cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
ON DEMAND: Efficient communication in fully online teaching & learning (15 mins)
Creators: name: Nam, Sang
name: Kuo, Ying-Ying
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: A. TEACHING CHALLENGE: The Computer game design (CGD) instructors have the need for efficient communication channels, in addition to emails and discussion forum, which allow students to interact with their classmates, team members, and the instructors in a fully online class setting. Students need to solve technical issues in the learning process and/or for agile process of team projects so they requires fast-speed like real-time conversations. The responses need to be cared immediately but at an informative and informal manner, rather than formal and thoughtful responses on emails and the thread on the Blackboard discussion forum. B. SOLUTION STRATEGY: Due to the pedagogy of CGD, the demand for more efficient conversations, beyond using the emails and discussion board, has merged. This panel (or presentation) shares two types of team chat tools, Slack and Discord, which can support effective and efficient communications in a real-time for online teaching and group projects. Instructors can set up a channel of Slack/Discord and invite students to join it. Slack/Discord acts as an alternative communication tool, in addition to emails and Bb discussion board, to support a real-time conversation as students work on group projects and receive fast and in-time feedback from the instructor or peers. When the communications may happen suddenly and instant responses are expected, Slack/Discord can provide more efficient service C. CONTEXT/EVIDENCE: The purpose of integrating technology into online education is to support teaching objectives and instructional methods. Using Slack/Discord allows communication happens anytime and anywhere, as users can access them on mobile devices, e.g. cell phone and iPad, and computers. This design can support any fully online courses that require interactions happen in a fast pace. A learning community is established, in which instructors can provide supplementary content in text, graphic, and videos and students can support each other or work as groups. D. FORMAT: A panel discussion (or presentation) on pedagogical needs for technology integration—using Blackboard discussion board vs. team chat tools—Slack/Discord A demonstration of how to set up Slack/Discord and examples using Slack/Discord in CGD courses for group projects and supporting learning community. The question and answer is encouraged during the panel discussion/presentation. E. TAKE AWAYS/ADAPTATION: Participants will be able to: learn how to consider their pedagogy and make instructional decision on selecting communication tools for their online teaching and learning design team projects with using Slack/Discord understand pros and cons of using Slack/Discord from experienced CGD faculty
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
Effect of volunteering and pensions on subjective wellbeing of elderly -- are there cross-country differences?
Creators: name: Okulicz-Kozaryn, Adam
name: Morawski, Leszek
Publisher: name: Rutgers University
Year: 2021
Subjects: Subjective wellbeing (SWB)
Life satisfaction
Happiness
Aging
Elderly
Volunteering
Social transfers
Social capital
Survey of health ageing and retirement in Europe (SHARE)

description: We investigate the effect of volunteering and pensions on subjective well-being (SWB) of elderly using wave 6 of Survey of Health, Aging and Retirement in Europe (SHARE). This is the first study to consider volunteering and pensions simultaneously as a determinant of SWB among elderly across countries. We find that the effect of volunteering on SWB varies widely across countries. In some countries both effects are comparable, in other countries pensions have larger effect on SWB. In general, effects are larger in South and East. High European pensions may be unsustainable in the long run -- we argue that promotion of volunteering is one way to increase elderly subjective well-being amidst tightening budgets. The study is cross-sectional and correlational -- we do not claim causality.
ON DEMAND: Using Audiovisual Materials in a Flipped Language Classroom (5 mins)
Creators: name: Moon, Jihye
name: Chen, Jianfei
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: This session aims to discuss how authentic audiovisual materials can be effectively used in a flipped classroom setting for online or hybrid courses. The major advantage of using authentic materials include exposing learners to target forms or themes in context and preparing them for real-world situations and problems. Authentic materials are also abundant in cultural references that are particularly useful for language learning and teaching, so that they can often complement traditional language textbooks. However, using authentic materials that are not modified to fit target learners’ proficiency level poses major challenges to both language learners and language instructors. The session proposes a model where authentic materials can be adequately and appropriately used for all proficiency levels which works particularly well in a flipped classroom setting. Specifically, the model suggests designing activities using authentic materials that are aligned with the three modes of communication (i.e., interpretive, interpersonal, presentational). In addition, it will be examined how authentic materials can be used to meet each of the four standards of flipped learning, that is, flexible environment, learning culture, intentional content, and professional educator. The presenters will share how they designed their own courses (i.e., KORE 321 Korean Proficiency through Visual Culture: Webtoon-based Korean Dramas, CHIN 485 China on Stage: Introduction to Chinese Theatrical Dramas) using authentic audiovisual materials. Through this session, instructors across different disciplines will be able to gain specific ideas as to how to design activities involving authentic audiovisual materials and to create an optimal flipped learning environment.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
ON DEMAND: Feedback to the Future: Providing Writing Feedback to Foster Students’ Transfer of Knowledge (15 mins)
Creators: name: Lawrence, Susan
name: Massie, Courtney
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: Instructors are sometimes frustrated when the feedback they provide for student writing seems not to be acted on in subsequent assignments. This problem, we propose, is more complex than urging students to pay attention to prior feedback in future assignments. It’s a matter also of providing feedback that supports transferable learning and that cues students to apply that learning going forward. In this presentation we share a variety of moves instructors can make in their written feedback to foster students’ forward-reaching transfer of learning. Drawing on theories of learning transfer (Perkins & Salomon, 1988; Devet, 2015; Hill, 2016), which propose that transfer must often be cued, primed, and guided, we developed a framework to help identify a repertoire of moves that can support transfer. We provide examples drawn from written feedback on student writing. We will briefly (re)introduce participants to transfer theory; connect that theory to the framework we used to identify or shape feedback on student writing; and present example examples of each type of move.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
ON DEMAND: Using a Master Course Copy to Ease Blackboard Course Maintenance (15 mins)
Creators: name: Dieterich, Robert
name: Kuo, Ying-Ying
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: This presentation demonstrates strategies and the technical how-tos for using a single "master" version of a Blackboard course to ease the process of deploying that content to new Blackboard instances every semester. The master Blackboard course becomes a repository for the canonical version of a course's Blackboard instance. Every semester, every section of a course may begin with a copy of the master course and optionally enable / disable elements as needed. This approach can also help maintain course consistency between different teachers while still allowing them to customize for their own needs. This master course also serves as a natural gathering place for updates and content fixes. As issues are encountered while teaching the material, fixes can be applied to the master version so the same issues will not occur the next semester when the material is deployed again. It is worth noting that the repository and issue-fixing benefits of the master course apply not only to course content, but to the design of the Blackboard course site itself. I have used this master course strategy for organizing the content for GAME140 Applied Coding for Game Designers, a fully online course with large numbers of videos, quizzes, and projects. Adoption of this strategy has significantly reduced the amount of effort needed to deploy new instances of this course every semester. The master course strategy has proven useful as multiple sections of GAME140 are taught every semester with most content being shared between online and face-to-face versions of the course. This presentation will cover the following topics: * Introduction to the Concept of a Master Course * Demonstration of How-to Copy the Master Course into a New Course * Blackboard "Gotchas" to Avoid in the Copying Process * Best-Practice Strategies for Organizing Information on the Master Course Site to Make Deployment and Maintenance Easier.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
ON DEMAND: Flipping a Student Research Course: Lessons Learned During the First Run (5 mins)
Creators: name: Lee, Karen
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: UNIV 495 is required for students funded by OSCAR’s Undergraduate Research Scholars Program (URSP) during the school year. The course is designed to cover introductory level material about research ethics, poster writing, abstract writing, and to provide opportunities for students to share their results and to interact with other student researchers, forming a community of scholars. Feedback from the students suggests that they find the community building aspect of the course to be valuable, but that the course itself is not as relevant to their individual projects as they would like and that they could use the time to actually work on their projects. In order to revise UNIV 495 so that it is more interactive and more obviously related to the students’ own projects, I attended the Course Redesign Academy in January 2020 with the goal of flipping at least part of UNIV 495. I am teaching the partially flipped version of UNIV 495 for the first time in spring 2020. The revised course will be described and student feedback will be discussed in the context of the new course design. Given the changes due to COVID-19, the presentation will also discuss changes made when moving the course on line.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
A Study of RANS Turbulence Models in Fully Turbulent Jets: A Perspective for CFD-DEM Simulations
Creators: name: Weaver, Dustin
name: Miskovic, Sanja
Publisher: name: Multidisciplinary Digital Publishing Institute
Year: 2021

description: This paper presents an analysis of linear viscous stress Favre averaged turbulence models for computational fluid dynamics (CFD) of fully turbulent round jets with a long straight tube geometry in the near field. Although similar work has been performed in the past with very relevant solutions, considerations were not given for the issues and limitations involved with coupling between an Eulerian and Lagrangian phase, such as in fully two-way coupled CFD-DEM. These issues include limitations on solution domain, mesh cell size, wall modelling, and momentum coupling between the two phases in relation to the particles size. Therefore, within these considerations, solutions are provided to the Navier–Stokes equations with various turbulence models using a three-dimensional wedge long straight tube geometry for fully developed turbulence flow. Simulations are performed with a Reynolds number of 13,000 and 51,000 using two different tube diameters. It is found that a modified k-ε turbulence model achieved the most agreeable results for both the velocity and turbulent flow fields between these two flow regimes, while a modified k-ω SST/BSL also provided suitable results.
ON DEMAND: What Could Go Wrong with a Textbook Order? (5 mins)
Creators: name: Mainkar, Avinash
name: Showers, Ala
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: This poster session documents the challenges faced with the textbook order for the pilot run of a required undergraduate course in the School of Business. The difficulties encountered are grouped into eight distinct areas chronologically. 1) What to include in the course pack and what should be left out? This decision involves the trade off between bundling discount from the publisher and the flexibility to the teacher. 2) Do publishers have leeway with their list prices? Because the marginal cost of getting an additional customer is practically zero, steep discounts were available. 3) Do you know ISBNs galore? The publisher created a unique ISBN. Building on this original ISBN, GMU Mason bookstore created an ISBN of their own. This can only create confusion! 4) How does the GMU bookstore ordering work? The class enrollment was 20, but the bookstore only had 8 in stock. Replenishing the stock took 8-10 days after the semester had started. 5) What alternatives are available to purchase the course pack? The course pack could also be purchased electronically from the publisher. But the codes required by the students could only be mailed physically, needing additional eight days. 6) What is the agreement between the University, the publisher, and the Mason bookstore? Directing students to the publisher’s website is a potential grey area. 7) What if the link students click is wrong? Individual refunds and placing new orders. 8) What was done to mitigate the unexpected delay? Contacted the publisher to issue temporary access codes.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
Observation of the Non-linear Meissner Effect
Creators: name: Wilcox, J. A.
name: Grant, M. J.
name: Malone, L.
name: Putzke, C.
name: Kaczorowski, D.
name: Wolf, T.
name: Hardy, F.
name: Meingast, C.
name: Analytis, J. G.
name: Chu, J. -H.
name: Fisher, I. R.
name: Carrington, A.
Publisher: name: arXiv
Year: 2020
Subjects: subject: Superconductivity (cond-mat.supr-con)
subject: FOS: Physical sciences

description: A long-standing theoretical prediction is that in clean, nodal unconventional superconductors the magnetic penetration depth $λ$, at zero temperature, varies linearly with magnetic field. This non-linear Meissner effect is an equally important manifestation of the nodal state as the well studied linear-in-$T$ dependence of $λ$, but has never been convincingly experimentally observed. Here we present measurements of the nodal superconductors CeCoIn$_5$ and LaFePO which clearly show this non-linear Meissner effect. We further show how the effect of a small dc magnetic field on $λ(T)$ can be used to distinguish gap nodes from non-nodal deep gap minima. Our measurements of KFe$_2$As$_2$ suggest that this material has such a non-nodal state.
ON DEMAND: Investigator: Facilitating Inquiry-based Teaching and Learning of Critical Thinking Skills (5 mins)
Creators: name: Tecuci, Gheorghe
name: Marcu, Dorin
name: Parekh, Anya
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: With support from the NSF’s “Improving Undergraduate STEM Education” program, we developed an artificial intelligence based cognitive assistant, called sInvestigator (science Investigator) that helps students develop critical thinking skills for addressing scientific problems, through an easy to employ inquiry-based approach. The instructor formulates an inquiry and the students hypothesize possible answers. Then they use sInvestigator to determine the hypothesized answer that is best supported by evidence. They form teams, each team developing an evidence-based argumentation for assessing the probability of their selected hypothesized answer. Using sInvestigator, they decompose their hypothesis into simpler and simpler hypotheses, until the top hypothesis is reduced to very simple (elementary) hypotheses, each showing clearly what evidence may favor or disfavor it. This guides the students to search for this evidence on the Internet, and assess its relevance and credibility by using fuzzy qualifiers, such as “likely” or “almost certain”. Based on these student assessments, sInvestigator determines the probabilities of the elementary hypotheses, and combines them to obtain the probability of the hypothesized answer. The students may be asked to perform deeper credibility analyses of the Internet articles found, by assessing lower-level credentials, such as author’s competence, conflicts of interest, and publication reputation. They may also be asked to justify their assessments. Once an analysis is complete, sInvestigator generates an analysis report that is finalized by the students and debated in class. sInvestigator was experimentally used in several GMU undergraduate science classes. Case studies for middle school and high school science classes have also been developed.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
Laccophilus ritsemae Regimbart 1880
Creators: name: Hendrich, Lars
name: Balke, Michael
Publisher: name: Zenodo
Year: 2004
Subjects: Biodiversity
Taxonomy
Animalia
Arthropoda
Insecta
Coleoptera
Dytiscidae
Laccophilus
Laccophilus ritsemae

description: Laccophilus ritsemae Régimbart, 1880
 Laccophilus ritsemae Régimbart, 1880: 209; Brancucci, 1983: 335, and references therein; Balke et al., 1999: 325; Nilsson, 2001: 250.
 Material examined. – 13 specimens - Central catchment area - 3 ex., Nee Soon Swamp Forest, 9 May.1992, Y 795D, coll. K. L. Yeo (ZRC); 1 ex., Seletar Reservoire West, 25 Jan.1992, 780c, coll. C. M. Yang & K. L. Yeo (ZRC). Bukit Timah - 7 ex., 13 Dec.1995, NS 214, coll. T. Wong & H. K. Lua (CBH, ZRC). Sungai Buloh - 1 ex., Nature Reserve, 19 Dec. 1990, coll. K. L. Yeo (ZRC). Other areas – 1 ex., Lorong Banir, pond 1, 16 Jul.1995, NS 190, coll. H. K. Lua (ZRC).
 Distribution. – India [Andaman and Nikobar Islands], Indonesia [Bali, Java, Kalimantan, Sumatra], Philippines (Brancucci, 1983) and Singapore (Balke et al., 1999).
 Ecology. – See L. pulicarius.
description: Published as part of Hendrich, Lars & Balke, Michael, 2004, Aquatic Coleoptera Of Singapore: Species Richness, Ecology And Conservation #, pp. 97-145 in Raffles Bulletin of Zoology 52 (1) on page 117, DOI: 10.5281/zenodo.13244881
ON DEMAND: Teaching/Learning New Product Development from Active Learning Classroom to Online (5 mins)
Creators: name: Meamber, Laurie
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: Active Learning Classrooms (ALC) support collaborative group learning. Teaching an undergraduate level new product development course designed for Marketing/Entrepreneurship students in an ALC has transformed the student experience. Resources in the ALC (Collaborative Fixed Classroom) include fixed tables that seat small groups at locations around the sides of the rooms, fixed and rolling whiteboards, and flat screens at each table that allow the instructor to share visual materials or that can be switched over so that students at each table can connect their own technology for viewing by others. The course, in line with best practices for teaching design thinking and new product development (Chen, Benedicktus, Kim and Shih (2018); Pun, Yam and Sun 2003) requires active and experiential learning. Two-thirds of the flipped class time involves students working together on team exercises that help them learn and apply new product development concepts, and prepare them to complete a team project of developing a new product idea, creating a non-functional prototype, and planning the launch of the product. In the ALC, students are able to work together more effectively. For example, when creating word clouds out of customer information, students are able to share their screens at their individual tables to facilitate discussion about important insights gleaned from the word cloud instead of struggling to share information with each other using the small screens of their individual computers/tablets. The student work has improved since moving to the ALC from a regular classroom, and from ALC to online during the pandemic.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
ON DEMAND: Creating Teaching through Technology Discovery Fairs to Make Teaching Visible (5 mins)
Creators: name: Dodman, Stephanie
name: Wills, Theresa
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: This presentation will describe how faculty in the College of Education and Human Development (CEHD) designed a Discovery Fair for faculty and doc students to share effective and innovative digital technology-related teaching strategies and tools. As our college has continued growing in its quality online and technology enhanced face-to-face opportunities, we realized that we had very little opportunity to share our practices with, and learn from, our colleagues. Drawing on the discovery session format of the Online Learning Consortium (OLC), faculty in the Advanced Professional Teacher Development and International Education division in CEHD designed an informal within-college micro-conference that invited faculty, staff, and doctoral students to participate. The presentation shares our process from soliciting proposals to planning the events’ structure. We organized presenters at multiple tables at a time in two sessions where audience members were encouraged to move between tables to learn from multiple colleagues during each session. Anecdotal and survey feedback from the Discovery Fair indicated its value to faculty and staff to not only gain ideas for their own teaching, but to also build community with colleagues across divisions and program. The Discovery Fair enabled new connections and has made visible the diverse teaching through technology happening throughout the college. Greater access for faculty to effective and innovative teaching ideas enables greater access for students to high quality teaching- a central mission of the Stearns Center. We will share our tips for planning a Teaching through Technology Discovery Fair and lessons learned along the way.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
ON DEMAND: “Learn One, Do One, Teach One” Learning Strategy for Health Informatics Courses (5 mins)
Creators: name: Avramovic, Sanja
name: Alemi, Farrokh
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: "The Halsted’s concept, where individuals are encouraged to “learn one, do one, teach one” is the optimal method of learning new skills in the medical field. A recent paper shows that this is still true [Khalid H. at al.2018]. Peer tutors who have learned a skill, used this skill in their clinical year placements, and then taught the skill to their peers have increased confidence in carrying out these skills. We use this strategy in several graduate and undergraduate courses, which are organized into these sections: 1. Learn one: online and/or in person brief interactive lecture. Every “mini lecture” video explains problems, including a practical tutorial on using a relevant tool (for example median calculation in a T-SQL database). Portions of the lectures are posted to social media sites. In one case (Intro to Health Information Systems), more than 400,000 individuals accessed the videos, making the course a destination site within the web. 2. Do one: Laboratory work, which include completing assignments, solving problems and coding during class time. 3. Teach one: Each student is expected to teach a portion of the course to their classmates by preparing a brief video using Kaltura in Blackboard. They select which topic they wish to teach, and they may choose any aspect within the topic. In course evaluations students rated this strategy highly, explaining the mini lectures allowed them to go over the difficult parts several times; and the Teach One which helped them to understand and solve practical problems and assignments."
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
Change classification and its applications to program development and testing
Creators: name: Stoerzer, Maximilian
name: Ryder, Barbara G.
name: Ren, Xiaoxia
name: Tip, Frank
Publisher: name: Rutgers University
Year: 2005

description: During program development, testing and code editing are interleaved activities. When tests unexpectedly fail, the changes that caused the failure are not always easy to find. We present several analyses that automatically classify changes as Red, Yellow, or Green, indicating the likelihood that they contributed to a test’s failure. We implemented these techniques as an extension of the JUnit testing framework, and evaluated their effectiveness in two case studies. Our results indicate that change classification can effectively focus programmer attention on failure-inducing changes, improving on current manual searching/debugging techniques. Change classification can also determine untested changes, to inform programmers that additional tests are needed. Furthermore, change classification can determine those changes that can be committed safely to a version control repository without breaking any tests, even if a developer’s local workspace contains failing tests. Early adoption of edited code avoids inefficient parallel implementations of the same functionality and possible conflicts when merging independent changes later in the development process.
Influences of host community characteristics on Borrelia burgdorferi infection prevalence in Blacklegged ticks
Creators: name: Vuong, Holly B.
name: Chiu, Grace S.
name: Smouse, Peter E.
name: Ostfeld, Richard S.
name: Fonseca, Dina M.
name: Brisson, Dustin
name: Morin, Peter J.
Publisher: name: Rutgers University
Year: 2017

description: Lyme disease is a major vector-borne bacterial disease in the USA. The disease is caused by Borrelia burgdorferi, and transmitted among hosts and humans, primarily by blacklegged ticks (Ixodes scapularis). The ~25 B. burgdorferi genotypes, based on genotypic variation of their outer surface protein C (ospC), can be phenotypically separated as strains that primarily cause human diseases – human invasive strains (HIS) – or those that rarely do – and are non-randomly associated with host species. The goal of this study was to examine the extent to which phenotypic outcomes of B. burgdorferi could be explained by the host communities fed upon by blacklegged ticks. In 2006 and 2009, we determined the host community composition based on abundance estimates of the vertebrate hosts, and collected host-seeking nymphal ticks in 2007 and 2010 to determine the ospC genotypes within infected ticks. We regressed instances of B. burgdorferi phenotypes on site-specific characteristics of host communities by constructing Bayesian hierarchical models that properly handled missing data. The models provided quantitative support for the relevance of host composition on Lyme disease risk pertaining to B. burgdorferi prevalence (i.e., overall nymphal infection prevalence, or NIPAll) and HIS prevalence among the infected ticks (NIPHIS). In 2006, we found positive associations of the relative abundances of mice, of chipmunks, and of shrews with NIPAll. We also found positive associations of NIPHIS with shrews, and with host community diversity (H’), but negative associations with mice, and with chipmunks. In 2009, the relative abundance of mice showed a positive association with NIPAll, whereas the relative abundance of shrews and of H’ showed a negative association. With NIPHIS, only H’ showed a positive association, whereas the relative abundances of mice, of chipmunks, and of shrews, had negative associations. Our study highlights the variability between two years in the effects of host composition on B. burgdorferi genotypes. More importantly, our results highlight how disease risk inference, based on the role of host community, changes when we examine risk overall or at the phenotypic level. Long-term studies will be necessary to detect any consistent effects of host community composition on genotypic variation in the Lyme disease spirochetes.
Shakespeare's staged trials
Creators: name: Leubsdorf, John
Publisher: name: Sage
Year: 2022
Subjects: subject: Government & Law
subject: Law
subject: FOS: Law
subject: Social Sciences

description: The trials in Shakespeare's plays are strange. There are no lawyers or professional judges, there may be no witnesses, and the adjudicator often imposes unusual sanctions such as banishment. Most strikingly, almost all the trials are fakes, manipulated by a character toward a predestined result. Two obvious explanations-that trials in Shakespeare's day were like that, and that trials in the contemporary drama were like that-turn out to be largely incorrect. It is more persuasive to trace the strange features of Shakespeare's trials to the various dramatic functions they fulfill, yet even this approach does not explain everything.
ON DEMAND: Affecting Social Change Through Research for Multi-disciplinary International Students (15 mins)
Creators: name: Weinstein, Aimee
name: Richardson, Mary
name: Sanchez, Deborah
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: The International Graduate Students at INTO Mason must take a research-writing class where the main deliverables are a paper and a corresponding poster so that every semester we host a large multidisciplinary colloquium where our students present their work. At the start of the semester we ask them to think through their exigencies – why are they doing what they are doing? There are three exigencies to address: one is personal (i.e. my personal reasons for undertaking this work); one is research-based (i.e. there is a gap in the current literature on the topic that has not yet been addressed in this way) and a social exigence (i.e. what problem in the world might my work solve or address?) The students are easily able to express their personal exigence and though they have to read many articles to discover a true gap in the literature, it is often the social exigence that gives them pause. They struggle to connect the social problems of the world with their own experiences and their ability to affect change via research. Given that Community Engagement is part of the George Mason mission, the team of professors that teach the research writing class decided to give the students a social issue and ask that every project in every section of the class touch on it. In other words, we enumerated a social problem, but the students themselves had to independently find the connection to that issue on their own through their work in their various fields. In our session we would like to share the story of how this method came into existence, how it worked out for the team and for our students, and then share the two or three activities we did with the students to help them uncover not only their own interests in their fields, but also the connection to the theme and in doing so, their passion for both.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
Copelatus minutissimus Balfour-Browne 1939
Creators: name: Hendrich, Lars
name: Balke, Michael
Publisher: name: Zenodo
Year: 2004
Subjects: Biodiversity
Taxonomy
Animalia
Arthropoda
Insecta
Coleoptera
Dytiscidae
Copelatus
Copelatus minutissimus

description: Copelatus minutissimus Balfour-Browne, 1939
(Fig. 22)
 Copelatus minutissimus Balfour-Browne, 1939a: 79; Guéorguiev, 1968: 22; Vazirani, 1970: 315; 1977: 56; Balke, 1994: 32; Balke et al., 1999: 325; Nilsson, 2001: 70.
  Material examined. –  Type material: 1 male: “ Singapore ” (BMNH). Additional material: 2 specimens - Central catchment area - 1 ex., Nee Soon Swamp Forest, Range II Training Shed, Transect “E”, UV Light Trap, 22 May.1992, NS 10d, coll. H. K. Lua & K. Lim (ZRC); 1 ex., Nee Soon Swamp Forest, 26 Aug.1993, y 840, coll. M. Balke, Murphy & C. M. Yang (ZRC).
 Distribution. – India [Orissa] needs to be confirmed, Malaysia (Vazirani, 1977), Indonesia: Kalimantan, Sumatra (Hendrich vid.), Thailand (Balfour-Browne, 1939a), Vietnam (in coll. Balke & Hendrich) and Singapore (Balke, 1994; Balke et al., 1999).
  Ecology. –  A forest species which occurs among leaf litter, roots and submerged plants of very small, temporary, shallow puddles in or near forested areas. This species is confined to the forests of the Central Catchment Area.
description: Published as part of Hendrich, Lars & Balke, Michael, 2004, Aquatic Coleoptera Of Singapore: Species Richness, Ecology And Conservation #, pp. 97-145 in Raffles Bulletin of Zoology 52 (1) on page 118, DOI: 10.5281/zenodo.13244881
Partner Facilitation and Partner Interference in Individuals' Weight Loss Goals
Creators: name: Theiss, Jennifer A.
name: Carpenter, Amanda M.
name: Leustek, John
Publisher: name: Rutgers University
Year: 2016
Subjects: Relational turbulence model
Weight loss
Obesity
Communication
Content analysis
Longitudinal studies
Overweight
Relationships
Weight management
Qualitative

description: Drawing on the logic of the relational turbulence model, this study examined the ways in which romantic partners facilitate and interfere with individuals’ weight loss goals. Participants (N = 122) described the ways in which their romantic partner had recently helped or hindered their weight loss at four times over the course of 2 months. We conducted a content analysis of responses to identify themes of partner facilitation (Research Question 1 [RQ1]) and partner interference (RQ2) in individuals’ weight loss goals. Results revealed seven themes of partner facilitation: (a) partner enabling diet, (b) motivation and encouragement, (c) emotional support and positive reinforcement, (d) exercising together, (e) partner enabling exercise, (f) dieting together, and (g) relationship influence and priorities. Four themes of partner interference emerged in the data: (a) inability to plan for healthy meals, (b) inability to control the food environment, (c) preventing or discouraging exercise, and (d) emotional or relational discouragement.
Copelatus tenebrosus Regimbart 1880
Creators: name: Hendrich, Lars
name: Balke, Michael
Publisher: name: Zenodo
Year: 2004
Subjects: Biodiversity
Taxonomy
Animalia
Arthropoda
Insecta
Coleoptera
Dytiscidae
Copelatus
Copelatus tenebrosus

description: Copelatus tenebrosus Régimbart, 1880
 Copelatus tenebrosus Régimbart, 1880: 210; Zimmermann, 1919a: 217; 1920: 143; Fernando, 1964: 87; Guéorguiev, 1968: 23; Vazirani, 1970: 317; 1977: 57; Yano et al., 1983b: 107; Hendrich & Balke, 1995: 44; Nilsson, 2001: 71.
 Material examined. – 3 specimens – 1 ex., Singapore, 10 Jan.1972, T3751, coll. Gräf (CHF). Sungai Buloh - 2 ex., Nature Park, shallow pool, No.1, 4 Dec.1990, coll. C. M. Yang & K. L. Yeo (ZRC).
  Distribution. –  Northern Australia, India, Thailand, Peninsular Malaysia, Indonesia [Sumatra, Java, Bali], Laos, Myanmar, Vietnam (Zimmermann, 1920; Vazirani, 1977; Watts, 1978; Hendrich & Balke, 1995). Singapore!
  Ecology. – Copelatus tenebrosus  inhabits different kinds of standing waters in open, exposed areas, such as pools, ponds and irrigation ditches. The species is often attracted to light and is the most common species of the genus can be found in deforested and cultivated areas in Southeast Asia. In Indonesia, Vietnam, Thailand and in the Philippines it was also recorded from paddy fields (Yano et al., 1983b; Hendrich & Balke, 1995).
description: Published as part of Hendrich, Lars & Balke, Michael, 2004, Aquatic Coleoptera Of Singapore: Species Richness, Ecology And Conservation #, pp. 97-145 in Raffles Bulletin of Zoology 52 (1) on page 118, DOI: 10.5281/zenodo.13244881
Applications Of Rule-Base Coverage Measures To Expert System Evaluation
Creators: name: Barr, Valerie B.
Publisher: name: Rutgers University
Year: 1996

description: A rule-base coverage analysis method has been developed which provides an assessment of both the rule-base under review and the test set that has been used for evaluation. Lack of coverage can result from either incompleteness of the test data or errors in the rule-base. A series of heuristics have been developed which use coverage information and meta-knowledge about the larger population to suggest additional test cases from the population, in the event that the initial test set is incomplete. This forms the basis of an incremental approach which allows us to both increase completeness of the test suite and improve coverage of the rule-base. Rule-based system testing usually faces the difficult dual problems of incompleteness and errors in both the rule-base and the test data. Performance of a system on a limited suite of test data is never sufficient to predict performance on a larger set of data in routine use without additional assumptions. An important one of these is the assumption of representative coverage of the population for which the system is intended. The heuristic approach to test data selection is demonstrated using information generated by TRUBAC, a tool which implements the coverage analysis methods. We have applied these techniques to analyze a number of prototype systems for diagnosis of rheumatological diseases. In addition, we demonstrate the use of coverage information to identify class dependencies and guide rule-base pruning. We also introduce a complexity metric for rule-bases. Finally, we discuss extensions of the coverage measures for rule-based systems with dynamic computation of certainty factors.
ON DEMAND: Building Student Empathy and Perspective-taking Skills through Popular Music (15 mins)
Creators: name: Wong, Shelley
name: Tu, Thuy
name: Hussein, Anwar
name: Hermanson, Johanna
name: Bright, Anita
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: A. TEACHING CHALLENGE: In today’s contentious political climates worldwide, how do you approach social justice issues with your students in a non-threatening way? The presenters answer this question with freedom songs from different countries. They engage participants from STEM, communication, social sciences and education in the creation of listening, speaking, writing, reading assignments that utilize songs as a springboard for discussion. B. SOLUTION STRATEGY: This presentation offers many ways in which freedom songs can be a tool for peace and cross-cultural understanding in a world of increasing interethnic, interracial, intercultural, and international conflict. Among the objectives of the presenters are to: 1) showcase language lessons that are applicable to multiple cultural and socio-political contexts; 2) engage participants in the creation of such interdisciplinary lessons; and 3) exemplify the power of music to transform language learning, promote peace and foster intercultural understanding. C. WHY IT WORKS/EVIDENCE: The cognitive and affective advantages of using music in language teaching are clear. The research demonstrates the pedagogical benefits for students of all ages, from young children (Shin, 2017) to adults (Lems, 2005). Music can also help students overcome shyness in small group discussions (Cunningham, 2014; Duarte Romero, Tinjacá Bernal, & Carrero Olivares 2012). Beyond this, music affords students of all language backgrounds, ages, and levels of proficiency, a way to gain global awareness and cross barriers of culture, race, gender, and social class. D. TAKE AWAYS/ADAPTATION: The songs in this presentation explore themes of freedom, justice, peace, and reconciliation while providing contexts for the teaching multilingual English language learners various subject matters from Math, Science, to Teaching English to Speakers of Other languages. Each presenter shares a particular challenge they encountered in working with these topics and the strategies they use to address them in designing their lessons based on freedom songs from around the world. Participants will be provided with opportunities to design their own teaching activities and lessons using freedom songs. Participants will be able to take away numerous resources including sample activities, exercises, and supplemental readings for students of various ages and levels of English language proficiency.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
title: The Influcence of Reynolds Number and Roughness on the Efficiency of Axial and Centrifugal Fans - A Physically based Scaling Method
Creators: name: Pelz, Peter F.
name: Stonjek, Stefan
name: Matyschok, Berthold
Publisher: name: UNSPECIFIED
Year: 2022

description: To scale model test data there is a technical and economical need for a correction method, which fulfills five tasks: It should be (i) physically based, (ii) understandable and easy to apply, (iii) universal, i.e. applicable to centrifugal as well as to axial machines of different specific speed. More over the method should (iv) account for the aerodynamic quality of the machine and should (v) be reliable not only at the point of peak efficiency but also at off peak condition. Up to now, no method meets all five tasks. To fill that gap, a method developed at TU Darmstadt together with FLT (Forschungsvereinigung für Luft- und Trocknungstechnik e. V.) is introduced, validated, and critically discussed in comparison with other methods.
ON DEMAND: Diagrams in the Classroom - Why Ten Thousand Words Are Worth A Single Diagram
Creators: name: Conroy, Arthur
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: This workshop describes a novel protocol developed by Dr Conroy at Virginia Tech and used in his graduate school classes at GMU in Data Science. In 90 minutes the participate will go from novice to expert in using the protocol (Draw Aloud) - a revolutionary turn from the classic type of protocols - speak aloud, think aloud, talk aloud etc. The content includes a framework, method, and process grounded in a spatial topology and directed graph (think roundhouse diagram) with a simple concept inventory of 21 terms. It is designed to build on recent discoveries in the cognitive sciences in methods to accelerate learning "in the wild".
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future
Application Management to support Network Management and Traffic Engineering
Creators: name: Suh, Kyoungwon
name: Vickers, Brett
Publisher: name: Rutgers University
Year: 2001

description: This paper is motivated by the observation that gathering and analyzing the behavior and performance of applications leads to more informed decisions by network managers.In particular, application management can be used to improve network traffic engineering tasks. In this paper, we investigated the existing/potential network monitoring frameworks and showed how they can be effectively used to extract application-level information from network applications, running environments and the communication links. We also identified important application-level information for network management and traffic engineering, which couldn’t be easily supported by the simple network-level monitoring information.
Cybister dehaanii Aube 1838
Creators: name: Hendrich, Lars
name: Balke, Michael
Publisher: name: Zenodo
Year: 2004
Subjects: Biodiversity
Taxonomy
Animalia
Arthropoda
Insecta
Coleoptera
Dytiscidae
Cybister
Cybister dehaanii

description: Cybister dehaanii Aubé, 1838
 Cybister dehaani Aubé, 1838: 101; Sharp, 1882: 726; Régimbart, 1899: 356; Zimmermann, 1920: 259; Guignot, 1956b: 397; Vazirani, 1968: 286; 1977: 88; Hebauer et al., 1999: 339.
 Cybister dehaanii Aubé, 1838: Nilsson, 2001: 91.
  Material known. –  Number? – “ Singapour ”, in TDMB (Guignot, 1956b). Not seen.
 Distribution. – India: West Bengal (Vazirani, 1977), Indonesia [Sumatra, Kalimantan] (Régimbart, 1899), Thailand (in coll. Hendrich), West Malaysia [Pahang: Tasek Cini] (Hebauer et al., 1999), Singapore (Guignot, 1956b).
  Ecology. –  Cybister dehaanii lives in permanent water bodies in freshwater swamps and in shallow lakes. In general the water is shaded and rich in plant debris such as leaf litter and rotten trunks (pers. observ. at Tasek Cini/West Malaysia). There is no such habitat in Singapore. The species is thus considered locally extinct. Cybister dehaanii is less frequently attracted to light than other species of the genus. It is quite rare in museum collections.
description: Published as part of Hendrich, Lars & Balke, Michael, 2004, Aquatic Coleoptera Of Singapore: Species Richness, Ecology And Conservation #, pp. 97-145 in Raffles Bulletin of Zoology 52 (1) on page 120, DOI: 10.5281/zenodo.13244881
ON DEMAND: Designing, Scaffolding, and Evaluating Multimodal Assignments (15 mins)
Creators: name: Azar, Tawnya
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2020

description: “Literacies are not static” (Selfe 84). Teaching towards the future means helping students acquire critical literacy in content which relies on multiple communication modes such as visual and auditory or linguistic and spatial. Many faculty feel underprepared to assign multimodal projects or unsure of the pedagogical value of exploring multimodal literacy within the context of their discipline. In my 15 minute video, I will tackle the biggest concerns that faculty have regarding multimodal assignments including the pedagogical basis for assigning multimodal projects, the role of digital and analog technologies in multimodal work, strategies for scaffolding multimodal work, assigning multimodal work that is ethical and accessible, how to keep student diversity and privacy in mind in multimodal assignment design, and possibilities for evaluating multimodal projects. Linked to my presentation, I will provide participants with an activity packet in which they can explore potential ideas or revise existing ideas for multimodal assignments in their classes. Participants will begin by thinking about the kinds of multimodal content that is produced and consumed by and for members and organizations related in their disciplines. Participants will select one idea from this list and proceed through a series of activities designed to help them think through how they would design an assignment for their students to produce this kind of discipline-specific multimodal project. Participants will be encouraged to think about the options of digital and analog technologies, consider how they might scaffold this assignment to include parameters for using ethically sourced materials and producing accessible content, and to evaluate their assignment idea in light of our diverse student populations and in light of student privacy issues.
description: Innovations in Teaching & Learning Conference Proceedings, Vol. 12 (2020): Teaching Towards the Future