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The Berlin Working Group Information celebrated its 60th anniversary with a ceremony at the University Library of the Technical University of Berlin. The event, under the motto "Continuity in Change - 60 Years BAK Information", offered a diverse program of lectures and a reception. Over the years, the BAK has modernized and expanded its reach through online events and collaborations. A keynote address addressed the topic "Open Access - a Berlin success story?!". Jürgen Christof spoke about the development of Open Access in Berlin and the challenges for universities. Other lectures addressed the topic of trust in data infrastructures. The event ended with a buffet and personal encounters. [Extracted from the article]

With the introduction of in-class group-based virtual reality (VR), multiple students can interact in a single shared "metaverse". One geography-focused group VR option is the Wooorld app, available on various Meta Quest unit models. To evaluate the feasibility of group VR in a higher education geography lecture classroom, a pilot study was run for two days with a small, upper-level Urban Geography class at Arkansas Tech University in spring 2023. Using multiple wireless Meta Quest 2 headsets, the class collectively used the Wooorld app to visit 3D-rendered global downtowns. Inside the app, students saw each other's avatars and manipulated the viewing area for the rest of the class. Students completed pre/post-experience surveys, and the data suggest strong student enthusiasm for shared VR, and for Wooorld. However, some technical and physical space issues arose. While this pilot study aimed to evaluate the potential of classroom group VR via the Wooorld app, this study also considers the possibility of using group VR in future geography lecture classrooms. [ABSTRACT FROM AUTHOR]

Students come into the classroom with a variety of background knowledge. Therefore, it is imperative that educators are able to help all students, regardless of their familiarity with the content. Since it can be challenging for some large enrollment classes to schedule recitation classes after lectures due to logistical constraints, this study attempts to determine if there are differences in performance based on when content is introduced first, recitation or lecture. This study found that students who were introduced to content in recitation before a lecture typically scored statistically higher across three mid-term exams, in a first-term general chemistry course. This difference in performance suggests that students who are introduced to content in recitation, versus simply hearing about a topic in a lecture, might get more out of the lecture, thus leading to higher performance on exams. Students who are introduced to topics that are tested by way of definition-based questions or basic calculations benefit from being introduced to this content in recitation before the lecture. However, when introducing more challenging and abstract chemistry topics, our results indicate it may benefit students to be introduced to these topics in the lecture first, so they can begin developing their conceptual understanding in the lecture. [ABSTRACT FROM AUTHOR]

This study explores the influence that an educational intervention has on students generating requirements for a design task. An experiment was performed in a fourth-year mechanical engineering design course by giving the participants a design problem from which they had to generate a list of requirements. A lecture on requirements was given and then the students were given a second problem. The two problems were tested for similarity. The data was evaluated using ideation metrics of variety, novelty, and quantity adapted to this study. Variety was assessed using eighteen categories to classify each requirement. Novelty was evaluated on the level of uniqueness of the requirement against the complete set generated, based on both syntax and semantic filtering. Findings suggest that the lecture had a positive impact on the students in increasing the variety of the requirement. All novel requirements belonged to the activity performed after lecture. Finally, the quantity of the requirements generated after the lecture were found to be statistically significantly higher. It is shown through a second study that the students before the lecture performed similarly to practicing engineers with three or more years of experience. This suggests that using undergraduate students in the final year of their program may be adequate as surrogates for engineering practitioners for requirement identification studies. This is an important methodological contribution for the engineering design research community to justify the use of students as participants in experimental studies. [ABSTRACT FROM AUTHOR]

We give several new equivalences of NIP for formulas and new proofs of known results using Talagrand (Ann Probab 15:837–870, 1987) and Haydon et al. (in: Functional Analysis Proceedings, The University of Texas at Austin 1987–1989, Lecture Notes in Mathematics, Springer, New York, 1991). We emphasize that Keisler measures are more complicated than types (even in the NIP context), in an analytic sense. Among other things, we show that for a first order theory T and a formula ϕ (x , y) , the following are equivalent: ϕ has NIP with respect to T. For any global ϕ -type p(x) and any model M, if p is finitely satisfiable in M, then p is generalized DBSC definable over M. In particular, if M is countable, then p is DBSC definable over M. (Cf. Definition 3.7, Fact 3.8.) For any global Keisler ϕ -measure μ (x) and any model M, if μ is finitely satisfiable in M, then μ is generalized Baire-1/2 definable over M. In particular, if M is countable, μ is Baire-1/2 definable over M. (Cf. Definition 3.9.) For any model M and any Keisler ϕ -measure μ (x) over M, sup b ∈ M | 1 k ∑ i = 1 k ϕ (p i , b) - μ (ϕ (x , b)) | → 0 , for almost every (p i) ∈ S ϕ (M) N with the product measure μ N . (Cf. Theorem 4.4.) Suppose moreover that T is countable and NIP, then for any countable model M, the space of global M-finitely satisfied types/measures is a Rosenthal compactum. (Cf. Theorem 5.1.) [ABSTRACT FROM AUTHOR]

The question of Hegel's views on Buddhism and its place within his system must be asked again as the history of effects, transmission, and reception continues to unfold. This unfolding highlights not only Hegel's effect on the Western European reception and understanding of Buddhism (and its sharp orientalist critique), but also the canny use of Hegel's philosophy by certain members of the so‐called Kyoto School of Japanese neo‐Buddhist philosophy, who, though primarily concerning themselves with Heidegger, were notable in their creative use of Hegel's philosophy of spirit (especially Nishida, Nishitani, Tanabe, and Abe). Our present task is likewise to look back to Hegel's own writing on Buddhism through the lens of the history of its effects—that is, to read Hegel again with his legacy in mind—so that we might, as strange as it may perhaps seem, see things more clearly. Our goal is relatively modest, as it aims only to seek out and coordinate Buddhism within Hegel's history of philosophy. Thus, as we have a proximate goal in mind, we also have an order of importance with respect to Hegel's texts, which, of course, brings the Lectures on the History of Philosophy to the fore. [ABSTRACT FROM AUTHOR]

Duties to oneself are central to Kant's moral thought. Indeed, in his Lectures on Ethics, he claims that they “take first place, and are the most important of all” (LE: 27:341). Despite this, Kant is not clear about what they are or why they are ‘the most important.’ What is it for a duty to be owed to oneself? And in what sense do such duties ‘take first place’? I answer these questions: a duty to oneself is a self‐legislated duty, and they ‘take first place’ in that all ethical duties are, fundamentally, duties to oneself. Based on a close reading of Kant's “Apparent Antinomy” regarding duties to oneself in The Doctrine of Virtue §§1–3, I argue that Kant holds that (1) a duty is owed to its legislator, and (2) all duties are self‐legislated. I then argue that this interpretation is further supported by Kant's understanding of the Categorical Imperative as a “principle of autonomy” in the Groundwork (G: 4:433). I conclude by offering an interpretation of the Categorical Imperative on which even though all duties are ultimately owed to oneself, there remains an important sense in which some duties are owed to others as well. [ABSTRACT FROM AUTHOR]

This paper addresses the role of disagreement in relation to the goals of metaphysical inquiry. In particular, I will discuss two reactions to Kant’s initial observation that metaphysics does not make any lasting progress: Kant’s own demand for a critical revision of metaphysics and Schelling’s ideas as presented in his 1821 lecture On the Nature of Philosophy as a Science. Kant’s account allows for an appreciation of metaphysical conflict as a necessary precondition for a critically revised system of pure reason. However, he thinks that such a system will ultimately replace all previous ones and thereby make further development of metaphysics obsolete. Although Schelling appropriates Kant’s notion of systematicity, he arrives at a positive evaluation of metaphysical disagreement as an expression of freedom which articulates itself within the history of metaphysics. I argue that Schelling’s view also entails that the history of metaphysics is an ongoing process rather than terminating in an ultimate system or a withdrawal from metaphysical inquiry. Thus, we get to see a) that Kant himself (not just his post-Kantian successors) entertains an account of the essential historicity of reason and b) how Schelling both preserves and transforms the Kantian legacy of a philosophical history of metaphysics. [ABSTRACT FROM AUTHOR]

In his lecture notes on mean curvature flow, Ilmanen conjectured the existence of noncompact self-shrinkers with arbitrary genus. Here, we employ min-max techniques to give a rigorous existence proof for these surfaces. Conjecturally, the self-shrinkers that we obtain have precisely one (asymptotically conical) end. We confirm this for large genus via a precise analysis of the limiting object of sequences of such self-shrinkers for which the genus tends to infinity. Finally, we provide numerical evidence for a further family of noncompact self-shrinkers with odd genus and two asymptotically conical ends. [ABSTRACT FROM AUTHOR]

In this paper we use new experimental data to investigate students' preferences regarding lecture mode and length, and assessment type across two unique dimensions: expected learning and enjoyment. Our main findings are as follows: first, students demonstrate a strong preference against online lectures. Students expect to learn more from, and enjoy, modules that have in-person lectures. Given that one-third of lectures in UK universities are now taught online—up from 4 percent before the pandemic—these results indicate a misalignment with students' preferences. Second, students favour shorter lectures (1 h) over longer lectures (2 h). Students do not expect to learn more from longer lectures—suggesting diminishing expected marginal returns. Third, students prefer individual assignments to exams. Students expect to enjoy and learn more from modules that have individual assignments (as opposed to exams). These findings are robust across two samples of university students. [ABSTRACT FROM AUTHOR]

This study explored students’ perceptions of the Quizizz platform in a Business English training class at PT. XL Axiata Tbk. in Jakarta. To promote effective language learning, especially in a Business English training class, a dynamic and engaging teaching approach is essential. Traditional methods such as lectures and exercises often lack the enthusiasm necessary to actively involve students in the learning process. In incorporating game-based elements like rewards, rivalries, and instant feedback, gamification provides a potential solution to increase engagement and improve learning outcomes. The study utilized a mixed-methods design, gathering data through questionnaires, interviews, and documentation analysis. The sample included 47 students from a Business English training class at PT XL Axiata Tbk. Jakarta. The results showed that Quizizz, as a gamification platform, enhances student engagement and motivation in language learning and underscores the potential of gamification in language instruction, particularly within the context of a Business English training class. [ABSTRACT FROM AUTHOR]

What is poetry's so-called 'form-content unity'? In this paper, I argue that the idea of 'form-content unity', as derived from A. C. Bradley's 1901 lecture, has been misconstrued by Peter Kivy, who believes that it is confused and vague. I argue that it has also been misconstrued, however, by the philosophers who find the idea insightful and instructive and present themselves as defending and developing it against Kivy's criticisms. Crucially, Bradley's argument emphasizes that hearing is necessary to any 'poetic' reading of a metrical poem, but this focus on sound and metre tends to be ignored. A precision of terminology—particularly a reformulation of the paraphrase 'form-content unity'—offers an improved understanding of Bradley's claims. The lecture, I argue, properly understood, in fact supports the call for a shift of attention away from understanding poems as 'form-content unities' in the philosophy of poetry. [ABSTRACT FROM AUTHOR]

Corpus-based studies have offered the domain definition inference for test developers. Yet, corpus-based studies on temporal fluency measures (e.g., speech rate) have been limited, especially in the context of academic lecture settings. This made it difficult for test developers to sample representative fluency features to create authentic listening passages. To address this issue, the Fluency Corpus of Academic English Lectures (FCAEL) was created to offer insight into the thresholds for temporal fluency features in academic lecture settings. The current study compared the corpus data to the academic lecture passages in the Test of English as a Foreign Language Internet-based test (TOEFL iBT) and International English Language Testing System (IELTS) to examine the domain definition inference of these tests. In total, 14 temporal fluency measures were examined. A bootstrapped one-way multivariate analysis of variance (MANOVA), followed by a series of bootstrapped analyses of variances (ANOVAs), independent t -test, and Tukey tests showed some support for the tests, although many limitations were also found. The study suggests the 25th–75th percentile of FCAEL as tentative thresholds for each temporal fluency feature. The proposal may be useful for test developers to create and revise test materials. Coding schemes, analysis codes, and raw corpus data are available on the project's Open Science Framework page, exemplifying how Open Science can provide benefits beyond the academic community. [ABSTRACT FROM AUTHOR]

Sixty years ago, on Wednesday, April 8, 1964, Professor Harry Kalven, Jr., gave the second of three lectures at The Ohio State University College of Law Forum.1 These lectures were published two years later in a book entitled The Negro & the 1st Amendment.2 In the second lecture, Kalven distinguished between direct and indirect threats to the associational freedom of the National Association for the Advancement of Colored People (NAACP).3 Kalven categorized the 1958 decision in NAACP v. Alabama ex rel. Patterson4 as an indirect effort to control the NAACP. With the benefit of material obtained from numerous archival sources, this Article argues that Kalven's categorization of Patterson (and the three other rulings by the Supreme Court of the United States5 that it ultimately took to ensure Alabama's compliance with the 1958 decision) was mistaken. Instead, the litigation was designed and intended to put the NAACP out of business (which, in Alabama, it did for eight years). On June 1, 1956, the injunction preventing the NAACP from doing business in the state was secured by Alabama's Attorney General John M. Patterson from Montgomery County Circuit Court Judge Walter B. Jones. This Article is narrowly focused on the two years leading up to, and the first few months following June 1, 1956, and is part of an extensive research project focused on the history of this protracted litigation. Ultimately, Alabama's injunction led to an effort to compel the NAACP to turn over its Alabama membership lists to the Attorney General. To borrow and only slightly change Jason Robards's famous line in All the President's Men, 6 nothing was riding on this litigation except the First Amendment, which guarantees the right to peaceably assemble, and the future of the country. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodResultsConclusionsIn simulation-based education, the effectiveness of observation or active participation on the retention of knowledge and skills is uncertain. The aim of the study was to investigate knowledge retention, technical and non-technical skills and self-efficacy among observers and active participants in a simulated palliative extubation.We included medical and nursing undergraduates and residents. On the first day, participants were divided into observers and active participants, each with one participant from medical and nursing backgrounds. We presented a recorded lecture, followed by knowledge and self-efficacy tests for all participants before and after the simulation. After fourteen days, both groups actively participated in the scenario, without observers. We assessed technical and non-technical skills during the simulation and repeated the knowledge and self-efficacy tests after the training.Forty-four individuals participated in this study, half from each training programme. Knowledge improved after the first training in both groups, with a significant drop only for active participants after 14 days. Self-efficacy increased in both groups, being higher for the active participants. After 14 days, active participants performed better in technical skills compared to observers, but it was similar in both groups for non-technical skills.Active participation seems superior to observation in the development of self-efficacy and the retention of technical skills. Observation may be superior to active participation in knowledge retention. Retention of non-technical skills appears to be similar with both observation and active participation. The findings have important implications for current simulation-based education, but further research is recommended. [ABSTRACT FROM AUTHOR]

In her 2024 Mais lecture, soon‐to‐be chancellor Rachel Reeves made the case for prioritising national economic security over the pursuit of ‘hyperglobalisation’. She put national economic productivity improvements at the heart of Labour's political‐economic strategy, reflecting the emergence of a dual consensus on economic government that has developed independently of the Labour Party in recent years. Reeves has recognised that this offers space for the pursuit of a moderate social democratic agenda, but the political challenge for the Labour government will be to maintain public support until its gradualist growth policies begin to take effect. [ABSTRACT FROM AUTHOR]

In this article, we advocate a SPEAKERHOOD STUDIES approach as part of an effort to decenter the 'native speaker' in linguistics. Recent critiques of native-speakerhood problematize this construct's links to essentializing discourses born of ethnolinguistic nationalism and colonialism and advocate for more specific and less reductionist approaches to describing speakers in linguistics (e.g. Babel & Grammon 2021, Birkeland et al. 2024, Cheng et al. 2021). We argue that it is important to consider--indeed, to center--conceptions of speakerhood in multilingual, transnational communities that offer a contrast to discourses centered on language purism, nationalism, and standard language ideologies. We examine data from speakers of Quechua, analyzing ways in which their ideologies of speakerhood diverge from naturalized scientific discourses in linguistics, in order to demonstrate the possibilities and the stakes of a speakerhood studies approach. [ABSTRACT FROM AUTHOR]

The 31st Morris Hansen Lecture gave a broad overview of some fundamental issues regarding the roles of statistical models in surveys, with an emphasis on a method of model selection known as the fence. This discussion provides some general lecture remarks and expands on the possible applicability of the fence methods in small area estimation. Unit-level and area-level small area estimation modeling illustrations are provided. A general variable selection framework for small area estimation is presented, along with recent application studies and ideas for expansion to include the fence methods. [ABSTRACT FROM AUTHOR]

For some time now, a blatant shortage of training analysts has been observed in the German Psychoanalytical Society (DPG) and many other psychoanalytical societies, which threatens psychoanalytical training and could make it impossible in the long term. Apparently, there is a phenomenon that can be observed worldwide that younger colleagues are critical or even negative about working as training analysts. Why is it so difficult to interest and inspire young analysts to become training analysts? We were commissioned to give a group lecture that would address the question of why generative transmission fails and what could be causing the phenomenon of missing training analysts. The lecture was presented as a group lecture at the Training Analysts Conference of the DPG, which took place online at the beginning of 2024. The speakers came from various DPG institutes spread across the whole of Germany. For confidentiality reasons, we decided to write as a group and to mix our personal contributions so that they can no longer be individually assigned. We see the following text as a contribution to an urgently needed debate that we would like to stimulate. [ABSTRACT FROM AUTHOR]

Attentional engagement is known to vary on a moment-to-moment basis. However, few self-report methods can effectively capture dynamic fluctuations in attentional engagement over time. In the current paper, we evaluated the utility of stimulated recall, a method wherein individuals are asked to remember their subjective states while using a mnemonic cue, for the measurement of temporal changes in attentional engagement. Participants were asked to watch a video lecture, during which we assessed their in-the-moment levels of attentional engagement using intermittent thought probes. Then, we used stimulated recall by cueing participants with short video clips from the lecture to retrospectively assess the levels of attentional engagement they had experienced when they first watched those clips within the lecture. Experiment 1 assessed the statistical overlap between in-the-moment and video-stimulated ratings. Experiment 2 assessed the generalizability of video-stimulated recall across different types of lectures. Experiment 3 assessed the impact of presenting video-stimulated probe clips in non-chronological order. Experiment 4 assessed the effect of video-stimulated recall on its own. Across all experiments, we found statistically robust correspondence between in-the-moment and video-stimulated ratings of attentional engagement, illustrating a strong convergence between these two methods of assessment. Taken together, our findings indicate that stimulated recall provides a new and practical methodological approach that can accurately capture dynamic fluctuations in subjective attentional states over time. [ABSTRACT FROM AUTHOR]

Interest in active learning continues to grow worldwide. Although the large volume of active learning research has provided a myriad of ways to implement active learning in the classroom, the construct remains underdeveloped and difficult to operationalize because of three main issues in the research literature: (a) the confusion surrounding what "active" in active learning refers to (i.e., behavioral activity, cognitive activity, or both?); (b) the variation in active learning activities in research and in practice; and (c) the dichotomy between active learning and lecture. The purpose of this reflection article is to articulate these issues so that active learning can move beyond its current status as "underdeveloped." By discussing avenues for future research that address those issues, our goal is to move the field forward by helping researchers focus on why active learning is effective, which forms of it are the most effective, how it should be implemented to maximize learning, and for whom different active learning interventions are the most effective. Just as active learning is easy to prescribe, it should also be easy to implement. [ABSTRACT FROM AUTHOR]

The learning strategies commonly used by teachers are lecture, discussion and demonstration strategies. Even though there are many learning strategies, one of them is the Project Based Learning strategy. This strategy is very suitable for students' learning to deepen their knowledge and develop their abilities in carrying out activities. The purpose of this research is to determine the role of project-based Project Based Learning strategies in fiqh lessons. This research uses quantitative methods using survey models and indepth interviews. The survey used in this research is online based. The results of this research show that students' understanding increases when the Project Based Learning strategy is applied by the teacher in the learning process. Conclusion pThis research explains that the role of the Project Based Learning strategy really helps teachers in the teaching and learning process in fiqh subjects. So that student achievement increases and student enthusiasm for learning increases. Therefore, the limitation of this research is that the researcher only conducted research on the role of Project Based Learning strategies in fiqh lessons. The researcher hopes that future researchers can conduct research on Project Based Learning strategies by developing this strategy in other subjects. [ABSTRACT FROM AUTHOR]

Instructors' attention to students is vital for teaching. However, instructors' level of attention to students, which has the potential to influence students' learning across different lecture types, has yet to be fully explored. The aim of this study was to examine the impacts of the instructor's attention to students and lecture type on students' learning performance and perceptions. This study used a 3 × 2 (instructor's attention: high vs. medium vs. low; lecture type: video lecture vs. traditional lecture) between-subjects design. Traditional lectures were conducted in the classroom by the instructor, whereas video lectures involved playing pre-recorded videos of the instructor. Each type of lecture contained three levels of the instructor's attention. A total sample of 285 primary school students was randomly assigned to one of six classrooms to view a lecture. A posttest was administered to measure learning performance, while post-lecture questionnaires were used to assess perceptions, including learning experience, learning satisfaction, and affects. ANOVAs were used to analyze the data. Results showed that the instructor's attention had effects on students' learning performance and perceptions regardless of lecture type. Specifically, the instructor's high attention enhanced students' learning performance. Furthermore, the instructor's medium attention promoted students' learning experience, learning satisfaction, and positive affect, while the instructor's low attention restrained it. Our results highlight the fact that an instructor's visual attention influences students' learning performance and perceptions in video lectures and traditional lectures. The study recommends that instructors should strategically allocate their attention to optimize students' learning. [ABSTRACT FROM AUTHOR]

A journal publishing house grows by maintaining and increasing the level of production of journals over the years. As a result, a non-decreasing trend becomes worrisome, because it may mean some likelihood of decline in journal publications. A declining trend warrants an investigation into this aspect, and possible intervention methods for a turnaround to increase journal publications. A respected publishing house in South Africa showed declining trends in its annual yield of various of its journals. The aim of the study was to measure the journal productivity of various journals in a specified publishing house with specific objectives being to determine the level of production over the years; to compare the level of production for the various journals; and to identify the most produced and the least produced journals. A categorical multivariate time series analysis-based study design was conducted. A trend of published articles in a South African oral health-based journal publishing house was investigated for 11-years from 2008 to 2018 in which 197 journals were used. The journals were under the subfields of direct restorative dentistry (DRD), direct restorative materials (DRM), endodontics and paedodontics. Publications of the paedodontics and direct restorative dentistry and materials journals showed a decline over the years, to their extinction. There was no journal on indirect restorative materials, which is a field related to other restorative journals. Merging these could enhance the popularity of a new one. Then, the constantly low endodontics may be augmented by increasing the journal scope. [ABSTRACT FROM AUTHOR]

The study aims to explore inadequate pedagogical training for higher education and strategies that could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research design as it is qualitative in nature. Bandura's social cognitive theory forms the basis for the study. The theory holds that learning occurs in a social context, interacts with the surroundings and actions, and applies the already stored schemata to acquire new knowledge. Data were generated from the critical review of the relevant literature. It was interpreted and analyzed thematically following Castle and Amanda's five steps of thematic analysis. The results showed inadequate funding and wrong assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also a lack of formal training programs, which contributes to the poor state of teacher training. The study revealed that enough funding and transparent lecturers' pedagogical training structures can enhance lecturers' teaching abilities. The study concludes that teacher training for higher education is insufficient. However, proper financial support for relevant and effective teacher training programmes could improve lecturers' teaching skills and thus better students' performance. The study recommends that all lecturers in higher education should go under formal teacher training. Universities should also source funds to enhance formal teacher training for novice lecturers. There should be frequent refresher courses on the latest teaching methods for gurus already in the field. [ABSTRACT FROM AUTHOR]

Recent decades have seen substantial increases in wealth inequality; this is particularly troubling given the high persistence of this inequality across generations. Yet, we have surprisingly little understanding of how and why wealth is transmitted across generations. Is this persistence driven by innate biological differences across families? Or is it driven by growing up in a different environment with access to different opportunities? In the 2024 Downing Public Lecture, Professor Sandra E. Black discusses the economics research that tries to answer this question, focusing on how one can disentangle the role of nature versus nurture. [ABSTRACT FROM AUTHOR]

The 3rd annual Praxis Lecture exemplifies the National Association for Kinesiology in Higher Education's (NAKHE's) ongoing commitment to the principles and practices of social justice, diversity, and inclusive excellence as pillars of leadership development. This year's lecture focused on perspectives, insights, and recommendations for NAKHE as the organization strategically prepares activities and programming to effectively develop, support, and advance future generations of leaders in the kinesiology discipline and beyond. The lecture highlighted an overview of the author's journey as a scholar, administrator, and member of NAKHE. Additionally, a rationale for and description of six key perspectives on leadership development were offered for consideration. This lecture was dedicated to the author's mentor, advisor, and supporter Dr. Jepkorir Rose Chepyator-Thomson of the University of Georgia's Department of Kinesiology. [ABSTRACT FROM AUTHOR]

Much has been written, mostly in overly critical terms, about Jean-Martin Charcot’s use of images in his hysteria research. Besides the images of patients Charcot produced for his clinical research, one other image has preoccupied present-day scholars—André Brouillet’s painting Une leçon clinique à la Salpêtrière. Unveiled at the 1887 Salon in Paris, this life-sized painting depicts Charcot lecturing on hysteria to his male audience while presenting a swooning female patient. For many present-day critics, Brouillet’s painting symbolizes Charcot’s purported misuse of his female hysteria patients. Contrary to such interpretations, this article shows that Brouillet’s painting did not merely serve as an iconic visual representation of Charcot’s hysteria research but was also used by Charcot as an active epistemic tool in his research on hysterical amnesia. Through a close reading of Charcot’s only published lecture on hysterical amnesia, which he held on December 22, 1891, I analyze the process through which Charcot generated new medical insights into hysterical amnesia. I thereby trace the decisive role that Une leçon clinique played in this process. [ABSTRACT FROM AUTHOR]

We prove that any subset of ℚ-m (closed under complex conjugation and which contains the origin) is the exceptional set of uncountably many transcendental entire functions over ℂm with rational coefficients. This result solves a several variables version of a question posed by Mahler for transcendental entire functions [Lectures on Transcendental Numbers, Lecture Notes in Mathematics, 546 (Springer-Verlag, Berlin, 1976)]. [ABSTRACT FROM AUTHOR]

William James delivered the prestigious Gifford Lectures at the University of Edinburgh in 1901 and 1902, and his 20 lectures were published as The Varieties of Religious Experience. While the book is a classic in the psychology of religion, little to no attention has been given to the immediate context of James's lectures or his state of mind and perspectives during his delivery of each. This study aimed to understand James's 20 Gifford Lectures as separable performances and to uncover his experience of delivering each. We placed in conversation two first-hand accounts of the lectures—The Scotsman newspaper reports and James's correspondence. A word-count methodology was used to compare the newspaper reports among themselves. The results showed that the separate reports by James and The Scotsman were strongly correlated. For instance, both James and The Scotsman reported that the 1901 lectures were better received than the 1902 lectures. Further, both confirm that James and his audience engaged each other in a complicated dance involving competing expectations and worldviews. The results demonstrate that viewing the lectures as performance events experienced by James within personal and societal historical contexts clarifies our understanding of James, each of his 20 lectures, and the book that enshrined them. [ABSTRACT FROM AUTHOR]

This study establishes a relationship between commuting time and academic attainment of Bachelor of Technology students in face-to-face lectures and labs. A group of 244 students from a private university in India participated in this study. Surveys were conducted to know the specific effect of commuting time on students' academic performance and their physical and mental state. This study reveals that commuting time has a negative correlation and a weak or moderate effect on academic performance. The results exhibited that 53% of commuting students found commuting a hindrance in class punctuality and regularity while 86% of students felt constant stress of getting debarred in the exam, in case of failing to maintain required attendance. This study will help academic administrators to frame academic policies to create a better academic environment for higher education students in India as well as in the countries having compulsory attendance policies. [ABSTRACT FROM AUTHOR]

There is limited contemporary evidence around students' experience of lectures, notwithstanding critiques of their value. This study focuses on second-year chemical engineering students across four institutions in England and South Africa. The analysis of student interviews identified three themes describing what students value in lectures. In terms of interaction, they valued simply being able to ask questions. In terms of explanations, pacing was key and working through problems by hand was valued, while the use of powerpoint often received critique. The final theme shows how resources form a crucial link from the lecture into students' private studying. This study also drew on lecturer interviews, and the comparison shows considerable coherence between lecturer intentions and students' experiences. The final aspect of this study compared across institutions, and here we see the structural impact of the high levels of contact time in the South African programmes. [ABSTRACT FROM AUTHOR]

Copyright of ABI Technik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ABI Technik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article asks the question "Why did Plato not write the 'unwritten doctrine'?" and answers it by citing a combination of two obstacles. The first derives from the limitations of the episteme available to an embodied soul about the essence of the good. Even if the dialectician has access to some kind of knowledge, the mismatch between the unchanging essence of the good and the precarious logoi which aim to identify it (and allow others some measure of access to it) can never fully be overcome. At best, Socrates (or Plato) can lead souls to an incomplete account of it: It is possible that even the most expert dialectician can only have a claim to knowledge, but no absolute certainty. Another obstacle lies in the audience or readership itself: No shortcut to understanding is possible, and yet a mere written presentation, which is all they have, is just such a shortcut, and so represents an empty promise. In memory of Charles H. Kahn (1928–2023), a letter of his from September 5, 1989, concerning the question "Why did Plato not write the 'unwritten doctrine'?" is published, along with some comments. [ABSTRACT FROM AUTHOR]

This study focuses on the characterisation of proof teaching in university lectures on mathematical analysis using the commognitive framework. The case is set around a lecturer with experience in teaching this course and a good reputation among university students. Six lectures of the course were analysed using discourse and thematic analysis. The analysis resulted in a range of characteristics of the mathematical discourse for proof teaching of a lecturer. Then, by exploring the proving routines within the characteristics, we produced a typology of teaching characteristics in the lecturer’s discourse; that typology gave us insights into a pattern of proving specific to our case study. The exploration of the proving routines in the lecturer’s discourse offered an in-depth understanding of teaching proof beyond the macro-level descriptions of lectures in the extant literature. We conclude the study with implications for research and education. [ABSTRACT FROM AUTHOR]

The new Labour government's overriding priority is economic growth—and chancellor Rachel Reeves's March 2024 Mais lecture is the clearest statement of how they intend to achieve it. The anticipated ‘dullness dividend’ from being more stable than recent Conservative governments is likely to be small, while the incoming government will have to confront trade‐offs—for example, accepting lower consumption—to increase investment. Planning reform is at the heart of Labour's proposed supply side reforms, but it remains unclear whether the party will be bold enough to follow through on its rhetoric. Labour also believes that stronger worker protections will increase productivity. By contrast, education, migration and trade are more marginal in Labour's growth narrative. It is to be seen how far Labour has made a virtue of necessity by prioritising cheaper and apparently less politically contentious growth measures. [ABSTRACT FROM AUTHOR]

Active learning in mathematics can lead to deeper understanding than passively listening to a lecture, yet recent studies indicate that didactic teaching dominates online tutorials. This study investigated student participation in three types of activity: solving mathematical problems via polling, on-screen activities on a shared whiteboard and text-chat, during online undergraduate mathematics tutorials. Data were collected from tutorial observations, student and tutor surveys, semi-structured student interviews and a tutor focus group. Results showed high student participation in all types of activity. Students also perceived them as enjoyable and aiding their learning, though with some differences between the types of activity such as those done by text-chat being slightly less well received. Perceived benefits to students' learning included the ability to attempt similar activities, with suggested benefits such as correcting misconceptions receiving a more mixed response. By demonstrating the successful use of mathematical activities in synchronous online tuition, these results provide motivation for tutors to facilitate essential active learning online. [ABSTRACT FROM AUTHOR]

Attaining a successful career in cancer surgery depends on many choices. In this paper based on the Letton Lecture from the 2023 Southeastern Surgical Conference, Dr. Jennifer Tseng reflects on the choices that enabled her current work. [ABSTRACT FROM AUTHOR]

In large lecture courses, it can be challenging to imagine assessing student learning in ways other than multiple-choice exams and traditional point-based grading. Inspired by major pedagogical principles shared by Maria Montessori and Thomas Jefferson and supported by current understandings of effective teaching, assessment was reimagined in a large introductory-level child psychology course to allow for free choice and active engagement. Instead of exams, students created a short scientific essay each week on what most interested them; essays were assessed using a short rubric and sampling techniques. Instead of traditional point-based grading, specifications grading was used. These changes, dubbed the JeffMonte method, were associated with better student performance, were received positively by students, and increased instructor satisfaction. [ABSTRACT FROM AUTHOR]

Taking notes while listening not only aids comprehension and concentration in the moment but also creates an external storage repository of information for later use. As the number of students taking content courses in their L2 in English medium instruction contexts grows, L2 notetaking abilities are beginning to receive much-needed pedagogic and research attention. Students use their notes for a variety of post-listening activities, one of which is writing assignments. The present paper examines the relationship between notes taken by three L2 English students while listening to an academic English text, and writing tasks based on the notes taken. Quantitative and qualitative analysis of the written tasks are presented and discussed in light of note content, providing insights as to how notes are used to generate post-listening writing tasks. Pedagogic implications related to the note-writing task relationship stemming from the findings are presented. [ABSTRACT FROM AUTHOR]

The Columbia Law Review launched its Karl Llewellyn Lecture series on March 19, 2024, celebrating pioneers in the law who have innovated and challenged legal theory. The inaugural Lecture was delivered by Judge Guido Calabresi who spoke on the promise and peril of "Law and . . ." disciplines, such as Law and Economics, Law and Philosophy, and Law and History. A transcript of Judge Calabresi's Lecture is published in this Issue. [ABSTRACT FROM AUTHOR]

Background: A volitional help sheet (VHS) is an intervention for promoting implementation intentions. This study was the first to test the effectiveness of a VHS for increasing university students' lecture attendance. Aims: To develop a VHS to increase university students' lecture attendance and test its effectiveness at increasing the proportion of lectures attended, and promoting the maintenance of lecture attendance, over an 11‐week teaching semester. Sample and Method: One hundred and seventy‐eight undergraduate students enrolled in a psychology degree programme were allocated at random to a VHS or active control condition. Prior to intervention, measures of goal intention to attend lectures and trait conscientiousness were collected using self‐report, online questionnaires. Over the following 11‐week teaching semester, attendance at synchronous (live) online lectures was measured. Results: The VHS condition attended a greater proportion of lectures and maintained their lecture attendance for longer than did the active control condition. These effects were not sensitive to underlying goal intentions, although the sample means on the measures of goal intention were approaching ceiling. Trait conscientiousness increased the effects of the VHS on the proportion of lectures attended. Conclusions: VHSs constitute useful interventions for increasing and maintaining university students' lecture attendance. [ABSTRACT FROM AUTHOR]

The European Neuro-Ophthalmology Society (EUNOS) practical neuro-ophthalmology course, henceforth referred to as the EUNOS course, took place in 2023 in Groningen, the Netherlands. This two-day international event featured a blend of plenary lecture sessions, workshops, and case reports, providing a practical update on fundamental neuro-ophthalmology topics for residents and young specialists in both neurology and ophthalmology. [ABSTRACT FROM AUTHOR]

I begin by distinguishing, in Hegel's writings, between the subject-matter of the science of logic, and the science of logic itself. I then argue for an interpretation of the subject-matter of logic in terms drawn from the ancient Greek discussions of logos, discussions which Hegel himself exposits at length and applauds in his lectures on the history of philosophy, and which Hegel directly alludes to, at key moments, in the course of presenting the subject-matter of logic in his own voice. Drawing on the fact that logos, in this tradition, is at once ontologically pervasive while also something which in itself does not involve consciousness or self-consciousness (and so is not essentially 'psychological' or 'spiritual', in Hegel's sense of these terms), I argue against recent attempts to cast Hegel's logic as about something which is first, foremost, and essentially self-conscious ('apperceptive'), and in favor of a more straightforwardly metaphysical interpretation of logic, one according to which logic treats its subject-matter (logos) in a way that is 'neutral' with respect to whether it is realized in spirit or in nature. I conclude by returning to the significance of distinction between logos itself and the philosophical science of this subject-matter for Hegel's broader system. [ABSTRACT FROM AUTHOR]

In response to COVID-19, educators rapidly pivoted to new and innovative ways of delivering lecture material. The ability to host synchronous lectures on platforms like Zoom gave students continued access to classroom material in the face of an ongoing pandemic. The purpose of this study was to investigate the differences in exam scores between students attending a physiology class (PHSL3051) synchronously via Zoom or asynchronously by viewing recorded lectures posted after class. Students in PHSL3051 were evaluated with four unit exams and one cumulative final exam. Although pooled analysis of all students showed that synchronous lecture viewing positively predicted exam scores, this positive association was even larger when the data were analyzed by gender and ethnicity. For female-identified students and students of color (SOC), attending lectures synchronously was associated with average scores on every unit exam that were higher by 2.7–7.4 percentage points. Moreover, the greater a student's synchronous participation in the course throughout the semester, the better that student's performance on the cumulative final exam was likely to be. These data highlight the need to better understand how different groups of undergraduate students select and respond to different assessment methods used in the same course, which may have long-term effects on their overall performance at 4-year institutions. NEW & NOTEWORTHY: This study examined the relationship between lecture attendance (synchronous or asynchronous) and exam scores throughout the semester. Although everyone in the course benefited from synchronous lecture attendance, our data indicated that students of color (SOC) and female-identified students benefited most. SOC and female-identified students who participated synchronously had even higher mean scores on all exams within the course compared with SOC and female-identified students who participated asynchronously by watching recordings of the same lectures. [ABSTRACT FROM AUTHOR]