scholarly journals Master Gardener Judges in State and National Horticulture Career Development Events

1998 ◽  
Vol 8 (1) ◽  
pp. 71-74
Author(s):  
Alan McDaniel ◽  
Diane Relf
Keyword(s):  
Student Performance ◽  
Prior Experience ◽  
Youth Programs ◽  
Educational Goals ◽  
First Year ◽  
Master Gardener ◽  
Critical Part ◽  
Affirmative Response ◽  
Career Development Events ◽  
Better Than

Master Gardeners (MGs) have proven to be effective judges for vocational horticulture student demonstrations of industry skills in 1996 Virginia and National FFA competitions. In a survey, the MG judges indicated a wide variety of backgrounds, with many being first-year MGs having no prior experience in judging or youth programs. Overall, they rated the student performance as better than expected and their own judging standard as neither lenient nor rigorous. Training is a critical part of their effectiveness as judges, and it was found that multiple formats are needed. Overall, most rated judging the FFA events as a very appropriate match to the MG educational goals, and there was a 100% affirmative response to the questions would they accept an invitation to judge again and would they encourage other MGs to volunteer as judges for FFA horticulture events.

scholarly journals Evolution of a Qualifying Examination from a Timed Closed-Book Format to an Open-Book Collaborative Take-Home Format: A Case Study and Commentary

2021 ◽  
Vol 10 (1) ◽  
pp. 47
Author(s):  
Gregory Samsa
Keyword(s):  
Student Performance ◽  
Student Feedback ◽  
Educational Goals ◽  
First Year ◽  
Master's Program ◽  
Open Book ◽  
Sufficient Time ◽  
Curriculum Review ◽  
Book Format

Objective: Our master's program in biostatistics requires a qualifying examination (QE). A curriculum review led us to question whether to replace a closed-book format with an open-book one. Our goal was to improve the QE. Methods: This is a case study and commentary, where we describe the evolution of the QE, both in its goals and its content. The result was a week-long, open-book, collaborative, take-home examination structured around the analysis of two types of studies commonly encountered in biostatistical practice. Our evaluation of the revised format includes its fairness, student performance, and student feedback. Results: The new format has a number of advantages: (1) it has a specific educational goal; (2) it provides sufficient time for students to produce their best work; (3) it encourages students to review elements of the first-year curriculum as needed; and (4) it can be administered remotely, even during a pandemic. Potential concerns pertaining to cheating and rigor can be adequately addressed. The results of our evaluation of the examination have been encouraging. The QE is intended to be a "fair" examination that covers important material which is beneficial to students, and does so in a way that is transparent and puts everyone in a position to perform their best work. Conclusions: An examination using this format has much to recommend it. When designing an examination, it is important to (a) match its format with clearly specified educational goals; and (b) distinguish between the distinct constructs of difficulty and rigor.

A Cohort study to compare Admission criteria and Academic performance among preclinical students at The Copperbelt University School of Medicine: complete enumeration (Preprint)

2019 ◽  
Author(s):  
Andrew Mwila
Keyword(s):  
Academic Performance ◽  
Cohort Study ◽  
Clinical Medicine ◽  
Average Score ◽  
First Year ◽  
Admission Criteria ◽  
Biomedical Sciences ◽  
Dental Surgery ◽  
School Of Medicine ◽  
Better Than

BACKGROUND The Copperbelt University is the second public University in Zambia. The School of Medicine has four major programs namely; Bachelor of Medicine and Surgery, Bachelor of Dental Surgery, Bachelor of Clinical Medicine and Bachelor of Biomedical sciences. The Copperbelt University School of Medicine runs a five-year training program for both the BDS and the MBCHB programs. Students are admitted into the Medical school after successfully completing their first year at the Main campus in the School of Natural Sciences with an average of 4 B grades or higher (B grade is a mark of 65 to 74%). OBJECTIVE The study was done to determine the association between admission criteria and academic performance among preclinical students. Hence, the study compares the academic performance among preclinical students admitted into the Bachelor of Dental Surgery and Bachelor of Medicine and Surgery at the Copperbelt University School of Medicine. METHODS This is a retrospective cohort study conducted at Michael Chilufya Sata School of medicine Campus. A pilot study was conducted with 30 BDS and 30 MBCHB students and the obtained information helped determine the sample size. SPSS was used to analyze the data. The study period lasted approximately 7 weeks at a cost of K1621. RESULTS In 2014, there was an improvement in average performance between 2nd and 3rd year for each program. An average score of 15.4 (SD 4.2) was obtained in 3rd year compared to 12.8 (SD 4.9) in 2nd year (p<0.001). Meanwhile, 3rd MB ChB mean score was 12.6 (SD 3.7) compared to 10.7 (SD 3.6) in 2nd years (p<0.05). However, in 2016, both programs, 3rd year mean scores were lower than 2nd year (MB ChB 2nd year mean score was 12.0 (SD 4.3) compared to 3rd year with a mean score of 9.5 (SD 4.5), p<0.001; BDS 2nd year mean score was 10.6 (SD 4.0) compared to 3rd year mean score of 8.2 (SD 3.4), p<0.01. On average MB ChB students performed better than BDS students in all the years (p<0.05), except in 2016 when the results were comparable. CONCLUSIONS Results from the study shows that entry criteria has a correlation to academic performance as students admitted with higher grades perform much better than those with lower grades.

scholarly journals Deep learning for intelligent diagnosis in thyroid scintigraphy

2021 ◽  
Vol 49 (1) ◽  
pp. 030006052098284
Author(s):  
Tingting Qiao ◽  
Simin Liu ◽  
Zhijun Cui ◽  
Xiaqing Yu ◽  
Haidong Cai ◽  
...  
Keyword(s):  
Deep Learning ◽  
Disease Diagnosis ◽  
Kappa Coefficient ◽  
Diagnostic Assessment ◽  
First Year ◽  
Thyroid Scintigraphy ◽  
Diagnostic Ability ◽  
The Third ◽  
Classification Time ◽  
Better Than

Objective To construct deep learning (DL) models to improve the accuracy and efficiency of thyroid disease diagnosis by thyroid scintigraphy. Methods We constructed DL models with AlexNet, VGGNet, and ResNet. The models were trained separately with transfer learning. We measured each model’s performance with six indicators: recall, precision, negative predictive value (NPV), specificity, accuracy, and F1-score. We also compared the diagnostic performances of first- and third-year nuclear medicine (NM) residents with assistance from the best-performing DL-based model. The Kappa coefficient and average classification time of each model were compared with those of two NM residents. Results The recall, precision, NPV, specificity, accuracy, and F1-score of the three models ranged from 73.33% to 97.00%. The Kappa coefficient of all three models was >0.710. All models performed better than the first-year NM resident but not as well as the third-year NM resident in terms of diagnostic ability. However, the ResNet model provided “diagnostic assistance” to the NM residents. The models provided results at speeds 400 to 600 times faster than the NM residents. Conclusion DL-based models perform well in diagnostic assessment by thyroid scintigraphy. These models may serve as tools for NM residents in the diagnosis of Graves’ disease and subacute thyroiditis.

scholarly journals An analysis of Italian university students’ performance through segmented regression models: gender differences in STEM courses

Genus ◽  
2021 ◽  
Vol 77 (1) ◽  
Author(s):  
Andrea Priulla ◽  
Nicoletta D’Angelo ◽  
Massimo Attanasio
Keyword(s):  
Gender Differences ◽  
Regression Models ◽  
First Year ◽  
Strongly Correlated ◽  
Segmented Regression ◽  
Freshmen Students ◽  
Female Performance ◽  
And Mathematics ◽  
The Relationship ◽  
Better Than

AbstractThis paper investigates gender differences in university performances in Science, Technology, Engineering and Mathematics (STEM) courses in Italy, proposing a novel application through the segmented regression models. The analysis concerns freshmen students enrolled at a 3-year STEM degree in Italian universities in the last decade, with a focus on the relationship between the number of university credits earned during the first year (a good predictor of the regularity of the career) and the probability of getting the bachelor degree within 4 years. Data is provided by the Italian Ministry of University and Research (MIUR). Our analysis confirms that first-year performance is strongly correlated to obtaining a degree within 4 years. Furthermore, our findings show that gender differences vary among STEM courses, in accordance with the care-oriented and technical-oriented dichotomy. Males outperform females in mathematics, physics, chemistry and computer science, while females are slightly better than males in biology. In engineering, female performance seems to follow the male stream. Finally, accounting for other important covariates regarding students, we point out the importance of high school background and students’ demographic characteristics.

Psychometric testing as a predictor of student performance in first year physics practicals

1996 ◽  
Vol 5 (1) ◽  
pp. 47-57
Author(s):  
J. A. Cilliers ◽  
P. Kruger ◽  
I. Basson ◽  
P. A. Kirschner
Keyword(s):  
Student Performance ◽  
Psychometric Testing ◽  
First Year

EFFECTS OF INORGANIC NITROGEN AND PHOSPHORUS FERTILIZERS ON SELECTED SITES OF NATIVE GRASSLAND IN WESTERN CANADA

1965 ◽  
Vol 45 (3) ◽  
pp. 229-237 ◽  
Author(s):  
M. R. Kilcher ◽  
S. Smoliak ◽  
W. A. Hubbard ◽  
A. Johnston ◽  
A. T. H. Gross ◽  
...  
Keyword(s):  
Inorganic Nitrogen ◽  
Total Yield ◽  
First Year ◽  
Western Canada ◽  
Phosphorus Fertilizer ◽  
Nitrogen And Phosphorus ◽  
Native Grass ◽  
Yield Increase ◽  
Native Grassland ◽  
Better Than

N, P, and N + P at 60, 26, and 60 + 26 lb per acre were applied on native grass sites during three successive years at seven, locations in Western Canada. Single applications of the N fertilizer resulted in 3- or 4-year total yield increases of 300 to 600 lb per acre at six locations. At Summerland the 3-year increase was nearly 1400 lb. Phosphorus fertilizer by itself provided very little yield increase. N + P gave yield increases that were only slightly better than those from N alone.Residual responses to fertilizer were important, especially in the 12- to 16-in. rainfall locations. Only about one-third of the total yield increase occurred in the first year, with the remainder coming in the subsequent seasons.Weeds, where present, showed a marked response to fertilizer N in the first season; in subsequent years the response largely disappeared.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

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