Статті в журналах: "Courbes flexibles"

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WELSCHINGER, JEAN-YVES. "COURBES ALGÉBRIQUES RÉELLES ET COURBES FLEXIBLES SUR LES SURFACES RÉGLÉES DE BASE [Copf ]P1." Proceedings of the London Mathematical Society 85, no. 2 (July 23, 2002): 367–92. http://dx.doi.org/10.1112/s0024611502013606.

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A first aim of this paper is to answer, in the case of real ruled surfaces $X_l$ of base $\mathbb{C}P^1$, with $l \geq 2$, a question of V. A. Rokhlin: is it true that the equivariant isotopy class does not suffice to distinguish the connected components of the space of smooth real algebraic curves of $X_l$? A second aim is to prove that there exist in these surfaces some real schemes realized by real flexible curves but not by smooth real algebraic curves. These two results of real algebraic geometry are deduced from the following comparison theorem: when $m = l + 2k$, with $k > 0$, the discriminants of the surface $X_m$ are deduced from those of the surface $X_l$ via weighted homotheties. All these results are obtained from a study of a deformation of ruled surfaces.The paper is written in French.2000 Mathematical Subject Classification: 14H10, 14J26, 14P25.

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Morgan, Damian J. "Implementing Flexible Learning Practices in Tourism Courses." Journal of Teaching in Travel & Tourism 3, no. 1 (January 2003): 47–63. http://dx.doi.org/10.1300/j172v03n01_04.

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PHILIPPON, PATRICE. "APPROXIMATIONS FONCTIONNELLES DES COURBES DES ESPACES PROJECTIFS." International Journal of Number Theory 07, no. 05 (August 2011): 1195–215. http://dx.doi.org/10.1142/s1793042111004502.

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Algebraic approximation to points in projective spaces offers a new and more flexible approach to algebraic independence theory. When working over the field of algebraic numbers, it leads to open conjectures in higher dimension extending known results in Diophantine approximation. We show here that over the algebraic closure of a function field in one variable, the analog of these conjectures is true. We also derive transfer lemmas which have applications in the study of multiplicity estimates, for example.

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Westwood, Viki. "Flexible courses work well for students with children." Nursing Standard 13, no. 29 (April 7, 1999): 28. http://dx.doi.org/10.7748/ns.13.29.28.s46.

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Krismadinata, Ulfa Isni Kurnia, Rudi Mulya, and Unung Verawardina. "The Interactive Multimedia Learning for Power Electronics Course." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 07 (June 14, 2022): 44–56. http://dx.doi.org/10.3991/ijoe.v18i07.30029.

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The main problem in learning power electronics course is that there are many things that require imagination to understand the principles of power converters. Thereto, learning that occurs is not flexible, which only occurs in the classroom, even though students need a lot of time to understand the material and need media that is able to visualize through illustrations, text, pictures, audio. This paper proposes the development media in the form of Power Electronics Learning Interactive Multimedia Courses which were developed using the help of the Adobe Flash application, so it is hoped that with this media students can learn the material of DC-DC converters and AC-AC converters easily, and can learn flexibly. Therefore, this study aims to develop a learning media that can overcome these problems, in the form of Interactive Multimedia Learning for Power Electronics Courses, which was developed using the help of Adobe Flash applications. The research method used refers to the Instructional Development Institute (IDI) model. The results of this study indicate that the Interactive Multimedia Learning for Power Electronics Course can be successfully used in learning. Meanwhile, the novelty of these findings makes a different contribution from previous interactive multimedia learning, because through media development you can learn with multimedia elements that describe DC-DC converters and AC-AC converters online so that learning becomes more flexible.

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Cassidy, Alice, Guopeng Fu, Will Valley, Cyprien Lomas, Eduardo Jovel, and Andrew Riseman. "Flexible Learning Strategies in First through Fourth-Year Courses." Collected Essays on Learning and Teaching 9 (June 20, 2016): 83. http://dx.doi.org/10.22329/celt.v9i0.4438.

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Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Examples of strategies include: digital media-based assignments; iClicker and on-line quizzes; a librarian-created tutorial and links to copyright-cleared readings; use of Calibrated Peer Review as formative feedback; TurnItIn for self-review; wiki sites, group blogs and community work through Community-based Action Research (CBAR) conducted through the pedagogy of Community-Based Experiential-Learning (CBEL). We believe that the transferability of our experiences and findings is most relevant to educators seeking to create learning experiences that increase student engagement with complexity and uncertainty. FL approaches can help educators create learning environments that more closely resemble the contexts that students find upon graduation.

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Skaf, Marta, Javier Bartolomé, Hernán Gonzalo-Orden, Alaitz Linares-Unamunzaga, Vanesa Ortega-López, and Juan M. Manso. "Bituminous base courses for flexible pavements with steel slags." Transportation Research Procedia 58 (2021): 83–89. http://dx.doi.org/10.1016/j.trpro.2021.11.012.

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Huurman, Rien, and André A. A. Molenaar. "Permanent Deformation in Flexible Pavements with Unbound Base Courses." Transportation Research Record: Journal of the Transportation Research Board 1952, no. 1 (January 2006): 31–38. http://dx.doi.org/10.1177/0361198106195200104.

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Monu, Kumari, G. D. Ransinchung R.N., Surender Singh, and Gaurav Singh Raghav. "Recycling of Waste Originating Form Flexible Pavements for Bound-Base Courses of Flexible Pavements." Journal of Solid Waste Technology and Management 46, no. 3 (August 1, 2020): 394–408. http://dx.doi.org/10.5276/jswtm/2020.394.

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Reclaimed Asphalt pavement (RAP) is a C&D waste originating from the reclamation of asphalt pavement which has completed its service life. Using RAP would potentially reduce reliance on primary aggregates and lowers the environmental impact of construction. The present study is an attempt made to utilize RAP judiciously as a bound base course of the flexible pavement. Natural coarse aggregates were replaced by RAP in proportions of 50% & 100% with & without Warm Mix Asphalt (WMA), for production of bound-base course mixes. To ensure the long run performance, the aging condition was simulated in the laboratory and mechanical properties such as Marshall Stability, Tensile Strengths, Marshall Stability Retained, Indirect Tensile Ratio, rutting resistance, Fatigue life, and abrasion resistance were considered. With the incorporation of 50-100% coarse RAP, the Marshall Stability, rutting resistance and abrasion were found to be improved by 30-32%, 43-104% and 11-17% respectively. Similarly, total cost saving is about 15-35%, which is quite significant. However, the addition of WMA enhanced the cost by 3-4%, which is insignificant when combined with RAP, furthermore, the reductions in fume emission enhance the sustainability aspect of the technology.

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Claudia, Petcu. "Parametric Studies for Flexible Pavements." Romanian Journal of Transport Infrastructure 12, no. 2 (December 1, 2023): 1–21. http://dx.doi.org/10.2478/rjti-2023-0015.

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Abstract The problem of dimensioning pavements requires knowledge of the assumptions and calculation schemes underlying the assessment of deformations of pavements under traffic pressure. The aim of this paper is to study the influence of both the values chosen for the dynamics module of asphalt courses in the pavement and the elastic composition of the pavement using three bituminous layers (wearing, binder, base), or two bituminous layers (wear, binder/base). In the first part of the paper a general description of pavements is presented. Roads are also described, starting from Roman roads to modern roads. The characteristics of flexible pavements are highlighted and the dimensioning methods and specialised software for modelling and calculating these structures are presented. In this case study, the variation of the defining parameters in the design of pavements was investigated by varying the dynamic elastic modulus of bituminous courses and by varying the composition of the pavement by removing the binder course and the base course.

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Гарбузова, Галина, Galina Garbuzova, Игорь Мельников, and Igor Melnikov. "Pedagogic design and efficiency of internet training courses." Ergodesign 2018, no. 1 (December 7, 2018): 17–22. http://dx.doi.org/10.30987/article_5bbf0a8ed07f74.73833346.

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The basic peculiarity of flexible training courses consists in that they do not regulate so hard temporal and special limits in training and communication between lecturers and students. It is shown that the distance training efficiency is defined by design of Internet courses.

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Etxebarria, V., I. Lizarraga, and J. M. Alcaide. "An Integrated Environment for Practical Control Engineering Courses." International Journal of Electrical Engineering & Education 35, no. 1 (January 1998): 3–13. http://dx.doi.org/10.1177/002072099803500101.

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A flexible control laboratory suitable for teaching the practical aspects arising in the real-time implementation of control systems is presented. The laboratory integrates standard modelling and simulation software with powerful hardware and is designed to experiment control on virtually any system connected to a digital controller via AD/DA converters.

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Leva, Alberto. "A simple and flexible experimental laboratory for automatic control courses." Control Engineering Practice 14, no. 2 (February 2006): 167–76. http://dx.doi.org/10.1016/j.conengprac.2004.10.011.

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Burgess, Marion, and Matthew Stead. "Flexible learning program for acoustic consultants." Journal of the Acoustical Society of America 151, no. 3 (March 2022): 1672–75. http://dx.doi.org/10.1121/10.0009782.

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There is a demand around the world for professional staff to join acoustic consulting companies, and in Australasia this demand is increasing. The extent of acoustics covered in undergraduate programs varies greatly, and there is usually the need to provide additional learning opportunities for new employees. While larger companies may provide training in-house, there are times when they are not in a position to release the senior members to provide such training. By contrast, smaller companies generally do not have this option. Short courses or similar programs can provide the necessary upskilling of new staff, but such courses may not be offered at times or locations that suit the company recruitment program. To overcome the demonstrated need for supplementary education programs in acoustics, the Australasian Association for Acoustical Consultants worked with the University of New South Wales to develop a fully flexible distance learning program, loosely based on the United Kingdom Institute of Acoustics Diploma program. The development, implementation, and experiences from over a decade of offering this program are discussed in this paper.

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Dyikanova, A. T., and R. Almaeva. "CRITERIA FOR ASSESSING PHYSICS COURSES IN TEACHING." МАТЕМАТИКА, ФИЗИКА ЖӘНЕ ИНФОРМАТИКАНЫ ОҚЫТУДЫҢ ӨЗЕКТІ МӘСЕЛЕЛЕРІ 1 (2024): 6–15. http://dx.doi.org/10.52081/mpimet.2024.v05.i1.028.

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This article is dedicated to the development of practical materials for assessing criteria in physics lessons. One of the main tasks of modern education is to improve the teaching methodology for subjects, preparing qualified personnel for these subjects, and objectively assessing students' knowledge. In recent years, one of the main directions of methodological work in schools has been the introduction of criteria assessment into the educational process. The criteria assessment technology, as one of the modern teaching methods, should solve many problems of modern education. Pedagogical theory and practice have developed a flexible approach to assessing knowledge. The impact of assessment on students' motivation, their activity and self-development, as well as personal growth, has been noted. Therefore, objective assessment forms the basis for the effective development of students who are oriented towards successful results in the future. The criteria assessment presented in the article provides objective information about students' learning outcomes. The article is aimed at enhancing students' interest in the learning process and providing assistance for their development. The established criteria and assessment standards create conditions for increasing the quality, reliability, objectivity, and transparency of assessment methods, adapting them to international standards and the individual needs of each student

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Ilyushin, Oleg V., Vladimir A. Grakhov, Tatyana P. Ilyushina, and Polina O. Ilyushina. "ELECTRONIC COURSES IN PHYSICAL EDUCATION AND SPORTS AS AN OPPORTUNITY FOR TEACHING IN THE BASIC EDUCATIONAL PROGRAM." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 5/9, no. 146 (2024): 201–6. http://dx.doi.org/10.36871/ek.up.p.r.2024.05.09.029.

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This article examines the role and impact of e-courses in physical education and sports. With the growing integration of technology into education, e-courses offer a flexible and affordable alternative to traditional classroom instruction. The article provides a comprehensive overview of e-courses, including their definition, development history and key characteristics. It examines the advantages and disadvantages of e-courses, highlights aspects such as flexibility, interactivity and the need for self-discipline. In addition, the article provides a classification of various types of e-courses and provides practical recommendations for creating effective e-courses. An example of the Kazan State Energy University is given, illustrating the practical application and perception of e-courses in a real educational environment.

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Hermans, Henry, José Janssen, and Rob Koper. "Flexible authoring and delivery of online courses using IMS Learning Design." Interactive Learning Environments 24, no. 6 (January 7, 2015): 1265–79. http://dx.doi.org/10.1080/10494820.2014.994220.

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HRONA, N. "ГНУЧКІ УМІННЯ (SOFT SKILLS) У КУРСІ ВИВЧЕННЯ МЕТОДИКИ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ: ЗМІСТ, ФОРМУВАННЯ, ДЕТЕРМІНАЦІЯ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (4 жовтня 2021): 218–26. http://dx.doi.org/10.31494/2412-9208-2021-1-2-218-226.

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The article substantiates the importance of soft skills. Through the analysis and synthesis of scientific and methodological sources, it has been found that soft skills are flexible, sometimes unprofessional, acmecompetences (acme - peak, peak, higher degree of something, prosperity) for the successful performance of professional duties. It is proved that the new communicative environment enables productive organization of participants of educational process, encourages creativity by means of developing potential of methodical and technical receptions, operations in the form of various documents (working materials) directed on reception of information, with a powerful didactic resource for studying professional disciplines. Analysis of the professional standard «Primary school teacher of general secondary education», which is based on the job functions of the teacher, and provides a revision of attitudes to professional qualities and changing stereotypes of his professional development allowed to identify a number of flexible skills to be formed in accordance with the job functions . It was found that these include leadership skills and ability to work in a team, the ability to teach and negotiate, the ability to set and solve tasks, time management, focus, effective communication skills, presentation, stress, creativity, creative approach to solving problems and analytical skills, etc. Emphasis is placed on the communicative aspect of flexible skills. An employee with strong interpersonal skills is able to clearly articulate their needs, expectations of the team and the environment, listen carefully to how they are formulated by others. He should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was made professionally, leaving no residue of indifference and hostility. Exercises and tasks for the formation of soft skills during the study of methods of teaching the Ukrainian language are offered. The contents of the thematic portfolio as a means to present the level of mastery of such skills is highlighted. Key words: soft skills, Methodology of teaching Ukrainian language, primary school teacher, communication, portfolio.

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Webster, Len, Patricie Mertova, and Joanna Becker. "Providing a Discipline-Based Higher Education Qualification." Journal of University Teaching and Learning Practice 2, no. 2 (April 1, 2005): 28–36. http://dx.doi.org/10.53761/1.2.2.4.

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This paper highlights the growing need for the provision of discipline-based flexible online courses for teachers in Higher Education as well as acknowledging the significance of interdisciplinary cooperation in this endeavour. It describes the approaches taken in designing and delivering these courses and discusses some of the challenges inherent in developing, implementing and evaluating such disciplinebased Higher Education courses, through examining the Graduate Certificate in Law Teaching (GCLT) Course in the Faculty of Law at Monash University, Australia.

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Shen, Xubo. "Thoughts of Courses Construction of Graduate Student with Master of Medicine Based on Online Open Courses." World Journal of Educational Research 10, no. 4 (August 29, 2023): p178. http://dx.doi.org/10.22158/wjer.v10n4p178.

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Under the “double-track integration” training model, there are problems with short learning time, scattered locations, and inconsistent schedules for master of medicine. The traditional method of face-to-face teaching in a centralized setting cannot meet the new training requirements. The standardized training for resident physicians strictly requires a 33-month period for clinical skills training. How can we reform the teaching methods while maintaining the same length of the curriculum, in order to balance the standardized training for resident physicians and course learning? Online open courses have the characteristics of fragmented knowledge, abundant resources, diverse formats, flexible choices, and unrestricted learning time and location. They can effectively resolve the conflict between course learning and standardized training for master of medicine under the “double-track integration” training model. How to successfully develop online courses has become a key issue in the reform of course teaching for master of medicine. Based on the experience of course teaching management for master of medicine, this article discusses some considerations for the construction of online open courses.

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Mahdaoui, Latifa, and Zaia Alimazighi. "Distant tutoring using flexible workflow design: an application to product management courses." International Journal of Product Lifecycle Management 3, no. 2/3 (2008): 229. http://dx.doi.org/10.1504/ijplm.2008.021449.

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Chang, Yung-Chia, Wen-Chih Chen, Yung-Nien Yang, and Hui-Cheng Chao. "A flexible web-based simulation game for production and logistics management courses." Simulation Modelling Practice and Theory 17, no. 7 (August 2009): 1241–53. http://dx.doi.org/10.1016/j.simpat.2009.04.009.

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Thedford, Kim. "Web-Based Courses Provide a Flexible and Effective Method of Continuing Education." Journal of the American Dietetic Association 107, no. 8 (August 2007): 1339. http://dx.doi.org/10.1016/j.jada.2007.05.443.

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Polidano, Cain, and Domenico Tabasso. "Fully integrating upper-secondary vocational and academic courses: A flexible new way?" Economics of Education Review 55 (December 2016): 117–31. http://dx.doi.org/10.1016/j.econedurev.2016.09.001.

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Rohloff, Tobias, Florian Schwerer, Nathanael Schenk, and Christoph Meinel. "openSAP: Learner Behavior and Activity in Self-Paced Enterprise MOOCs." International Journal of Advanced Corporate Learning (iJAC) 13, no. 2 (September 18, 2020): 30. http://dx.doi.org/10.3991/ijac.v13i2.16531.

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Massive Open Online Courses (MOOCs) have been a subject of research since 2012, especially in the context of professional development and workplace learning due to their flexible schedule and format, which is a prerequisite for on the job learning. But MOOCs often do not fulfill the promise of flexible learning as it is only possible to achieve a certificate during the course runtime. An unpredictable workload and thus a lack of time often results in not showing up to a course or dropping out during the course runtime. Therefore, some platform content remains accessible even after the course runtime in self-paced mode. These courses differ from live courses as participants still can access all of the content and the discussion forum in read-only mode, but are not able to take the graded assignments and exams which are a prerequisite to achieving a certificate at the end of a course. Even though it is only possible by paying a fee to earn a graded certificate for these self-paced courses, we identified a high share of additional enrollments after the course end that suggests there is still interest from participants. Nevertheless, learning behavior in self-paced courses has not been a major subject of research, yet. This work contributes to closing this research gap by exploring the learner behavior in self-paced courses. The results show tendencies of more time-efficiency and engagement of self-paced learners under certain conditions and pave the way for further research and practical applications.

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Busch, Carly A., Tasneem F. Mohammed, Erika M. Nadile, and Katelyn M. Cooper. "Aspects of online college science courses that alleviate and exacerbate undergraduate depression." PLOS ONE 17, no. 6 (June 1, 2022): e0269201. http://dx.doi.org/10.1371/journal.pone.0269201.

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Depression is a top mental health concern among college students, yet there is a lack of research exploring how online college science courses can exacerbate or alleviate their depression. We surveyed 2,175 undergraduates at a large research-intensive institution about the severity of their depression in large-enrollment online science courses. The survey also explored aspects of online science courses that exacerbate or alleviate depression and we used regression analyses to assess whether demographics predicted responses. Over 50% of undergraduates reported experiencing depression and LGBTQ+ students, financially unstable students, and lower division students were more likely to experience severe rather than mild depression compared to their counterparts. Students reported difficulty building relationships and struggling to perform well online as aspects of online science courses that exacerbated their depression and the flexible nature of online courses and caring instructors as aspects of online courses that alleviated their depression. This study provides insight into how instructors can create more inclusive online learning environments for students with depression.

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Kutay, Cat, and Janet Mooney. "Linking Learning to Community for Indigenous Computing Courses." Australian Journal of Indigenous Education 37, S1 (2008): 90–95. http://dx.doi.org/10.1375/s1326011100000417.

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AbstractSince its inception, Problem-based learning (PBL) as a process for learning and teaching has been used to enhance many skills based courses, including education programs at Bachelor College and the Aboriginal Technical Health Worker training program at the Centre for Appropriate Technology in Alice Springs. While PBL is an approach to learning and teaching which has been designed to provide a more holistic educational process for all students, Foster and Meehane (2007) suggest that many aspects of the courses are ideally suited for Indigenous students. In particular, this approach is useful when introducing students to a subject matter which is new both in being derived from another culture and not being accessible to Indigenous parents in the past. PBL provides a flexible approach to enable motivation and involvement of the students and their community. This paper considers the benefits of PBL for learning Information Technology and presents some course templates developed to support teaching Indigenous students at school.

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Shevchuk, Oleksandra. "THE FEATURES OF THE NATO JOINT ADVANCED DISTRIBUTED LEARNING (JADL) DISTANCE LEARNING PLATFORM FOR ADVANCED TRAINING OF MILITARY PERSONNEL AND BORDER GUARD SPECIALISTS." Education. Innovation. Practice 12, no. 1 (January 31, 2024): 75–80. http://dx.doi.org/10.31110/2616-650x-vol12i1-011.

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The article draws attention to the support and assistance of NATO experts in the development of educational programs for professional military education courses. Distance learning courses within the framework of the NATO Defense Education Enhancement Program (DEEP-Ukraine) are considered. It is determined that the advantages of DEEP are the usage of simulators, virtual reality and other modeling tools, which allows to bring training as close as possible to real combat conditions. It is established that distance learning for military personnel and border security experts in NATO countries helps to maintain a high level of training and readiness of military forces, while providing flexible training for military personnel. The concept of "STANAG 2591" in the online educational environment is revealed, which is generally interpreted as a NATO standard that defines the requirements for the development and distribution of electronic training courses and materials for military training. Taken into consideration, that STANAG 2591 meets certain quality and interoperability standards, it enables the exchange of learning resources between different countries and organizations, promoting joint learning and knowledge sharing within NATO. It has been found that the STANAG 2591 platform is consistent with the Joint Advanced Distributed Learning (JADL) platform, which is a system for education and training of military personnel and border security experts, which aims to provide effective and flexible training that takes into account the specific needs of the industry. All the necessary step-by-step actions for using JADL are provided: registration on the NATO Joint Advanced Distributed Learning platform, access to online ADL courses. A brief description of the possible courses is provided and presented in the following order: course number (courses are arranged by ADL, PCS or ETOC numbers), category/organization - courses are arranged by the category to which they belong (i.e., NATO owner), followed by the course title, discipline - courses are arranged by the discipline to which they belong.

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Palla, Hari Krishna. "Design of Flexible pavement using IITPAVE as per IRC-37-2018 and minimize the pavement thickness by using Geogrid." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 05 (May 19, 2024): 1–5. http://dx.doi.org/10.55041/ijsrem34322.

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The main purpose of the designing the Flexible pavement with Geogrid is to reduce the thickness of pavement layer thicknesses by providing the geosynthetics on base or subbase courses. With this analysis using relevant Indian road congress (IRC) standards we may reduce the bituminous layer thickness or overall pavement thickness of roads and highways having high traffic volume compared to the conventional method as per IRC 37. Key Words: Geogrid, IITPAVE, Flexible Pavement, Geosynthetics, IRC 37, Highways.

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Golding, Jennie. "Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic." Teaching Mathematics and its Applications: An International Journal of the IMA 40, no. 4 (October 26, 2021): 263–76. http://dx.doi.org/10.1093/teamat/hrab025.

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Abstract We evidence English teacher and student perspectives on the learning of pre-university mathematics ‘A Level’ courses through the pandemic period to July 2021. Data are drawn from a 2017–21 classroom-close study of enactment of such courses in 13 fairly representative centres, using an institutional ethnographic approach. The pandemic picture was generally one of the significant and sustained negative impacts, though over the course of the study, respondents reported progress in addressing early limitations in the harnessing of digital platforms for learning. A small number of participating students reported home-based study beneficial for their mathematics learning, and a bigger group identified some wider benefits that partly offset the challenges. Most participating 16–18-year-old students, though, reported finding remote learning of mathematics both demanding and limiting. Pandemic constraints impacted most strongly on opportunities to engage with newer emphases within A Level courses: problem solving, reasoning, modelling, statistics and mechanics. Receiving academics reported that mathematical preparedness, and confidence, for mathematics-intense university courses has also been widely affected, with a bigger range of preparedness and confidence than usual. The study draws attention to the importance of studying subject-specific impact and drawing on student as well as teacher perceptions. It exposes a range of consequences of the cancellation of examinations and a need to develop and share effective pedagogies for working remotely with pre-university students.

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Panagakos, Anastasia, and Amanda Paskey. "Flexible Teaching Methods: The Good, the Bad and the Ugly of Online Courses." Anthropology News 51, no. 6 (September 7, 2010): 9–11. http://dx.doi.org/10.1111/j.1556-3502.2010.51609.x.

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Wichmann, Dörte, Benedikt Duckwort-Mothes, Bernhard Hirt, Dirk Wilhelm, Jana Steger, Martin Zweimüller, Armin Küllmer, et al. "Training and education of young physicians and engineers in the field of endoscopy and laparoscopy – a review of Germany-wide joint cooperation and training possibilities." Current Directions in Biomedical Engineering 9, no. 1 (September 1, 2023): 543–46. http://dx.doi.org/10.1515/cdbme-2023-1136.

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Abstract Introduction: Application-related (hands-on) training and instruction is an essential component in the advanced education of physicians in residency. To teach and train required endoscopic examinations and interventions in a standardized manner, courses are offered by various societies. Within these courses the assistant endoscopists learn and train how to use the technical equipment and how to perform the examinations and related interventions. Similarly, for graduate biomedical engineering students with a job- or research-related interest in the field of endoand laparoscopy, an early involvement and practical introduction to the instrumentation and techniques - if possible already during their studies - can generate a fundamental understanding of the technical requirements as well needs of the physicians. Objective: As various such (hands-on) training-courses for flexible and rigid endoscopy specifically addressing young physicians, surgeons as well as engineers are offered by numerous institutes, this contribution tries do provide a structured overview on/over these possibilities. Material: Known cross-institutional courses in the field of endo- and laparoscopy currently offered in Germany in cooperation of physicians and engineers are listed and briefly described. Results: A total of n = 4 crossinstitutional courses for the introduction and training in flexible and rigid endoscopy have been identified. Discussion: The cross-institutional courses for physicians and technicians in the field of endo- and laparoscopy presented serve to provide a better understanding of the subject matter and the field of either discipline. Questions that arise in the field of endoscopy from physicians can be addressed at an early stage and, if necessary, worked on with little effort. Ideas for new instruments and even new interventions can arise and be pursued through an intensive exchange between technicians and physicians. Collaborations are established on a local basis which will foster national activities in this field and which allow to develop competencies relevant for the industrial sector of medical engineering.

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Wu, Chengquan. "A Study on the Application of Digital Classroom Teaching in Automotive Specialized Courses in Vocational Undergraduate Colleges and Universities." Contemporary Education and Teaching Research 4, no. 9 (September 25, 2023): 472–76. http://dx.doi.org/10.61360/bonicetr232014910911.

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With the continuous development of information technology, digital education shows great application potential in the field of education. In the automotive professional courses of vocational undergraduate colleges, digital classroom teaching, as an innovative educational model, provides students with more flexible and diverse learning methods and a more realistic learning situation, which is crucial to the teaching of automotive professional courses, which requires teachers of automotive professional courses in vocational undergraduate colleges to pay great attention to digital classroom teaching. The article analyzes the challenges that may be faced in the process of digital classroom teaching and puts forward corresponding coping strategies, to improve the teaching quality of automotive majors in vocational undergraduate colleges through digital classroom teaching.

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Guang-Hua Li, Guang-Hua Li, and Tian-Hua Lu Guang-Hua Li. "Research on Strategies for Improving the Quality of English Blended Teaching in Vocational Colleges through Network Informatization Resources." 電腦學刊 35, no. 1 (February 2024): 235–42. http://dx.doi.org/10.53106/199115992024023501019.

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<p>The blended teaching mode of “online+offline” has gradually become a widely used teaching mode due to its flexible teaching form and rich and vivid course resources. In the blended teaching mode, this article mainly focuses on how to improve the teaching quality of vocational English courses. Firstly, an analysis was conducted on the learning situation of English courses among vocational college students, including their source structure, learning characteristics, and current development status of English courses. In order to facilitate a structured analysis of students’ learning ability in English courses, a learning ability analysis model for vocational college students was constructed, and a survey questionnaire was designed to analyze their learning behavior and data. Finally, through data analysis, it was found how to use network information resources to improve the quality of English blended learning courses.</p> <p> </p>

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Mossel, Annette, Christian Schönauer, Georg Gerstweiler, and Hannes Kaufmann. "ARTiFICe - Augmented Reality Framework for Distributed Collaboration." International Journal of Virtual Reality 11, no. 3 (January 1, 2012): 1–7. http://dx.doi.org/10.20870/ijvr.2012.11.3.2845.

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This paper introduces a flexible and powerful software framework based on an off the shelf game engine which is used to develop distributed and collaborative virtual and augmented reality applications. We describe ARTiFICe's flexible design and implementation and demonstrate its use in research and teaching where 97 students in two lab courses developed AR applications with it. Applications are presented on mobile, desktop and immersive systems using low cost 6-DOF input devices (Microsoft Kinect, Razer Hydra, SpaceNavigator), that we integrated into our framework.

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Brabin, Jodie, and Samantha Jakimowicz. "Using a Hyper-Flexible Online Teaching Approach: A Mixed-Methods Evaluation." Student Success 15, no. 2 (July 3, 2024): 10–22. http://dx.doi.org/10.5204/ssj.3418.

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In higher education the COVID-19 pandemic has accelerated a shift to online learning. Despite its uncommon practice in universities, designing courses with both flexible delivery and assessments has demonstrated enhanced understanding and improved application to professional contexts, particularly benefiting older students working full-time and managing caregiving responsibilities. Using a mixed methods approach, combining qualitative and quantitative feedback through student surveys and learning management system data, this study reveals that a hyper-flexible approach effectively accommodates students, particularly those with conflicting family and professional commitments. While peer-to-peer engagement was reported to be negatively affected, students perceive this as an acceptable trade-off to flexible learning. Although not universally applicable, hyper-flexible teaching proves highly beneficial for non-traditional students with professional and personal obligations, fostering a positive learning environment conducive to deeper understanding.

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Bogdanov, Evgeny, Carsten Ullrich, Erik Isaksson, Matthias Palmer, and Denis Gillet. "Towards PLEs throughwidget spaces in Moodle." Computer Science and Information Systems 11, no. 1 (2014): 443–60. http://dx.doi.org/10.2298/csis121216016b.

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Bringing flexibility and extensibility into Learning Management Systems is crucial because it gives teachers and students a free choice of technologies and educational materials they want to use for their courses. This paper presents a solution by enabling widgets (OpenSocial apps) within Moodle. Our first Moodle plugin allows teachers to freely choose a set of tools they want to use in their courses, although students cannot change widgets proposed by teachers. Additionally, the plugin enables the flexible interaction interfaces inside Moodle and improves the interoperability of Moodle with other Web platforms. The environment was evaluated with students within several courses. Even though the environment was perceived as useful by students, they lacked their own personalization. The second Moodle plugin described tackles this problem.

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Loehr, Linda. "An Integrated Approach to Introducing Research Methods in Required Business and Technical Writing Courses." Business Communication Quarterly 58, no. 4 (December 1995): 25–27. http://dx.doi.org/10.1177/108056999505800405.

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This paper presents a classroom-tested method of present ing a variety of research materials and methods for optimal effectiveness. The integrated approach offers the opportunity for both instructors and their students to share responsibil ity for creating updated and useful courses that explore communication issues and offer practice in research. The suggested approach is multidimensioned but flexible and modular for ease in adaptation.

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Thanh, Nguyen Huu, To Thi Viet Chau, and To Thai Ha. "Improving the Quality of Teaching Physical Education Courses at Universities." Education, Language and Sociology Research 4, no. 2 (May 13, 2023): p87. http://dx.doi.org/10.22158/elsr.v4n2p87.

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This manuscript explores the advantages and limitations of teaching physical education courses at universities and proposes strategies to enhance the quality of teaching. The advantages of improving the quality of physical education teaching include flexible selection of sports subjects, enhancing positive attitudes towards learning, continuous development and improvement of lecturers, testing and evaluation standards, and innovative teaching methods. The limitations identified are limited curriculum content, teaching plans dependent on weather conditions, limited lecturer team, and lack of motivation among some students. To enhance the quality of teaching physical education, the manuscript proposes enhancing the role and significance of physical education in universities and adjusting and improving the content of the physical education program through innovative teaching methods, such as introducing new elective subjects, adapting teaching content and methods to student needs, and promoting interdisciplinary collaboration between departments.

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Ninikas, George, Theodore Athanasopoulos, Vasileios Zeimpekis, and Ioannis Minis. "Integrated planning in hybrid courier operations." International Journal of Logistics Management 25, no. 3 (November 4, 2014): 611–34. http://dx.doi.org/10.1108/ijlm-09-2012-0097.

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Purpose – The purpose of this paper is to present the design and evaluation of an integrated system that supports planners and dispatchers to deliver enhanced courier operations. In addition to regular deliveries and pickups, these operations include: first, mass deliveries to be served over a horizon of multiple days; and second, real-time dynamic requests (DRs) to be served within the same service period. Design/methodology/approach – To address the aforementioned challenges, the authors developed an architecture that enhances a typical fleet management system by integrating purpose designed methods. Specifically, the authors plan mass deliveries taking into account typical routes of everyday operations. For planning DRs in real time, the authors propose an efficient insertion heuristic. Findings – The results from testing the proposed optimization algorithms for planning mass deliveries and real-time DRs are encouraging, since the proposed algorithms outperform current practices. Testing in a practical courier environment, indicated that the enhanced planning system may improve significantly operational performance. Research limitations/implications – The proposed optimization algorithm for the dynamic aspect of this problem comprises a heuristic approach that reaches suboptimal solutions of high quality. The development of fast optimal algorithms for solving these very interesting and practical problems is a promising area for further research. Practical implications – The proposed integrated system addresses significant problems of hybrid courier operations in an integrated, balanced manner. The tests showed that the allocation of flexible orders within a three-day time horizon improved the cost per flexible order by 7.4 percent, while computerized routing improved the cost of initial (static) routing by 14 percent. Furthermore, the proposed method for managing DRs reduced the excess cost per served request by over 40 percent. Overall, the proposed integrated system improved the total routing costs by 16.5 percent on average compared to current practices. Originality/value – Both the planning problems and the related solution heuristics address original aspects of practical courier operations. Furthermore, the system integration and the proposed systematic planning contribute to the originality of the work.

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Collin, J. G., T. C. Kinney, and X. Fu. "Full Scale Highway Load Test of Flexible Pavement Systems with Geogrid Reinforced Base Courses." Geosynthetics International 3, no. 4 (January 1996): 537–49. http://dx.doi.org/10.1680/gein.3.0074.

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Scholten, Danny J., Maikel Wijtmans, Stefan J. Dekker, Anna H. Vuuregge, Erik J. J. Boon, J. Chris Vos, Marco Siderius, Hanna Westbroek, and Jacqueline E. van Muijlwijk-Koezen. "Practical Guidelines to Redesign Introductory Chemistry Courses Using a Flexible and Adaptive Blended Format." Journal of Chemical Education 98, no. 12 (November 16, 2021): 3852–63. http://dx.doi.org/10.1021/acs.jchemed.1c00644.

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Dobrovolskaya, T. Yu, and A. A. Shavyrina. "Training entrepreneurs in flexible project management methods." Entrepreneur’s Guide 17, no. 2 (April 25, 2024): 69–75. http://dx.doi.org/10.24182/2073-9885-2024-17-2-69-75.

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Entrepreneurship education draws interest from educational community. This subject is becoming more relevant and in demand as entrepreneurial skills become key to a successful career and business development. The article discusses the importance of learning flexible methodologies in modern business. The purpose of this article is an analytical review of Russian practices of teaching flexible project management methods on educational platforms. A wide overview of training courses on Russian educational platforms is presented, their effectiveness and relevance for the development of entrepreneurial competencies are analyzed. The analysis of the most popular educational platforms such as Netology, Skillbox, GeekBrain, IT Academy, City Bisiness School, OTUS is carried out. It is concluded that training programs on flexible project management methods are directly related to the development of entrepreneurial competencies. They focus on communication, collaboration, adaptation and continuous improvement.

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Bercasio, Rebecca Rosario O. "Can We Teach Environmental Education in English Courses?" Randwick International of Education and Linguistics Science Journal 3, no. 1 (March 14, 2022): 20–36. http://dx.doi.org/10.47175/rielsj.v3i1.402.

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The preparation of teaching and learning resources in environment education (EE) is important because it supports the attainment of the goals of RA 9512 and addresses the lack of teaching and learning resources in EE (Kimaryo, 2011). Using mixed methods of research, the study aimed to review the English Education curriculum to identify entry points of EE integration using the Department of Environmental and Natural Resources (DENR) EE materials, and to develop and to validate exemplar session plans with EE integration in different English Education courses. Data were gathered using documentary analysis, assessment of the DENR EE materials, and assessment of the proposed session plans using rubric. Results show that the entry points for EE integration is adequate, and that the DENR EE materials are found to be appropriate, relevant, and highly flexible as instructional materials for EE integration in English courses. EE can be integrated in the different parts of the lesson such as the motivation, lesson proper and assessment. The proposed session plans were rated excellent by the jurors, and therefore serve as acceptable and relevant materials for the mainstreaming of EE in the English Education curriculum. Wide dissemination and pilot-testing of the session plans integrating EE are recommended.

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Liu, Panpan. "Analysis on the Practice of Life-Oriented Teaching of Ideological and Political Courses in Colleges and Universities from the Perspective of the New Era." World Journal of Educational Research 10, no. 6 (December 7, 2023): p182. http://dx.doi.org/10.22158/wjer.v10n6p182.

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Under the background of the new era, the curriculum reform of ideological and political theory courses in colleges and universities is urgent Life-oriented teaching method is based on students’ daily life experience and focuses on heuristic teaching. It is a feasible path to reform ideological and political courses. Through a literature review, this article summarizes the necessity and effective ways of applying life-oriented teaching methods in the reform and practice of ideological and political courses in colleges and universities. Research shows that life-oriented teaching methods can bridge the disconnect between ideological and political classrooms and students’ lives, and achieve an organic connection between “ideological and political courses” and “ideological and political life”. Use a variety of teaching methods such as life situations, case analysis, group discussions, etc. to stimulate student participation and achieve subtle educational effects. Contemporary college students have diverse groups, and teachers should design flexible and diverse life-oriented teaching plans according to different student groups. This study provides theoretical and practical reference for the reform of ideological and political courses under the conditions of the new era.

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Liu, Panpan. "Analysis on the Practice of Life-Oriented Teaching of Ideological and Political Courses in Colleges and Universities from the Perspective of the New Era." World Journal of Educational Research 11, no. 5 (September 13, 2024): p1. http://dx.doi.org/10.22158/wjer.v11n5p1.

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Under the background of the new era, the curriculum reform of ideological and political theory courses in colleges and universities is urgent Life-oriented teaching method is based on students’ daily life experience and focuses on heuristic teaching. It is a feasible path to reform ideological and political courses. Through a literature review, this article summarizes the necessity and effective ways of applying life-oriented teaching methods in the reform and practice of ideological and political courses in colleges and universities. Research shows that life-oriented teaching methods can bridge the disconnect between ideological and political classrooms and students’ lives, and achieve an organic connection between “ideological and political courses” and “ideological and political life”. Use a variety of teaching methods such as life situations, case analysis, group discussions, etc. to stimulate student participation and achieve subtle educational effects. Contemporary college students have diverse groups, and teachers should design flexible and diverse life-oriented teaching plans according to different student groups. This study provides theoretical and practical reference for the reform of ideological and political courses under the conditions of the new era.

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Gang, Yi, and Bi Zhang. "A Study of Choreography Courses for Musical Theater Majors." Studies in Art and Architecture 1, no. 1 (December 2022): 8–13. http://dx.doi.org/10.56397/saa.2022.12.02.

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Musical theater education in Chinese universities is generally focused on training musical performance talents, and the dance courses involved are also set up to enhance dance performance. The dance styles learned are mainly ballet, modern dance, jazz dance and tap dance, which are common in European and American musicals. However, in the actual musical rehearsal process, the use of dance to create dramatic characters, develop dramatic events, and show dramatic emotions and conflicts requires the skilled creative ability of the musical choreographer. The educational process of musical choreography is a multi-faceted process, which requires the choreographer to have a solid theoretical basis and flexible creative skills. By comparing with universities in Europe, America and South Korea that have musical theater major, this paper studies the advantages and disadvantages of musical theater major courses in Chinese universities in terms of choreography training. Based on the actual situation of China, this study finds the curriculum that conforms to musical choreography through multi-angle analysis of practice, creation, and theory.

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Wilkinson, Colleen, and Elizabeth Potts. "Role Play Activities in Small Programs: What, Why, Where, and How?" Journal of Special Education Preparation 2, no. 2 (September 8, 2022): 6–17. http://dx.doi.org/10.33043/josep.2.2.6-17.

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Preservice teachers need many opportunities to practice teaching skills prior to using the skills in high-stakes settings like real, live classrooms. Role play is an accessible and flexible option for embedding skill practice into individual courses. They may focus on specific high-leverage practices (HLPs) and enable preservice teachers to engage in activities to use skills learned across courses. This article provides an analysis of why to use role play, suggestions on when to use role play, and steps and resources for creating and using your own role play activities. We conclude with lessons learned by our Small Special Education Program.

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Kennedy, Nadia, and Ariane Masuda. "Exploring New PLTL Modalities, Forging New Alliances." Advances in Peer-Led Learning 1, no. 1 (December 20, 2021): 44–54. http://dx.doi.org/10.54935/apll2021-01-05-44.

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This essay focuses on rethinking and reimagining elements of a PLTL program, and on the new modalities to meet challenges of online undergraduate mathematics courses and rising demands for flexible student support. It examines advantages and challenges as found in the Integrated PLTL and Virtual Peer-Led Mathematics Study Groups, including issues such as meeting protocols, and the selection and training of peer leaders. Finally, it discusses an alliance with the college’s mathematics education program, which allows the PLTL program to draw on senior prospective teachers to co-organize and facilitate virtual study groups supporting undergraduate mathematics courses.

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Wu, Qiwu, and Tao Tong. "The Application of "1+N" Practical Training Teaching Platform in Equipment Courses." International Journal of Education and Humanities 13, no. 1 (March 14, 2024): 20–22. http://dx.doi.org/10.54097/hvjycz13.

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In order to solve the problem of shortage of teaching equipment in modern military vocational education, further enrich teaching resources, improve the learning effect of equipment courses, enable students to understand and master the new technologies and methods at the forefront of modern equipment, and expand their horizons, this article constructs a "1+N" practical training platform for equipment courses, focusing on solving problems such as difficult to see equipment course operation demonstrations, difficult to understand internal structures, and difficult to meet practical training time. This platform adjusts and reconstructs the equipment course system and teaching content, integrating advanced, innovative, and challenging experimental projects into basic courses. It presents teaching resources such as virtual simulation experiments, micro courses, and MOOCs, and further cultivates students' comprehensive ability to solve complex problems and advanced thinking ability for independent innovation through flexible teaching modes such as mixed online and offline, optional and mandatory, to maximize the ability of students to take up positions and prepare for war.

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