disorders
Authors: Cetiner-Alpay Zeynep , Kulali Fatma , Semiz-Oysu Aslihan , Bukte Yasar , Ozdil Kamil
Published: June 2017

Background: Although endoscopic retrograde cholangiopancreatography (ERCP) is accepted as the gold standard, there is a place for magnetic resonance cholangiopancreatography (MRCP) and diffusion-weighted imaging (DWI) in the diagnosis of obstructive biliary disorders.Aim: To compare the findings of MRCP with ERCP in patients with obstructive biliary disorders and to investigate the diagnostic efficacy of MRCP combined with DWI.Study design: Retrospective, analytic, cross-sectional study.Methods: The MRCP images of 126 patients who underwent both MRCP and ERCP owing to biliary obstruction were reviewed. Nine patients were excluded because of incomplete diagnostic workup or a long period (>3 months) between MRCP and ERCP. Ninety-two patients underwent DWI, which was also evaluated. The sensitivity, specificity and accuracy of MRCP and DWI were analysed.Results: The sensitivity, specificity and accuracy of MRCP according to ERCP results as the gold standard was 97%, 71% and 93% for assessment of biliary dilatation; 100%, 94.7% and 97.5% for the diagnosis of choledocholithiasis; 93.7%, 100% and 99% for the identification of benign strictures; 100%, 100% and 100% for the diagnosis of malignant tumours; and 100%, 100% and 100% for the detection of complicated hydatid cysts; respectively. The sensitivity and specificity of DWI for the diagnosis of malignant tumour was 100%. In the detection of choledocholithiasis, the sensitivity and specificity of DWI was 70.8% and 100%.Conclusions: MRCP is an alternative, non-invasive, diagnostic modality, comparable with ERCP for the evaluation of pancreaticobiliary diseases. DWI can be helpful for diagnosis of choledocholithiasis and tumours.
A direct approach to Plateau's problem
Authors: De Lellis Camillo , Ghiraldin Francesco , Maggi Francesco
Published: June 2017

We provide a compactness principle which is applicable to different formulations of Plateau’s problem in codimension one and which is exclusively based on the theory of Radon measures and elementary comparison arguments. Exploiting some additional techniques in geometric measure theory, we can use this principle to give a different proof of a theorem by Harrison and Pugh and to answer a question raised by Guy David.
Almost sure global well-posedness for the energy-critical defocusing nonlinear wave equation on $\mathbb R^d$, $d=4$ and $5$
Authors: Pocovnicu Oana
Published: June 2017

We consider the energy-critical defocusing nonlinear wave equation (NLW) on

\mathbb R^d

,

d=4

and

5

. We prove almost sure global existence and uniqueness for NLW with rough random initial data in

H^s(\mathbb R^d)\times H^{s-1}(\mathbb R^d)

, with

0< s \leq 1

if

d=4

, and

0\leq s\leq 1

if

d=5

. The randomization we consider is naturally associated with the Wiener decomposition and with modulation spaces. The proof is based on a probabilistic perturbation theory. Under some additional assumptions, for

d=4

, we also prove the probabilistic continuous dependence of the flow with respect to the initial data (in the sense proposed by Burq and Tzvetkov).
О скорости сходимости распределений решений к стационарной мере при $t\to+\infty$ для стохастической системы модели Лоренца бароклинной атмосферы
Authors: Klevtsova Yulia Yur'evna
Published: June 2017

Рассматривается одна нелинейная система дифференциальных уравнений в частных производных с параметрами. Эта система описывает двухслойную квазисоленоидальную модель Лоренца бароклинной атмосферы на вращающейся двумерной сфере. Правая часть системы возмущается белым шумом. Рассматривается единственная стационарная мера марковской полугруппы, определяемой решениями задачи Коши для этой системы. Приводится оценка скорости сходимости распределений всех решений из некоторого класса указанной системы к единственной стационарной мере при $t\to+\infty$. Дополнительно получен аналогичный результат для уравнения баротропной атмосферы и двумерного уравнения Навье-Стокса. Для последнего уравнения проведен сравнительный анализ с аналогичными результатами, полученными в некоторых других работах.
Библиография: 39 названий.
Броуновское движение на $ [0,\infty) $ с линейным сносом, отраженное в нуле: точные асимптотики для эргодических средних
Authors: Fatalov Vadim Rolandovich
Published: June 2017

Для броуновского движения $X_\mu(t)$ на полуоси $[0,\infty)$ с линейным сносом $\mu$, отраженного в нуле, и фиксированных чисел $p>0$, $\delta>0$, $d>0$, $a \geqslant 0$ вычислены точные асимптотики при $T\to\infty$ математических ожиданий и вероятностей $$ \mathsf E[\exp\{-\delta\int_0^T X_\mu^p(t) dt\} | X_\mu(0)=a], \mathsf P\{\frac1 T\int_0^T X_\mu^p(t) dt<d| X_\mu(0)=a\}, $$ а также их условных версий. При $p=1$ даны явные формулы для возникающих констант посредством функции Эйри. Рассмотрено применение полученных результатов к задаче исследования поведения броуновской частицы, находящейся в поле силы тяжести в сосуде, ограниченном снизу непроницаемой стенкой, когда $\mu=-mg/(2kT_{\mathrm K})$, где $m$ - масса броуновской частицы, $g$ - ускорение свободного падения, $k$ - постоянная Больцмана, $T_{\mathrm K}$ - температура по шкале Кельвина. Исследование проведено методом Лапласа для времени пребывания однородных марковских процессов.
Библиография: 31 название.
Об устранимых особенностях комплексных аналитических множеств
Authors: Chirka Evgenii Mikhailovich
Published: June 2017

Доказывается достаточность нескольких условий устранимости особенностей комплексных аналитических множеств в областях в $\mathbb C^n$.
Библиография: 10 названий.
Минимальные деревья Штейнера в малых окрестностях точек римановых многообразий
Authors: Chikin Vladimir Maksimovich
Published: June 2017

В отличие от евклидова случая, на гладких римановых многообразиях минимальные деревья Штейнера для конкретных границ практически не известны. В работе получен результат, описывающий типы минимальных деревьев Штейнера для произвольных малых границ на римановом многообразии. Как следствие, показывается, что при $n\geqslant 7$ минимальными деревьями Штейнера для достаточно малых правильных $n$-угольников на римановых многообразиях являются их границы без наибольших сторон.
Библиография: 22 названия.
Выборки из метрической проекции и строгая солнечность множеств с непрерывной метрической проекцией
Authors: Alimov Alexey Rostislavovich
Published: June 2017

Устанавливается, что в широком классе конечномерных банаховых пространств замкнутое множество с полунепрерывной снизу метрической проекцией является строгим солнцем, обладает непрерывной выборкой из метрической проекции, имеет стягиваемые пересечения с шарами и его непустое пересечение с любым замкнутым шаром является ретрактом этого шара. Для множеств с непрерывной метрической проекцией получен ряд новых свойств о солнечности и устойчивости наилучшего приближения.
Библиография: 25 названий.
Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents
Authors: Martinelli Susan M. , Chen Fei , DiLorenzo Amy N. , Mayer David C. , Fairbanks Stacy , Moran Kenneth , Ku Cindy , Mitchell John D. , Bowe Edwin A. , Royal Kenneth D. , Hendrickse Adrian , VanDyke Kenneth , Trawicki Michael C. , Rankin Demicha , Guldan George J. , Hand Will , Gallagher Christopher , Jacob Zvi , Zvara David A. , McEvoy Matthew D. , Schell Randall M.
Published: June 2017

Background 

In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions.

Objective 

We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach.

Methods 

We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention.

Results 

Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P = .014; d = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P < .001).

Conclusions 

The flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.
Autonomy-supportive learning with VaKE (Values and Knowledge Education) in teacher education. Fostering empathy and cognitive complexity.
Authors: Weinberger Alfred , Patry Jean-Luc , Weyringer Sieglinde
Published: June 2017

The aim of this study is to examine enhanced autonomy-supportive teaching with VaKE (Values and Knowledge Education) in teacher education. VaKE is a constructivist teaching and learning approach which combines values and knowledge education, providing possibilities for autonomous learning. A quasi-experiment was applied with N = 43 pre-service teachers in an Austrian university of teacher education. The standard VaKE was compared with VaKE focusing on enhanced autonomy-supportive teaching by providing option choices. Dependent variables were the capacity to take the perspective of others (empathy) and the capacity to deal adequately with multiple sources of knowledge (cognitive complexity). The results indicate that empathy and cognitive complexity can be increased when providing enhanced cognitive autonomy support with VaKE. The main conclusion is that pre-service teachers can benefit in their moral as well as knowledge-related capacities when learning according to VaKE with provided option choices.
Pedagogies of Academic Writing in Teacher Education: from Epistemology to Practice and back again
Authors: Beighton Christian , Blackman Alison
Published: June 2017

TThis paper discusses barriers to the development of academic writing, in the area of teacher education in UK higher education . We first situate these issues in a higher education context increasingly defined by new technologies and diverse cohorts of higher education students. Drawing on empirical data obtained from interviews with both students and teachers (N=21), we then critically examine a range of perspectives on the definition, role and function of academic literacy in this contemporary context. Findings include useful insights into the development of writing skills and teacher identity, but they also reveal fundamental differences in the epistemological presuppositions of those teaching academic writing. These accounts are reflected in significant differences in pedagogy, and raise important questions for practice which, although potentially irresolvable, may help to explain some of the difficulties which emerge when trying to teach academic writing. Such fundamental issues, we argue, need to be at least recognized if  teachers hope to develop the writing capacity of trainee teachers in an academic context.
AIM-Mobile Learning Platform 3.0: Design of new functionalities to integrate smartphones in the teaching-learning process
Authors: Merayo Noemí , Medina Alberto , Goyanes Guillermo , De Miguel Ignacio , Aguado Juan Carlos , Durán Ramón José , Fernández Patricia , Lorenzo Rubén Mateo , Abril Evaristo José
Published: June 2017

The combination of Learning Management Systems (LMS) with smartphones is gaining importance in Higher Education studies. Therefore, we have designed a responsive virtual environment, AIM-Mobile Learning Platform, focus on integrating smartphones in class. It permits teachers to send real time questions and learning packets with multimedia resources to students through their smartphones. As the environment instantaneously processes every student response their continuous progress is automated. Moreover, the environment permits to manage teachers, subjects and students by means of a generic interface that can be applied in many educational disciplines. The new version includes more functionalities to promote their consolidation in Education. It integrates an installation and configuration package to provide high flexibility for Institutions as they can intall it in their own servers. Besides, we have complemented the existing quantitative evaluation system with a qualitative functionality based on positives and negatives taking into account the participation of students in class. Finally, the new version allows students to design questions with the aim to build knowledge. These strategies seek to increase the motivation, implication and attention of students in subjects, promoting a constant feedback inside class, which helps students to be more conscious of their self-learning process.
Enhancing business students’ skills through a cross-curricular activity
Authors: Gil-Doménech Dolors , Berbegal-Mirabent Jasmina , Borsot Gabriel F.
Published: June 2017

This paper describes the experience of a cross-curricular activity that combines mathematical knowledge with several soft skills, namely the use of new technologies, teamwork and critical thinking. Two different subjects are involved, Mathematics 2 and Information Systems, both part of the Bachelor’s Degree in Business and Administration, taught at Universitat Internacional de Catalunya. 42 students participated in this pilot activity during the second semester of the academic year 2015/2016. Results indicate that students considered the activity useful and that it helped improve their knowledge on information systems and the fundamental concepts covered in Mathematics. Data gathered also reveal that students positively valued the idea of applying concepts of one subject into other subjects. As for the development of soft skills, students converge in that the activity helped them developing interpersonal skills and being more critical with one’s work.
The relationship between demographics and the academic achievement of engineering students
Authors: Luwes Nicolaas Johannes , Swart James
Published: June 2017

The changing structure of student populations or cohorts over decades’ produces changing academic achievements or results. This may be due to a number of factors, including the school education system, the political system and the sociocultural system. The aim of this paper is to analyse the relationship between student demographics and the academic achievement of undergraduate engineering students over a 15-year period. A longitudinal descriptive study is used to determine the relationships between specific variables that existed between 1998 and 2013. These variables include gender, age and home languages of students that are contrasted to their final grade in a compulsory Design Projects module. Students need to obtain more than 50% to successfully complete this module, with the results indicating greater success for students with an Afrikaans or IsiZulu mother tongue than compared to students with a Sesotho, Setswana or Xhosa mother tongue. Younger students, less than 21 years of age, have a higher pass rate than older students who are more than 24 years of age. Finally, males outnumber females by more than 3:1. However, their final overall pass rates differ by only 3%, suggesting that both genders performed equally well in the Design Projects module. A key recommendation is to provide additional academic support to older students who may be struggling to synthesize knowledge and skills from a wide number of modules
LearnTeamPlenum – A Pragmatic Approach for Inverted Teaching
Authors: Siegeris Juliane
Published: June 2017

The paper proposes a new teaching approach, that has been adapted from the LearnTeamCoaching - a method from the inverted classroom catalog. In comparison with other inverted teaching scenarios, it requires less preparation effort, i.e. no videos and scripts. Instead the students are asked to investigate the subject autonomously using provided papers and the World Wide Web. Another adaption concerns the format of the common lecture. Here the reflection of the learning matter is based on posters, that have been prepared as a result of the investigation. The paper introduces the method and provides details regarding the experience gained during its application at the HTW Berlin in the study program computer science and business administration. In the end, the application of the method for different subjects and different organizational settings is discussed. Keywords: inverted classroom; teaching experience, competency-based learning, active learning
Teachers’ perceptions about their practices and needs for improvement: A qualitative research project at the University of Padova
Authors: Aquario Debora , Clerici Renata , Da Re Lorenza , Felisatti Ettore , Mazzucco Cristina , Paccagnella Omar , Serbati Anna
Published: June 2017

The aim of the paper is to present the results deriving from the qualitative analysis of open-ended questions included in the Prodid Project Questionnaire. Prodid (Teacher professional development and  academic educational innovation) is a research project conducted in 2014-2015 at the University of Padova, which aimed at developing strategies to support academic teachers to enhance their teaching competences. The questions were formulated in order to collect teachers’  points of view on excellence and innovation, perceived critical aspects in their teaching practice and the need for support to improve teaching. The analysis was conducted through the use of software Atlas.ti 7 in order to highlight, on the one hand, the strengths and weaknesses of current teaching practices, and on the other hand, the need of support to improve teaching skills and enhance teachers’ professionalism. Findings are presented by illustrating the distributions based on the different Schools in the universities as well as the thematic issues that emerged from teachers’ answers. These results informed the professional development activities organized at the University for junior and senior staff in 2015.
Innovative Food Systems Teaching and Learning: overcoming disciplinary and teaching silos to fix the food system
Authors: Ajates Gonzalez Raquel
Published: June 2017

While inter-university and interdisciplinary research projects are very common in Higher Education (HE), inter-university and interdisciplinary teaching programmes are still very rare. This paper reflects on the first year of the Innovative Food Systems Teaching and Learning (IFSTAL) programme. IFSTAL is a three-year project funded by the Higher Education Funding Council for England (HEFCE) with the aim of bringing together postgraduate students from very different programmes to learn about food and farming beyond their own disciplines. IFSTAL creates learning environments and activities that encourage students to think systemically about the transdisciplinary challenges facing the food system. IFSTAL combines both face to face events and an inter-university virtual learning environment (VLE) that was created from scratch for this project. At the end of its first year, a survey was carried out to evaluate the programme and inform the structure for year two (Y2). Survey data revealed students preferred interacting at face to face events over the shared VLE. The programme for Y2 was re-designed to incorporate more flipped classroom features with an andragogy-based approach.
Pedagogy and content evolution in cross-border higher education: Evidence from an American-Singaporean cross-border partnership
Authors: Fisher Dara R
Published: June 2017

Reflecting larger trends in business, economics, and communications, the field of higher education has undergone a rapid period of globalization and internationalization over the last half century.  While much scholarship has been devoted to the policies and practices of cross-border higher education work, little research has examined the mechanisms by which educational practices and approaches are modified and adapted when moved across cultural contexts. This paper addresses this gap by examining the processes by which foreign and local partners adapted and modified American educational approaches to fit the needs of Singaporean students in a large-scale cross-border higher education partnership.  Developed based on a year of immersive ethnographic fieldwork at the Singapore University of Technology and Design – a new university established in collaboration with the Massachusetts Institute of Technology – the findings of this paper show that local and foreign partners utilized three distinct strategies to modify American pedagogical and curricular approaches to fit the needs of the Singaporean context: collaborative mentorship and guidance, incremental modification of content and practice, and enabling and facilitating student-driven change.  This paper presents an overview of these findings, as well as their implications for future work.
Using open software to teach resource assessment of renewable energies
Authors: Ulazia Alain , Ibarra-Berastegui Gabriel , Antxustegi Mirari , Gonzalez Maria , Campos Alvaro , Urresti Aitor
Published: June 2017

The students of the Faculties of Engineering of the Universitty of Basque Country (Gipuzkoa-Eibar and Bilbao) in the last years of their studies, before becoming engineers, have the opportunity to select a block of subjects intended to enhance their knowledge on Wind Energy, Ocean Energy, Biomass and Hydraulic Energy. These subjects are devoted to different aspects of the water cycle management, and geographical representations of wind, ocean and biomass energy resource. Apart from the transmission of good practices, the focus is practical and is based on hands-on computer real-life exercises, which involves not only intensive programming using high-level software, but also the spatial representation of results. To that purpose three main open source codes are used: EPANET (https://www.epa.gov/water-research/epanet), QGIS (https://www.qgis.org/) and R (https://www.cran.r-project.org/). Students learn how to address real-life problems regarding the correct calculation of water distribution networks with EPANET, geographical representation of wind and ocean energy resource with R, and spatial representation of biomass resource with QGIS.
Improving the acquisition of English language competencies with international workgroups of university finance students
Authors: Tascon Maria T , Castro Paula , Castaño Francisco J.
Published: June 2017

This paper discusses a teaching innovation project that integrates technological communication advances with the small group methodology to improve the English competency of university students of finance. This is a fundamental competency for studies in finance considering the increasingly international framework of financial business and the increasingly required mobility of human resources in all types of financial careers. This methodology requires the cooperation of a foreign university to help students understand the practical implications of using English when applying the theoretical concepts and methodologies studied in class in an international professional setting. As a first approach, we implement and assess the implementation of this methodology and its impact on students’ learning process in an elective module offered in an official degree in finance in Spain.
Effective Integration of Gamification and Learning Management Systems for Creating Gamified Learning Arrangements
Authors: Bartel Alexander , Hagel Georg , Wolff Christian
Published: June 2017

This paper describes ongoing research concerning the effective development of gamified learning arrangements. It shows the necessity for more standardization of the design of such arrangements and reveals potential ways in order to support this need with the use of a domain-specific modeling language. The latter is used by lecturers for designing and exchanging models of gamified learning arrangements and provides the possibility to automatically generate a working learning management system using a language specific generator. The generated learning management system can directly be used by learners and furthermore allows to track the individual learning process for both learners and lecturers.
Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music
Authors: Arrington Nancy McBride
Published: June 2017

The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for meeting needs of diverse learners in the elementary classrooms.  The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners, potentially contributing to a positive impact on their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. Keywords: Self-Efficacy, Diverse Learners, Music Integration, Scholarship of Teaching and Learning
A competency development approach to learning for employment
Authors: McLachlan Kathryn , Yeomans Linda , Lim Keith-Zhi-Guo
Published: June 2017

Higher Education Institutions are increasingly aware of industry expectations regarding work-ready graduates. Work Integrated learning and co-operative education initiatives are widely acknowledged for improving professional skills and work readiness, however, graduates often lack the ‘soft’ skills (communication, collaboration, problem solving) deemed essential for enhanced productivity and innovation in the workplace, i.e. employability skills (Jackson, 2010). Anecdotal evidence from the Professional and Community Engagement (PACE) program at Macquarie University identified the difficulties that students experience in self-assessing employability skills. One research study highlighted the inflated self-perceptions and an overall lack of humility often associated with recent graduates (Papadopoulos 2010, cited in Jackson 2015). This paper discusses the theoretical and practical development of a competency development approach to learning for employment using an Assessment Centre process model currently embedded in the curriculum of one PACE unit. Developed and coordinated by post-graduate psychology students, the model provides a set of behavioural criteria by which to assess student employability skills. While there is little evidence in the literature of the use of AC's for enhancing undergraduate employability, (see Keele et al, 2010), preliminary research and evaluation findings from this project, suggest that the AC process can have a positive influence on the development of the ‘soft’ skills of employability
Development of tools for internal control and leadership recognition in working groups
Authors: Agudo-Valiente José María , Biedermann Anna , López-Forniés Ignacio , Sanchez-Valverde-García Belén , Pardina-Carrera Antonio
Published: June 2017

Este artículo presenta el estado de experiencia docente llevada a cabo durante los últimos siete años por un grupo de profesores. Estos profesores enseñan simultáneamente cinco sujetos en el marco del EEES del Grado de Ingeniería de Diseño Industrial y Desarrollo de Producto de la Universidad de Zaragoza. La metodología de enseñanza aplicada incluye garantía de calidad de la enseñanza y el sistema de aprendizaje basado en la serie de indicadores que se han definido y mejorado con los años. Este documento refleja los resultados del trabajo del módulo durante el último año académico 2015-2016, durante el cual el seguimiento del trabajo en grupo se ha implementado con base en la satisfacción de los registros de las reuniones del grupo. En estas reuniones registra los estudiantes han reflejado la evolución de su trabajo y los acuerdos tomados, siendo supervisado regularmente por los profesores. Como resultado de esta acción, una mejora sustancial se ha logrado en el funcionamiento de los grupos de trabajo que, debido a sus circunstancias particulares, podrían ser problemáticos, permitiendo que el equipo docente un mayor control de los conflictos internos. Además, el sistema también sirve un segundo objetivo: fomentar el liderazgo en el grupo al premiar la calificación final individual de comportamiento proactivo y castigar comportamientos deshonestos entre pares.
Use of emerging technologies in flipped classes
Authors: Huguet Carme , Pearse Jillian , Noè Leslie F. , Castillo Ruiz Nataly , Valencia Diego , Jimenez Heredia Alexa , Patiño Avedaño Mónica Andrea
Published: June 2017

The need for this innovation stems from the constraints of teaching an applied science course to a large cohort of approximately 500 students which makes it impossible to include practical activities. This was compounded by the fact that the course had students with different levels of science knowledge. The aim of our pedagogic innovation was two-fold: to make the basic concepts more understandable for a broad audience of non-science major students; and to maintain a level of difficulty and rigour sufficient to challenge and provide a sound basis for students from the Geosciences undergraduate program. We used a flipped classroom strategy supported by the use of information and communication technologies. Material was provided online before the class so students could aquire basic concepts and identify gaps in their knowledge, and in the classroom the concepts were applied in group activities. Additionally we used the online quiz tool Socrative for students to self-assess their learning. This work was supported by post-class follow-up activities. As a result we observed a substantial increased in student motivation and engagement in their learning process and greater interaction between students and between students and teachers
Making friends with your team: The benefits of raising learner awareness of intra-team relations
Authors: Robinson Fryer Bryan John , Olvera-Lobo M. Dolores
Published: June 2017

To highlight the importance of teamwork and intra-team relationships beyond the classroom, in a small study population of undergraduate students of Translation studies, we have attempted to raise awareness of teamwork processes so as to empower learners in managing their interaction and ensure they gain valuable pre-professional experience. Following specific input and the construction of randomized teams, we questioned learners about their previous and current experience of teamwork, their knowledge of team colleagues and the changes their relationships underwent, and prior academic performance versus expectations of current performance and how teamwork might influence this. Our results indicate teamwork substantially improved levels of intimacy, enhanced the quality of the experience, and raised awareness of the benefits of the team per se. However, some learners recognized personal difficulties with teamwork that they were unable to overcome and, in this context, “people problems” became increasingly important. Nonetheless, learners were convinced that teamwork would have a positive influence on their final grades.
Automated Program Analysis for Novice Programmers
Authors: Fehnker Ansgar , Blok Tim
Published: June 2017

This paper describes how to adapt a static code analyzer to provide feedback novice programmers and their teachers. Current analyzers have been built to give feedback to experienced programmers who work on software projects or systems. The type of feedback and the type of analysis of these tools focusses on mistakes that are relevant within that context, and help with debugging  software system. When teaching novice programmers this type of advice is often not particularly useful. It would be instead more useful to use these techniques to identify problem in the understanding of students of important programming concepts. This paper first explores in what respect static analyzers support the learning and teaching of programming, and what can be implemented based on existing static analysis technology. It presents an extension of static analyzer PMD to create feedback that is more valuable to novice programmers. To answer the question if these techniques are able to find conceptual mistakes that are characteristic for novice programmers make, we ran it over a number of student projects, and compared these results with publicly available mature software projects.
Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study
Authors: Logue Pauline Anne
Published: June 2017

The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42).  The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online  forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of  both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.
University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework
Authors: Mazo Lucille
Published: June 2017

Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.
Implications of sea-ice biogeochemistry for oceanic production and emissions of dimethyl sulfide in the Arctic
Authors: Hayashida Hakase , Steiner Nadja , Monahan Adam , Galindo Virginie , Lizotte Martine , Levasseur Maurice
Published: June 2017

Abstract. Sea ice represents an additional oceanic source of the climatically active gas dimethyl sulfide (DMS) for the Arctic atmosphere. To what extent this source contributes to the dynamics of summertime Arctic clouds is, however, not known due to scarcity of field measurements. In this study, we developed a coupled sea ice–ocean ecosystem–sulfur cycle model to investigate the potential impact of bottom-ice DMS and its precursor dimethylsulfoniopropionate (DMSP) on the oceanic production and emissions of DMS in the Arctic. The results of the 1-D model simulation were compared with field data collected during May and June of 2010 in Resolute Passage. Our results reproduced the accumulation of DMS and DMSP in the bottom ice during the development of an ice algal bloom. The release of these sulfur species took place predominantly during the earlier phase of the melt period, resulting in an increase of DMS and DMSP in the underlying water column prior to the onset of an under-ice phytoplankton bloom. Production and removal rates of processes considered in the model are analyzed to identify the processes dominating the budgets of DMS and DMSP both in the bottom ice and the underlying water column. When openings in the ice were taken into account, the simulated sea–air DMS flux during the melt period was dominated by episodic spikes of up to 8.1 µmol m−2 d−1. Further model simulations were conducted to assess the effects of the incorporation of sea-ice biogeochemistry on DMS production and emissions, as well as the sensitivity of our results to changes of uncertain model parameters of the sea-ice sulfur cycle. The results highlight the importance of taking into account both the sea-ice sulfur cycle and ecosystem in the flux estimates of oceanic DMS near the ice margins and identify key uncertainties in processes and rates that should be better constrained by new observations.
The Climate of the Common Era off the Iberian Peninsula
Authors: Abrantes Fátima , Rodrigues Teresa , Rufino Marta , Salgueiro Emília , Oliveira Dulce , Gomes Sandra , Oliveira Paulo , Costa Ana , Mil-Homes Mário , Drago Teresa , Naughton Filipa
Published: June 2017

Abstract. The Iberian Peninsula, at North Atlantic mid-latitude and the western extreme of the European continent, is a relevant area for climate reconstructions. This work provides multi-proxy records measured in 7 inner-shelf sediment sequences from 5 sites located between South Portugal (Algarve) and Northwest Spain (Galiza) (36 to 42º N) and targets a regional reconstruction of climate variability during the last 2000 yr. Alkenone derived Sea Surface Temperature (SST) reconstructions were compared to on-land precipitation given by higher plant n-alkanes and pollen data, to assess the relationship between hydroclimate (drought and/or precipitation) and oceanic SST. The SST records reveal a long-term scale cooling (±1 ºC/2000 yr) that ends at the beginning of the 20th century at all sites. This cooling is a follow up of the cooling process started after the Holocene optimum and driven by a decrease in summer insolation in the Northern Hemisphere. A multi-decadal/ centennial variability is detected within this long-term cooling in convergence with other records from Spain, Europe and the Northern Hemisphere. Warm SST conditions prevailed throughout the first 1300 yr, encompassing the Roman Period (RP), the Dark Ages (DA) and the Medieval Warm Period (MWP). A cooling initiated at 1300 CE, led to 4 centuries of ±1 ºC colder mean SSTs contemporary with the Little Ice Age (LIA). The transition towards the Industrial Era starts by 1800 CE with a SST rise to pre-LIA levels. Particular climate conditions have been detected in Western Iberian margin records and reveal two distinct phases within the MWP and a two-step SST increase towards the Industrial Era. The intense precipitation/flooding and warm winters but cooler intermediate seasons (spring and fall) observed for the early MWP imply the interplay of internal oceanic variability with the three atmospheric circulation modes, North Atlantic Oscillation (NAO), East Atlantic (EA) and Sandinavia (SCAND) in a positive phase. The late MWP, marked by drier and cooler winters and warmer intermediate seasons calls for a change in sign of the SCAND. A stronger mark of oceanic influences on Western Iberian Peninsula starts with the transition to the Industrial Era.
Evaluation of the Moisture Sources in two Extreme Landfalling
Atmospheric River Events using an Eulerian WRF-Tracers tool
Authors: Eiras-Barca Jorge , Dominguez Francina , Hu Huancui , Garaboa-Paz A. Daniel , Miguez-Macho Gonzalo
Published: June 2017

Abstract. A new 3D Tracer tool is coupled to the WRF model to analyze the origin of the moisture in two extreme Atmospheric River (AR) events: the so-called Great Coast Gale of 2007 in the Pacific Basin, and the Great Storm of 1987 in the North Atlantic. Results show that between 80 % and 90 % of the moisture advected by the ARs, as well as between 70 % and 80 % of the associated precipitation have a tropical or subtropical origin. Local convergence transport is responsible for the remaining moisture and precipitation. The ratio of tropical moisture to total moisture is maximized as the cold front arrives to land. Vertical cross sections of the moisture suggest that the maximum in humidity does not necessarily coincide with the Low-Level Jet (LLJ) of the extratropical cyclone. Instead, the amount of tropical humidity is maximized in the lowest atmospheric level in southern latitudes, and can be located above, below or ahead the LLJ in northern latitudes in both analyzed cases.
Defining and Analyzing the Frequency and Severity of Flood Events to
Improve Risk Management from a Reinsurance Standpoint
Authors: Morrill Elliott P. , Becker Joseph F.
Published: June 2017

Abstract. The National Flood Insurance Program debt has accelerated research into private flood insurance options. Offering this coverage begins with the ability to transfer the risk to the reinsurance market. Within the industry perils such as hurricanes and earthquakes have standard definitions but no such definition exists for flood. An event definition must examine the spatial and temporal aspects of the flood as well as the complexities of individual events. In this paper we were able to apply a data driven methodology to capture and aggregate flood peaks into independent events. Analyzing both the HUC8 and HUC6 a total of 8,021 HUC8 events and 8,478 HUC6 events were recorded during the 15 water years used in our study. Each event was characterized by duration, magnitude and severity. Focusing on the HUC8, events were unevenly distributed nationally while severity was relatively evenly distributed. The goal for our study was to take a method and be able to apply it to basins of varying characteristics. This framework relied on the ability to analyze the individual processes related to each individual basin.
Wind-driven snow conditions control the occurrence of contemporary marginal mountain permafrost in the Chic-Choc Mountains, south-eastern Canada: a case study from Mont Jacques-Cartier
Authors: Davesne Gautier , Fortier Daniel , Domine Florent , Gray James T.
Published: June 2017

Abstract. We present data on the distribution and thermophysical properties of snow collected sporadically over 4 decades along with recent data of ground surface temperature from Mont Jacques-Cartier (1268 m a.s.l.), the highest summit in the Appalachians of south-eastern Canada. We demonstrate that the occurrence of contemporary permafrost is necessarily associated with a very thin and wind-packed winter snow cover which brings local azonal topo-climatic conditions on the dome-shaped summit. The aims of this study were (i) to understand the snow distribution pattern and snow thermophysical properties on the Mont Jacques-Cartier summit and (ii) to investigate the impact of snow on the spatial distribution of the ground surface temperature (GST) using temperature sensors deployed over the summit. Results showed that above the local treeline, the summit is characterized by a snow cover typically less than 30 cm thick which is explained by the strong westerly winds interacting with the local surface roughness created by the physiography and surficial geomorphology of the site. The snowpack structure is fairly similar to that observed on windy Arctic tundra with a top dense wind slab (300 to 450 kg m−3) of high thermal conductivity, which facilitates heat transfer between the ground surface and the atmosphere. The mean annual ground surface temperature (MAGST) below this thin and wind-packed snow cover was about −1 °C in 2013 and 2014, for the higher, exposed, blockfield-covered sector of the summit characterized by a sporadic herbaceous cover. In contrast, for the gentle slopes covered with stunted spruce (krummholz), and for the steep leeward slope to the south-east of the summit, the MAGST was around 3 °C in 2013 and 2014. The study concludes that the permafrost on Mont Jacques-Cartier, most widely in the Chic-Choc Mountains and by extension in the southern highest summits of the Appalachians, is therefore likely limited to the barren wind-exposed surface of the summit where the low air temperature, the thin snowpack and the wind action bring local cold surface conditions favourable to permafrost development.