TEACHING HIGH SCHOOL STUDENTS THE BEST CHORAL REPERTOIRE FROM THE GREAT COMPOSERS: MASTERWORKS AVAILABLE FOR IMMEDIATE, FREE ACCESS FROM THE CHORAL PUBLIC DOMAIN LIBRARY

Studying the choral works of the great composers of the past is always a worthy endeavor. For those aspiring to create an excellent high school choral program, it is critical to a student's musical foundation and heritage. Choral educators who teach high school are often bombarded with the most recently published new choral works, when they have a trove of excellent pieces right at their fingertips through websites like the Choral Public Domain Library (CPDL), all available at no cost. This project will explore the pedagogical reasons why this canon of public domain choral music should be taught at the high school level. A thorough guide to CPDL and an anthology of 200 works available on CPDL will provide the conductor with resources for programming this music. Though choral music in the public domain is free to all, publishers still publish this music and adhere copyright claims. This can create mistrust of legitimate editions on CPDL; why are they available at no cost when publishers are claiming copyright on similar editions? These issues will be thoroughly discussed in this project. For any given work on CPDL, there may be multiple editions available on the site. Choosing the right edition requires knowledge about basic editorial principles, especially for works written during the Renaissance period. A detailed discussion of these principles will provide the conductor with the tools needed to choose the best edition for his or her ensemble.

The role of questioning at university teaching : some thoughts from the agricultural and environmenal sciences perspectives

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Analyzing and selecting tasks for mathematics teaching: a heuristic

In planning units and lessons every day, teachers face the problem of designing a sequence of activities to promote learning. In particular, they are expected to foster the development of learning goals in their students. Based on the idea of learning path of a task, we describe a heuristic procedure to enable teachers to characterize a learning goal in terms of its cognitive requirements and to analyze and select tasks based on this characterization. We then present an example of how a group of future teachers used this heuristic in a preservice teachers training course and discuss its contributions and constraints.

Was ist aus dem Integrierten Handlungsmodell geworden?

In diesem Beitrag wird das von Thomas Martens und Jürgen Rost entwickelte Integrierte Handlungsmodell reflektiert, auf Lernprozesse übertragen, theoretische erweitert und beispielhaft empirisch überprüft. Zunächst werden die theoretischen Potenziale des Modells aufgezeigt, indem es auf Lernprozesse angewendet wird. Danach werden die typischen Prozesse der drei Handlungsphasen dargestellt, insbesondere die funktionslogische Integration von bewussten und unbewussten sowie kognitiven und affektiven Prozessen. Abschließend wird eine empirische Studie vorgestellt, die das Lernen von Statistik im Hochschulbereich untersucht. Mit Hilfe von Mischverteilungsmodellen werden sieben Lerntypen identifiziert, die den entsprechenden motivationalen, intentionalen und volitionalen Mustern der Lern- und Handlungsgenese entsprechen. (DIPF/Orig.)

AASK - Aircraft accident statistics and knowledge: A database of human experience in evacuation, derived from aviation accident reports

Computer based mathematical models describing the aircraft evacuation process have a vital role to play in aviation safety. However such models have a heavy dependency on real evacuation data in order to (a) identify the key processes and factors associated with evacuation, (b) quantify variables and parameters associated with the identified factors/processes and finally (c) validate the models. The Fire Safety Engineering Group of the University of Greenwich is undertaking a large data extraction exercise from three major data sources in order to address these issues. This paper describes the extraction and application of data from one of these sources - aviation accident reports. To aid in the storage and analysis of the raw data, a computer database known as AASK (aircraft accident statistics and knowledge) is under development. AASK is being developed to store human observational and anecdotal data contained in accident reports and interview transcripts. AASK comprises four component sub-databases. These consist of the ACCIDENT (crash details), FLIGHT ATTENDANT (observations and actions of the flight attendants), FATALS (details concerning passenger fatalities) and PAX (observations and accounts from individual passengers) databases. AASK currently contains information from 25 survivable aviation accidents covering the period 4 April 1977 to 6 August 1995, involving some 2415 passengers, 2210 survivors, 205 fatalities and accounts from 669 people. In addition to aiding the development of aircraft evacuation models, AASK is also being used to challenge some of the myths which proliferate in the aviation safety industry such as, passenger exit selection during evacuation, nature and frequency of seat jumping, speed of passenger response and group dynamics. AASK can also be used to aid in the development of a more comprehensive approach to conducting post accident interviews, and will eventually be used to store the data directly.

On approximate calculations

The ability to undertake approximate calcutations and to get a “rough feel” for data is an important skill which must not be overlooked.

The same but different – how to introduce variation within computing assessment tasks

In this article, suggestions are made for introducing an individual element into formative assessment of the ability to use computer software for statistics.

Statistical investigations - drawing it all together

The author's approach to teaching an integrative unit to a small group of master’s level Applied Statistics students in 2000-2001 is described. Details of the various activities such as data analysis, reading and discussion of papers, and training in consultancy skills are given, as also are details of the assessment. The students’ and lecturer’s views of the unit are discussed.

The Royal Statistical Society and statistical education

This paper describes the role of the Royal Statistical Society in shaping statistical education within the UK and further afield. Until 2001 the Society had four agencies concerned with education at all levels. The work of these is discussed and recent new arrangements are outlined. The Society’s efforts to disseminate good practice through organising meetings and running a network of Associate Schools and College are explored in some detail.

Teaching, learning and assessment in MSc. Databases units at University of Greenwich

In this paper we look at ways of delivering and assessing learning on database units offered on higher degree programmes (MSc) in the School of Computing and Mathematical Sciences at the University of Greenwich. Of critical importance is the teaching methods employed for verbal disposition, practical laboratory exercises and a careful evaluation of assessment methods and assessment tools in view of the fact that databases involve not only database design but also use of practical tools, such as database management systems (DBMSs) software, human designers, database administrators (DBA) and end users. Our goal is to clearly identify potential key success factors in delivering and assessing learning in both practical and theoretical aspects of database course units.

A case study in the teaching of HCI

This poster describes a "real world" example of the teaching of Human-Computer Interaction at the final level of a Computer Science degree. It highlights many of the problems of the ever expanding HCI domain and the consequential issues of what to teach and why. The poster describes the conception and development of a new HCI course, its historical background, the justification for decisions made, lessons learnt from its implementation, and questions arising from its implementation that are yet to be addressed. For example, should HCI be taught as a course in its own right or as a component of another course? At what level is the teaching of HCI appropriate, and how is teaching influenced by industry? It considers suitable learning pedagogies as well as the demands and the contribution of industry. The experiences presented will no doubt be familiar to many HCI educators. Whilst the poster raises more questions than it answers, the resolution of some questions will hopefully be achieved by the workshop.

A survey of teaching and assessment methods employed in UK higher education programmes for HCI course

A survey of teaching and assessment methods employed in UK Higher Education programmes for Human-Computer Interaction (HCI) courses was conducted in April 2003. The findings from this survey are presented, and conclusions drawn.

The AASK database V4.0: aircraft accident statistics and knowledge. A database to record human experience of evacuation in aviation accidents

This paper describes the AASK database. The AASK database is unique as it is a record of human behaviour during survivable aviation accidents. The AASK database is compiled from interview data compiled by agencies such as the NTSB and the AAIB. The database can be found on the website http://fseg.gre.ac.uk