Sentences with phrase «use during lectures»

This would be ideal to use during lectures, exams and study periods, when quiet time and focus is needed.

Audio Notebook could be a great iPad app for students to use during lectures.

In this project, the mandatory setting was the assessment and the voluntary setting was the incidental engagement with the technology as a result of observing its use during lectures and tutorials.

Items used during a lecture are often destroyed or discarded, while the improvised, collaged stage remains on view, sometimes alongside video documentation, and provides a permanent work to exhibit in its aftermath.

Not exact matches

Even during the papal conclave that elected him, Cardinal Wojtyla had been working on these lectures, intending to use them in his teaching in Krakow.

It may or may not have been composed during the summer of 1927, but Whitehead appears to have used neither «objective lure» nor «subjective aim» during his fall lectures on metaphysics at Harvard.

George Weigel's lecture, and his responses during the discussions that followed, held up as key two observations: that the papal mission is fundamentally defined as «strengthening the brethren,» as a pastoral mission to believers; and that in the pope's addresses to the world and its polities he persuades, and does not» at least any longer» use secular polities» own modes of power.

The contents in fact were edited by a fellow teacher, Frank Boyd, from class lecture notes used by Mr. Williams in a course of that title offered at Central Bible Institute (name changed to Central Bible College in the niid - ig6os) during the early and middle 1950s..

Lindsay Shepherd, a TA at Wilfrid Laurier University in Canada, was reprimanded by the universitry, NOT for even using the wrong pronoun, but simply for using the youtube clip during a lecture which showed a debate about usage of pronouns (and specifically, for not telling the students that one of the positions in the debate is «wrong».

To address students» desire to ask questions during lectures, Martins and colleagues are exploring the use of VoiceThread, an interactive software tool designed for online courses that allows for communication through text, voice recording, and video.

Begin right now by prereading the material for your next lecture, or by calling friends to set up a study group, or by visiting your professor during her or his next office hours, or by resisting the temptation to use the sample problems to do your homework.

During the 496th Brookhaven Lecture, Lijuan Ruan explained how she uses electron - positron tomography from quark - antiquark annihilations to study chiral symmetry, a characteristic that «broke» to form 99 percent of the visible mass in the universe and is thought to be restored during ion collisions at the Relativistic Heavy Ion ColDuring the 496th Brookhaven Lecture, Lijuan Ruan explained how she uses electron - positron tomography from quark - antiquark annihilations to study chiral symmetry, a characteristic that «broke» to form 99 percent of the visible mass in the universe and is thought to be restored during ion collisions at the Relativistic Heavy Ion Colduring ion collisions at the Relativistic Heavy Ion Collider.

During this BSA Distinguished Lecture, Chi - Chang Kao — director of the U.S. Department of Energy's SLAC National Accelerator Laboratory — provides an overview of scientists» first five years exploring uses for the Linac Coherent Light Source (LCLS).

During the 2014 Sambamurti Lecture, physicist Anne Sickles discussed how correlations between particles created during collisions at the Relativistic Heavy Ion Collider (RHIC) are being used to determine the properties of matter iDuring the 2014 Sambamurti Lecture, physicist Anne Sickles discussed how correlations between particles created during collisions at the Relativistic Heavy Ion Collider (RHIC) are being used to determine the properties of matter iduring collisions at the Relativistic Heavy Ion Collider (RHIC) are being used to determine the properties of matter itself.

During the 511th Brookhaven Lecture, Libby McCutchan discusses the National Nuclear Data Center, the mysterious neutrino, and how she and other scientists are using sophisticated databases to shed light on neutrinos for big questions not yet answered.

During the 507th Brookhaven Lecture, Dong Su explains how he and his colleagues are using advanced tools at the Center for Functional Nanomaterials at Brookhaven Lab to study materials and determine how different atomic - level structures can improve performance for rechargeable batteries.

Copyright policy would bar staff at University of Nottingham from objecting to edited versions of their own lectures, which could be used during a strike

Professor Ghys used some of them during a plenary lecture at the International Congress of Mathematicians in Madrid, August 2006.

During the lecture, Picker discussed his work showing that an extensive treatment with CMV, a persistent virus that stays in the body without causing symptoms, can be used to target and clear SIV, a close cousin of HIV that infects rhesus macaques.

Even during a lecture, you can use tools such as real - time polls or simple check boxes for «agree» or «disagree» or «understand» or «don't understand» to involve students and adjust your lesson to their comprehension.

A series of randomized trials have shown that when college students use computers or tablets during lectures, they learn less and earn worse grades.

The second group was intended to replicate the typical collegiate classroom environment, with students using Internet - enabled technology at will during lecture and discussion.

Rather than ask each student to document his or her own learning during a lecture, he created a scenario where they curated their collective knowledge using the format that best supported their learning.

During a parent presentation on Google Glass, Terri Eichholz (@terrieichholz) discovered that by using mobile devices and a backchannel during presentations or lectures, her students actually paid closer attention to the spDuring a parent presentation on Google Glass, Terri Eichholz (@terrieichholz) discovered that by using mobile devices and a backchannel during presentations or lectures, her students actually paid closer attention to the spduring presentations or lectures, her students actually paid closer attention to the speaker.

When college students use computers or tablets during lecture, they learn less and earn worse grades.

You can use the HTML version online during class time if you have a computer and a presentation system with Internet access; use it as you would any lecture presentation material.

A growing body of evidence shows that over all, college students learn less when they use computers or tablets during lectures.

The instructor introduced the Encyclopedia of Algebraic Thinking during a lecture in the first course, and students used the Encyclopedia in class during an Informal Procedures and Student Intuition module.

They moved direct instruction out of class with lecture videos, and used Peer Instruction during class time, what they refer to as the Peer Instruction Flipped Model.

During a lecture, demonstration, or film, informal cooperative learning can be used to focus student attention on the material to be learned, set a mood conducive to learning, help set expectations as to what will be covered in a class session, ensure that students cognitively process and rehearse the material being taught, summarize what was learned and precue the next session, and provide closure to an instructional session.

I modelled use of the various digital learning technologies available to the students during lectures and tutorials, but I realized the students may not be sufficiently motivated to actually use these technologies.

True to his lecture style, Jandrey went rogue during his talk by using a cordless microphone.

San Diego State University Associate Professor of Anthropology Todd Braje used the northern Channel Islands as a case study to explore the history of Chinese abalone fishing in southern California during the February From Shore to Sea lecture.

Dr. Jan Timbrook discussed the relationship between the Chumash people of the Santa Barbara region and the native plants they used for food, medicine, tools, and other essential items during the October From Shore to Sea lecture.

But SDKs aren't really your code, and using them usually means sacrificing some degree of control over your app, as Orly Shoavi of SafeDK pointed out during a Casual Connect Tel Aviv lecture.

This is a unique opportunity to hear from the highly engaging, witty and hugely knowledgeable Thompson who will make use of his lecture notes and 35 mm slides that Damien Hirst's cohort were exposed to during the 1983 - 4 academic year.

McNeil speaks of why he became interested in art; his early influences; becoming interested in modern art after attending lectures by Vaclav Vytlacil; meeting Arshile Gorky; the leading figures in modern art during the 1930s; his interest in Cézanne; studying with Jan Matulka and Hans Hofmann; his experiences with the WPA; the modern artists within the WPA; the American Abstract Artists (A.A.A.); a group of painters oriented to Paris called The Ten; how there was an anti-surrealism attitude, and a surrealist would not have been permitted in A.A.A; what the A.A.A. constituted as abstract art; a grouping within the A.A.A. called the Concretionists; his memories of Léger; how he assesses the period of the 1930s; the importance of Cubism; what he thinks caused the decline of A.A.A.; how he assesses the period of the 1940s; his stance on form and the plastic values in art; his thoughts on various artists; the importance of The Club; the antipathy to the School of Paris after the war; how Impressionism was considered in the 40s and 50s; slides of his paintings from 1937 to 1962, and shows how he developed as an artist; the problems of abstract expressionism; organic and geometric form; the schisms in different art groups due to politics; his teaching techniques; why he feels modern painting declined after 1912; the quality of A.A.A. works; stretching his canvases, and the sizes he uses; his recent works, and his approaches to painting.

Additional Application Details: — Residencies are open to artists from all artistic mediums — Artists work up to 5 days in the MOG Hot Shop — Artists work in full view of Museum visitors during the hours that the Museum is open to the public (Wednesday — Saturday 10 am - 5 pm, Sunday 12 - 5 pm)-- Exclusive use of the Hot Shop and support of up to three Hot Shop Team members and two days * (8 hours) of basic cold - working during the residency — Artists present a public lecture (Sunday, 2 — 3 pm)-- Artists retain ownership of the work created during the residency — Artists will donate up to two works — one piece made during the residency for the Museum's collection (selected in collaboration with the — Museum staff) and one piece for the Museum's annual auction — Artists are responsible for travel to and from Museum of Glass, accommodations, color, and special order materials — Artists are responsible for initiating packing, insurance, and shipping arrangements for artwork PRIOR to residency

Princeton professor Lawrence Rosen announced on Monday that he'd be shutting down his course on cultural freedoms for the rest of the semester after he faced a media backlash for using the n - word during a classroom lecture on hate speech.

While most of the curriculum at Harvard during this time consisted of lecture and student recitation, skills development was also provided in the form of weekly moot courts, during which students argued questions of law before professors and submitted occasional written disputations on legal subjects.121 Although Stearns had previously used moot courts in his teaching at Harvard, Story and Ashmun refined them.122 Cases were handed out the week before argument, and two counsel were assigned to each side.123 The cases would then be argued the next Friday, with the other students taking notes of the argument; the professor in charge that week would issue a written opinion.124

The West Point and the McMaster / York studies did use live lectures, and the goals of each study were specific: Put very broadly, one studied overall performance in an actual live - lecture course in conditions with or without laptop as naturally used by the student, or tablet as a medium for class resource material; and the other looked at comprehension of material in a simulated, scripted single lecture in conditions of multi-tasking or spillover effects of laptop use during class.

This was the conclusion reached in an oft - cited study at Columbia University, where researchers counted the number of verbal fillers used by professors during lectures given to undergraduate students in three separate academic divisions: the natural sciences, the social sciences, and the humanities.27 The natural - sciences professors used the fewest verbal fillers, with a mean rate of 1.39 uhs per minute.28 The social - science professors had a mean rate of 3.84 uhs per minute, and the rate for humanities professors was 6.46 uhs per minute.

If I may use an analogy from your expertise, it's as if, in an engineering issue governed by classical physics — say the construction of a bridge between Vancouver and Victoria — you claimed, during a lecture on eng» g principles, that it could be readily and cheaply done because of some principle that you've recently discovered, through your own investigations, which happens to be contrary to one of Newton's law's.

Dean Jennifer Rosato Perea of DePaul Law has canceled Professor Donald Hermann's class in the middle of the semester after he used the N - word during a lecture.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

I am attending this workshop as a personal experience and will not make any commercial or nonprofit use of materials, lectures, or other proprietary information disclosed during this workshop.