Lectures - Science topic
Lectures are works consisting of speeches read or delivered before an audience or class, especially for instruction or to set forth some subject. They are differentiated from ADDRESSES [PUBLICATION TYPE] which are less didactic and more informational, entertaining, inspirational, or polemic. (From Random House Unabridged Dictionary, 2d ed)
Questions related to Lectures
Has anyone come across an article about non-native English teachers who improved their English language skills because of working with native English lecturers?
It's said “this case is another effect of relativity", but actually I can't fully understand it.
original text from 𝙏𝙝𝙚 𝙁𝙚𝙮𝙣𝙢𝙖𝙣 𝙡𝙚𝙘𝙩𝙪𝙧𝙚𝙨 𝙤𝙣 𝙥𝙝𝙞𝙨𝙮𝙘𝙨
What do you think of a PhD? Just another academic degree? That’s what many people think when they see PhD on someone’s CV, implying somewhat an ignorance on their part. A PhD is not just a degree similar to an undergraduate degree where students take lectures for a few years to learn various subjects.
Next time when you see PhD on someone’s CV, know that they are actually highlighting a full time job - yes, you read it correct - a full-time
Job as a researcher. A PhD in Indian University’s takes on 5 -7 years to complete meaning a research work experience of anywhere between 5-6 years. Experience that comes from a lot of working hours, collaborations, meetings, rejections, and many more ups and downs. In many cases, they go through much more than a typical like 10-5 jobs.
Having said that, it doesn’t mean that every PhD holder is as ready as the other one, right after graduating. But, this is exactly the same in any other field, where people have to learn many skills on the job, gaining more experience over the years.
So whether you are in academia or industry, when you have an applicant with a PhD on their CV, please do not reject their applications because they do not have experience.
That’s my opinion. What do you think? Is PhD a work experience?…😎
Greetings Professors, scientists and lecturers,
In phylogenetic tree analysis/evolutionary trees, most of them have only two branches. Why is that?
Though there are subdivision of small branches from the ancestors, everything divides into two but not three or four or five or six? Why?
Please clarify my query.
Thank you in advance
I would like to prepare a lecture on "Introduction to Statistics" and am looking for a suitable textbook on which to base the lecture. Any recommendations?
I am looking for a lecturer job for engineering college in India. Since there are millions of websites available on Google, most of them look like false advertisements or outdated ones. Here is my question: can some one please suggest me which website is more genuine based on your experience for finding lecturer jobs in India?
Hi, I'm currently carrying out research on the various techniques that can be used to support reverse mentoring in higher education. I'm thinking of knowledge sharing and self-efficacy as a type of technique. I'm I on the right track? if not, kindly suggest some for me and how best do one introduce it into the educational sector by putting into consideration lecturers in higher education.
Articles or journals on this subject matter will be of great help while sharing personal experiences is also welcome.
I want input on the concept of educated elite academics. The idea is that studying to the level of a M.Sc. to Ph.D. makes one an educated elites and these group abound in society. Likewise among this group, some teach/lecture hence tagged academics. I want published/unpublished works that I can use to buttress this idea.
I am a lecturer of religion in Atma Jaya Yogyakarta University. I want to make a presentation for my lecture about correlation between techology and religion. By 'religion' I mean religiousity in general. So please give me book titles about this subject. But if you want to send me Ms Word or PDF about this subject, you can send me via email. My personal email address is firstname.lastname@example.org. Thanks in advance!
Hi ResearchGate community,
I am looking for scientific methods to evaluate student engagement levels per each lecture or few lectures (teaching modules) in two 200 and 400 level engineering courses. My goal is to measure learning outcomes at the end of each assessment module and test correlation between learning outcomes and engagement levels as a function of different teaching methods.
Question is: what are some rigorous and reproducible methods to measure student engagement during a lecture?
I want to know more about the basic knowledge of automatic control, discrete-time system and Information Physics fusion system. I hope to have some courses to guide me.
I am currently writing my master thesis on "Optimizing the transition from Design Thinking to Scrum in a co-creation approach" at Munich University of Applied Sciences. For the empirical part I am looking for experts in the university context (lecturers, professors, PhD students) who drive an integrated approach of DesignThinking and Scrum (similar to CIL Solution Delivery Approach: https://www.co-inno-lab.org/cil-ansatz) within student projects. Do you know anyone who teaches in this area or even a university course that includes such an approach?
I appreciate any tips - Thank you!
As most or probably all of you who teach lectures–besides conducting research–we have been working away from students. My question is, what platform are you using for online lectures?
I am using Google Classroom for organizing work, but don't know how to give an actual (video) class where students can join live and ask questions, etc.
I have never liked relying on PowerPoint presentations so most of my lectures are on the actual whiteboard, just supported by a few slides when charts need to be shown, so I basically wanted to continue with live classes.
Will I have to record videos? Or, is there a live platform that performs well and 20-25 students can join in? Preferably that I can see them too. Is that too much to ask given the circumstances i.e., with a MacBook, a videocamera and home internet? I have applied for a Cisco Webex account but given the demand it will take some time and I don't know if students will be able to use it.
Cheers and take care.
I got a PhD degree last year. However, i started working as lecture in university and find my self in charge of many subjects, laboratories and graduation projects because there are a leake of lecture in my university. However, i don't want just to be a lecturer and i want to continue in academic work such as : publishing papers
i trying many plans to mange my time but i haven't done any good result.
could you please share your experience about your journey yo how do you developed your self as academic person ? and divide your time between academic work and work in university especially when there is a lot of pressure.
This is Tadele Asswefa Aragaw, Lecturer and researcher from the Chemical Engineering Department, Bahir Dar University. From our research-grade labratory, we have a TGA instrument with a model: ATAT 2012 and software to this instrument is BJHENVEN. Unfortunately, the TGA software has been failed. Could you help me, please?
Thank You for your cooperation
I want to know if I am trying to do a 2 stage mendelian randomization. Using R software with the mendeliazation package,
Since using a logistic regression the snp does not have a significant p value with the outcome Mi but with a Cox proportional model it does. How then can I find a causal effect or effect size of the exposure on the outcome.
My lecture said I could divide the coef of the log hazard of the snp to the outcome from the Cox by the coefficient of the linear regression of the snp and the exposure to get my effect size. I still didn't understand how I could that.
Also when I went ahead to use the predict model to get unconfounding values for hdl and ldl, I realised that when regressed the uncounfounded model on the other outcome, I got 6 but when I did the coef of the log ( snp_ outcome effect) divided by the coefficient of the linear model (snp_ exposure effect) I got 0.069.
I have been finding it difficult to reconcile these two.
Will be glad if someone can help me answers to this.
Textbooks about the managerial aspects of Digital Transformation and Industry 4.0 for academic teaching with exercises and case studies.
I am currently coordinating a course on tourism planning and regional development and want one lecture slot to more closely examine tourism development in times of crisis. How do you plan when you have no idea what to plan for?
I would like to base it around climate change, Covid-19, but also the current on-going conflict in Ukraine.
Thankful for any suggestions on material to make the lecture more profound. I also welcome a discussion on this topic I can share with my students if you wish to voice your opinion.
I am a law lecturer, I have just created a law board game, and is now in the process of doing Lab validation & Prototype testing. How do I do it?
I had noticed that many universities are showing intrests in previous or 1st degree CGPA while hiring a masters or PhD candidate. But they dont show interest to interview the students with low CGPA but with high potential to handle a research. There are so many talented students who are looking for a M.Sc or PhD full scholarships with an excellent grade for their final year research thesis but with a decent CGPA. Also those students have the potential to face the postgraduate studies. Though they are not offered a scholarship which is hard to accept. If they are given a right opportunity definitely they will prove them selves to this world. In my opinion CGPA is decided by the lecturers itself. So why dont universities interview students with high potential while offering a placement?
I am planning to do a questionnaire study. My variables are
university performance (X)
lecturers contribution (Moderator)
1. For collecting lecturer contribution, my sample population are lecturers.
2. For collecting university performance, my sample population is university administration staff
3. For collecting students performance, my sample population are both lecturers and university administration staff
Please tell me should I design two separate questionnaires in one study. What can be the best way of designing this or these questionnaires? Please refer me to any research articles.
Thank you very much for your cooperation
I have to take part in the Surface Engineering exam in a few days and I do not have enough time to go deep through the lectures. I would be grateful if anyone could introduce any suitable source for surface engineering with an emphasis on surface characterization and surface modification.
I am in the process of making my research for my final, and I am actually confused after I finish my pilot study. So the thing is my lecturer recommended I use SPSS for my pilot study, and I can run my big data with PLS-SEM. Does anyone know what is the reason for using SPSS for the pilot study and not PLS-SEM for both? I've been asking google but seems no one give me an answer yet. Really appreciate your help in giving me the reason for using SPSS rather than PLS for my pilot study. Thank you.
ps: my sample for my pilot study is 42
To measure academic quality of university academic staff, i asked three questions
1] job title (Professor, Senior Lecturer, Lecturer)
2] Number of publication (Research articels, Books)
3] Citation received (Number of citation)
Please help me to calculate a measurement using above three dimensions.
In recent, I am done compiling my teaching materials for the Fundamentals of Aircraft Manufacturing Management Process. I've studied some materials and currently doing theoretical research on Aircraft Manufacturing Management Process.
If anyone is interested to review my syllabus, lecture notes and PowerPoint slides then you can contact me.
I will be sharing my material and expecting/ requesting suggestions, comments, recommendations and your ideas to improve my lecture materials. Thanks in Advance.
In case you find so much to critique in a published article, book, or paper of your current university lecturer or professor, how prudent is it to review it, and how do you go about it?
For Action Research through the famer field schools (FFS) approach to learning conservation agriculture, initiated by the FAO.
The principle of the Farmers' Field School is to create a place of exchange and learning where producers learn as a group on their own through observation and exchange. The Global Good Practices Initiative aims to make information and know-how on extension easily accessible to a wide audience of practitioners.
KEY PRINCIPLES OF FFS
1. Learning by doing - adults learn best by practical experience than through passive listening during lessons lectures or demonstrations.
2. Each CEP is unique with regard to its content: they are farmers who decide what is relevant to them and what should address CEPs.
3. Learning from error - everyone's experience of reality is unique and valid.
4. Learning to learn - farmers strengthen their capacities to observe, analyze and make informed decisions.
5. Asking problems / finding solutions - the problems are presented as challenges and not as constraints.
6. Field schools are the learning ground - the field - a the agricultural or livestock system is the main learning tool.
7. Agricultural advisers are facilitators, not teachers - because their role is to guide the learning process.
8. There is strength - as a group, farmers have more power than individual producers.
9. All CEPs follow a systematic training process - the key steps are observation, group discussion, analysis, decision making and action planning
In a typical FFS, a group of 20 to 25 farmers meet once a week in a field and under the guidance of a trained facilitator. In sub-groups of five, they observe and compare two plots over the course of an entire agricultural campaign. One plot follows conventional local methods while the other is used to experiment with what might be considered "best practices". They experiment and observe key elements of the agro-ecosystem by measuring plant development, taking samples of insects, weeds and diseased plants, conducting simple cage trials, or comparing the characteristics of different plants, soils. At the end of the weekly meeting, they present their findings in a plenary session, followed by discussion and planning for the weeks ahead. Alternative practices are not assumed to be automatically superior to conventional practices. It's up to the farmers to decide what works best through their trials and observations. FFS is about providing a risk-free environment in which to discuss, dissect, modify and experiment with new ideas for natural resource management in general. Within this framework, farmers are able to study a wide range of subjects, such as integrated management of soil fertility, conservation agriculture, management of hydraulic or water resources, variety selection methods. local and seed quality issues; the risks associated with toxic pesticides and the implementation of low-toxic alternatives; developing marketing skills; and the diversification of agricultural production systems with new crops for food, fodder and profitability. Nationally and regionally, the list of topics continues to expand. The "learning by doing" approach encourages farm-oriented experimentation, group organization and decision-making, increasing the likelihood that farmers will eventually "own" and adopt the improved practices. At the end of the season, a typical FFS group organizes a field day to show local politicians, government agricultural officials and other farmers what they are doing. Exchange visits with other FFS are also encouraged. The season-long approach helps develop stronger social bonds that continue after the initial FFS. Not all topics can be covered in one season, and FFS groups often continue with new topics and activities in subsequent years. Exploring past trends, the current state, and future scenarios allows groups to prioritize needs, interests and actions for the future. National FFS programs are more than just a collection of FFS. They generally operate at different scales to develop social capital, for example by enabling the strengthening of producer organizations and contributing to greater organizational capacity across the entire value chain - from finance, post-harvest processing and production, marketing to investments. National FFS programs are starting to work in concert with other participatory community initiatives, including community listeners' clubs.
The other day, one of my lecturers reminded us (me and my friends) to be more careful in making a research claim. I guess it falls down on how we should interpret the result of our research. So, can someone gives me tips on how to carefully interpret the result of my research so that I could be careful in making my research claim?
I'm preparing a brief lecture on the procedure of applying to Scopus for the indexing of a journal. I have the pre-selection procedure fully covered from the Scopus website. But information on the remaining procedure is so generalized and vague to an extreme. I could not locate relevant information anywhere else.
Does anyone know where I might find such information or have personal experience with the est of the procedure?
I am new to Organizational Network Analysis and my lecturer told me to seek for a software that does ONA, whether the software is free of charge or not it does not matter. Thank you in advance.
I hope you had a wonderful Christmas. Im very much interested in teaching and I would like to ask your views on a highly ( to me at least) interesting topic. There are probably as many methods of teaching methods as there are lecturers but here are a few types accepted in literature.
- Student-Centered / Constructivist Approach.
- Inquiry-Based Learning.
- Flipped Classroom.
- Cooperative Learning.
- Personalised Education.
Which one do you use and why?
Best wishes Henrik
I have a project to make a simulation of DRAM controller. How can I implement this project using proteus simulation or any simulation else? And What are the titles I have to know before implementing the project? please recommend me any useful documentation or online lectures lead me to the right way.
I have often been suprised of the effect a little song before a lecture can highten the mood and the motivation of my students. does anyone have similar experiences?
the meditation sessions are similar to any other training programs containing lectures, discussions, and practicing, etc.
Our answer is YES. This is, however, a frequent question, and the answer has been: no. For context, see the video 2016 Patrusky Lecture by Steven Weinberg, on "What's the matter with quantum mechanics?"
We take the reasoned position: yes. Thinking otherwise would be to give up on deductive reasoning, on physics, on causality.
What is your qualified opinion?
I have started to study molecular simulation for weeks, and have studied the basic theory of molecular simulation from lectures and videos. I am currently trying to do some hands-on practices, but here comes the question.
I follow the tutorials, yet I don't know how to come up with the protocol of my target. I have been puzzled 'how to study my target' for a while. Also, how to be familiar with my target is another big problem.
Can anyone please give me some suggestions? Study route or any recommendations are appreciated.
I am looking for a book or lecture that illustrates the FE formulation to solve radiation problem. I find convection and conduction but no luck for radiation.
If you have any source that would be great!
Hey, Could you please spare 10 minutes and watch the related video of my prototype and answer the required questions?
I really appreciate your time.
My Hypothesis is that: There is no statistically significant difference in lecturers’ motivation to use social networking sites across 5 disciplines (Economics, Languages, ....). That is, 1 have 5 independent groups (strata), and my dependent variables are stated in a 14 item - 4point (Strongly agree to Strongly disagree) Likert type scale. Which statistical technique is best for this.
Do people perceive and memorise more information while reading paper books as compared with using digital texts, or watching video lectures?
Does anyone have videos of the QIP Short Term Course on Advanced Ceramics and Composites for Multifunctional Applications (1-6 March 2021)? If anyone has the course videos of IIT Kanpur, please let me know. I need that lecture videos.
A friend of mine is conducting a study on "Principals' managerial skills and School effectiveness". The dependent variable of the study is school effectiveness. The researcher intends to find out whether the following managerial skills - Communication, decision-making, and supervisory skills correlate with school effectiveness. School effectiveness was measured as a product of teachers', students' and administrators' effectiveness. For considering teachers, students, and principals themselves in the dependent variable, the researcher states that the "population of his study comprised 810 school leaders (270 principals and 540 principals), 2,5763 teachers and 13,890 students. From this population, 10 per cent each of principals, teachers and students were selected at random for the study. Is there anything wrong with the population? A lecturer who is not even the supervisor said it's wrong, but I felt he was right since teachers, students and school administrators are taking part in the study. The lecturer said the population has to be unitary, and as such, all the secondary schools should rather be used.
The idea of this lecturer about population choice has affected many students' theses. Thus, I decided to bring this topic here up to get the opinions of other experts regarding the choice of population.
I plan to study meta analysis by myself. I would deeply appreciate if anyone could recommend books or lecture videos related to it. Any advice for this journey will be also welcome. I have usually used the structural equation modeling analysis for my research. Thank you in advance.
Ye Hoon Lee
I am looking for the best online teaching platform (due to Covid-19).
The features I need would be to
1: share audio, video lecture utilizing less data (due to problems of data costs for the students in developing countries)
2. bear weaker/interrupted internet signals during live lectures.
3. Offcourse free of cost.
Spectrometry plays a crucial role in chemical analysis. Thus, spectrometry — absorption or emission, atomic or molecular— receives much attention in undergraduate courses at universities.
Teaching dispersive spectrometric chemical analysis seems to follow a defined pattern:
We (professors/lecturer/instructors) introduce the behavior of individual elements (e.g., sources, monochromators, detectors).
Sometimes, we show how a group of parts perform (e.g., when teaching the behavior of a monochromator with its slits, mirrors, lenses, diffraction gratings, and/or prisms).
We propose to understand the operation of the spectrometer as a whole (i.e., holistic behavior) from the behavior of the elements.
Is that bottom-up educational strategy the only option to teach how a dispersive spectrometer works? What do you think?
I am an MA and working as a lecturer of English at a university. I have written and published some papers since last year of my student life. As I have no PhD or MPhil and have done no formal research under any professor, I am only to depend upon my reading. What can I do or what should I read if I want to conduct some heavy-weighted literary researches that have really impact on the existing knowledge, even before I seek for a PhD?
Another thing is that I would like to find a specific field of research for my PhD and for the sake of preparing myself, what can I do? How can I anchor on a specific field of literature?
I am very interested to hear what awakens your interest and makes you pay attention when you are attending a lecture? Do you think that this is any different than what triggers your students?
If I am doing a Mixed Method approach, Can I start the research by doing a questionnaire with students followed by interviews with lecturers ? or should I only do the interviews with students?
We have a very short academic event, only 3 days, so we would like to avoid monthly plans from platforms like Zoom or GoogleMeet. We need support for around 150 people per day, in 5 simultaneous rooms with lectures, workshops and paper presentations.
Thanks in advance!
I am glad to find you well and healthy. I hope to provide me any references, notes, lectures, or links that can help me making a complete and perfect course about the "Basin and Petroleum System Analysis" and "PetroMod Software" to be used in undergraduate learning syllabus.
Assist. Prof. Rami M. Idan
Petroleum Geologist Ministry of Higher Education and Scientific Research
Al-Karkh University of Sciences College of Remote Sensing and Geophysics
I am trying to optimize my data in FPGA and reduce the data movement between off-chip memory and FPGA. one of the possible techniques is the data reuse methodology. I need a reference, lecture or tutorial to learn about the spatial and temporal reuse techniques. I appreciate any help or guidance from you in advance.
My name is Coline Mailleux. I am a lecturer at Sophia University in Japan.
For my research, I would like to find a Japanese version of "Intrinsic Motivation Inventory" or "IMI".
I would be very grateful if you could tell me if you know where I could find it.
Thank you very much in advance.
I trust you are well!
I am looking for publications that showcase all the challenges that lecturers/academia from Higher Education are experiencing during the pandemic. Challenges can be professional or personal.
Your response is highly appreciated - thank you :)
The methods of information exchanging at different studying levels maybe not clear understanding by some teachers or lecturers. I would like to discuss some notes about what are the allowable or reasonable direction of talk and information exchanging or communication that may be occurred between the lecturer and the students at the university level that relates to studying requirements during the studying years.
Because of that lecture’s students are adults so in some times the lecture tries to make a discussion about some topics related to the field of study. This discussion may be represented as a bidirectional arrow as shown in figure 1. Since this kind of communication is important especially for students to gain experience and it is the best way to allow them to improve their skills. The examination date, curriculum, questions types, and scientific references are decided by the teacher as indicated by one direction arrow. It is better to let the students write the exam subjects schedule and this case indicated as a one direction arrow oriented from the students.
Nowadays new method of learning was added to conventional attendance education which is Online education. Because of the flexibility in this kind of learning that may be done at any time in the day, in the morning, or even in the evening. So it is better to be careful in dealing with this new situation.
In my opinion and from the experience and observation, I expect it to be the best that there are some subjects like lecture time or examination time must be decided only from the teacher or lecturer and do not make this kind of decision taken from the students. The reason for saying that it is not logical to ask each student about a suitable time for him or her.
In summary, for competition and skill development it is very common to share a discussion or any knowledge with students but in other cases like fixing the exam date or the time of the lecture, so trying to get a single word from any group of students may be a waste of time or maybe wrong decision that will affect in a negative manner on the students.
Readiness for online learning-Survey
Are you a teacher or pre-service teacher, a university lecturer or a trainer in an educational organization? And do you have to move to online teaching because of COVID-19? Share your experiences in our survey and learn what others say! It should take maximum 10 minutes to complete.
If you are happy to participate, please click here: https://forms.gle/6BsuDEfA76SZyxHi8.
If you would like more information about the questionnaire, feel free to contact Jo (email@example.com). You are also free to share this questionnaire with anyone you wish.
Thank you for your time!
Jo, Sarah, Fazilat and Ronny
- Jo Tondeur, Vrije Universiteit Brussels
- Sarah Howard, University of Wollongong
- Fazilat Siddiq, University of South-Eastern Norway
- Ronny Scherer, University of Oslo �
We are investigating the impact of online learning environment on sustained attention and student engagement among undergraduate students (Year 1-3).
We had the participants watch a lecture video and answer multiple choice questions related to the content of the video. We also had them fill an engagement questionnaire which had questions about their involvement with peers and various university related activities.
Hypothesis I - 1st year students are able to focus more over a long period of time than 2nd and 3rd year students.
Hypothesis II - 1st year students actively participate and are more engaged with peers than 2nd and 3rd year students.
My questions are:
1. What statistical test would be most appropriate?
2. How do I set a value to prove significance...for example they had 13 MCQ questions, how do I know what number of questions they need to have answered correctly in order to say they paid more attention?
I'm very lost, i'd appreciate your help and any remarks that could provide me some clarity.
Most countries have been given a vacation to school and university students because of the spread of the Corona Virus, so it is necessary to record lectures and upload them to the universities' scientific sites or social media.
Flipped learning is a methodology that helps teachers to prioritize active learning during class time by assigning students lecture materials and presentations to be viewed at home or outside of class.
Now a days teaching is exclusively done through PowerPoint presentations. A lot of time is spent making ppt rather than reading for the lecture And thorough learning of subject is missed. is board teaching a better than ppt lecture?
"THIS IS AN ABSOLUTELY SCIENTIFIC QUESTION"
I personally have two strategies, I give lectures aimed at Children and Young people and I make these lectures available (presentations) for other people to use in other places in world, translating into their own languages, trying to use more images than text.
Tell us what your strategies are, share with RG so that we can have more researchers and that Childrens and Youth people can see that it is a "nice" option to be a researcher and contribute to the development of humanity!
Source links of my documents, there are 7 (seven) documents (Childrens and Young People) within section called Presentations. Hope they can be helpful.
During the Covid Pandemic situation teaching in online mode is an important issue in the education system.
There are many challenges while teaching in an online mode such as making lectures more effective, interesting, interactive, etc. please share your ideas/experiences in this regard.
Can you suggest where can I find video lectures on turbulent flows or turbulence modelling? Are there any video lectures on understanding turbulence modeling? Or any books to understand turbulence modelling? Can someone please help!
i have a project on how different turbulent models can be used on Naca aerofoil. and i am not knowing how to find material to understand turbulent flows.
In my country, the responsibilities of a lecturer are: 1) to give lectures to students; 2) conducted some researches; 3) implemented their knowledge to the society. We have some problems in doing all these responsibilities, particularly in time we have. So, the outcomes can not be maximum.
What should the right responsibility of a lecturer in the university so that we can maximize our capacity?
Please share your opinion here.
Thank you very much.
You know that most of the European Countries including UK are in NVZ, and therefore could you please give some idea for longer term how could we reduce Eutrophication / toxic effect from those NVZ?
Dr K M Rahman
Research Fellow and Lecturer (BCU)
The academic year has begun, and at least for now it will be coordinated remotely. What ways do you have to engage students' attention during remote lectures? I was thinking about asking unexpected questions to a particular person to get their level of focus. Any tips?