A Picture File of Student Projects in Biology

1960 ◽  
Vol 22 (9) ◽  
pp. 544-546
Author(s):  
B. John Syrocki ◽  
Charles S. Thomas
Keyword(s):  
Picture File ◽  
Student Projects

The Three Rs in Research and Education: A Long Road Ahead in the United States

1996 ◽  
Vol 24 (2) ◽  
pp. 151-158 ◽  
Author(s):  
F. Barbara Orlans
Keyword(s):  
United States ◽  
Animal Experiments ◽  
The United States ◽  
Education Student ◽  
Funding Sources ◽  
Research And Education ◽  
The Right ◽  
Student Projects ◽  
Institutional Oversight ◽  
The Three Rs

Attitudes toward the Three Rs concept of refinement, reduction and replacement in the United States in research and education are widely divergent. Positive responses have come from several sources, notably from four centres established to disseminate information about alternatives. Funding sources to support work in the Three Rs have proliferated. The activities of institutional oversight committees have resulted in the nationwide implementation of important refinements. In the field of education, student projects involving pain or death for sentient animals have declined, and the right of students to object to participation in animal experiments on ethical grounds has been widely established. However, there is still a long way to go. Resistance to alternatives is deep-seated within several of the scientific disciplines most closely associated with animal research. The response of the National Institutes of Health to potentially important Congressional directives on the Three Rs has been unsatisfactory. The prestigious National Association of Biology Teachers, which at first endorsed the use of alternatives in education, later rescinded this policy, because of opposition to it. An impediment to progress is the extreme polarisation of viewpoints between the biomedical community and the animal protectionists.

Teaching Campaign Finance with Federal Election Commission Resources

1987 ◽  
Vol 53 ◽  
pp. 14-15
Author(s):  
Clyde Wilcox
Keyword(s):  
Interest Groups ◽  
Political Science ◽  
Campaign Finance ◽  
Public Office ◽  
Federal Election ◽  
Science Courses ◽  
Federal Election Commission ◽  
Campaigns And Elections ◽  
Student Projects ◽  
Election Commission

Many Political Science courses include sections on campaign finance activity. Courses on Congress and on the Presidency may include sections on the financing of elections for these offices, and courses on campaigns and elections will probably cover campaign finance. In addition, courses on interest groups and on parties may include sections that focus on the activities of these actors in financing campaigns for public office.The Federal Election Commission can provide an assortment of materials that may be useful in teaching about campaign finance. Some of these materials are most useful as sources of data for lecture preparation, while other offerings can be used as part of student projects or papers. In the sections below, these materials will be described, and some classroom uses will be suggested.

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

2020 ◽  
Vol 51 (1) ◽  
pp. 31-52
Author(s):  
Heidi S. Harris ◽  
Michael Greer
Keyword(s):  
Course Design ◽  
Technical Writing ◽  
Instructional Materials ◽  
Engaged Learning ◽  
Writing Courses ◽  
Course Materials ◽  
Instructor Presence ◽  
Course Outcomes ◽  
Writing Instructors ◽  
Student Projects

Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

scholarly journals THE CHALLENGING COMBINATION OF AGILITY AND CONVERGENCE IN HYBRID PRODUCT DEVELOPMENT PROCESSES: AN EMPIRICAL ANALYSIS OF STANFORD'S ME310 PROCESS MODEL

2021 ◽  
Vol 1 ◽  
pp. 2991-3000
Author(s):  
Frank Koppenhagen ◽  
Tim Blümel ◽  
Tobias Held ◽  
Christoph Wecht ◽  
Paul Davin Kollmer
Keyword(s):  
Empirical Analysis ◽  
Systems Engineering ◽  
Process Model ◽  
Design Thinking ◽  
Solution Space ◽  
Problem Formulation ◽  
Study Approach ◽  
Development Processes ◽  
Student Projects

AbstractCombining agility and convergence in the development of physical products is a major challenge. Rooted in a design thinking approach, Stanford's ME310 process model attempts to resolve the conflicting priorities of these two design principles. To investigate how successful Stanford's hybrid process model is in doing so, we have used a qualitative case study approach. Our paper begins by outlining this process model's fundamental principles in terms of engineering design methodology. Subsequently, we present the results of our empirical analysis, which tracks the coevolution of problem and solution space by meticulously examining all prototype paths in ten of Stanford's ME310 student projects. We have discovered that convergence during solution finding does not correspond to the process model's theoretical specifications. Even in the phase of the final prototype, both the technical concept and the underlying problem formulation changed frequently. Further research should focus on combining the prototype-based ME310 approach with methods from systems engineering which allow for a more comprehensive theoretical exploration of the solution space. This could lead to improved convergence during solution development.

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