Web based content and hybrid teaching: student perceptions of the effectiveness of using web based content and hyper-linked teaching units in teaching hybrid business and marketing post secondary classes /

This exploratory, descriptive action research study is based on a survey of a sample of convenience consisting of 172 college and university marketing students, and 5 professors who were experienced in teaching in an internet based environment. The students that were surveyed were studying e-commerce and international business in 3^^ and 4*'' year classes at a leading imiversity in Ontario and e-commerce in 5^ semester classes at a leading college. These classes were taught using a hybrid teaching style with the contribution of a large website that contained pertinent text and audio material. Hybrid teaching employs web based course materials (some in the form of Learning Objects) to deliver curriculimi material both during the attended lectures and also for students accessing the course web page outside of class hours. The survey was in the form on an online questionnaire. The research questions explored in this study were: 1. What factors influence the students' ability to access and learn from web based course content? 2. How likely are the students to use selected elements of internet based curriculum for learning academic content? 3. What is the preferred physical environment to facilitate learning in a hybrid environment? 4. How effective are selected teaching/learning strategies in a hybrid environment? The findings of this study suggest that students are very interested in being part of the learning process by contributing to a course web site. Specifically, students are interested in audio content being one of the formats of online course material, and have an interest in being part of the creation of small audio clips to be used in class.

Continuing education learning preferences and styles of legal clinic lawyers /

The purpose of this qualitative research was to study the learning preferences and styles of management lawyers who work in Ontario's legal aid clinics. Data were gathered from two sources and analyzed using the constant comparison method. A preand postconference survey provided the principal data on clinic lawyers' learning preferences. Follow-up interviews were then conducted with 3 purposefully selected survey participants to explore their personal learning styles. Kolb's experiential learning theory provided the theoretical framework for discussing personal learning styles. The findings showed a general consistency among the lawyers to learn by listening to lectures and experts. This preference may suggest a lingering influence from law school training. The lawyers' more informal learning associated with daily practice, however, appeared to be guided by various learning styles. The learning style discussions provided some support for Kolb's model but also confirmed some shortcomings noted by other authors. Educators who design continuing education programs for lawyers may benefit from some insights gained from this exploratory research. This study adds to a limited but growing body of work on the learning preferences and styles of lawyers and suggests new questions for future research.

Absent From the Convention: Libraries, Law and Political Philosophy: John Adams and Thomas Jefferson

Presentation by Professor Mary Sarah Bilder, as commentator, at the conference "John Adams & Thomas Jefferson: Libraries, Leadership & Legacy," held in Boston and Charlottesville, June 21-17, 2009.

Sarbanes-Oxley and All That: Impact Beyond America's Shores

Speech delivered to the Federation of European Securities Exchanges' 7th European Financial Markets Convention in London in June 2003.

The Snail Darter, The Tellico Dam, and Sustainable Democracy — Lessons for the Next President From a Classic Environmental Law Controversy.

This presentation was the product of an invitation to speak at a symposium for students and faculty from a variety of different non-law departments at the University of Tennessee, where in 1973 I had started what became a six-year legal campaign to divert the Tennessee Valley Authority from impounding the last flowing 33 miles of the Little Tennessee River behind TVA’s Tellico Dam.

Interactive DC-DC converters tools for instant design and education

This paper deals with the usage of interactive simulations tools to serve as an oriented design tool for the lectures and laboratory experiments in the power electronics courses. A dynamic and interactive visualization of simulations for idealized converters in steady state are provided by the proposed educational tools, allowing students to acquire qualification in non-isolated DC-DC converters, without previous circuitry knowledge, either without the usage of sophisticated simulation packages. The interaction with proposed simulation tools can be accomplished by student using direct or graphic mode. In direct mode the parameters related with the design of converter can be inserted simply editing default values presented in textboxes, while in the graphic mode students interact indirectly with design information by manipulating visual widgets. In order to corroborate the proposed interactive simulation tools, comparisons of results from buck-boost and boost converters on proposed tools and a well-known simulator package with those on experimental evaluation from laboratory classes were presented. © 2009 IEEE.

Power Electronics course: Analysis and evaluation of the educational software and the environment learning

This paper presents the analysis and evaluation of the Power Electronics course at So Paulo State University-UNESP-Campus of Ilha Solteira(SP)-Brazil, which includes the usage of interactive Java simulations tools and an educational software to aid the teaching of power electronic converters. This platform serves as an oriented course for the lectures and supplementary support for laboratory experiments in the power electronics courses. The simulation tools provide an interactive and dynamic way to visualize the power electronics converters behavior together with the educational software, which contemplates the theory and a list of subjects for circuit simulations. In order to verify the performance and the effectiveness of the proposed interactive educational platform, it is presented a statistical analysis considering the last three years. © 2011 IEEE.

Science and Society: The Case of Acceptance of Newtonian Optics in the Eighteenth Century

The present paper presents a historical study on the acceptance of Newton's corpuscular theory of light in the early eighteenth century. Isaac Newton first published his famous book Opticks in 1704. After its publication, it became quite popular and was an almost mandatory presence in cultural life of Enlightenment societies. However, Newton's optics did not become popular only via his own words and hands, but also via public lectures and short books with scientific contents devoted to general public (including women) that emerged in the period as a sort of entertainment business. Lectures and writers stressed the inductivist approach to the study of nature and presented Newton's ideas about optics as they were consensual among natural philosophers in the period. The historical case study presented in this paper illustrates relevant aspects of nature of science, which can be explored by students of physics on undergraduate level or in physics teacher training programs.

Development and implementation of a virtual laboratory for training process improvement in the mechanics of continuous media

The project arises from the need to develop improved teaching methodologies in field of the mechanics of continuous media. The objective is to offer the student a learning process to acquire the necessary theoretical knowledge, cognitive skills and the responsibility and autonomy to professional development in this area. Traditionally the teaching of the concepts of these subjects was performed through lectures and laboratory practice. During these lessons the students attitude was usually passive, and therefore their effectiveness was poor. The proposed methodology has already been successfully employed in universities like University Bochum, Germany, University the South Australia and aims to improve the effectiveness of knowledge acquisition through use by the student of a virtual laboratory. This laboratory allows to adapt the curricula and learning techniques to the European Higher Education and improve current learning processes in the University School of Public Works Engineers -EUITOP- of the Technical University of Madrid -UPM-, due there are not laboratories in this specialization. The virtual space is created using a software platform built on OpenSim, manages 3D virtual worlds, and, language LSL -Linden Scripting Language-, which imprints specific powers to objects. The student or user can access this virtual world through their avatar -your character in the virtual world- and can perform practices within the space created for the purpose, at any time, just with computer with internet access and viewfinder. The virtual laboratory has three partitions. The virtual meeting rooms, where the avatar can interact with peers, solve problems and exchange existing documentation in the virtual library. The interactive game room, where the avatar is has to resolve a number of issues in time. And the video room where students can watch instructional videos and receive group lessons. Each audiovisual interactive element is accompanied by explanations framing it within the area of knowledge and enables students to begin to acquire a vocabulary and practice of the profession for which they are being formed. Plane elasticity concepts are introduced from the tension and compression testing of test pieces of steel and concrete. The behavior of reticulated and articulated structures is reinforced by some interactive games and concepts of tension, compression, local and global buckling will by tests to break articulated structures. Pure bending concepts, simple and composite torsion will be studied by observing a flexible specimen. Earthquake resistant design of buildings will be checked by a laboratory test video.

Collection of Harvard College admission form letter and bills sent to Charles Walker and his son Charles Walker, Jr., 1785-1816

This collection consists primarily of quarter bills and butler's bills from Charles Walker and Charles Walker, Jr.'s years as students at Harvard College, from 1785 to 1789 and from 1815-1816. It includes the following materials from Charles Walker: a form of admission (a printed form letter with manuscript annotations and signatures) from August 1785, quarter bills and butler's bills from 1785 to 1789, and occasional receipts of payment. The documents from Charles Walker, Jr. are less numerous, consisting solely of quarter bills from 1815 and 1816. The bills for father and son include annotations explaining the basis of additional or unusual charges, including fines for absence from lectures and prayers. The form used for the son's quarter bills, issued in 1815 and 1816, separate the amounts owed into the following categories: Steward and Commons, Sizings, Study and Cellar Rent, Instruction, Librarian, Natural History, Episcopal Church, Books, Catalogue and Commencement Dinner, Repairs, Sweepers, Assessments for delinquency in payment of Quarter Bills, Wood, and Fines. All of the bills are printed forms which were then filled out by hand, by either the steward or the butler, and issued to the students. Caleb Gannett was the College steward during both father and son's era. Joshua Paine, William Harris, and Thomas Adams served, successively, as butler during the father's era. Some of the butler's bills are signed by Roger Vose, a student who appears to have been employed by the butler in 1786 and 1787.

Application of law on search and seizures to police procedures /

"A transcript of lectures and discussions relative to the law of search and seizures and its effect on law enforcement, conducted by the U.S. Attorney's Office of the District of Columbia in cooperation with the Metropolitan Police Department, Washington, D.C."