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Gotowa bibliografia na temat „Course”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 sierpnia 2024

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Artykuły w czasopismach na temat "Course"

Norcross, John C. "Which Course, Which Course? The Undergraduate Courses Expected by Graduate Psychology Programs". Eye on Psi Chi Magazine 1, nr 3 (1997): 16–18. http://dx.doi.org/10.24839/0033-2569.eye1.3.16.

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Xu, Haixia, i Libby V. Morris. "Collaborative Course Development for Online Courses". Innovative Higher Education 32, nr 1 (19.01.2007): 35–47. http://dx.doi.org/10.1007/s10755-006-9033-5.

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Winford, George M. "Reporting, Editing Courses Merged into Single Course". Journalism Educator 40, nr 4 (grudzień 1985): 14–15. http://dx.doi.org/10.1177/107769588504000405.

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Stangroom, Jeremy. "A Course Is a Course, of Course?" Philosophers' Magazine, nr 4 (1998): 10–11. http://dx.doi.org/10.5840/tpm199843.

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Leggas, M., K. Kuo, G. Cloud, M. Li, H. Wang, R. Zhang, F. Robert i J. J. Rinehart. "Effects of dexamethasone (Dex) pretreatment on toxicity and efficacy of carboplatin and gemcitabine (Carbo/Gem) in patients with non-small cell lung cancer (NSCLC)". Journal of Clinical Oncology 25, nr 18_suppl (20.06.2007): 18124. http://dx.doi.org/10.1200/jco.2007.25.18_suppl.18124.

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18124 Background: Our preclinical data showed that treating mice with Dex 4 days prior to chemotherapy increased efficacy and decreased toxicity of Carbo/Gem in nude mice bearing human NSCLC by increasing drug concentration in tumors, and decreasing drug concentration in normal tissue without altering plasma pharmacokinetics (PK). Thus, we undertook a Phase I/II trial to determine the optimal dose of Dex, and the effect of Dex on Carbo/Gem plasma PK. Methods: Patients (n=30) with untreated, stage IV NSCLC and PS =2 received Gem, 1g/m2 days 1&8, and Carbo, AUC 5.5 on day 1. Patients were randomized (1:2:2) to receive no Dex (arm 1), or Dex at 8 and 16 mg bid po 4 days before and on day 1 (arms 2 and 3). Dex was administered in courses 2, 3, and 4 (only) to allow course 1 vs course 2 intra-patient toxicity and Carbo/Gem plasma PK assessment. Plasma samples were analyzed by HPLC for Carbo/Gem. Plasma PK analysis was performed with NONMEM v5 using a 5-compatment or 2-compartment structural models for Gem and Carbo. Results: Patients in arms 1, 2, and 3 were similar in PS, age, gender, and histology. In arms 1, 2, and 3, patients completing 4 planned courses of therapy: 1/6, 6/12, 9/12; partial responses (RECIST): 2/6, 7/12, and 8/12. Hematologic toxicity in arms 1 (no Dex), 2, and 3 (Dex) was compared. Platelet nadirs (course2÷course1): 0.6±0.2, 3.77±2.0, 3.4±0.72 (p<0.02); AGC nadirs: 1.1±0.3, 2.32±0.4, 4.95±1.04 (p< 0.01); Change in median time to recovery from day 1 (course 2-course 1) of AGC to 1,500 mm3 in days: +9, -15, -19; Change in median time to recovery of platelets to 100,000 mm3: +5, -1, -1.5. Comparison of nadir AGC and platelets between courses 2, 3, and 4 consistently demonstrated superiority of arm 3 over arm 2. No significant differences in non-hematologic toxicities were seen between arms 1, 2 and 3. Gem and Carbo clearance values were not significantly different among arms or courses. Area under the time-concentration curves (course2÷course1): 0.91±0.18, 0.77±0.15, 0.80±0.16. Conclusions: Dex pretreatment appears to reduce toxicity and improve efficacy of Carbo/Gem in NSCLC patients, with arm 3>2. These effects are not due to alteration of plasma PK since no significant decrease in chemotherapy exposure was observed in arms 2 and 3. [Table: see text]

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Jadhav AK, Jadhav AK, Mulla NH Mulla NH, Prasad HB Prasad HB i Kadam DB Kadam DB. "Study of Clinical Course and Prognostic Factors Affecting Course of Septicemia". International Journal of Scientific Research 3, nr 2 (1.06.2012): 397–99. http://dx.doi.org/10.15373/22778179/feb2014/130.

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Olszewski-Kubilius, Paula, i Jeff Yasumoto. "Factors Affecting the Academic Choices of Academically Talented Middle School Students". Journal for the Education of the Gifted 18, nr 3 (lipiec 1995): 298–318. http://dx.doi.org/10.1177/016235329501800306.

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This study examines the factors that influence the couise choices of gifted middle school students who participated in a summer academic program. Specifically, we studied factors that influence the choices between math, science, and verbal oriented courses. The factors included gender, race, ability, previous educational experiences, interests, and parental attitudes. Results show that there was a gender difference favoring males for selection of math and science courses over verbal ones. Parental attitudes and previous educational experiences influenced the selection of a math class over a verbal course. Parental attitudes and race influenced the selection of a science course over a verbal course. The importance that parents place on mathematics and science for the child's future had the most powerful influence over a student's selections compared to other variables and appears to offset negative attitudes that might prevent females from selecting math courses.

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Carayannopoulos, Kallirroi Laiya, Shivani Dadwal, Marissa Laureano, John Neary, Leslie Martin i Kim Lewis. "The McMaster Internal Medicine Royal College Review Course". Canadian Journal of General Internal Medicine 18, nr 3 (14.09.2023): 16–25. http://dx.doi.org/10.22374/cjgim.v18i3.698.

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Background: Certification exams are the final hurdle residents overcome to complete training. Despite their high-stakes nature there are few dedicated preparation resources. In response, we created the McMaster Internal Medicine Royal College Review Course and administered a survey to participants to assess the design of the course and its perceived value. Methods: The course was offered as three-hour lectures hosted every one to two weeks for a total of 15 sessions. Each session was dedicated to a specific subspecialty. Following completion of the exam, we distributed a survey to participating residents. Three iterations of this course were studied between 2018–2021. Results: 112/139 residents completed the survey. 92.8% of participants found the course valuable and 70.6% felt it helped to reduce exam anxiety. Most participants (78.6%) engaged with the course during the presentations and used the resources for review during independent study. Conclusion: This review course presents a valuable exam preparation resource for residents. This survey demonstrated a desire for the course to continue and may present an opportunity for other residency programs to offer similar courses. RésuméContexte: Les examens de certification sont le dernier obstacle que les résidents doivent franchir pour achever leur formation. Malgré les enjeux importants qu’ils représentent, il existe peu de ressources dédiées à la prépa-ration. C’est pourquoi nous avons créé le cours de révision du Collège royal de médecine interne de l’Université McMaster et mené une enquête auprès des participants afin d’évaluer la conception du cours et sa valeur perçue. Méthodes: Le cours a été proposé sous forme de conférences de trois heures organisées toutes les une à deux semaines, pour un total de 15 sessions. Chaque session était consacrée à une sous-spécialité spécifique. Une ois l’examen terminé, nous avons distribué une enquête aux résidents participants. Trois itérations de ce cours ont été étudiées entre 2018–2021. Résultats: 112/139 résidents ont répondu à l’enquête. 92,8% des participants ont trouvé le cours utile et 70,6% ont estimé qu’il avait contribué à réduire l’anxiété liée à l’examen. La plupart des participants (78,6 %) ont participé au cours pendant les présentations et ont utilisé les ressources pour réviser pendant les études indépendantes. Conclusion: Ce cours de révision constitue une ressource précieuse pour la préparation des examens pour les résidents. L’enquête a montré que les participants souhaitaient que le cours se poursuive et que d’autres programmes d’internat pourraient proposer des cours similaires.

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Evans, Shelley M. "Personalities of Introductory Course Instructors and Course Completion". Journal of College Student Retention: Research, Theory & Practice 22, nr 1 (27.07.2017): 2–16. http://dx.doi.org/10.1177/1521025117720389.

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Online courses are often criticized for having lower retention rates than traditional courses, especially introductory courses. This study aimed to determine whether there was a relationship between online and traditional instructor personality traits and course completion rate for introductory course instructors at a higher education institution in the Western United States. Instructor personality traits, as measured by the NEO Five-Factor Inventory-3 (NEO-FFI-3), were correlated with student course completion rate. Independent t tests were used to determine whether the relationship differed as a function of modality. There were no statistically significant relationships found between online and traditional instructor personality traits and course completion rate, but there were statistically significant differences between modalities for extroversion, agreeableness, and course completion rate. The results imply the traditional modality better supports individuals with these traits and allows for greater expression of the traits. The findings provide a greater understanding of the diversity among teachers in different modalities.

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Sullivan, Gary, i Ian R. Jones. "Membership course or Masters course?" Psychiatric Bulletin 21, nr 7 (lipiec 1997): 449–50. http://dx.doi.org/10.1192/pb.21.7.449.

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Doctors who are embarking upon general professional training in psychiatry as Senior House Officers (SHOs) are now faced with making a choice between two types of training schemes. The first type offers training on a membership course aimed primarily at teaching the skills required to pass Part 1 and Part 2 of the MRCPsych. The second type offers training on a university course leading to the award of a Masters degree in psychiatry.

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Rozprawy doktorskie na temat "Course"

Olsson, Andreas. "Visualizing courses : Improved Tools for University Course Planning". Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-173783.

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It is important for University students to be able to have a clear picture of their education, both what they have accomplished so far and what is ahead of them. Students at the technical faculty have a lot of freedom to study a great variety of courses. But with great freedom comes great responsibility. The problem is the lack of information given to the students about their progress towards graduation. This master thesis was made to find ways of visualizing the Information Technology program. The goal was to find visualizations that, at a later stage, could be made interactive and serve as a guidance tool for students. The work resulted in various graphs that presents the study program, as well as some interactive visualizations made from an application that served as a proof of concept on how the tool could work.

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Wopat, Alexander J. "Responsibilities of general managers of Wisconsin golf courses". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006wopata.pdf.

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Assadi, Hervé. "Réponses physiologiques au cours d'exercices intermittents en course à pied". Phd thesis, Université de Bourgogne, 2012. http://tel.archives-ouvertes.fr/tel-00817851.

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Les objectifs de ce travail étaient d'analyser les réponses physiologiques au cours d'exercices intermittents en course à pied et de déterminer i) un test d'évaluation de la vitesse maximale aérobie (VMA) adapté aux exercices intermittents ; ii) les exercices intermittents permettant une sollicitation maximale de la consommation d'oxygène (VO2max) ; iii) les facteurs physiologiques et neuromusculaires limitant la durée des exercices intermittents.La première étude a permis de montrer que la réalisation d'un exercice intermittent alternant des périodes d'effort de 30 s avec des périodes de récupération de 30 s (30s-30s), à la VMA atteinte à la fin du test intermittent incrémental 45-15FIT, permettait à la fois de réaliser un grand nombre de répétitions et de solliciter un fort pourcentage de la VO2max pendant la durée de l'exercice. Lors de la seconde étude nous avons montré que les exercices intermittents de type 5s-15s, 30s-30s et 60s-60s, courus à la VMA permettaient de solliciter un fort pourcentage de la VO2max. L'exercice intermittent de type 30s-30s est celui qui permet néanmoins de réaliser le plus grand nombre de répétitions. Une part plus importante de la glycolyse dans la production d'énergie réduit le nombre de répétitions lors de l'exercice de type 60s-60s par rapport à l'exercice de type 30s-30s ; une fatigue musculaire causée par un plus grand nombre d'accélérations et de décélérations réduit quant à elle le nombre de répétitions lors de l'exercice de type 15s-15s, par rapport à l'exercice de type 30s-30s. Les résultats de la troisième étude ont confirmé que les exercices intermittents de type 5s-15s, courus à la VMA, induisaient une fatigue musculaire plus importante, due essentiellement aux nombreuses accélérations et décélérations. Il a également été montré qu'à la suite d'un exercice pré-fatigant des muscles extenseurs du genou (contractions musculaires évoquées par électromyostimulation vs contractions volontaires isométriques), le nombre de répétitions lors de l'exercice intermittent 30s-30s était réduit, mais que le pourcentage de temps passé à plus de 90% de la VO2max n'était pas diminué par rapport à la réalisation sans pré-fatigue.L'ensemble de nos travaux permettent de définir un ensemble d'exercices intermittents qui, lorsqu'ils sont courus à la VMA évaluée lors du test 45-15FIT, permettent d'atteindre un niveau élevé de sollicitation du système aérobie, dont l'exercice de type 30s-30s pourrait constituer un exercice "standard"

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Engel, Jim, i Jim Menas. "Telemetry Course". International Foundation for Telemetering, 1995. http://hdl.handle.net/10150/611494.

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International Telemetering Conference Proceedings / October 30-November 02, 1995 / Riviera Hotel, Las Vegas, Nevada
This paper presents a new multimedia CD ROM course on Telemetry that has is just being developed for DoD by the Defense Test and Evaluation Professional Institute (DTEPI). The paper will discuss the Commercial Off the Shelf (COTS) software packages that were used to develop the course. It will discuss the methodology used to develop the course and lessons learned in its development. During the presentation of this paper a computer and VGA projector will be used to show some of the material in the course. This is the second CD ROM course developed by DTEPI, the first one was on Time, Space-Position Information (TSPI). The TSPI course has been completed, passed Beta testing at most of the National Ranges, and has been released. About 800 CD ROM disks have been distributed to the Ranges and other qualified users. The Telemetry course will be similarly completed and distributed. The course is intended to be an introduction to the subject of telemetry for use by engineering professionals just entering the workforce, by professionals cross training into T&E, and by others with a need or desire to understand telemetry. The value of developing an interactive course using audio narration, animations, as well as still pictures and video of actual instrumentation and equipment cannot be overemphasized. This multimedia environment makes the explanation of concepts like an optical encoder easily understandable as the student can "see" a simulation of the encoder in operation. The course is designed to be self paced with students controlling their own progress and choosing the topics they want to cover. The student also has the option to print a hard copy of the page narration or read them on screen. The course facilitates the rapid learning of the jargon of telemetry, all the essential acronyms, the way telemetry systems work, what they look like, and many of the limitations of telemetering systems. The course covers the History of Telemetering, Telemetry Subsystems, Range Applications, Telemetry Schemes, Theory of Operation, Telemetry Processing Systems, Testing Telemetry Systems, and other Miscellaneous Topics. It will afford the student a lot of insight into telemetry without the mathematics and detail required of a telemetry design engineer.

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Lancaster, Audrey B. "Enhanced Cross Country Running Course Design: A Study of Historic and Recent Courses, Other Landscape-Based Sports, Athlete Psychology, and Course Elements". DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/939.

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Literature suggests that the original and "pure" elements of cross country course design have faded through time; in order to wholly enhance course design the original elements must be preserved and united with desired modern course elements. "Pure" sport is defined by an athlete's struggle and persistence that occur amidst tough competition, rugged course elements, and physical pain. In addition to identifying the desired elements through literature review, case studies, and self-experience of cross country course design, it was necessary to confirm the desired elements through interviewing eight key informants. The key informants were renowned and accomplished NCAA cross country coaches selected to represent a wide geographic. These eight informants were interviewed to unveil which elements of cross country courses were desired, important, essential, would advance design, and are underutilized and present in their favored courses. The results from the interviews confirmed a deep desire for enhanced course design by unionizing the elements present in the "pure" sport of cross country with contemporary desired elements. The new "pure" sport of cross country can be obtained through the utilization of the elements revealed within this thesis. Designing courses that will provide unchanged emotions from the "pure" sport of cross country, yet do not incorporate excessively rough course elements, will be the new "pure" sport of cross country. Overall, the results show designing for the athlete, which includes safety, well defined routing and proper carrying capacity, an accomplished sense of place, advanced technologies and facilities, sport appropriate and safe footing and reasonable terrain, and spectator engagement, would considerably improve design. In order to preserve the "pure" sport of cross country while also integrating modern desired and necessary elements, course designers must use pioneering design methods in order to incorporate all of the desired elements. The main objective of this research was accomplished and has established a foundation upon which subsequent research efforts may begin. This work serves as a catalyst to improving cross country course design by attaining the knowledge of proper, intensified, and innovative design.

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Allen, Michael S. (Michael Scott) 1975. "6.270 course notes". Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80037.

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Martin, Michael T. "Christian Crash Course". Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/116.

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Shailaja, Maddala. "Course review system". Kansas State University, 2015. http://hdl.handle.net/2097/19007.

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Master of Science
Department of Computing and Information Sciences
Mitchell Neilsen
The Course Review System (CRS) application reviews courses and their feedbacks, thereby providing a platform to learn about the courses being offered at Kansas State University (KSU) before enrollment. This can help current and also prospective students who are planning to enroll in courses at KSU to form an idea about the courses being offered at KSU. For the CRS application graduate and undergraduate level courses from 16 departments at KSU were included. Users can rate a course on a scale of 1 to 5 in three categories namely: Difficulty, Grading, and Learning Curve. Statistical analysis was used to display the top 10 courses in each department for each rating category. A recommendation feature which recommends courses to users based on the courses they are currently viewing was added to provide users with recommendations. Users could post their reviews and comments in the comments section. In addition to this we also have a ‘Questions and Answers’ section allowed users to ask questions and any interested user could answer them in that forum. Dimensional Research conducted a survey about the impact of opting courses via online reviews, in which 88% of respondents were influenced by online course reviews when selecting an online course [17]. In addition to the survey however, rational thinking suggests that obtaining an idea about a course involves reading through the experiences of actual users before deciding to select a course. Therefore, the proliferation of various review websites, including software application reviews, plays a major role. Reviews and ratings of a course provides users with an idea about the course they intend to take up and also helps in effectively planning out coursework for the semester. As users are looking for information to help them choose the most suitable course for their requirements course reviews are playing a larger role than they were in the past. It also helps students to make smart choices in laying out a flow chart for their program. The CRS application was a perfect platform for students to know everything they need to know about courses before they enroll.

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Malli, Raghavan Karthick Kumar. "KSU course reader". Kansas State University, 2011. http://hdl.handle.net/2097/13243.

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Master of Science
Department of Computing and Information Sciences
Gurdip Singh
KSU Course Reader is an android application developed for Kansas State University students to access their course materials, listen to the audio lectures, watch the video lectures and read the lecture slides or other materials from all their enrolled courses with a single application. A student can add RSS xml link associated with the courses enrolled in the current semester in the application and can receive the course materials for each course automatically after every lecture. The aim of this project is to develop a one stop android application for students to access the course materials of all their courses from their android smart phones and tablets. The project also provides a jsp form for course instructors to update the course materials for every lecture which automatically updates the xml file associated with the course. The application also allows students to add other RSS xml like K-State News, K-state Events etc. The same application can be used for adding public rss xml sites and can also be used as a podcast player. It is very essential to provide the course materials readily available to the students all the time wherever they are. Since most students have smart phones or tablets and use them for accessing emails, surf internet etc , it becomes easier for them to use this KSU course reader application to access, read or view all their course materials at one place which is also customized for mobiles and tablets. As android is one of the leading and fastest growing smart phone platforms the project becomes more appropriate to develop in android.

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Stein, Agathe. "Le controle anti-dopage du cheval de course". Bordeaux 2, 1995. http://www.theses.fr/1995BOR2P045.

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Książki na temat "Course"

Ltd, Ecctis. UK Course discover for Undergraduate Courses. ecctis: england, 2002.

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Oxford Brookes University. Centre for Continuing Education., red. Short course directory: Including taster courses. Oxford: Oxford Brookes University, Centre for Continuing Education, 1999.

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Hubbard, L. Ron. Hubbard professional course supervisor course. Los Angeles, Calif: Bridge Publications, 1996.

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Boston College. Law School. Law Student Association., red. Course surveys: Alphabetically by course. [Newton, Mass: LSA, 1988.

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Air University (U.S.). Leadership and Management Development Center i Air University (U.S.). Extension Course Institute, red. NCO preparatory course: Course I. Maxwell Air Force Base, Ala: Extension Course Institute, Air University, 1985.

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ltd, Ecctis. UK Course Discover for Further Education Courses. Ecctis: England, 2002.

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Union, International Telecommunication, red. Catalogue de cours CODEVTEL =: CODEVTEL course catalogue. Genève: Union internationale des télécommunications, 1985.

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Eraut, Michael. Evaluation of management courses: Advice for course organisers. Bristol: National Development Centre for School Management Training, 1985.

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Frederikse, Tom, i Rob Cowan. Crash Course DJ (Crash Course) (Crash Course). Sanctuary, 2004.

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Alfred's Kid's Drumset Course (Kid's Courses!). Alfred Publishing Company, 2005.

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Części książek na temat "Course"

Andrews, Beth L. "Obstacle Course, of Course". W Hands–On Engineering Grades 4-6, 134–41. Wyd. 2. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235453-21.

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Gooch, Jan W. "Course". W Encyclopedic Dictionary of Polymers, 176. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-6247-8_3005.

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Mortimore, Sara, i Carol Wallace. "Course Preliminaries". W The HACCP Training Resource Pack Trainer’s Manual, 1–5. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1731-3_1.

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Mason, S. "Course Planning". W Work Out Social and Economic History GCSE, 4–13. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10295-2_2.

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Malik, Jamil A., Theresa A. Morgan, Falk Kiefer, Mustafa Al’Absi, Anna C. Phillips, Patricia Cristine Heyn, Katherine S. Hall i in. "Life Course". W Encyclopedia of Behavioral Medicine, 1150. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100972.

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Gros, Frédéric, François Ewald i Alessandro Fontana. "Course Summary". W Subjectivity and Truth, 293–99. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1007/978-1-349-73900-4_13.

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Gros, Frédéric. "Course Context". W Subjectivity and Truth, 301–15. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1007/978-1-349-73900-4_14.

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Puglisi, Joseph D., i Manolia V. Margaris. "Course Abstracts". W NATO Science for Peace and Security Series B: Physics and Biophysics, 143–65. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4923-8_10.

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Bui, Laura, i David P. Farrington. "Life Course". W Crime in Japan, 51–69. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14097-7_3.

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Bricout, Nathalie. "Postoperative course". W Breast surgery, 389–92. Paris: Springer Paris, 1996. http://dx.doi.org/10.1007/978-2-8178-0926-7_36.

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Streszczenia konferencji na temat "Course"

Gibilisco, M., G. Preparata i A. Zenoni. "HADRONIC PHYSICS". W 8th Winter Course. WORLD SCIENTIFIC, 1994. http://dx.doi.org/10.1142/9789814535144.

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Van Wyk, Norman, Kevin A. Johnston, Klaus Moeller i Florian Haas. "Developing an IT Course for Emerging Technologies Using a Framework – An Example of an IoT Course V1.0". W InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4521.

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Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. The framework was tested by using it to build and deliver an IoT course. Contribution: The Framework could be used to support academics who have to create and develop IT courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom’s Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendation for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development.

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Dekhane, Sonal, i Richard Price. "Course-embedded research in software development courses". W the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538927.

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Spletter, Christian, i Martin Eppler. "The Course Glancer - Leveraging Interactive Visualization for Course Selection". W 9th International Conference on Human Interaction and Emerging Technologies - Artificial Intelligence and Future Applications. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002950.

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Lifelong learning requires the consistent and continued development of one’s knowledge, skills, and competencies. However, due to the extensive choice of courses offered at today’s institutions of higher learning, students face a risk of choice overload in their selection of (elective) courses. As current findings in choice overload literature do not refer to student samples in educational settings nor do they consider the use of interactive visualization formats, the use of interactive visualization in higher education organizations seems a promising way to support course selection that fits educational needs. All the more as previous visualization approaches to overcome table-based visualizations or online course catalogues primarily aim at communicating curricular content and structure to different university stakeholders, while disregarding students. We thus introduce our work-in-progress on an interactive visualization tool called the Course Glancer. The Course Glancer supports students’ decision-making ability when confronted with a variety of learning offers while taking electives of a bachelor’s degree program in business administration. The tool provides support for gaining an overview on all available courses and their categories, and for rapidly comparing course alternatives. In doing so, it can help to clarify course preferences and finally to foster students’ confidence of not having overlooked an important course option. This is in line with Shneiderman’s information-seeking mantra as a must-have for effective cognitive processing: Overview first, zoom and filter, then details-on-demand. We use this mantra in connection with Norman’s usability principles of discoverability, affordances, feedback, constraints, mapping, and consistency. An example of how we use constraints is that course comparison is limited to juxtaposing two courses only. This functionality considers latest evidence from using eye-tracking studies that revealed that human beings tend to distribute their attention in an unbalanced manner and focus mainly on the two options that seem the most promising alternatives. To enrich the empirical research on choice overload, we plan to focus on psychological effects in the use of the Course Glancer. These include subjective, moderating factors (e.g., decision style) and behavior-related measures. The latter refer to subjective states (choice satisfaction, decision regret, decision confidence) or behavioral outcomes (e.g., choice deferral, option selection). Beyond these, group-related effects should also be analyzed in future research, for example, if interacting with our tool can stimulate information exchange processes within expert groups of higher education organizations (e.g., in the context of accreditation procedures or curriculum planning).

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Grober, Florian, Andreas Janßen i Ferit Küçükay. "Customer-Focussed Automatic Test Course Design". W FISITA World Congress 2021. FISITA, 2021. http://dx.doi.org/10.46720/f2020-dgt-007.

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Customer centricity gains increasing importance in vehicle development. With respect to durability testing and approval of prototypes, it causes the requirement for testing procedures which highly comply with the occurring loads during customer operation. In this manner, lightweight construction is enabled and considerable economic advantages are raised by avoiding oversizing as well as undersizing of components. As current state of the art, vehicle manufacturers use special test courses on proving grounds or public roads which must be endured damage-free by the vehicle prototype until a compulsory mileage is reached. Alternatively, the course's loads can be reproduced on a test rig to reduce the required test time. The definition of these test courses is based on long-standing experiences. According to new trends in the automotive sector, as for example electrification and shared mobility, it can be predicted that the customer loads will change in accelerating cycles. Correspondingly, these previous experiences cannot be used offhandedly for such new questions and existing test courses become invalid. To solve the described problem of inflexibility, this article presents a technology for automatic generation of appropriate test courses from customer field data. The developed algorithm transforms customer-oriented load spectra into a test course that reproduces the occurred loads as good as possible. For this purpose, digital map data is combined with measured track load data and consecutive road segments are assembled to a complete test course by heuristic methods. This resulting course requires a minimum driving distance and induces approximately the same loads as the destination load spectra derived from customer field data. The optimisation can be processed simultaneously for several different load channels. Via using automation and heuristics, a good performance arises and enables a fast as well as flexible generation of tailored test courses pursuant to current demands. In contrast to the inflexible test course concept used so far, the described technique represents a good improvement of customer-oriented testing methodology. Therefore, it provides a great novelty value. In the article, the process of an automatic test course design is demonstrated and validated by means of a real example, which shows the practical applicability. The latter is also proved by the fact that the described method has already been used successfully in the research and development of Volkswagen AG.

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Lazaroiu, George, Elvira Nica i Gheorghe h. Popescu. "THE FEASIBILITY OF COURSERA AS A PLATFORM FOR CREDIT-BEARING COURSES". W eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-183.

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Coursera is an education platform affiliated with elite universities and other entities throughout the world, to provide courses online for any learners to take, furnishing choices for teaching and evaluation that are grounded on pedagogical investigation. Originally Coursera concentrated on producing free, online adaptations of courses taught by scholars at first-rate universities. Now Coursera provides the choice of peer assessment, in which learners are instructed to employ a grading rubric to assess and supply response on other learners' performance. Coursera functions outside higher education's tuition-based credentialing system, and this paper analyzes its feasibility as a platform for credit-bearing courses that are provided to learners enlisted at various campuses within a public university system: Coursera operates with university affiliates to establish a system for learners to supply response at the completion of the course, to be employed by scholars for subsequent enhancements to the course and university operations, and to be utilized by Coursera to improve its best practices standards and for eventual advancements to the platform. Coursera outsources course generation to elite organizations and adheres to its articulation as a platform for other individuals' material, but has developed job-significant "specialization" programs that charge for certificates. Coursera's novel offerings are subsidized and somewhat devised by relevant financial and technology firms, concentrating on skills instruction and professional advancement. The courses empower corporations to enlarge the international supply of achievable talent in their particular sectors and assist universities in furnishing courses that are in accord with what employers seek. Unfortunately, Coursera has only a source of revenues, i.e. having learners enlist for its Signature Track service, a choice that offers learners in select classes the chance to receive a Verified Certificate for finalizing their course.

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Lupse, Oana sorina, Mihaela Crisanvida i Lacramioara Stoicu tivadar. "ONLINE COURSE CUSTOMIZATION USING ONTOLOGIES". W eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-100.

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Currently, more and more people prefer to acquire new knowledge based on online resources. This gives the liberty for individuals to choose a particular course focused on what they really want to learn. The work in the current paper supports this kind of independent persons guiding them in selection of the most suitable course: verifying if they have enough knowledge for the course and suggesting courses to better match the knowledge they want to gain. Using ontologies we create links between people abilities (level and type of previous education, general knowledge, etc.), and each course content. , The application presented in this paper suggests, based on an individual‘s selection and on the results to an initial test, the modules needed to reach the expected knowledge. More, the application suggests an alternative path to gain basic abilities for what the user wants to learn. The initial test contains questions about the elementary knowledge for the selected course. The ontology application and the links between users, courses and initial test are developed in Protégé, an open source ontology project, and the application for the courses are developed using ASP.NET pages, C# language and Azure SQL database, and Microsoft Azure cloud. The ontology links all users and courses data, and supports users to understand the new information according to their previous knowledge. The benefits of the application consist in supporting individuals to select the best course for a given situation and understand better the new information according to their basic knowledge.

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Costa, Sergio, Giuseppina Orlandini i Carlo Schaerf. "International School of Intermediate Energy Nuclear Physics". W 6th Summer Course & 1st Winter Course of the International School. WORLD SCIENTIFIC, 1990. http://dx.doi.org/10.1142/9789814539791.

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Ahmed Elsheikh, Elsheikh Mohamed. "Creating a Course Teaching Map for STEM Courses". W 2019 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2019. http://dx.doi.org/10.1109/icaset.2019.8714366.

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El-Ghalayini, Haya. "E-Course Ontology for Developing E-Learning Courses". W 2011 Developments in E-systems Engineering (DeSE). IEEE, 2011. http://dx.doi.org/10.1109/dese.2011.29.

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Raporty organizacyjne na temat "Course"

Scott, Paul W. Short Course on Design for Production Integration, Course Notes. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1995. http://dx.doi.org/10.21236/ada455546.

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Figliozzi, Miguel. Distribution Logistics Course. Portland State University Library, sierpień 2009. http://dx.doi.org/10.15760/trec.17.

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Harris, Jimmy D. Radiological Worker II Training, Course 20301 (Live), Course 12909 (Test). Office of Scientific and Technical Information (OSTI), styczeń 2017. http://dx.doi.org/10.2172/1340937.

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Means, Barbara, i Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, sierpień 2020. http://dx.doi.org/10.51388/20.500.12265/102.

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This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.

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Grishina, Irina, Olga Teplyakova, Ludmila Prokhorova, Tatyana Brodovskaya, Roman Serebrennikov, Marina Khabibulina, Anastasia Sarapulova i in. E-learning course "The lecture course on the discipline "Outpatient Therapy"". SIB-Expertise, grudzień 2022. http://dx.doi.org/10.12731/er0645.15122022.

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Электронный учебный курс «Лекционный курс по дисциплине «Поликлиническая терапия» является составной частью дисциплины «Поликлиническая терапия» ООП по специальности «Лечебное дело» (уровень специалитета) и составлен в соответствии с требованиями Федерального государственного образовательного стандарта высшего образования по специальности 31.05.01 «Лечебное дело»(уровень специалитета), утвержденного приказом Министерства образования и науки Российской Федерации от 09.02.16 № 95, и с учетом требований профессионального стандарта 02.009 «Врач-лечебник (врач терапевт участковый)», утвержденного приказом Министерства труда и социальной защиты Российской Федерации от 21 марта 2017 г. №293н. Цель изучения курса - овладение студентами необходимым объемом теоретических знаний, позволяющих проявлять компетентностный подход при выполнению трудовых функций, требуемых профессиональным стандартом «Врач-лечебник (врач терапевт участковый)» по организации и проведению профилактической, диагностической и лечебной работы среди населения в амбулаторно-поликлинических условиях и соответствующих ФГОС ВО специальности «Лечебное дело». Задачи курса: 1. Увеличение объема теоретических знаний по вопросам организации лечебно-профилактической помощи основной массе населения в условиях поликлиники, по вопросам особенностей организации и объема работы участкового врача. 2. Развитие навыков клинического мышления по диагностике в амбулаторно-поликлинических условиях наиболее часто встречающихся терапевтических заболеваний, оценке особенностей их течения, амбулаторного лечения, первичной и вторичной профилактики, экспертизы трудоспособности. 3. Обучение студентов должным принципам восстановительного лечения, навыкам грамотного отбора на санаторно-курортное лечение. 4. Обучение студентов принципам динамического наблюдения и амбулаторного ведения больных с основными терапевтическими заболеваниями. Трудоемкость курса составляет 48 часов. Курс состоит из 25 лекций.

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Turanova, L. M., i S. O. Turanov. Electronic course «Profession mediator». OFERNIO, listopad 2020. http://dx.doi.org/10.12731/ofernio.2020.24656.

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Rinke, Helen Mae. Environmental Awareness course 32461. Office of Scientific and Technical Information (OSTI), grudzień 2018. http://dx.doi.org/10.2172/1484617.

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Singh, Surinder Paul, Garl A. Bultz i Philip W. Gibbs. Nuclear Security: Course Introduction. Office of Scientific and Technical Information (OSTI), marzec 2014. http://dx.doi.org/10.2172/1126554.

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Glass, George. Cryogen Safety Course 8876. Office of Scientific and Technical Information (OSTI), czerwiec 2017. http://dx.doi.org/10.2172/1363741.

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Hall, Debora Lynn. Environmental Awareness, Course 32461. Office of Scientific and Technical Information (OSTI), grudzień 2017. http://dx.doi.org/10.2172/1412850.

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