Mobile Technology in Undergraduate Chemistry Courses: paper presented by Dr. Michael Lewis and Dr. Layne Morsch at the American Chemical Society National Meeting, Dallas, TX (March 2014)
ChemDraw, iPads, and collaboration tools in the classroomPerkinElmer, Inc.
Results of a joint PerkinElmer and McGraw-Hill Education pilot at the organic chemistry undergraduate level that – ACS Indianapolis – September 8, 2013
Learn more about ChemDraw: http://PerkinElmer.com/ChemDraw
ChemDraw is available for purchase here: http://appstore.com/chemdraw
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Peerwise and students’ contribution experiences from the fieldLenandlar Singh
This document summarizes an experiment using the PeerWise online tool to implement Contributing Student Pedagogy in two Introduction to Object Oriented Programming courses. Students were asked to create and answer multiple choice questions, and were given a small percentage of course marks based on their participation. Analysis of the data found that students contributed more questions and answers than expected and enjoyed using the tool. While most metrics of participation were not strongly correlated with exam performance, students who answered more questions correctly did tend to score higher on the final exam. Based on the positive student feedback, the author believes PeerWise is an effective tool to support Contributing Student Pedagogy.
Harrison presentation new for april 22.with moviesDeone Zell
This document summarizes California State University, Northridge's (CSUN) myCSUNtablet program, which provides iPads to students in certain majors. The program aims to increase engagement, improve learning materials, and reduce costs. It started in 2013 with 7 majors and has since expanded. Over 1,800 unique students have participated. While the iPads have enabled new learning approaches, the program also faces challenges in ensuring faculty training, technical support, and evaluating the impact on student outcomes. Overall, the myCSUNtablet program shows promise but requires ongoing refinement to fully realize the benefits of mobile learning.
Scottsdale CC Math - Updated Summer 2014Donna Gaudet
The Scottsdale Community College math department transitioned introductory algebra, intermediate algebra, and college algebra courses to use open educational resources, replacing expensive traditional textbooks. This resulted in annual student cost savings of around $182,000. The open resources included free online textbooks, an interactive workbook, online homework software, and instructional videos. Developing and implementing the village approach required a team effort across many faculty and support from the administration. Evaluation found high student satisfaction with the resources and no negative impact on student outcomes.
This document discusses student and teacher perceptions of online homework systems in mathematics classrooms. It provides background on popular online homework systems like WeBWorK, WebAssign, and MyMathLab. There are perceived advantages like automatic grading and feedback, randomized problems to reduce copying, and ability to retry problems. Disadvantages include needing computer access and learning curves for using the systems. Research on student perceptions found increased engagement, as measured by more homework attempts and higher scores. However, some debate remains around online systems' ability to grade open-ended or explanation-based questions.
The document provides information on resources from the IDentifEYE project for teachers, including a project website, manuals in multiple languages, project files and materials, and promotional videos in different languages. It also describes a workshop for teachers that will introduce good practices around topics like identity, society, interactive teaching methods, and new technologies. The workshop involves teachers creating lesson plans applying the practices, implementing the plans in their classrooms, and then evaluating the results. The goal is to empower student resilience and safety online by improving teacher-student and peer relationships and communication about online experiences.
The document discusses The JASON Project, which aims to incorporate games into core curriculum to motivate and inspire more students to pursue STEM education. It provides standards-based curriculum materials for teachers that include games and digital labs. Data shows that the project engaged more students and empowered more teachers compared to previous years. It explains how games can serve as assessments, be inherently motivating for students, and help simplify complex topics visually. Teachers are encouraged to use the games during class or as study aids and homework. The project has received several awards for its educational games and solutions.
ChemDraw, iPads, and collaboration tools in the classroomPerkinElmer, Inc.
Results of a joint PerkinElmer and McGraw-Hill Education pilot at the organic chemistry undergraduate level that – ACS Indianapolis – September 8, 2013
Learn more about ChemDraw: http://PerkinElmer.com/ChemDraw
ChemDraw is available for purchase here: http://appstore.com/chemdraw
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Peerwise and students’ contribution experiences from the fieldLenandlar Singh
This document summarizes an experiment using the PeerWise online tool to implement Contributing Student Pedagogy in two Introduction to Object Oriented Programming courses. Students were asked to create and answer multiple choice questions, and were given a small percentage of course marks based on their participation. Analysis of the data found that students contributed more questions and answers than expected and enjoyed using the tool. While most metrics of participation were not strongly correlated with exam performance, students who answered more questions correctly did tend to score higher on the final exam. Based on the positive student feedback, the author believes PeerWise is an effective tool to support Contributing Student Pedagogy.
Harrison presentation new for april 22.with moviesDeone Zell
This document summarizes California State University, Northridge's (CSUN) myCSUNtablet program, which provides iPads to students in certain majors. The program aims to increase engagement, improve learning materials, and reduce costs. It started in 2013 with 7 majors and has since expanded. Over 1,800 unique students have participated. While the iPads have enabled new learning approaches, the program also faces challenges in ensuring faculty training, technical support, and evaluating the impact on student outcomes. Overall, the myCSUNtablet program shows promise but requires ongoing refinement to fully realize the benefits of mobile learning.
Scottsdale CC Math - Updated Summer 2014Donna Gaudet
The Scottsdale Community College math department transitioned introductory algebra, intermediate algebra, and college algebra courses to use open educational resources, replacing expensive traditional textbooks. This resulted in annual student cost savings of around $182,000. The open resources included free online textbooks, an interactive workbook, online homework software, and instructional videos. Developing and implementing the village approach required a team effort across many faculty and support from the administration. Evaluation found high student satisfaction with the resources and no negative impact on student outcomes.
This document discusses student and teacher perceptions of online homework systems in mathematics classrooms. It provides background on popular online homework systems like WeBWorK, WebAssign, and MyMathLab. There are perceived advantages like automatic grading and feedback, randomized problems to reduce copying, and ability to retry problems. Disadvantages include needing computer access and learning curves for using the systems. Research on student perceptions found increased engagement, as measured by more homework attempts and higher scores. However, some debate remains around online systems' ability to grade open-ended or explanation-based questions.
The document provides information on resources from the IDentifEYE project for teachers, including a project website, manuals in multiple languages, project files and materials, and promotional videos in different languages. It also describes a workshop for teachers that will introduce good practices around topics like identity, society, interactive teaching methods, and new technologies. The workshop involves teachers creating lesson plans applying the practices, implementing the plans in their classrooms, and then evaluating the results. The goal is to empower student resilience and safety online by improving teacher-student and peer relationships and communication about online experiences.
The document discusses The JASON Project, which aims to incorporate games into core curriculum to motivate and inspire more students to pursue STEM education. It provides standards-based curriculum materials for teachers that include games and digital labs. Data shows that the project engaged more students and empowered more teachers compared to previous years. It explains how games can serve as assessments, be inherently motivating for students, and help simplify complex topics visually. Teachers are encouraged to use the games during class or as study aids and homework. The project has received several awards for its educational games and solutions.
Engaging the Mobile Generation: CSUN's Tablet InitiativeCSUNIT
The document discusses CSUN's tablet initiative to provide iPads to students in certain majors and classes. The goals are to increase engagement, improve learning materials, and reduce costs. An initial rollout involved 7 majors, 70 faculty, and over 1,800 students. Assessment results found students used less paper, accessed materials more effectively, and believed it helped their grades. However, challenges included some faculty not fully utilizing the technology and students needing to purchase devices. Overall the initiative aims to enhance the learning experience but requires support across the university.
Gone are the days when students are completely engrossed in what the teacher teaches in the class. To maintain the pace with student’s changing learning habits and exponential growth in technology, the EduCLASS solution was engineered. The application revolutionizes the way students learn, the teacher teaches, hand over the assignments and conduct the exams and parents get access to the children results.
Blended learning whitepaper - El libro Blanco del Aprendizaje Semi presencialItslearning México
Blended learning combines online and in-person learning. This document discusses several models of blended learning and provides examples of how teachers have implemented blended learning in their classrooms. It describes the flipped classroom model where students learn content at home via online videos and then complete assignments in class with teacher guidance. It also outlines the station rotation model where students rotate between learning stations, some involving online content and activities. Finally, it discusses the Learning by Design approach where students take more control over their learning by researching topics that interest them and then creating projects to demonstrate their understanding.
You're Teaching a Hybrid Class Etudes Summit 2015 Jim Marteney
This document provides guidance for teaching a hybrid or blended class. It begins by acknowledging the challenges and uncertainties teachers may face in transitioning to this new format. It then addresses several key questions teachers should consider, such as determining the purpose of blending modalities, how online and in-person content and activities can complement each other, how to assess students, and how to ensure students understand the value of both components. Throughout, it emphasizes the importance of training and support for teachers taking on the new blended approach.
The document is a slideshow presentation about embracing technology in today's classrooms. It discusses articles on using iPads and podcasting in the classroom from the perspectives of teachers who implemented these technologies. It explains that technology allows teachers to interact with students using up-to-date materials and teach in new, innovative ways. The presentation concludes by emphasizing the importance of teachers staying up to date with new technologies.
This document discusses the benefits of a 1:1 iPad program implemented in Township High School District 211 in Palatine, Illinois. It provides examples of how teachers have transformed their instruction through innovative apps and web tools that engage students in creative projects. The 1:1 program has allowed for cost savings through reduced printing and given teachers new ways to provide feedback and assess student learning. Teachers remark that the program empowers students and allows for more rigorous, self-directed learning that develops 21st century skills.
This document provides instructions for students on how to navigate and use the Blackboard learning management system. It outlines how to log in to Blackboard, view course content, submit assignments, check grades, contact professors and peers, participate in discussion boards and blogs, and get troubleshooting help. The goal is to enhance the educational experience by providing interactive tools for communication and collaboration between students and teachers.
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628Jeff Ng
The document summarizes an iPad e-learning pilot project for a primary school in Hong Kong. It includes objectives, achievements, problems encountered, merits identified, and questions for discussion. It also provides recommendations from lesson observations, proposed next steps like preparing for a sharing session and providing inputs to the school's e-learning roadmap. The roadmap outlines initiatives over the next few years to integrate e-learning across different subject areas and student levels through teacher training, parent workshops, and collaboration with publishers.
1) The document discusses using the WebLearn online platform to assess students during practical lab sessions, as an alternative to traditional in-person assessment methods.
2) Traditionally, practicals involved students completing worksheets or reports that were then graded by instructors, but WebLearn allows for online quizzes to be completed during the session.
3) The benefits discussed include reduced marking time for instructors and providing immediate feedback to students, but developing high-quality online quiz questions takes significant initial time. Student feedback was mixed, with some finding the quizzes helpful and others feeling they lacked sufficient time.
Nudging students towards effective study behaviours using Brightspace dataD2L Barry
This document discusses a project at Surrey University that used data from their learning management system (Brightspace/D2L) to send nudging messages to students. The goals were to prompt more effective study habits and increase student engagement with course materials. The project found that personalized nudges reminding students to review specific recent materials or practice tests increased student access of those resources by 12% compared to a control group. Moving forward, the university aims to develop intelligent agents, templates for nudges, policies around opting in/out of nudges, and A/B testing of different nudging designs.
This document provides an overview of strategies for digital curriculum management. It discusses the benefits of using a digital curriculum management system over disparate systems. It then presents four strategies that districts have used successfully with the itslearning learning management system (LMS). The strategies are: 1) Mass migration, exemplified by Houston ISD developing over 200 course templates and loading publisher content. 2) Jump started and crowd sourced, exemplified by Forsyth County giving teachers freedom to develop customized courses. 3) Focused on best practices, exemplified by Harford building best practice courses and having teachers replicate them. 4) Universal design for learning, exemplified by Bartholomew using standards-aligned planners and multiple means of representation,
This document summarizes an iPad applications for math intervention presentation given by Jenna Linskens. It provides background on Jenna and her experience in education. The presentation then discusses challenges struggling math students face, foundational math skills, and recommended iPad apps to support developing math fluency in areas like number sense, money/time, fractions, math facts, and applying math processes. Examples of specific apps are provided for each area. Contact information is given for Jenna to ask additional questions.
The document discusses various digital tools and platforms the teacher tried using with Year 11 and 12 students, including Wikis, blogs, embedding YouTube videos, and Pageflakes. For Wikis, students collaborated to summarize course topics instead of the teacher providing all the information. Some students found constructing their own knowledge difficult at first. Blogs were used for peer help but students mostly used it for fun instead of revision. Embedding YouTube videos solved access issues. Pageflakes allowed the teacher's husband to access RSS feeds about design software.
The document discusses various educational technology tools and platforms that a teacher tried using with their Year 11 and Year 12 students, including Wikis, blogs, embedding YouTube videos, and Pageflakes. The teacher was surprised by student reactions in some cases, such as one student finding the Wiki too difficult until encouraged to construct their own knowledge, and students using a class blog for inappropriate content until the teacher learned how to delete posts. The teacher also discusses efforts to reduce paper use by providing materials digitally to students through the Janison platform.
Increasing accessibility and fostering inclusive classrooms with free tools f...petercleary
This document provides a summary of a presentation by Mike Tholfsen on increasing accessibility and fostering inclusive classrooms with free tools from Microsoft Education. The presentation covered empowering students through inclusion, improving reading skills with tools like Immersive Reader, enhancing writing with dictation and the Editor, using translation tools for parent/student communication, and deployment guides for accessibility features. The presentation demonstrated several Microsoft tools and discussed research showing the tools can improve student outcomes.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Analysis of Trace Elements in Fertilizer with AVIO 200 ICP-OESPerkinElmer, Inc.
This document summarizes the ability of the Avio 200 ICP-OES to accurately analyze trace elements in fertilizers at levels below Thailand's regulatory limits. Reference materials were digested and analyzed to validate the method. Results for the reference materials showed recoveries within 10% of certified values. Detection limits for the analytes were all below the corresponding regulatory levels in Thailand. The method demonstrated the Avio 200 ICP-OES can accurately measure nutrients and trace elements in fertilizers.
Knowing what to change to make better beer is important to optimize procedures for a consistent, quality beer. TIBCO Spotfire Software can help brewers pinpoint what factors are affecting their beer quality.
New Research Evaluating Cisplatin Uptake in Ovarian Cancer Cells by Single Ce...PerkinElmer, Inc.
Application Note
Authors:
Lauren Amable
National Institute on Minority Health and
Health Disparities, National Institutes of Health
Bethesda, MD
Stan Smith
Chady Stephan
PerkinElmer, Inc.
Shelton, CT
Engaging the Mobile Generation: CSUN's Tablet InitiativeCSUNIT
The document discusses CSUN's tablet initiative to provide iPads to students in certain majors and classes. The goals are to increase engagement, improve learning materials, and reduce costs. An initial rollout involved 7 majors, 70 faculty, and over 1,800 students. Assessment results found students used less paper, accessed materials more effectively, and believed it helped their grades. However, challenges included some faculty not fully utilizing the technology and students needing to purchase devices. Overall the initiative aims to enhance the learning experience but requires support across the university.
Gone are the days when students are completely engrossed in what the teacher teaches in the class. To maintain the pace with student’s changing learning habits and exponential growth in technology, the EduCLASS solution was engineered. The application revolutionizes the way students learn, the teacher teaches, hand over the assignments and conduct the exams and parents get access to the children results.
Blended learning whitepaper - El libro Blanco del Aprendizaje Semi presencialItslearning México
Blended learning combines online and in-person learning. This document discusses several models of blended learning and provides examples of how teachers have implemented blended learning in their classrooms. It describes the flipped classroom model where students learn content at home via online videos and then complete assignments in class with teacher guidance. It also outlines the station rotation model where students rotate between learning stations, some involving online content and activities. Finally, it discusses the Learning by Design approach where students take more control over their learning by researching topics that interest them and then creating projects to demonstrate their understanding.
You're Teaching a Hybrid Class Etudes Summit 2015 Jim Marteney
This document provides guidance for teaching a hybrid or blended class. It begins by acknowledging the challenges and uncertainties teachers may face in transitioning to this new format. It then addresses several key questions teachers should consider, such as determining the purpose of blending modalities, how online and in-person content and activities can complement each other, how to assess students, and how to ensure students understand the value of both components. Throughout, it emphasizes the importance of training and support for teachers taking on the new blended approach.
The document is a slideshow presentation about embracing technology in today's classrooms. It discusses articles on using iPads and podcasting in the classroom from the perspectives of teachers who implemented these technologies. It explains that technology allows teachers to interact with students using up-to-date materials and teach in new, innovative ways. The presentation concludes by emphasizing the importance of teachers staying up to date with new technologies.
This document discusses the benefits of a 1:1 iPad program implemented in Township High School District 211 in Palatine, Illinois. It provides examples of how teachers have transformed their instruction through innovative apps and web tools that engage students in creative projects. The 1:1 program has allowed for cost savings through reduced printing and given teachers new ways to provide feedback and assess student learning. Teachers remark that the program empowers students and allows for more rigorous, self-directed learning that develops 21st century skills.
This document provides instructions for students on how to navigate and use the Blackboard learning management system. It outlines how to log in to Blackboard, view course content, submit assignments, check grades, contact professors and peers, participate in discussion boards and blogs, and get troubleshooting help. The goal is to enhance the educational experience by providing interactive tools for communication and collaboration between students and teachers.
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628Jeff Ng
The document summarizes an iPad e-learning pilot project for a primary school in Hong Kong. It includes objectives, achievements, problems encountered, merits identified, and questions for discussion. It also provides recommendations from lesson observations, proposed next steps like preparing for a sharing session and providing inputs to the school's e-learning roadmap. The roadmap outlines initiatives over the next few years to integrate e-learning across different subject areas and student levels through teacher training, parent workshops, and collaboration with publishers.
1) The document discusses using the WebLearn online platform to assess students during practical lab sessions, as an alternative to traditional in-person assessment methods.
2) Traditionally, practicals involved students completing worksheets or reports that were then graded by instructors, but WebLearn allows for online quizzes to be completed during the session.
3) The benefits discussed include reduced marking time for instructors and providing immediate feedback to students, but developing high-quality online quiz questions takes significant initial time. Student feedback was mixed, with some finding the quizzes helpful and others feeling they lacked sufficient time.
Nudging students towards effective study behaviours using Brightspace dataD2L Barry
This document discusses a project at Surrey University that used data from their learning management system (Brightspace/D2L) to send nudging messages to students. The goals were to prompt more effective study habits and increase student engagement with course materials. The project found that personalized nudges reminding students to review specific recent materials or practice tests increased student access of those resources by 12% compared to a control group. Moving forward, the university aims to develop intelligent agents, templates for nudges, policies around opting in/out of nudges, and A/B testing of different nudging designs.
This document provides an overview of strategies for digital curriculum management. It discusses the benefits of using a digital curriculum management system over disparate systems. It then presents four strategies that districts have used successfully with the itslearning learning management system (LMS). The strategies are: 1) Mass migration, exemplified by Houston ISD developing over 200 course templates and loading publisher content. 2) Jump started and crowd sourced, exemplified by Forsyth County giving teachers freedom to develop customized courses. 3) Focused on best practices, exemplified by Harford building best practice courses and having teachers replicate them. 4) Universal design for learning, exemplified by Bartholomew using standards-aligned planners and multiple means of representation,
This document summarizes an iPad applications for math intervention presentation given by Jenna Linskens. It provides background on Jenna and her experience in education. The presentation then discusses challenges struggling math students face, foundational math skills, and recommended iPad apps to support developing math fluency in areas like number sense, money/time, fractions, math facts, and applying math processes. Examples of specific apps are provided for each area. Contact information is given for Jenna to ask additional questions.
The document discusses various digital tools and platforms the teacher tried using with Year 11 and 12 students, including Wikis, blogs, embedding YouTube videos, and Pageflakes. For Wikis, students collaborated to summarize course topics instead of the teacher providing all the information. Some students found constructing their own knowledge difficult at first. Blogs were used for peer help but students mostly used it for fun instead of revision. Embedding YouTube videos solved access issues. Pageflakes allowed the teacher's husband to access RSS feeds about design software.
The document discusses various educational technology tools and platforms that a teacher tried using with their Year 11 and Year 12 students, including Wikis, blogs, embedding YouTube videos, and Pageflakes. The teacher was surprised by student reactions in some cases, such as one student finding the Wiki too difficult until encouraged to construct their own knowledge, and students using a class blog for inappropriate content until the teacher learned how to delete posts. The teacher also discusses efforts to reduce paper use by providing materials digitally to students through the Janison platform.
Increasing accessibility and fostering inclusive classrooms with free tools f...petercleary
This document provides a summary of a presentation by Mike Tholfsen on increasing accessibility and fostering inclusive classrooms with free tools from Microsoft Education. The presentation covered empowering students through inclusion, improving reading skills with tools like Immersive Reader, enhancing writing with dictation and the Editor, using translation tools for parent/student communication, and deployment guides for accessibility features. The presentation demonstrated several Microsoft tools and discussed research showing the tools can improve student outcomes.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Analysis of Trace Elements in Fertilizer with AVIO 200 ICP-OESPerkinElmer, Inc.
This document summarizes the ability of the Avio 200 ICP-OES to accurately analyze trace elements in fertilizers at levels below Thailand's regulatory limits. Reference materials were digested and analyzed to validate the method. Results for the reference materials showed recoveries within 10% of certified values. Detection limits for the analytes were all below the corresponding regulatory levels in Thailand. The method demonstrated the Avio 200 ICP-OES can accurately measure nutrients and trace elements in fertilizers.
Knowing what to change to make better beer is important to optimize procedures for a consistent, quality beer. TIBCO Spotfire Software can help brewers pinpoint what factors are affecting their beer quality.
New Research Evaluating Cisplatin Uptake in Ovarian Cancer Cells by Single Ce...PerkinElmer, Inc.
Application Note
Authors:
Lauren Amable
National Institute on Minority Health and
Health Disparities, National Institutes of Health
Bethesda, MD
Stan Smith
Chady Stephan
PerkinElmer, Inc.
Shelton, CT
Routine Discovery Metabolomics Workflows on X500R QTOF SystemSCIEX
For Metabolomics researchers seeking to identify and quantify large numbers of metabolites on a routine basis, the X500R QTOF is the only accurate mass system which offers simplicity and robustness in a true benchtop instrument, with streamlined processing to deliver accurate and reproducible results — fast.
O documento descreve o cromatógrafo gasoso PerkinElmer Clarus All-In-One, que possui um gerador de gases hidrogênio e ar sintético integrado, eliminando a necessidade de instalação de linhas de gases caras ou centrais de armazenamento de cilindros. O sistema possui manutenção simplificada, tela sensível ao toque, regeneração automática do secador a frio e modo stand-by automático controlado por sensor de hidrogênio.
Com mais de 50 anos de experiência em Cromatografia Gasosa (CG), a família PerkinElmer de CG Clarus vem a atender às necessidades analíticas atuais mais exigentes como monitoramento de processo, controle de qualidade, laboratório de prestação de serviço e P&D.
Tools to Detect sub-1ppm Host Cell Proteins in Biological Products at Every D...SCIEX
In a Single-One Hour Run, SCIEX can:
PROFILE the HCP complement up to 1000s of proteins to sub-ppm level;
IDENTIFY HCPs without bias [without inclusion/ exclusion lists];
Provide a CATALOG of HCPs for a process;
Provide precursor and fragment information to allow easy MONITORING;
Easy transfer to (QQQ or QTRAP®) ABSOLUTE QUANTITATION of HCPs
LC-MS/MS analysis of emerging food contaminantsSCIEX
Recently (November 2014), threats in the form of letters were sent to farming and dairy industry leaders in New Zealand. The letters were accompanied by small packages of milk powder that were shown to contain a concentrated form of the pesticide 1080 (sodium fluoroacetate). The sender demanded that the New Zealand government stop using 1080 for pest control. Sodium fluoroacetate is used to protect New Zealand’s native flora and fauna against introduced pests like possums and ferrets. Opponents, however, argue that it also kills native animals and contaminates the environment.1-2
Such criminal threats are a potential danger and weaken consumers’ trust in the food supply chain. Accurate and reliable analytical methods are needed to monitor food ingredients and final products to ensure food safety in light of this threat.
Liquid chromatography coupled to tandem mass spectrometry (LC-MS/MS) is an ideal analytical technique to detect polar analytes in complex food samples.
Here we present first results of method development to detect sodium fluoroacetate in milk and infant formula. The sample preparation protocol consists of a simple acetonitrile extraction and defatting using hexane. LC separation was achieved using a HILIC column in normal phase mode. The mass spectrometer was operated in Multiple Reaction Monitoring (MRM) mode. In MRM mode the transition of a molecular ion into a characteristic fragment ion is monitored. The monitoring of more than a single fragment ion allows not only quantitation but also highly confident identification based on the ratio between quantifier and qualifier transitions.
Initial studies show that sodium fluoroacetate can be detected at concentrations below 1 ng/mL (below 10 ng/mL in matrix) using the SCIEX QTRAP® 4500 system, with good accuracy and repeatability. Linearity for quantitation was achieved over 3 orders of magnitude (0.1 to 100 ng/mL). Future experiments are planned to further increase sensitivity, simplify sample preparation and to include an internal standard to correct low recoveries and matrix effects.
There’s so much great science buried in your Research and Clinical data. Our Informatics solutions connect all your disparate islands of information. This is how unconnected data becomes smart data.
This document summarizes a study that developed an LC-MS/MS method to simultaneously detect horse meat and the banned substance phenylbutazone (BUTE) in meat samples. The method uses peptide markers specific to horse proteins and MRM transitions to detect BUTE. Testing showed the method could reliably detect 1% horse meat contamination in beef samples and detect BUTE levels below 10 μg/kg. The LC-MS/MS approach provides a sensitive, specific and reliable multi-species screening method and allows simultaneous detection of veterinary drug residues, advantages over existing DNA- or protein-based detection methods.
This document discusses 3-monochloropropane-1,2-diol (3-MCPD) fatty acid esters, a previously unrecognized source of 3-MCPD found in foods. It finds that 3-MCPD esters are present in many thermally processed foods and refined oils and fats. Analysis of over 300 Hong Kong food samples found levels of 3-MCPD esters ranging from 100-2500 μg/kg in various vegetable oils. Estimated dietary exposure for average and high adult consumers was found to be 0.20 μg/kg bw/day and 0.53 μg/kg bw/day respectively, below safety limits. While further research is needed,
Signature Peptide MRM Optimization Made Easy for Therapeutic Protein and Pept...SCIEX
This technical note describes the results of experiments where DiscoveryQuantTM software was used to optimize compound dependent parameters and improve upon the sensitivity oAf methods obtained from the output of Skyline software for the quantitation of peptides.
Ringkasan dokumen tersebut adalah sebagai berikut:
1. Dokumen tersebut membahas tentang kebijakan nasional pengawasan dan pembinaan keamanan pangan di Indonesia.
2. Dokumen tersebut menjelaskan tentang potensi cemaran pangan dari lahan pertanian hingga siap dikonsumsi dan penyebab pangan menjadi tidak aman.
3. Dokumen tersebut juga menjelaskan tentang sistem pengawasan pangan terpadu di Indonesia yang me
Dokumen tersebut membahas tentang keamanan pangan dan kesehatan manusia. Secara garis besar, dokumen menjelaskan pengertian keamanan pangan dan faktor-faktor yang mempengaruhinya seperti sanitasi, hygiene, GMP, serta zat aditif berbahaya. Dokumen juga menyinggung pelanggaran etika dalam makanan dan minuman beserta penyebabnya, dampaknya, serta upaya penanggulangannya.
This document discusses leveraging technology to advance clinical documentation improvement (CDI) programs. It notes that current CDI programs focus primarily on revenue cycle management and have resulted in physician cynicism. The document advocates for more physician-engaged CDI programs that integrate with quality initiatives and utilize technology like computer-assisted physician documentation (CAPD) to provide real-time guidance to physicians. This could help address challenges under ICD-10 by capturing accurate clinical impressions and ensuring compliant documentation. The document concludes that successful CDI programs require advanced, clinically integrated technologies that fit with physician workflows.
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
The document summarizes a study evaluating the usability of a virtual learning environment (VLE) from the perspective of teachers at King Saud University. The study involved having teachers complete tasks in the VLE and provide feedback. Results showed that teachers were generally interested in using a VLE, found it easy to use, and thought students could learn it quickly. However, teachers also felt the VLE was overly complex, needed technical support, and was inconsistent. The study provided insights into both the positives and negatives of the VLE according to teacher users.
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...Anita Zijdemans Boudreau
Presented at the EdTech Teacher Summit, San Diego February 2016 & ORATE, WOU February 26, 2016
Learning teams work at their best when diverse perspectives, expertise, and skill sets from across all levels of the educational community unite to imagine creative ways for tackling authentic, context-specific challenges. This session describes a K-20 collaborative partnership approach to identifying and addressing problems of practice related to technology integration in schools. A creative design team—comprised of in-service teachers, pre-service teachers, a university faculty instructor, school administrator, and library & information technology teacher (LITT)—was developed to help advance the school's Future Ready mission to "maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship" (see: http://futureready.org/). Iterative design thinking was used to:
• establish a common understanding of specific challenges faced by teachers in the school;
• research, generate insights, and ideate solutions for how to address the problems using technology;
• develop and implement prototypes across different classrooms; and
• evaluate what worked and share the outcomes with the broader school community.
Some project outcomes included exploring apps for differentiating instruction, creating an open educational resource (oer) for digital citizenship, and organizing an 'hour of code' event school wide.
Ucisa presentation spotlight on digital capabilities - may 2017Chris Rowell
This document summarizes the 12 Apps of Christmas course run by Regent's University London. The course runs for 12 days and has participants trial a specific app for learning, teaching, or research each day. Participants then reflect on how apps can be used in higher education. Over 1,000 people have enrolled in the course, most hearing about it through word-of-mouth. Evaluation found that participants enjoyed the collaborative discussion and course activities. Top tips for running a similar course include allocating enough time, careful course design, maintaining participant motivation, and developing a facilitator team.
The document describes a 45-60 minute lesson plan for a 5th grade science class about observing the growth of carrot tops in different liquids. It includes:
1. An analysis of the 25 students in the class including learning styles and abilities.
2. Objectives for students to create a hypothesis, spreadsheet, graph, and presentation.
3. A description of the materials, methods, and media used which includes carrots, liquids, computers, and a group learning activity.
4. Steps for introducing the topic, having students do the activity and observations, create a spreadsheet and graph, and present their findings.
5. An evaluation rubric to assess student performance and understanding.
The document summarizes research from a study on iPad implementation across several schools in Scotland. It utilized mixed qualitative and quantitative methods including surveys, interviews, and observations. Key findings include: 1) Teaching and learning was fundamentally changed with students having personal access to iPads, allowing for more independent and collaborative work. 2) Parental engagement and interest in their child's learning increased. 3) School leadership emphasized the importance of robust WiFi infrastructure and patterns of personal device ownership for success.
Teacher-Scholar Forum - Just in Time Teaching - feb 2013 - jeff loatsJeff Loats
The document describes Just in Time Teaching (JiTT), a 21st century teaching technique where students complete online pre-class assignments and the instructor modifies lessons based on students' responses. JiTT aims to increase student preparation, communication between students and instructors, student ownership of learning, and a collaborative learning community. Research shows JiTT improves student learning outcomes, class engagement, and effective use of study time compared to traditional lecturing.
Using iPads to increase the level of student engagement in the peer review an...Daniel Mackley
A practitioner research study from the iPad Project at York St John University investigating how mobile technologies can enhance the formative assessment environment of a second year Initial Teacher Education module. This presentation was delivered at the 1st International Conference on the use of iPads in Higher Education (2014).
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
The document discusses several educational apps including Google Classroom, Edmodo, Plickers, Voicethread, and Pick Me!. Google Classroom allows teachers to create paperless assignments, communicate with students, and provide feedback. Edmodo enables teachers to create quizzes, polls, and lessons, and facilitates parent involvement. Plickers conducts polls and quizzes without requiring student devices. Voicethread creates interactive lessons. Pick Me! allows teachers to randomly select students to participate.
Defining Adaptive Learning Technology: What it is, how it works, and why it’s...DreamBox Learning
As online learning opportunities expand and blended learning models continue to evolve, it's critical to ensure education remains student-centered and focused on key learning goals. Whether students are in the classroom or using technology, it’s important for all of them to receive personalized, differentiated support as they learn. The use of "adaptive" learning technology is increasing as a way to improve the differentiation and personalization of learning for each unique student.
Attend this web seminar to learn from an experienced public educator, curriculum leader, and digital learning designer. Participants will hear about recent trends in adaptive learning, the pedagogical implications of adaptive technologies, and how digital experiences can empower students to think independently, receive specific feedback, and self-direct their learning
Take a look at how Cheadle and Marple prepared to make the switch to Moodlerooms. It will visit what was successful and why, results from student feedback on the project ad what happens next. It will also share insight into how their innovative teaching techniques encourage their students to better engage with their LMS.
Grad Cert Tertiary Learning and Teaching, my APL presentationSamuel Mann
Presentation for Grad Cert Tertiary Learning and Teaching (Level 7), Otago Polytechnic. A reflection on 10 years of teaching software engineering, capstone projects, Simpa and Sustainability.
NC3ADL Session: Leveraging Digital Media to Personalize the Path to College Readiness (Presentation provided by Angie Smajstrla)
This session will share examples of how educators are leveraging adaptable, affordable online resources from the non-profit NROC project to support teaching and learning innovations. We will look especially at how Developmental Math - An Open Program is being used both in and out of the classroom to personalize learning experiences for students striving to accelerate the path to college readiness. NROC resources are available to all NC Community Colleges through a partnership with NCCCS.
Presenter(s): Angie Smajstrla (The NROC Project); Wanda Barker (NCCCS); Kathy Davis (NCCCS); Jonathon Sweetin (NCCCS)
Improving performance in physical education using coach’s eyeryan230983
This document summarizes an evaluation of using the Coach's Eye app in a physical education lesson to improve students' forward roll performance. The lesson had students work in groups of three to film and critique each other's form using the app. Students found the app engaging and it helped them provide specific feedback and see their own progress. Using the app increased students' confidence and allowed them to work independently while developing their physical and communication skills. The teacher found Coach's Eye a useful tool for facilitating learning but encountered compatibility issues transferring videos later. Next time, the teacher would have students work in pairs for feedback.
Improving performance in physical education using coach’s eyeryan230983
This document summarizes an evaluation of using the Coach's Eye app in a physical education lesson to improve students' forward roll performance. The lesson had students work in groups of three to film and critique each other's form using the app. Students found the app engaging and it helped them provide specific feedback and see their own progress. The teacher found Coach's Eye useful for facilitating student-led learning and improving gymnastics skills. In the future, the teacher plans to use the app in pairs instead of groups of three for feedback sessions.
The document summarizes the results of a survey on the use of adaptive learning technology in K-12 education which found that 40% of respondents reported using adaptive learning software, with the top grades being 3-5, and that while educators saw benefits like personalized learning, there were also challenges around technology infrastructure and aligning software with pedagogical approaches.
This document summarizes several educators' use of technology to improve student learning. Key points include:
- Teachers used tools like Edmodo, Google Docs, Blackboard, Learn360 and videos to engage students, provide alternative ways for students to interact with material, and offer differentiation.
- Evidence of impact included increased student engagement, collaboration, access to information, and opportunities for feedback and assessment.
- Moving forward, teachers planned to continue and expand their use of technology tools to further transform learning and meet varied student needs.
Teach Talk: Devices are taking over the classroom - so what next?FrogEducation
The revolution has arrived. Mobile devices are in our classrooms, but after technical issues have been resolved, how do you actually use devices as a teaching resource? Hear how schools are using devices in the classroom to improve learning and increase student engagement.
The document discusses using e-portfolios to support student work placements. It describes how 43 business and management students were given access to an e-portfolio tool called iWebfolio to enhance communication, assist with placement assessment, and allow students to build a record of work for future employability. Student and staff feedback indicated that successful implementation required the e-portfolio to be integrated into systems regularly used and formally assessed, and for tutors to actively engage with and provide feedback through students' portfolios.
Similar to ChemDraw for iPad in organic chemistry courses (20)
O documento discute o uso do kit PlGF 1-2-3 da PerkinElmer para triagem da pré-eclâmpsia. O kit permite identificar mulheres com alto risco de pré-eclâmpsia no primeiro trimestre de forma sensível. Quando usado em conjunto com outros fatores, como histórico médico e pressão arterial, pode prever até 88% dos casos de pré-eclâmpsia precoce. O documento também descreve como o tratamento precoce com aspirina em mulheres de alto risco identificadas pela triagem pode reduzir significativamente os casos de pré-
O documento descreve o novo instrumento chemagic Prime, uma solução automatizada para extração de DNA e RNA de amostras humanas. Ele usa esferas magnéticas em vez de placas para separar ácidos nucleicos de forma mais pura e intacta, reduzindo o risco de contaminação. O instrumento fornece extração de alta qualidade de DNA e RNA de várias amostras, como sangue total e tecidos, para aplicações como NGS, genotipagem e PCR.
Por que a triagem para SCID?
A Imunodeficiência combinada grave (SCID) é um grupo de distúrbios caracterizados por um defeito grave na produção e no funcionamento da célula. Normalmente, bebês com SCID falecerão por infecções antes de um ano de idade, a menos que o sistema imunológico do bebê seja restaurado através de tratamento [1].
Solução com marca CE para triagem SCID
A PerkinElmer tem orgulho em apresentar o primeiro ensaio comercial para triagem de TREC. O ensaio faz parte de um sistema completo, com marca CE para garantir o uso seguro e eficaz como um auxiliar na triagem de SCID.
A União Europeia está considerando novas regras para veículos autônomos. As regras propostas exigiriam que os fabricantes de veículos autônomos assumam mais responsabilidade por acidentes e garantam que os sistemas de direção sejam projetados para proteger os pedestres e ciclistas. A Comissão Europeia espera que as novas regras ajudem a promover o desenvolvimento seguro de veículos autônomos na UE.
O cromatógrafo a gás/espectrômetro de massas (GC/MS) portátil Torion® T-9 da PerkinElmer traz novo significado à portabilidade. Pesando apenas 14,5 quilos, este GC/MS também é rápido, confiável e de fácil utilização.
O documento descreve os sistemas Clarus 590/690 GC da Agilent e como eles, juntamente com o software TotalChrom e soluções prontas, podem melhorar a produtividade dos laboratórios ao fornecer recursos fáceis de usar, interface intuitiva de tela sensível ao toque e métodos pré-configurados para aplicações comuns.
A PerkinElmer apresenta uma plataforma automatizada para transferência de líquidos que oferece reprodutibilidade, redução de erros e operação sem necessidade de supervisão contínua. A plataforma possui diferentes tamanhos e configurações para atender às necessidades dos clientes e recursos como seringas, ponteiras descartáveis e software para criação e execução de protocolos de forma simples.
Como a PerkinElmer contribui para diagnósticos mais rápidos?PerkinElmer, Inc.
Uma doença detectada precocemente, pode acelerar a inicialização de tratamentos eficazes, que mudarão a história de vida de crianças portadoras de doenças raras e, de seu núcleo familiar.
Como a PerkinElmer contribui para diagnósticos mais rápidos?PerkinElmer, Inc.
Uma doença detectada precocemente, pode acelerar a inicialização de tratamentos eficazes, que mudarão a história de vida de crianças portadoras de doenças raras e, de seu núcleo familiar.
O documento discute Pré-eclâmpsia, uma condição grave na gravidez caracterizada por pressão arterial elevada que pode ocorrer rapidamente e colocar em risco a vida da mãe e do bebê. A Pré-eclâmpsia afeta 8-10% das gestantes e é uma das principais causas de morte materna e infantil no mundo. Sintomas incluem forte dor de cabeça, dificuldade para respirar, náuseas, alterações de visão, inchaço e ganho de peso rápido. O tratamento precoce com baix
Mais do que nunca, tornou uma premissa para os produtores de carnes, Frigoríficos e Laboratórios, garantirem a segurança e a qualidade dos alimentos que produzem.
Saiba como o DA 7250 pode te ajudar a garantir todos os certificados de segurança e qualidade.
Os kits NEXTflexTM da PerkinElmer fornecem soluções completas para a preparação de bibliotecas para sequenciamento de nova geração (NGS), com protocolos rápidos, alta sensibilidade, flexibilidade e qualidade superior de dados. Os kits estão disponíveis para diversas aplicações como sequenciamento de amplicons de BRCA1 e BRCA2 e RNA pequeno.
O documento descreve o LabChip® GX Touch, uma plataforma de alta tecnologia que integra a praticidade de um sistema de simples operação ao toque dos dedos. O sistema permite realizar análises de eletroforese em chip em questão de segundos, substituindo a tradicional eletroforese em gel. O usuário prepara rapidamente a amostra no chip e obtém resultados qualitativos e quantitativos de DNA ou RNA de forma automática e precisa.
Analysis of Impurities in Semiconductor-Grade Hydrochloric Acid with the NexI...PerkinElmer, Inc.
This document discusses the analysis of impurities in semiconductor-grade hydrochloric acid (HCl) using inductively coupled plasma mass spectrometry (ICP-MS). HCl is commonly used to clean silicon wafers during semiconductor production, and increasingly stringent purity standards are required. ICP-MS provides the necessary low detection limits for trace metal analysis down to parts-per-trillion levels. However, polyatomic interferences from argon, oxygen, and hydrogen ions must be addressed. The PerkinElmer NexION 2000 ICP-MS uses reaction, cool plasma, and quadrupole modes to remove interferences and achieve detection limits below 1 ng/L for most elements, allowing accurate analysis of impurities in
High Quality DNA Isolation Suitable for Ultra Rapid SequencingPerkinElmer, Inc.
1) Modifications were made to decrease the time for whole genome sequencing (WGS) including faster DNA isolation, optimized sample preparation, sequencing and bioinformatics analysis.
2) DNA isolation using the chemagic MSM I instrument was optimized to isolate DNA from 24 blood samples in 1.5 hours, yielding 40 μg/mL of high quality DNA suitable for sequencing.
3) Sequencing on an Illumina HiSeq 2500 was modified for ultra rapid runs, taking approximately 20 hours to sequence a genome to 40x coverage while maintaining over 90% of bases above Q30. Alignment and variant detection using Isaac software took less than 3.5 hours.
O documento apresenta a linha de eletroforese capilar automatizada LabChip GX Touch da PerkinElmer, que oferece análises rápidas e precisas de DNA e RNA. Os sistemas Labchip GX Touch podem analisar de 12 a 384 amostras por corrida e determinar tamanhos de fragmentos, concentrações e molaridades. O documento também fornece contatos para obter mais detalhes.
Analysis of In-Service Oils Following ASTM D5185 with the Avio 200 ICP-OESPerkinElmer, Inc.
With heavy machinery, it is important to assess its status during operation to prevent breakdowns and costly repairs. A key aspect is monitoring the status of the oil or lubricants used to lubricate various components such as engines, transmissions, gearboxes and many other important areas: if the oil degrades too much or becomes highly contaminated, it can damage various components. While many aspects of in-service oils need to be monitored, the metal content provides information about the condition of both the engine and the oil itself to help determine the health of the engine and when the oil needs changing. Because of its importance, ASTM created a method for the analysis of in-service oils: method D5185.
Analysis of Oil Additives Following ASTM D4951 with the Avio 200 ICP-OESPerkinElmer, Inc.
When blending base oils and additives for use as lubricants, it is important to know and control the concentrations of certain
elements for optimal performance and longer engine life. Because this process is so crucial, ASTM developed a method
for monitoring this procedure: ASTM method D4951, which covers barium (Ba), boron (B), calcium (Ca), copper (Cu), magnesium (Mg), molybdenum (Mo), phosphorus (P), sulfur (S), and zinc (Zn). However, not all these elements need to be measured all the time – the blends and additives are specified
to meet certain performance specifications which can vary among oil types, depending on their final use.
Mending Clothing to Support Sustainable Fashion_CIMaR 2024.pdfSelcen Ozturkcan
Ozturkcan, S., Berndt, A., & Angelakis, A. (2024). Mending clothing to support sustainable fashion. Presented at the 31st Annual Conference by the Consortium for International Marketing Research (CIMaR), 10-13 Jun 2024, University of Gävle, Sweden.
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...Sérgio Sacani
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
(June 12, 2024) Webinar: Development of PET theranostics targeting the molecu...Scintica Instrumentation
Targeting Hsp90 and its pathogen Orthologs with Tethered Inhibitors as a Diagnostic and Therapeutic Strategy for cancer and infectious diseases with Dr. Timothy Haystead.
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Immersive Learning That Works: Research Grounding and Paths Forward
ChemDraw for iPad in organic chemistry courses
1. ChemDraw for iPad in organic
chemistry courses
Layne A. Morsch University of Illinois Springfield
Michael Lewis Saint Louis University
Hans Keil PerkinElmer
Patrick Diller McGraw-Hill Education
March 18, 2013
Mobile Technology in Undergraduate Chemistry
Courses
247th ACS National Meeting
Dallas, TX
2. Course Overview UIS
Began teaching from iPad fall 2012
Taught using a lecture plus problem solving format for
Summer and Fall
Teaching with a flipped course model Spring 2014
Pilot in summer class with 18 students continued in Fall
semester with 59 students
Currently using with 40 students
3. Classroom Use
Summer – iPads loaned from
Perkin Elmer
In class problem solving
Summer - Exam questions
Student groups studying
outside class
In class problems encourage
attendance
4. ChemDraw Structures, Mechanisms and Syntheses
Students were asked to:
Draw a structure with 5+ carbons
that would be water soluble
Draw the enantiomer and a
diastereomer of a structure
Draw the product of an E1
elimination reaction
Draw the mechanism of an SN2
substitution reaction
Write out a several step synthesis
5. Flick-to-Share
I use Flick-to-Share to create a
class group
I can send Flicks to the whole
class
They can work out the problem
and flick the result back to me
Students that have iPads can
Flick to each other while
studying
6.
7.
8. Improved Learning Environment
100% engagement in problem solving
Students learn to draw more accurate
mechanisms
Students gain extensive experience with
ChemDraw
9. ChemDraw for iPad Fall Student Survey | Top Findings
Working Well + Pain Points -
• Easy to draw structures, overall
• Builds better comprehension of course
material though group practice
• Helps with learning & error correction
• Prof can easily review students work in
class
• Needs effective group sharing options
• Drawing and sharing takes up class time
• Considerable learning curve to start
drawing
• Perception of it working inconsistently
Survey distributed December 11, 2013 (n=15)
10. Professor Interview | Dr. Layne Morsch (University of Illinois)
“ChemDraw for iPad continues to allow
me to force students to engage and give
them better feedback on their structures.”
“Sorting Flicks by name, date comes in
really handy. Makes it easier to grade.”
Use and satisfaction of ChemDraw for iPad in
class has improved with recently added drawing
and text tools.
Flick-to-Share not sending to >15 students at a
time still impedes use in class, with students.
Plans to increase the use of ChemDraw for iPad
in class with a ‘flipped classroom’ structure in
Spring.
Working Well +
• Engaging students in real time
• Sorting received Flicks
• Reviewing student work in class
Pain Points –
• Cannot send to a group of students at a time
• Cannot remove people from a group
Summary of interview December 6, 2013
11. Student Evaluation Details | University of Illinois
5.15.7
1 Low High
7
5.5 3.8
1 Low High
7
1 Low High
7
1 Low High
7
University of Illinois Springfield 16 Weeks of Use, December 2013 (n=15)
Ease of Drawing
Structures
Perceived
Efficiency
Overall
Satisfaction
Perceived
Usefulness
Ease of Sharing
Structures
• Easy after learning curve
• Simple, good design
• Helps with correction
• Helps students understand
materials
• Easier, quicker than paper
• Easy after learning curve
• Clean and precise
structures
• Helps with correction
• Takes a lot of time to draw
• Learning curve
• Not everyone gets or
receives 'Flicks'
• App 'acts up', feels
inconsistent
• Can learn and practice
drawing as a class
• More efficient than
paper
• Took up class time
• Easy if sharing
w/individuals
• Students not receiving
Flicks
• Takes time to receive
Flicks
• Works inconsistently
“It was hard to get at first, once
you do it is easier.”
“Now that I have plenty of
practice I really enjoy and think
ChemDraw is a great thing.”
“The buttons are simple and
self-explanatory so it’s hard to
make mistakes.”
“It’s easy and it helps students
understand bonds and
structures.”
“The app allows drawing
structures & reactions quickly
and accurately.”
“Awesome to have this program
especially since it would let you
know if something wasn't quite
right.”
“They are cleaner and more
precise than writing them by
hand.”
“It takes a lot of time to draw
structures depending on the
complexity.”
“If you don't have a lot of
experience with using it then it’s
hard to go fast.”
“It was a little difficult to
grasp however it does make
drawing structures less
intimidating.”
“Works well the majority of
the time however every
once in a while there are
glitches”
“Sometimes things don't
send & it does not work for
the Flick-to-Share.”
“I've enjoyed the added
practice with using
ChemDraw to work
problems in class.”
“Simple and easy to use as
compared to online
version.”
“It's nice to be able to do
them as a class together
and the talk about the
reactions and what was
wrong.”
“Practice is essential and
this allows for more practice
and use.”
“More useful if I was able to
receive things from my
professor.”
“It is useful for drawing
structures but sometimes
takes too long.”
“It was easy for me to share
with the instructor but when the
instructor would try to share with
us, most of the students
wouldn't receive anything..”
“When the instructor sent mass
flicks I wouldn't receive them,
yet I logged into Flick and would
receive if just sent to me.”
“I never, during the whole
semester using it, got a
structure from anyone else.”
“Annoying waiting forever to
receive Flicks from the
professor.”
“Easy as long as there was only
one or two people to share the
structures with.”
1 Low High
7
5.8
12. Student Evaluation Details | iPad Ownership
Currently own and use iPad in class (n=4)
These students rated the app higher in overall satisfaction
Ease of Drawing
Structures
Perceived
Efficiency
Overall
Satisfaction
Perceived
Usefulness
Ease of Sharing
Structures
Currently borrow iPad for use in in class (n=11)
These students rated the app higher overall in ease of drawing structures and efficiency
Ease of Drawing
Structures
Perceived
Efficiency
Overall
Satisfaction
Perceived
Usefulness
Ease of Sharing
Structures
5.35.5
1 Low High 7
5.3 3.3
1 Low High 7 1 Low High 7 1 Low High 71 Low High 7
5.0
5.05.8
1 Low High 7
5.5 4.0
1 Low High 7 1 Low High 7 1 Low High 71 Low High 7
6.1
13. Student Evaluation Details | Over Time, Semesters
University of Illinois Springfield 6 Weeks of Use, July 2013 (n=7)
Ease of Drawing
Structures Overall Satisfaction Perceived Usefulness Ease of Sharing Structures
5.0 4.6 4.35.1
1 Low High 71 Low High 71 Low High 71 Low High 7
University of Illinois Springfield 16 Weeks of Use, December 2013 (n=15)
Ease of Drawing
Structures Overall Satisfaction Perceived Usefulness Ease of Sharing Structures
5.15.7
1 Low High 7
5.5 3.8
1 Low High 7 1 Low High 7 1 Low High 7
14. 1. ChemDraw for iPad was seen by the students as largely easy to use,
after an initial learning period.
2. Lack of Flick-to-Share working effectively with groups of 15+ students at a
time impedes use in class as well as student satisfaction with the app.
Multiple students reported frustration in not receiving ‘Flicks’.
3. Students who borrowed iPads for use in class (n=11) rated ChemDraw
for iPad higher, on average, in ease of use, usefulness, and perceived
efficiency than students who used their own iPads in class (n=4).
4. Average ratings for all usability measures increased, with the exception of
ease of sharing structures, across the surveys distributed at 6 weeks of
use (summer) and 16 weeks of use (winter).
ChemDraw for iPad Fall Student Survey | Top Findings
Survey distributed December 11, 2013 (n=15)
15. Implementation at SLU
• The iPads were used in a four-week Organic II course with
26 students during the summer of 2013.
• Questions were asked of the students that involved
structure/reaction/mechanism drawing.
• Students emailed structures to the instructor.
• Credit (~1.5% of the overall grade) was attached to
participating.
• Answers were shared and discussed.
• Flick-to-Share was not used due to the short duration of the
course.
– Getting everyone enrolled quickly.
– Lack of a quick way to organize the student files.
16. Student Use and Perception
• The students reported liking the use of the technology; they
thought it added to their overall learning experience.
• This corresponded to class participation. Almost every
student submitted structures when asked.
– Even though they still got credit for submitting by the
end of the day.
• Student attendance was much higher than usual for
summer course.
17. Student Performance
• The ACS standardized exam for Organic Chemistry was given
at the end of the course, as it was for the same course the
previous summer.
• The students who used the iPads scored 6/70 higher; this
corresponds to an improvement of 17 percentile points.
• The only policy difference between the summer 2012 and
summer 2013 courses was the iPad implementation.
18. Saint Louis University 1 Week of Use (n=21)
Ease of Drawing
Structures Overall Satisfaction Perceived Usefulness Ease of Sharing Structures
“After playing around with it…
it is very easy to figure out
and and use.”
“Good for basic structures.”
“Tapping with finger is much
easier than clicking and
dragging.”
“It is slower then drawing by
pen and paper.”
“Overall the app is very user
friendly.”
“I am able to save important
reactions and use the
documents like flashcards.”
“It is helpful, but it takes some
adjustments to use the app
correctly and it has a few
features that could be
improved.”
“It’s nice to have because it
makes participating in
examples easier.”
“It aids my learning
experience.”
“Helpful for sharing and
checking work but I find it
easier and quicker to just
use pen and paper.”
“Amazingly easy and perfect!”
“Easy with the direct email link.”
“Email is fine, but can get cluttered in
the inbox. Sending multiple files at
once from a gallery is better.”
“Would enjoy a network to sign in
through classes and have a group
Dropbox type thing.”
Student Evaluation Details | Saint Louis University
5.55.4
1 Low High 7
6.0 6.1
1 Low High 7 1 Low High 7 1 Low High 7
19. Student Evaluation Details | Saint Louis University
“It’s nice to have because it makes participating in examples easier.”
“It is very useful, but still need to take notes on paper.”
20. Difficulties
Slower to draw reactions/mechanisms than
freehand
Manual analysis of responses
Note Taking
21. 2121 These intentions may change without notice as we respond to customer requirements.
Newest Version
Increase # and type of arrows
Text Tool
Group Flick
Export to PNG or PDF that
students can include in lab
reports or papers
Sorting of Flicks received
Addition of periodic table that allows
creation of any molecular formula
Templates that include:
Newman, Haworth, Fischer projections
Bicyclics, sawhorse, chair structures
22. 2222 These intentions may change without notice as we respond to customer requirements.
Future Development
Additional templates
Biochemistry – amino acids, DNA/RNA
Apparatus
More closely integrate into the classroom setting
More pilots, more learning
Gann Academy (high school), Boston University
ChemDraw Web
Wider usage for “lap top generation”
23. Acknowlegments
Hans Keil, PerkinElmer Business Line Leader, Personal Applications
Dr. Phil McHale, PerkinElmer Product Manager
Patrick Diller, McGraw-Hill Education
Robin Smith, PerkinElmer R&D Leader
Jennifer McCormick, User Experience
Kara McElwrath, UIS Assistant Director of Client Services