What the spirit saith unto the churches : an exposition of the first three chapters of the Apocalypse, in the form of seven lectures on the epistles to the seven Asiatic churches, contained in Rev. II.-III.

Mode of access: Internet.

Lectures on the general principles of moral government, as they are exhibited in the first three chapters of Genesis.

Mode of access: Internet.

The divine discipline of Israel : an address and three lectures on the growth of ideas in the Old Testament /

Mode of access: Internet.

Three introductory lectures on the study of ecclesiastical history /

Mode of access: Internet.

Three lectures on the science of language and its place in education,/

Mode of access: Internet.

The Catholic church in England and America. Three lectures; I. The church in England and America, apostolic and catholic. II. The causes of the English reformation. III. Its character and results /

On spine: Ogilby's lectures on the church.

The liberty of prophesying, with its just limits and temper considered with reference to the circumstances of the modern church; Lyman Beecher lectures delivered 1909, before the Yale Divinity School, and three sermons

Mode of access: Internet.

Korean Buddhism, history -- condition -- art: three lectures

Bibliography: p. 97.

Les cadres de lectures alternatifs : une approche non-conventionnelle pour le développement de vecteurs vaccinaux

Introduction: Les cadres de lectures alternatifs (CLA) sont utilisés par de multiples virus afin de générer plusieurs protéines à partir d'une seule séquence nucléotidique. Les épitopes dits « cryptiques », c’est-à-dire les épitopes dérivés de protéines codées dans des CLAs, ont étés dernièrement l’objet de différentes études portant sur la réponse immunitaire antivirale et les lymphocytes T cytotoxiques. Méthodologie: Afin de vérifier le potentiel immunogène d'épitopes encodés dans des CLAs programmés, trois cassettes ont été construites pour mener à l'expression de trois épitopes bien caractérisés (épitope GAG77–85 du virus de l'immunodéficience humaine de type 1; épitope NS31406-1415 du virus de l'hépatite C; épitope core18-27 du virus de l'hépatite B) à partir de trois cadres de lectures superposés. La première cassette permet une initiation alternative de la traduction, la deuxième comprend deux signaux bipartites en tandem permettant un frameshift ribosomique et la troisième est une cassette contrôle. Ces éléments ont été introduits dans des vecteurs adénoviraux. Les virions générés ont servi à immuniser des souris C57BL/6 transgéniques pour HLA-A*0201 et HLA-DR1. La réponse immunitaire induite une semaine post-immunisation a été mesurée par essai ELISpot IFN . Résultats: Dans le contexte de cassettes vaccinales, les peptides dérivés d'une initiation alternative de traduction et de changement de cadre de lecture ribosomique ribosomal peuvent être exprimés et détectés par le système immunitaire dans un modèle animal. Conclusion: Ces expériences suggèrent la possibilité de développer de nouvelles stratégies vaccinales dans le but de prévenir ou de guérir certaines maladies associées aux infections virales chroniques telles que celles causées par le virus de l’immunodéficience humaine et le virus de l’hépatite C.

The Summary of a Course of Experimental Philosophical Lectures, 1746-1747

Leather hardcover notebook containing a handwritten copy of John Winthrop's course of experimental and philosophical lectures presented between March 10, 1746 and June 16, 1746. The first one-hundred pages of the volume are divided into twenty chapters which were presented in thirty-three lectures. The chapters contain text and diagrams on mechanical powers, the lever, the pulley, the axis in peritrochio, the inclined plane, the wedge, the screw, compound engines, the laws of motion, gravity, attraction of cohesion, the power of repulsion, magnetism, fluids, electricity, opticks, and astronomy. There is a five-page addenda to the course summary added in 1747, and a sixty-page text titled "The Method of Astronomical calculations" containing thirteen problems related to calculating distances with a list of astronomical characters, and followed with charts related to the eclipse of Jupiter's satellites.

The discourse of biology lectures : aspects of its mode and text structure

The present thesis investigates mode related aspects in biology lecture discourse and attempts to identify the position of this variety along the spontaneous spoken versus planned written language continuum. Nine lectures (of 43,000 words) consisting of three sets of three lectures each, given by the three lecturers at Aston University, make up the corpus. The indeterminacy of the results obtained from the investigation of grammatical complexity as measured in subordination motivates the need to take the analysis beyond sentence level to the study of mode related aspects in the use of sentence-initial connectives, sub-topic shifting and paraphrase. It is found that biology lecture discourse combines features typical of speech and writing at sentence as well as discourse level: thus, subordination is more used than co-ordination, but one degree complexity sentence is favoured; some sentence initial connectives are only found in uses typical of spoken language but sub-topic shift signalling (generally introduced by a connective) typical of planned written language is a major feature of the lectures; syntactic and lexical revision and repetition, interrupted structures are found in the sub-topic shift signalling utterance and paraphrase, but the text is also amenable to analysis into sentence like units. On the other hand, it is also found that: (1) while there are some differences in the use of a given feature, inter-speaker variation is on the whole not significant; (2) mode related aspects are often motivated by the didactic function of the variety; and (3) the structuring of the text follows a sequencing whose boundaries are marked by sub-topic shifting and the summary paraphrase. This study enables us to draw four theoretical conclusions: (1) mode related aspects cannot be approached as a simple dichotomy since a combination of aspects of both speech and writing are found in a given feature. It is necessary to go to the level of textual features to identify mode related aspects; (2) homogeneity is dominant in this sample of lectures which suggests that there is a high level of standardization in this variety; (3) the didactic function of the variety is manifested in some mode related aspects; (4) the features studied play a role in the structuring of the text.

Delivery Of A Urology Online Course Using Moodle Versus Didactic Lectures Methods.

To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention.

The role of handouts, note-taking and overhead transparencies in veterinary science lectures

Objective To study student and staff views of the role and use of handouts, note-taking and overhead transparencies in veterinary science lectures at the University of Queensland Methods The Nominal Group Technique was used to help develop a questionnaire, which was completed by 351 students (a response rate of 84%) and 35 staff (76%) from the 5 years of the veterinary course. The data were analysed using the SAS statistical computer package. Results Staff and students held different views as to the frequency with which handouts should be used, their educational value, and whether they should be complete or partial. Fewer students than staff agreed that handouts discourage further reading in a subject. Almost all staff and students saw the central functions of note-taking to be provision of notes for subsequent revision and encoding information given by the lecturer. More students than staff however, considered that note-taking in lectures interferes with understanding. Staff and students held similar views as to the uses of overheads in lectures. Interestingly however, more staff than students agreed that overheads often contain too much information. Conclusion Both students and staff saw the central role of note-taking as providing a set of good notes for revision. Generally students preferred that this information be provided in the form of partial or complete handouts, while staff preferred students to take notes and to read outside lectures. Surprisingly, more staff than students felt that overhead transparencies often contained too much information. Note-taking, handouts and overhead transparencies need to be linked in a coherent educational strategy to promote effective learning.

Lectures and other types of teaching

A questionnaire on lectures was completed by 351 students (84% response) and 35 staff (76% response) from all five years of the veterinary course at the University of Queensland. Staff and students in all five years offered limited support for a reduction in the number of lectures in the course and the majority supported a reduction in the number of lectures in the clinical years. Students in the clinical years only and appropriate staff agreed that the number of lectures in fifth year should be reduced but were divided as to whether lectures in fifth year should be abolished. There was limited support for replacement of some lectures by computer assisted learning (CAL) programs, but strong support for replacement of some lectures by subject-based problem based learning (PBL) and strong support for more self-directed learning by students. Staff and students strongly supported the inclusion of more clinical problem solving in lectures in the clinical years and wanted these lectures to be more interactive. There was little support for lectures in the clinical years to be of the same type as in the preclinical years.

Behind video lectures in a MOOC

The year 2012 was the “boom year” in MOOC and all its outstanding growth until now, made us move forward in designing the first MOOC in our Institution (and the third in our country, Portugal). Most MOOC are video lectured based and the learning analytic process to these ones is just taking its first steps. Designing a video-lecture seems, at a first glance, very easy: one can just record a live lesson or lecture and turn it, directly, into a video-lecture (even here one may experience some “sound” and “camera” problems); but developing some engaging, appealing video-lecture, that motivates students to embrace knowledge and that really contributes to the teaching/learning process, it is not an easy task. Therefore questions like: “What kind of information can induce knowledge construction, in a video-lecture?”, “How can a professor interact in a video-lecture when he is not really there?”, “What are the video-lectures attributes that contribute the most to viewer’s engagement?”, “What seems to be the maximum “time-resistance” of a viewer?”, and many others, raised in our minds when designing video-lectures to a Mathematics MOOC from the scratch. We believe this technological resource can be a powerful tool to enhance students' learning process. Students that were born in digital/image era, respond and react slightly different to outside stimulus, than their teachers/professors ever did or do. In this article we will describe just how we have tried to overcome some of the difficulties and challenges we tackled when producing our own video-math-lectures and in what way, we feel, videos can contribute to the teaching and learning process at higher education level.