Non-traditional Class Research Articles

Models of Teaching, Magazines and Music Machines: Alternative approaches to electronic music education in Melbourne

This article presents a history of alternative electronic music education in Melbourne, Australia. It documents early examples of experimentation with non-traditional classes and programmes in tertiary institutions and subsequently the emergence, over several decades, of alternative teaching and learning in community centres, nightclubs, retail stores, message boards and magazines. The article uses Scheffler’s Models of Teaching to provide a framework to document the differing pedagogical approaches, and draws upon archival material, interviews, essays and first-hand experiences to explain how Melbourne’s rich history has informed and influenced today’s learning practices. It posits that the adaptable, dynamic and flexible practices found in Melbourne’s electronic music education were the result of influences from key educators, the needs of the communities that enabled them and the adaptation to cultural and technological changes.

Detection of outliers with respect to a MUSIC geotechnical database

This study proposes a novel method that addresses a nontraditional class of outlier detection problems. The purpose of most outlier detection methods in the literature is to detect outliers within a dataset. A record can be considered an outlier if it is distinct from the regular records in the dataset. However, the purpose of the novel outlier detection method proposed in this study is to detect outlier data groups (a data group may denote a site or a project) with respect to a soil/rock property "MUSIC" database. A data group is an outlier group if its characteristics (mean, variance, correlation, or higher order dependency) are distinct from the regular data groups in the database. This study frames the outlier detection problem into a formal hypothesis testing problems with the null hypothesis that “the target data group is identically distributed as the regular groups in the database.” With the hierarchical Bayesian model previously developed by the first two authors, the p-value for this hypothesis testing problem can be estimated rigorously. Numerical and real examples show that the p-value can effectively detect outlier data groups as well as outlier records with respect to a database.

Machine-learning-guided descriptor selection for predicting corrosion resistance in multi-principal element alloys

More than $270 billion is spent on combatting corrosion annually in the USA alone. As such, we present a machine-learning (ML) approach to down select corrosion-resistant alloys. Our focus is on a non-traditional class of alloys called multi-principal element alloys (MPEAs). Given the vast search space due to the variety of compositions and descriptors to be considered, and based upon existing corrosion data for MPEAs, we demonstrate descriptor optimization to predict corrosion resistance of any given MPEA. Our ML model with descriptor optimization predicts the corrosion resistance of a given MPEA in the presence of an aqueous environment by down selecting two environmental descriptors (pH of the medium and halide concentration), one chemical composition descriptor (atomic % of element with minimum reduction potential), and two atomic descriptors (difference in lattice constant (Delta {{{mathrm{a}}}}) and average reduction potential). Our findings show that, while it is possible to down select corrosion-resistant MPEAs by using ML from a large search space, a larger dataset and higher quality data are needed to accurately predict the corrosion rate of MPEAs. This study shows both the promise and the perils of ML when applied to a complex chemical phenomenon like corrosion of alloys.

Morpholinium-based ionic liquids show antimicrobial activity against clinical isolates of Pseudomonas aeruginosa

Pseudomonas aeruginosa is a multi-drug resistant (MDR) pathogen. It is classified by WHO as one of the most life-threatening pathogens causing nosocomial infections. Some of its clinical isolates and their subpopulations show high persistence to many antibiotics that are recommended by the European Committee on Antimicrobial Susceptibility Testing (EUCAST). Thus, there is a need for non-traditional classes of antibiotics to fight the increasing threat of MDR P. aeruginosa. Ionic liquids (IL) are one such promising class of novel antibiotics. We selected four strains of P. aeruginosa and studied the growth inhibition and other effects of 12 different ILs. We used the well-characterized P. aeruginosa PAO1 (ATCC 15692) as model strain and compared it to three other isolates from chronic lung infection (LES B58), skin burn infection (UCBPP-PA14) and keratitis infection (39016), respectively. The ILs consisted of either 4,4-didecylmorpholinium [Dec2Mor]+ or 4-decyl-4-ethylmorpholinium [DecEtMor]+ cations combined with different anions. We found that the ILs with 4,4-didecylmorpholinium [Dec2Mor]+ cations most effectively inhibited bacterial growth as well as reduced strain fitness and virulence factor production. Our results indicate that these ILs could be used to treat P. aeruginosa infections.

Generalized Formulation of Linear Nonquadratic Weighted Optimal Error Shaping Guidance Laws

This study presents a novel extension to the theory of optimal guidance laws represented by the nontraditional class of performance indices: nonquadratic-type signal norm for the input weighted by an arbitrary positive function. Various missile guidance problems are generally formulated into a scalar terminal control problem based on the understanding of the predictor–corrector nature. Then, a new approach to derive the optimal feedback law, minimizing the nonquadratic performance index, is proposed by using the Hölderian inequality. The proposed extension allows a more general family of formulations for the design of closed-form feedback solutions to various guidance problems to be treated in a unified framework. The equivalence between the proposed approach and other design methodologies is investigated. In general, the type of input norm mainly determines the variability of input during the engagement while trading off against the rate of error convergence. The analytic solution derived in this study is verified by comparison with the solution from numerical optimization, and the effect of the exponent in the performance index on the trajectory and command is demonstrated by numerical simulations.

Structurally uneasy but kinetically stable nitrogens in 1,3‐disubstituted cyclotetrazenes: Viable high‐energy‐density materials

AbstractIn designing the polynitrogen and nitrogen‐rich high‐energy‐density materials (HEDMs), one continuously challenged issue is to solve the severe conflict between “stability and detonation.” Most known nitrogen‐containing and nonsaltlike HEDMs involve the normally bonded skeletal nitrogens. Here, we computationally proposed a nontraditional class of nitrogen‐rich compounds with structurally uneasy nitrogens, that is, 1,3‐disubstituted cyclotetrazenes N4R2 (I), which bear the moderate 6π‐aromaticity and slight singlet diradical character. The target N4R2 (I) can preferably balance the “stability and detonation” necessity of HEDM, and can be fabricated into diversified compounds ranging from simple to nano‐sized high‐energy porous frameworks. The robustness of N4R2 (I) should much expand our perceiving limitation in the nitrogen‐rich HEDM chemistry.

Discourse Analysis and the teaching of Biochemistry: contextualized learning based on "alcoholic beverages" as generative theme

The World Health Organization classifies alcohol as a psychoactive substance capable of producing addiction, associated to various diseases and social problems. However, it is largely consumed in the various social strata by youngster which ultimately leads to its common practice. These individuals know little about the harms posed by excessive consumption of alcoholic beverages. In this scenario, education is a major promoter of change in this longstanding social behavior. This study aimed at promoting the consolidation of the teaching of Biology by using alcohol as generative themes for the development of contents in Biochemistry, as well as elaborating a methodology that will stimulate learning about ethanol metabolism. A research was carried out with 316 individuals in the age group 13-19, enrolled in four public High Schools in the Municipality of Campos dos Goytacazes/RJ. Prevalence of alcoholic beverages was identified among 72%, and beginning of such habit was found in the 13-15 age group motivated by curiosity or peer influence. Considering these data, an educational methodology was developed based on the concept of generative themes by Paulo Freire and structured by Delizoicov (2007). To verify the value of such methodology in Biochemistry classroom, data was collected by applying a questionnaire and images with texts produced by students. Several didactic resources designed by the authors were used, such as slide presentation and a roulette game named “Bioquimicados”. Critical analysis of texts written by students were carried out before and after the class using DTA. S tudents developed more grounded scientific concepts, making use of terms common in scientific language. This suggests that the use of the Generating Issue in a lesson based on problematization, and supported by a ludic activity, provided a meaningful contribution to improve the students' understanding of the scientific content. A non-traditional class promotes greater student motivation, resulting in meaningful learning.

Dyslipidemias as generating issue in Biochemistry classes

The traditional didactic model is based on the transmission of the teacher's encyclopedic knowledge. In this model, the teaching of Science aims at the transmission of dominant values, regarded as absolute truths. The teacher is seen is an expert on scientific contents who transmits them to students without motivating them, and without taking into consideration their previous ideas and life experience. This model contributes to the formation of professionals who accept those values uncritically. An effective approach to break up this traditional teaching model in Biochemistry is the use of a generating issue. A Generating Issue is the starting point to the knowledge construction process which, in turn, replaces traditional models. Thus, this study aimed at developing a lesson for a 12th grade class at IF Fluminense on the following content: alcohol, carboxylic acid, ester, and esterification reaction, using dyslipidemias as the Generating Issue. To verify the value of such methodology in Biochemistry classroom, data was collected by applying a questionnaire and images with texts produced by students. In addition, they had a class based on the methodology known as Three Pedagogical Moments, proposed by Delizoicov et al. (2007). Several didactic resources designed by the authors were used, such as slide presentation, tridimensional molecular models, and a roulette game named “Bioquimicados”, based on the Facebook game “Perguntados” ("Trivia Crack"). After this, students developed more grounded scientific concepts, making use of terms common in scientific language. This suggests that the use of the Generating Issue in a lesson based on problematization, and supported by a ludic activity, provided a meaningful contribution to improve the students' understanding of the scientific content. This type of non-traditional class promotes greater student motivation, resulting in meaningful learning.

Courses help foster network-savvy HTM professionals.

Courses help foster network-savvy HTM professionals.

Teaching undergraduate mathematics in interactive groups: how does it fit with students’ learning?

Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in combinatorics, taught using a non-traditional, formal group work approach, the 10 students shared their views about how such an approach fitted in with their experience of learning mathematics. A descriptive thematic analysis of the students’ responses revealed that despite being very comfortable with the traditional approach to learning new mathematics, most students were open to a formal group work approach and could see benefits from it after their participation. The students’ prior conceptions of the goal of undergraduate mathematics learning and their view of themselves as ‘mathematicians’ framed their experience of learning mathematics in a non-traditional class.

The Role of Collaborative Student Research on the Development of 21st Century Skills

ABSTRACTCollaborative student research takes place in educational settings where the teacher directs the laboratory (traditional class) or allows the students to research a topic (non-traditional class). This study examines the role of collaborative student research in two separate settings: in high school (grades 9-12) and in college undergraduate institutions. These experiences include college level Research Experiences for Undergraduates (REU) and high school level Authentic Science Research (ASR) programs. These programs promote collaboration among student peers, teachers, professors, graduate students, post-docs, community members, and industry experts. Benefits of these collaborative student research programs may include development of skills aligned with educational standards such as Common Core State Standards and the Next Generation Science Standards. This study examines the short and long-term outcome of student engagement in collaborative student research experiences, and offers new insight regarding the impact that these unique experiences have on 21st century skill development. Students in this study have participated in non-traditional, research-based experiences ranging from 8 weeks to 4 years. Pre-post and retrospective student survey data was examined qualitatively and quantitatively to better understand the role in which collaborative student research experiences play in the formation of 21st century skills. Results of the study support the notion that collaborative student research experiences offer students meaningful interdisciplinary benefits, and these experiences are more than just a means of recruiting students into science, technology, engineering and math (STEM) fields.

Online Weight Training

The purpose of this study was to determine how a traditional weight training class compared to nontraditional classes that were heavily laden with technology. Could students learn resistance exercises by watching video demonstrations over the Internet? Three university weight training classes, each lasting 16 weeks, were compared. Each class had the same curriculum and workout requirements but different attendance requirements. The online group made extensive use of the Internet and was allowed to complete the workouts on their own at any gym that was convenient for them. Seventy-nine college-aged students were randomized into 3 groups: traditional (n = 27), hybrid (n = 25), and online (n = 27). They completed pretest and posttest measures on upper-body strength (i.e., bench press), lower-body strength (i.e., back squat), and knowledge (i.e., written exam). The results indicated that all 3 groups showed significant improvement in knowledge (p < 0.05). The online group did not require the students to attend class and may have resulted in significantly lower scores on the bench press (p < 0.05) and squats (p < 0.05). This study indicates that an online weight training course may improve knowledge but not strength. Possible reasons for a lack of improvement in the online group included lack of motivation, low accountability, and the possibility that the self-reported workouts were not accurate. These results suggest that there is a limit to how much technology can be used in a weight training class. If this limit is exceeded, some type of monitoring system appears necessary to ensure that students are actually completing their workouts.

Traditional versus Non-traditional Teaching: Perspectives of Students in Introductory Statistics Classes

Although there has been a considerable amount of work evaluating the effects of different (non-traditional) instructional styles, inquiries into students' preferences of instructional style have been few. From 1998–2001, we surveyed introductory statistics students regarding various aspects of their class preferences, especially the teaching style they prefer. We analyzed the data for the purpose of seeing if there has been an increasing trend in preference towards non-traditional methods. Our results are inconclusive (p = 0.35) about the presence of such a trend. However, the overall proportion of students preferring non-traditional classes is higher than students preferring traditional classes (p < 0.001). We also used the survey data to investigate the possible attributes that relate to preference. Using Stepwise Logistic regression (with = 0.10) we find that the students' ideal class-size, the number of years since they graduated from high school, the perceived learning styles of the students, and the attitudes of students towards the use of visual aids and hands-on activities are all significantly related to the teaching style preferences of students.

Child Development in the Context of Poverty:

Abstract Given that 9.2 percent or 6.8 million families in the United States live in poverty (U.S. Bureau of the Census, 2002a), it is imperative that students of Human Development and Family Studies receive classroom instruction about the causes, realities, and consequences of being poor. One pedagogical strategy for introducing students to diverse people is through the use of nonfiction texts. The purpose of this article is to describe a non-traditional class assignment that utilizes Alex Kotlowitz's There Are No Children Here as a means for reflexive and feminist teaching about child development in the context of poverty. The employment of reflexivity as a tool of feminist pedagogy provides a meaningful method for creating a critical process of self-awareness and empathy for diverse individuals and families. Using Allen and Farnsworth's (1993) feminist and reflexive strategies as a guide for inclusion of this book in the curriculum, this paper describes the components and method for implementation of t...

Integrating Basic and Applied Developmental Research: A New Model for the Twenty‐First Century

Until recently, basic and applied research agendas in the field of child development have followed separate paths. One reason the two have not merged is that the objectives of basic and applied research are often seen as incompatible. In this paper, we argue that researchers can simultaneously achieve the objectives of advancing basic knowledge and addressing applied problems within a single research program. We provide a framework for this perspective by first looking back at historical trends of basic and applied developmental research and then looking forward at potential new approaches for integrating basic and applied research. We use our own research on perception of affordances and unintentional childhood injuries to illustrate how researchers might implement these strategies for integrating basic and applied research. We conclude by discussing how we might extend this integration further to include nontraditional classes of application.

EDUCATION FOR AN ERA OF CHANGE

Slowly but surely, a reformation in chemical education is taking hold in universities across the U.S. Among the driving forces are a gradual erosion of the research boundaries between chemistry and allied scientific disciplines, the call for a more scientifically literate society, and an increasing recognition that universities must be responsible for preparing students, especially Ph.D.s, for the realities of the job market they will encounter. This era of change is marked by symposia that have become staples at the annual meetings of the American Chemical Society on topics such as exploring innovations in the chemistry curricula, new approaches to teaching chemistry, or ways to assess how much students learn in a nontraditional class. Discovery-based chemistry, which offers hands-on learning and promotes curiosity, is finding its way into college classrooms. Chemistry curricula for nonscience majors are emerging. Well-established co-op programs, internships, and summer work opportunities that offer unde...

Social Class and Adolescents' Self-Esteem: Another Look

Using nontraditional measures of parental social class (father's unemployment status, neighborhood unemployment, family welfare status, and neighborhood evaluation), we replicate and extend Rosenberg and Pearlin's study of social class and self-esteem among children and adults. Nontraditional class measures are expected to show stronger effects on adolescents' global self-esteem than do traditional class measures because a greater social stigma is attached to them. We also explore the effects of more proximate school and social experiences and their ability to moderate effects of parental social class on self-esteem. We find the following: 1) father's education has a small effect on adolescents' self-esteem, as in Rosenberg and Pearlin's results; 2) nontraditional class measures have moderate effects on self-esteem, withl one exception (neighborhood unemployment strongly affects adolescents' self-esteem); and 3) direct support exists for a self-perception interpretation of the relative effects of parental and adolescent variables on adolescents' self-esteem: adolescent variables have somewhat stronger effects than parental class variables and mediate the impact of parental social status on self-esteem. Rosenberg and Pearlin's (1978) nowclassic study of social class and the selfesteem of children, adolescents, and adults remains a valuable model for researchers intrigued with the problem of relating personality to social structure. In that study, Rosenberg and Pearlin bring theoretical order to the literature on social class and self