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The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.
- flipped classroom
- deep learning
- strategy
- student engagement
- time on task
undergraduate teachers continuously struggle to design courses that can support the development of deep and active learning strategies in their students. According to educational psychologist Noel Entwistle, undergraduate students need to be supported to move away from surface learning approaches characterized by the mere memorization of content for the purpose of scoring well on examinations toward deeper learning strategies, strategies characterized by a drive to understand underlying principles and concepts by grappling meaningfully with content (8, 15). While many physiology courses inherently include activities that support active learning such as inquiry-based laboratories (17), active learning-based review sessions (9), and hands-on manipulation of models (25), many basic science instructors continue to struggle with providing a coherent and consistent curriculum that encourages and supports deep and active learning. A relatively new pedagogical approach that is purported to support deep and active learning in basic medical science disciplines is the flipped classroom (26). In this instructional model, students are required to participate in preclass preparatory work, which may include the use of prerecorded lectures, readings, or online modules. Class time is then repurposed to focus on problem solving, application, synthesis, and collaborative learning.
Proponents of the flipped classroom suggest that it can enhance teacher-student interactions, facilitate deep learning through active learning activities in the classroom, help students understand their own learning styles and preferences, and foster student engagement (26). While aspects of the flipped classroom seem promising in this regard, little research has, in fact, been done to demonstrate this. For the most part, ironically, research has focused on its impact on examination scores, a somewhat surface learning-based gain. Other research has explored student preferences for the flipped classroom and found that the method is generally well received by students but commonly, when introduced, faces some initial resistance (23).
Focusing on education outcomes, as measured by examination scores, may not always be sufficient for studying process-based changes such as a course design's ability to foster deep and active learning, encourage time on task, and foster engagement. To date, the impact of the flipped classroom on these aspects of student learning behaviors has not been studied.
Another issue that is ripe for exploration is the impact of the flipped classroom on multitasking behaviors. The majority of undergraduate students in today's classrooms are members of the Millennial generation, a population that is often characterized as technologically proficient and accustomed to multitasking in academic settings (14, 26). However, research demonstrates that students are not truly multitasking and are instead quickly switching from one task to another, a practice that may be detrimental to learning (14). While proponents of the flipped classroom suggest that the active learning strategies used by this method should appeal to Millennials and serve their typical learning strategies (26), it is also possible that it provides them with even more opportunities for off-task multitasking. Using a mixed-methods design, the purpose of this research was to explore the impact of a flipped classroom design on undergraduate student approaches to learning. This report will highlight student-reported strategies for adjusting to the flipped classroom design, their perceived time on task in the flipped classroom environment, and their perceived use of deep and active learning strategies.
Course Design
Medical Sciences 4200 was offered as a new course in September 2013 and was an elective for students in their fourth year of a nonthesis-based honors specialization basic medical sciences bachelor's degree. This course covers principles of physiology, biochemistry, and immunology in the context of the role of inflammation in normal and pathological processes. The course had a flipped design from its inception (Fig. 1). Online modules (OLMs) were completed by students before class attendance and served as the information delivery modality. OLMs were created by the instructor (except for one module created by a guest lecturer) and covered all course topics. There were 11 OLMs in total. Modules were created using Adobe Captivate (Adobe Systems, San Jose, CA) and were essentially voice-over slides with opportunities for interactivity. Examples of interactive elements include formative quizzes, user-controlled "buttons," and videos. Approximately 25% of slides in a given OLM had interactive elements. The majority of the OLM were ∼50 slides in length and had a playtime of 1 h. Students were able to pause, rewind, and review slides at their leisure. Students could complete prequizzes to assess their knowledge of the material either before or after OLM completion. The prequizzes consisted of multiple-choice, true/false, and short-answer questions. Before class attendance, students were required to complete an online quiz administered through the learning management system that tested their knowledge of the OLM. The regular quiz consisted of 10 multiple-choice or true/false questions. The regular quizzes contributed to 5% of the students' total marks. As an incentive for students to complete the formative components of the prequiz, students were informed that some of the regular prequiz questions could be derived from the prequiz questions (usually fewer than 3 questions/quiz). The regular quiz tested mostly lower domains of Bloom's taxonomy (such as remembering and understanding) as in-class sessions were used for application and synthesis of content. Due to limitations in our learning management system at the time of course delivery, we were unable to track module completion by the students. Therefore, the online quizzes also served to ensure that students accessed and completed OLM material. In-class sessions occurred once a week and were 120 min in duration. Each session had a maximum of 25 participants and focused on the application of OLM content; there was little to no new content delivered during the in-class sessions. The in-class activities varied week by week and included debate, scientific literature analysis, case studies, guest speakers, group discussion, and group projects. Students were assigned to groups for the group project on the first day of class. Briefly, students were asked to reflect on their skills ("I am best at writing," "I am best at seeing the big picture," "I am best at explaining my thoughts clearly," and "I am best at designing") and were organized into groups such that every member of the group had a different strength that they could bring to the team. Simply put, the students were randomly numbered to form their groups, and each group consisted of three to four members. The groups were permanent, although students had ample opportunity to work with other peers on formative in-class activities. The group project was twofold: the first part was an oral presentation addressing common medical myths, worth 5% of their mark, and the second part was a capstone project worth 10% of their mark wherein students had to create an online learning resource for their peers that discussed the epidemiology, biochemistry, and pathophysiology of an inflammatory disease. Students also completed a peer evaluation that contributed to 5% of their total mark. Each student evaluated every other group member, and the average score for each group member was tallied.
Students in this course were assessed through a variety of means (Fig. 1). The mean grade for students in the course was 85% in the fall term and 84% in the winter term. This is similar to this cohort's performance in a mandatory lecture-based course (Medical Sciences 4930) in which the average for both the fall and winter terms was 85%. Due to the selective and competitive nature of the program, students tend to be highly motivated and very high achievers.
Study Participants
This research was approved by the Office of Research Ethics at Western University, London, ON, Canada (HSREB no. 104196). Participants included all students enrolled in Medical Sciences 4200 during the fall or winter terms of 2013/2014 who provided written consent. All sections of the course were subjected to the same study.
On the first day of class, students were provided with a letter of information outlining the purposes of the study and were told that the study was for course evaluation as Medical Sciences 4200 was a newly implemented course. Throughout the term, students completed surveys and short-answer questions regarding their experiences in the course (see Study Design below). On the final day of class, students were debriefed and informed that the study was carried out for education scholarship. They were provided with a new letter of information and a consent form, and those that gave written consent were included in the study. Data analysis began after the submission of the final grades, and student responses were deidentified before analysis. All of the 54 students (24 men and 30 women) eligible to enroll in the study consented to participate.
Study Design
This study used a mixed-methods and thematic approach to explore the learning strategies used by students in a flipped classroom course. Data collection was carried out through surveys and weekly reflective questions. Participation in the reflective activities was optional, and the amount of time required to complete all reflective components was quite minimal. Three surveys were administered throughout the year: one survey on the first day of class, the second survey before the midterm exam, and the final survey on the last day of class. All surveys were administered during in-class sessions, and each took ∼15 min to complete. Surveys consisted of multiple-choice, 5-point Likert scale, and short-answer questions that asked students about various aspects of the flipped classroom, such as time on task and strategies for OLM completion. The weekly reflective questions were administered through the prequizzes on the learning management system. The prequizzes were a formative assessment and were optional for students to complete. They were not graded. Briefly, they contained 10 questions regarding course material followed by 2 reflective questions that were either a multiple-choice or short-answer format. While the majority of students accessed the prequizzes to complete the formative questions (90–100% of students, depending on the week), a small percentage (15–20%) of students opted to not complete the reflective questions, particularly the short-answer reflective questions. The weekly reflective questions were optional; therefore, some of the n values for figures vary slightly. As most students generally wrote a few point-form responses for the short-answer questions, it is unlikely that any given prequiz reflection took >5 min to complete. The prequizzes were formative assessments that allowed students to evaluate their understanding of the material. They consisted of 10 questions that related to OLM material content and 2 questions that asked students about their experience in the course. The two questions that were asked regarding the student experience in the course were based on the instructor's interactions with the students and emerging themes observed during in-class sessions. The responses were not anonymous at the time that they were submitted but were deidentified during data analysis. The ongoing collection of student responses throughout the term was purposefully tied to the content questions so as to get a real-time picture of the student experience in the course.
Data Analysis
After completion of the course and consent, the surveys and short-answer questions were analyzed. Student responses for all multiple-choice and short-answer questions were deidentified. Multiple-choice responses were evaluated for frequency. Where appropriate, a two-tailed Fisher's exact test was performed using GraphPad Prism.
Short-answer questions were analyzed using an inductive coding process consistent with content analysis (27). Data were coded focusing on the explicit or semantic meaning of the data (4). The aim was to offer a description of self-reported student learning behaviors and perceptions of Medical Sciences 4200. Coding is a systematic approach to analyzing textual data in qualitative studies. Codes are tags that are used to ascribe meaning to textual data such as words, paragraphs, or sentences (2). To begin coding the short-answer questions, an open coding approach was taken whereby the data were highlighted, examined, and compared with evaluate emerging themes (19). After the initial analysis, four different types of codes were created. Attribute codes were used to denote simple dichotomous answers (example: yes or no codes). Descriptive codes summarized the basic topic of a passage, such as a short phrase (example code: understanding). Process codes were developed to describe actions taken by the participants (example: writing notes). Similar to the approach by Billings-Gagliardi and Mazor (3), if one student's response included multiple themes, each was counted; however, if a student used one theme multiple times in a response, it was only coded once.
Coding analysis was performed using the program Atlas.ti (ATLAS.ti, Berlin, Germany). S. McLean developed the codebook and highlighted and evaluated the codes. S. M. Attardi acted as a second coder and applied the codes from the codebook to the short-answer questions independently. Fleiss' κ analysis was performed using the Coding Analysis Toolkit to evaluate interrater reliability between S. McLean and S. M. Attardi (10). The Fleiss' κ score for all codes except for the attribute codes was 0.79 (if including the attribute scores, the Fleiss' κ score was 0.80). According to Landis and Koch (16), a Fleiss' κ value of 0.61–0.8 indicates strong agreement between the raters, particularly because S. McLean and S. M. Attardi were working independently; therefore, the codebook was reliable (16).
In our analysis of the full data set, three main themes emerged: adjustment of learning behaviors, multitasking behaviors, and strategies for deep and active learning. The data in the results are both quantitative (from multiple-choice and Likert scale questions) as well as qualitative (from short-answer responses and coding).
Adjustment of Learning Behaviors
We sought to examine students' approaches to learning in the flipped classroom and assess how their learning strategies changed compared with their approaches in lecture-based courses. Students responded to weekly prequiz questions to share insights about their access of the OLM and whether their prework completion strategy changed after the in-class experience. For the most part, students realized that they had to take a different approach to learning in the flipped environment. Many students realized this early on and wrote about their learning experiences with insight and self-awareness.
Access of OLMs.
In a prequiz question, students were asked whether they completed the OLM at home, at the school/library, or in a public place. The vast majority of students in Medical Sciences 4200 reported that they completed the OLM either at home (78%) or at the library (20%). Students were also asked how often and when they complete the OLM before class. Most students (70%) appeared to use a "just in time" learning approach and completed the module the night before class (Fig. 2). Furthermore, the majority of students (80%) only viewed it once, and, encouragingly, only one student reported rarely completing the modules before class.
Interestingly, students' approaches to flipped classroom prework appear to mirror what they were accustomed to doing in their lecture-based courses: they completed the "lecture" all at once from start to end in one sitting. As the content was user controlled, students could opt to "chunk" the OLM into smaller sections if desired but were not explicitly told to do so. When asked whether they planned on completing the OLM all at once or bit by bit, 74% of students indicated that they would complete the OLM all at once. The data suggest that students' use of the OLM mimics what they were used to doing with their lecture-based courses: watching the whole lecture from start to end. Some students gave a rationale for their approach, and the themes of time management (13% of respondents) and focus/attention (11% of respondents) emerged from coding analysis of the data. For example, one student stated that they planned on completing the OLM all at once because "All at once allows me to stay focused and absorb the big picture better." Other students suggested that their strategy would vary week by week depending on the demands of their other coursework.
Change of strategy.
After their first in-class session, students were asked in a short-answer prequiz question whether their experience in class would change their approach to completing the OLM. Half of the respondents suggested that they would change their approach. Twenty-four percent of all respondents offered a rationale related to time management in planning their approach to future OLMs (Table 1). Some of the proposed strategies included leaving more time to complete the OLM or starting the OLM earlier in the week. Students also brought up deep learning themes such as evaluating their own understanding of the topic. As one student explained:
Yes. After the first class session, I realized that I had paid attention to the online learning module but hadn't really absorbed the information. In many other courses I've taken, things are reiterated over and over again, so learning this way is sufficient. However, realizing this was a significant wake-up call for me, as I feel like it shows me that I need to be able to discuss and apply information to prove that I've really learned it. I definitely plan on concentrating on the material in Module 2 and learning it thoroughly so I am able to discuss it in class.
The majority of students agreed with the statement "Medical Sciences 4200 helped to improve my independent learning skills," with the mode value being 2 (agree).
Multitasking Behaviors
We sought to examine students' multitasking behavior in the flipped classroom. To address this question, students were asked to report their perceived time on task in the flipped environment and to report on their multitasking behavior in the flipped classroom and their favorite lecture-based course.
Students' time on task in the flipped environment.
To begin to examine students' multitasking behaviors, they were first asked to report their perceived amount of time on task and were given options for explaining the reason for their time on task. In a multiple-choice prequiz question, students were asked to compare their time on task in Medical Sciences 4200 to their favorite lecture-based course. Over half of all students stated that they spent more time on task because they spent more time working on material for this course. Only 10% of students stated that they spent less time on task. Overall, students indicated that they committed the same or more time to learning in Medical Sciences 4200.
Students' multitasking behavior during content acquisition.
To evaluate students' multitasking behaviors in the flipped classroom environment compared with a lecture-based environment, students were asked to reflect about their multitasking activities during class for their favorite lecture-based course and during study sessions for that same course. They were also asked to reflect on their multitasking behavior in Medical Sciences 4200 during in-class sessions and during completion of OLM. Data analysis compared student responses about multitasking during lecture time and during OLM viewing. This is an important point because in both pedagogical approaches this is the "content acquisition" phase of learning. Students were asked to indicate if they engaged in any of the following behaviors during lecture/OLM viewing: checking social media, checking e-mail, surfing the web, and texting/talking to friends. As shown in Fig. 3, during lecture attendance, students reported more multitasking activities than during completion of OLMs. A Fisher's exact test was performed to compare the frequency of each multitasking activity between Medical Sciences 4200 and the students' favorite lecture-based course. Students reported significantly fewer multitasking activities in Medical Sciences 4200 compared with their favorite lecture-based course (P ≤ 0.01).
Students' multitasking behavior during content application.
Supporters of the flipped classroom approach state that in-class active learning activities enable students to grapple with complex concepts and application that are frequently reserved for study sessions outside of class in many lecture-based courses. In light of this framework, students were also asked to report their multitasking activities during in-class sessions of Medical Sciences 4200 and study sessions of their lecture-based course. Students engaged in significantly fewer multitasking activities (P ≤0.001) during in-class sessions of Medical Sciences 4200 compared with study sessions for their favorite lecture-based course (Fig. 4). This suggests that students spend less time multitasking during both content acquisition and application in the flipped classroom compared with lecture-based courses.
Deep and Active Learning
We sought to examine students' engagement with deep and active learning in the flipped classroom. To address this question, students were asked to outline their strategy for completing the OLM, to provide feedback on assessments in this course, and were offered the opportunity to further provide feedback about the course and learning experience.
Students emphasized time management and understanding for completing prework.
In a weekly prequiz short-answer question, students were asked to outline their strategy for completing the weekly OLM. Students wrote self-reflectively about their approach and highlighted self-directed learning strategies. Several important themes were identified from their responses by coding analysis: note taking, reviewing, and deep learning approaches (Table 2). Fifty-seven percent of respondents outlined their approach for taking notes for the OLMs, and nearly half (49%) of all respondents stated that they wrote their notes in pen onto the provided study guide notes. In contrast, <10% of students who reported their strategy indicated that they took notes by typing. This is an interesting point, as students had the option to either print out their notes and add to them or they could type directly on the notes, as they were provided in a digital format. Since the OLMs were self-paced, handwriting notes may allow students to reframe the information and process it at their own pace. Students also commented on the ability to self-pace with the OLM; using OLMs or online videos allows the user to review the material at their leisure and also go at their own pace, affordances not offered in traditional lecture courses. Sixteen percent of respondents mentioned pausing the OLM, and 35% mentioned reviewing the material by either rereading or relistening to the content before class (Table 2). Encouragingly, many respondents identified metacognitive practices as shaping their learning approaches. Almost one-third of respondents mentioned ensuring that they set aside enough time to complete the OLM, and 22% mentioned either assessing their understanding or writing down questions so that they could ask in class and clarify their understanding. Several students observed that the prework of the OLM paid off in greater learning in class:
It was hard to keep up with the OLM during my busiest weeks but when I did properly prepare I found class really useful (I almost didn't have to study outside of class if the discussion and interactive learning was good).
Overall, students' strategies to completing class prework were more mature and purposeful than expected.
Modes of assessment.
To further evaluate the implementation of a flipped classroom course, students were asked to provide their opinions on aspects of the course design. Students completed Likert scale questions on the final day of class survey asking them about the OLM design, assessments in the class, and their independent learning skills. Overall, students reported most positively about the embedding of practice questions into the learning object design (OLM; Fig. 5). These questions allowed students to assess their knowledge before the in-class application component of this course. The questions were embedded throughout each OLM and were one example of interactivity in the OLM (Fig. 1).
In Medical Sciences 4200, students' learning was assessed using multiple methods (Fig. 1) such as a collaborative group capstone project, oral presentations, and written assignments. Since students were accustomed to multiple-choice exams as the typical mode of assessment in their other courses, it was important to evaluate whether students preferred the multiple assessment modalities. Figure 5 shows that students scored the multiple assessments method positively, with the majority of the students agreeing with the statement "I liked that there were multiple ways for me to be assessed…" The utilization of multiple forms of assessment is commensurate with the flipped classroom design objective of providing many opportunities to apply and synthesize knowledge.
Students value interactivity, creativity, and application in the flipped classroom.
Providing a forum for students to provide feedback on their educational experiences is important when introducing a new pedagogical approach. To ensure that students could fully share their classroom experience, students were asked on the final day of class survey if there was anything else that they wanted to share about their experiences. This question was not mandatory, and 39 of a possible 55 students offered insights into their experiences. Students provided both positive and negative feedback but gave greater than three times as many positive comments as negative comments about their experiences (Table 3). As previously described, the short-answer data were analyzed by coding, and three general themes of responses emerged: in-class experience, OLMs, and assessments (Table 3). Overall, students emphasized their enjoyment of the course as a whole and, in particular, the in-class experience. Several students highlighted the interactive and collaborative nature of the course (both with classmates and with the instructor) as being particularly important in their enjoyment of the class:
I really enjoyed this class and the intimate setting. You made it fun and I felt comfortable to approach you if I need help or had questions.
Many students (23%) responded positively to the opportunities to apply their knowledge in class.
I really enjoyed this class. Typically, I don't get that much out of just listening to a professor lecture. I liked how I could do my own independent learning at home and then come to class and apply it. Using the OLM allowed for me to make more complete notes because I could pause it when needed. Thanks.
While many students emphasized the positive aspects of this course, some also had negative feedback. This negative feedback mostly focused on issues with workload: in terms of the volume of content delivered in the OLM (15%) and the number of assignments (13%).
Overall, when given the opportunity, students readily reflected and shared their experiences, and most respondents spoke positively about their overall experience of the course.
This work sought to illuminate students' learning approaches to the flipped environment by focusing on their adaptation to the flipped environment, their time on task, and their use of deep and active learning strategies. By understanding students' approaches to learning, instructors can better aid students' transitions to the flipped learning environment. Ultimately, we argue that the investment of time and effort in the design of a flipped classroom course should result in deeper and more self-directed learning on the part of students. To this end, this study contributes evidence about how students adapt their learning behaviors to the flipped classroom environment.
One of the major challenges to the flipped classroom approach is the completion of prework. Instructors need to ensure that students are completing prework so that they can apply content in class; students need to ensure they manage their time to complete prework and have a sufficient understanding so as to contribute in class. The majority of students in this study completed the prework using a just in time learning approach. This result is consistent with a previous study (21) that showed that students access online material just before learning sessions and major examinations. Whether this just in time learning approach is purposeful and is used to help students retain knowledge for class for the following day or is by accident and is due to poor time management strategies should be further investigated. Flexibility of content acquisition may be a double-edged sword in the flipped classroom: for students who are able to manage their time, this could be one potential benefit of this pedagogical approach; for students who have poor time management skills, this may further enable procrastination. Interestingly, students' approaches to flipped classroom prework appear to mirror what they were accustomed to doing in their lecture-based courses: they completed the lecture all at once from start to end in one sitting. As the content was user controlled, students could opt to chunk the OLM into smaller sections if desired but were not explicitly told to do so. Mayer (18) has suggested that chunking information is a useful strategy for students when the material is complex. Chunking can be helpful pedagogically if the material is parsed into meaningful units and students combine chunking with distributed practice (6). Furthermore, this chunking is most useful when combined with distributed practice and can be used effectively in courses that rely on e-learning (6). While distributed practice was successfully implemented in Medical Sciences 4200 by engaging students in a capstone project that relied on their applying material from earlier coursework to a final project, most students did not take advantage of it at the OLM level. Future exploration of the pros and cons of encouraging students to take advantage of this function of OLMs are, however, likely warranted.
In terms of the location of module completion, the vast majority of students reported that they completed the OLM at home or at the library. Since the students were completing the prework at home, this suggests that they were not using their mobile devices for content acquisition. Chen and Denoyelles' work (5) showed that nearly all undergraduates own mobile devices (91%), but only 58% of those who own a mobile device use it for academic purposes. The benefits (flexibility and time management) of making flipped classroom content available on mobile devices should be carefully weighed against the potential technical issues as well as the fact that students tend to view the content in their own homes.
This study offers credible evidence that a well-designed flipped classroom approach may support better student learning by supporting them to spend concentrated time on learning tasks and by reducing multitasking behaviors. Erroneously, students today are reported to be habitual multitaskers who are able to process information from a variety of different media streams simultaneously. However, evidence strongly demonstrates that multitasking has a negative effect on learning (1). Since most iterations of the flipped classroom rely heavily on technology and student time management, one could hypothesize that the flipped classroom may encourage and enable multitasking behavior. In our study, this was not the case; students reported that they engaged in fewer multitasking activities during both content acquisition and content application phases in the flipped classroom compared with their lecture-based courses. These findings are encouraging in light of the literature that informs our understanding of how multitasking impedes the learning process. According to Fried (11), 65% of students bring their laptops to class and spend >20% of their time multitasking. Moreover, Fried (11) also found that the greater the amount of time students spent multitasking on their laptops, the lower their performance. Work by Ophir and colleagues (24) has also illustrated that heavy media multitaskers have a different approach to information processing and have a difficult time filtering irrelevant stimuli compared with individuals who multitask less. The flipped classroom design, as suggested by this study, may be an effective way to adjust students' multitasking activity: since students are required to be prepared and participate in class, they have to purposefully engage with the material and be on task both during content acquisition and application.
The most significant contribution presented here is students' reported deep and active learning in the flipped environment. Deep learning involves an approach whereby the learner's intention is to extract meaning, look for patterns, and monitor one's own understanding of the material (7). Students who use a surface approach to learning simply attempt to complete the task and see the information as unrelated (7). In this study, we found that students reported using strategies aimed at deep learning in both their prework completion and in their classroom participation. Nearly 25% of respondents stated that they wanted to ensure that they understood the material, and 25% of students mentioned assessing their understanding by completing the prequiz either before or after the module (Table 2). Some respondents also reported enjoying the application component of the course when describing the assessments (Table 3). Students also used a deep learning approach when completing their course notes. For example, many students reported handwriting their course notes during OLM completion. Mueller and Oppenheimer (20) demonstrated that handwriting notes allowed students to reframe information, resulting in superior conceptual learning compared with students who used laptops to take notes. They argued that students who used laptops tended to transcribe material and process it more shallowly (20). Since the OLMs were self-paced, handwriting notes may allow students to process it at their own pace, leading to further deep learning and understanding. The overall goal of this course was to promote deep and active learning in students; their completion of their notes by handwriting them was an unexpected gain toward this goal.
This study illustrated that the most positive aspects of the flipped classroom, as reported by students, was the purposeful interaction with peers and the application of content during class time. Indeed, Jensen and colleagues (13) have argued that the most crucial aspects of the flipped classroom are the active learning and constructivist approach that occur in the classroom. Their work compared a flipped versus a nonflipped version of a course by simply repurposing the instructor's role (13). In the flipped version, the instructor used active learning strategies to aid in content application; in the nonflipped version, the instructor used active learning strategies to aid in content acquisition (13). They showed that it mattered little whether the instructor was involved in the content acquisition or the content application phase: what mattered was the active learning and peer-based learning that occurred (13). Based on the work of Jensen and colleagues and the results of this study, students will benefit most from the flipped classroom design when instructors purposefully create active learning in the classroom where students can engage meaningfully with the instructor, with the content, and with one another.
This study also illustrated the benefits of using a variety of assessment methods and the importance of formative assessments. Previous literature evaluating flipped classroom learning gains simply studied students' performance on examinations (23); this approach undercuts the principles of flipped classroom learning. Traditional multiple-choice examinations capture some aspects of student learning. As such, multiple styles of evaluation were used to bring in variety to the assessment. While certain types of multiple-choice question design can promote and evaluate deep learning, such as assertion-reason types of multiple-choice questions (28), this study used a variety of assessment formats to fully capture student learning in a flipped environment. Using multiple assessment styles could support the development of a greater range of skills, such as communication and collaborative problem-solving skills, and may create more opportunities for constructive feedback than a strictly multiple-choice exam-based approach (12). In this study, the majority of students responded positively to the creativity and diversity of assessments. Students also appreciated the opportunity to self-assess their learning through the use of ungraded quizzes in the OLMs. Furthermore, it is also important to keep in mind the workload of the students: the primary critique of this course design had to do with the number of assignments and perceived workload. Therefore, while having many small summative assessments can be helpful for student learning, this should be balanced with a realistic expectation of student workload.
While this work revealed many important aspects of the flipped classroom on student learning, there were some limitations. One limitation of this study is that students' actual total time engaged with the OLM prework was not evaluated. It may be important to evaluate whether students who spend more time on OLM perform better in the flipped environment or whether students who struggle with course work spend more time on OLMs. Furthermore, it would be very useful to evaluate whether students who report using deep learning strategies actually perform better in the flipped environment. Since a number of students self-reported writing notes by hand, and handwriting notes has been associated with deeper learning (20), it would be interesting to see if students who use these strategies perform better in the flipped classroom. These questions are an important future area of study.
One possible limitation to this study is the design of data collection. The data for this study were collected while students were actually working through specific content related to the course rather than as a simple anonymous survey at the end of the course. As such, student responses to prequiz reflective questions were not collected anonymously as they were tied to our learning management system; the responses were deidentified during analysis. While one may argue responses may have differed slightly if the responses were completely anonymous, it is also possible that solely relying on an anonymous survey at the end of term may have introduced bias based on student performance in the course.
Another limitation is related to the variability in flipped classroom designs. Specifically, it should be noted that the implementation and in-class activities of the flipped classroom vary greatly (23). Therefore, student gains from this course may not be directly applicable to other flipped classroom designs that do not emphasize active learning in the classroom. Based on this work, instructors should think carefully about in-class activities that best illustrate concepts presented during course prework and should allow students many opportunities to assess their own learning. While this study offers further insight into ways that a flipped classroom design can be used to promote deep and active student learning strategies, it should not be interpreted as evidence of superiority over other methods; this was not the intent of the study, nor would our methods support such conclusions.
Overall, this study showed several novel outcomes for implementation of the flipped classroom. Students reported that they gained independent learning skills and used time management and deep learning strategies when completing OLM prework. Students also reported spending less time multitasking when engaged with the flipped classroom format compared with their favorite lecture-based course. As increasing access to technology may allow even more opportunity for students to engage in off-task activities, this is an important potential benefit to flipped classroom implementation. Students reported spending more time on this flipped course compared with their other courses, and the majority of students completed OLM prework 24 h before class time. Since students used a just in time learning approach for completing the OLM prework, future iterations of this course will use a just in time teaching approach to briefly address confusing material from the OLM during class time (22). The marriage of the flipped classroom with the just in time teaching approach may be a useful union to help students clarify confusing material and develop deep learning strategies. By facilitating student reflection about their misconceptions before class, class time can be used more purposefully and foster students' ability to gauge their own learning. Finally, instructors interested in implementing a flipped classroom should consider implementing formative assessments in class prework; students value the opportunity to assess their knowledge in a safe environment. Instructors should also consider multiple methods of student assessment, as this may better capture the performance of a student in a flipped environment, and students generally prefer having multiple assessment formats. Since students are interacting more meaningfully with content in the flipped classroom, this may also suggest that students would experience greater long-term learning gains in a flipped environment than in lecture-based courses. Future work to evaluate this hypothesis would add significantly to the flipped classroom literature.
No conflicts of interest, financial or otherwise, are declared by the author(s).
Author contributions: S.M. and M.G. conception and design of research; S.M. performed experiments; S.M., S.M.A., and L.F. analyzed data; S.M. and S.M.A. interpreted results of experiments; S.M. prepared figures; S.M. drafted manuscript; S.M., S.M.A., L.F., and M.G. edited and revised manuscript; S.M., S.M.A., L.F., and M.G. approved final version of manuscript.
S. McLean thanks Jay Loftus (Strategic Technology Commons, Western University) and Tim Wilson (Department of Anatomy and Cell Biology, Western University) for feedback and suggestions as well as Anita Woods (Department of Physiology and Pharmacology, Western University) for help with statistical analysis.
- Copyright © 2016 The American Physiological Society


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I just finished high school and I've decided to take a gap year to travel the world starting with Europe seeing as it's the easiest as I live in London and can pretty much drive or take a train anywhere. So to those who live in Europe or have travelled, what cities or countries would you suggest? Please and thank you!
Most Helpful Guy
It depends on the kind of activity you prefer.. I like Northern countries like Finland, Denmark and Netherlands, if you prefer warmer climate, go to Spain, Italy, France - they're a little bit cheaper and the cities/villages there are rather ancient, with a lot of places of cultural and historical value. Before planning a trip, check special websites for tourists with useful recommendations and reviews ( tripadvisor, foursquare, https://euroguide.co.uk - you can also book a hotel and order a taxi here)00|00|0


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Dogs have become part of my life during the past 10 years and I only wish I'd enjoyed them for longer. I love the loyalty and affection they show and I believe they deserve nothing less in return. You can rest assured that your dog will enjoy the same love and attention as my own dog and enjoy a real home from home experience. I live in a three bedroom Apartment where has fully access to a beautiful garden in addition we are 10 min away from the Hampstead heath where i usually walk my dag . I know from experience that when you travel you want to be sure your dog is in safe hands.+ More
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Submit News
BlackBerry CEO Under Pressure to Resign or Make Big Changes Amid BB10 Flop
Jason Mick
July 8, 2013 2:22 PM
Recipient E-mail
Sender E-mail
(Source: WSJ)
Shareholder meeting is expected to be a roast of management, as shareholders bemoan stock plunge
New name, same old company; that's look of BlackBerry Ltd.'s (
"surprise" Q2 2013 loss
. It appears that the company's
modern operating system makeover, BlackBerry 10 (BB10), has been largely met with customer apathy and CEO Thorsten Heins
bold claims of a recovery
I. Investors Rebuke CEO Heins
Shares of BB had peaked back in January 2013
amid hope that BB10
could reverse RIM/BB's slide. Stock prices hit a high of $18.49 USD, a three-fold increase from around $6 in late 2012. But since share prices have started to plummet back downward, hovering around $10 USD this week.
The flop may cost Mr. Heins his job, and at the least is expected to trigger big changes as investor rage quietly boils ahead of the annual shareholder meeting. John Goldsmith, the deputy head of equities at Montrusco Bolton (
), holds 1.5m shares of BB -- roughly $15M USD of total investment. He angrily commented to
on the Q2 loss, "The results were
a quasi death knell
for BlackBerry. The share move last week was very violent. I think you are going to get people standing up and making their voices heard at the AGM."
Investors like the Q10 (left) and Z10 (right), but fear they can't compete w/ Apple and Samsung
Mr. Goldsmith says he loves the BB10 devices and thinks they could in theory do great -- just not in the hands of BB. He says compared to Apple, Inc. (
) and Samsung Electronics Comp., Ltd. (
) BB is fish in a shark tank.
He comments, "The problem here is they are facing Goliaths like Apple and Samsung, forget about the other Android devices. With a research and development budget that is a fraction of that of those two companies, how on earth can they compete? I love fairy tale endings as much as the next person, but this is David versus two Goliaths, so good luck."
CEO Thorsten Heins admitted that BB will likely post another loss in Q3 2013, but insists that the gadget maker is "on the right track". He stated in the earnings call, "We stay the course. This is the course that management has created and it is course that the board has accepted."
The BB10 flop may cost CEO Thorsten Heins his job. [Image Source: Reuters]
And he comments to
, "This is a year of investment. We have managed our cash carefully and prudently, and we now have the funds to invest, so this is the 'create the future' year."
II. Investors Maul Butchering BlackBerry, Selling Off Units Separately
Investors appear to be taking issue, though with his views of prudence, which include monetary losses.
Investors aren't quite united, though, in what they want to see done. Some want management change; others are renewing cries for a sale -- either as a whole entity or in parts. The latter plan could involve individual sales of RIM's device and
services units
, as well as
its patent portfolio
. But some aren't convinced there's much to recover from such a butchering of the BB carcass. Comments on top-20 RIM shareholder who spoke anonymously due to company policies, "I think the pieces were worth more than the whole a year or two ago, but that's becoming less of a convincing argument and I am not sure it is true."
Talk of chopping up BlackBerry is picking back up. [Image Source: Unknown]
But Canadian officials have already
given preliminary clearance
to the possibility of a sale, should it need to happen.
Whether its a sale or a leadership shakeup, shareholders do seem united that a big change is needed to save any part of BB. And they're willing to put pressure on the board. Yacktman Asset Management (
) -- which owns 5.8m shares (~$58M USD) -- is among those looking forward to the chance to press the issue at the annual general shareholder meeting.
The RIMdenberg can't seem to catch a break.
He warns, "It is the board's job to deal with this objectively, and we hope they would be objective enough to do the best thing for the shareholders."
"If you look at the last five years, if you look at what major innovations have occurred in computing technology, every single one of them came from AMD. Not a single innovation came from Intel." -- AMD CEO Hector Ruiz in 2007
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text:
When you are listening to books on tape or CD now, you may not realize these have specific files which you need to have for them to play properly. The issue is when you do realize this, you may not know what kind of file extension is required for it to load properly. The one extension which you need to be looking for when you are getting to use a book which is audio is the ABCD - AudioVisual Book Data File. When you see this file extension, you can know you have a book on audio as well as in print.
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In Memoriam
HRS Steering Committee
The Steering Committee is charged with providing timely advice to the PI about all relevant matters of concern to HRS. This includes laying out tasks to be performed by the expert working groups, monitoring progress of the study, and making recommendations about sample design, survey content and operational procedures.
NIA's HRS Monitoring Committee
The NIA's HRS Monitoring Committee is an advisory group comprised of independent members of the academic research community as well as representatives of agencies interested in the study. This committee provides advice and recommendations to the NIA Program Officer. The structure of the Monitoring Committee allows and encourages the coordination of federal statistical operations, which increases the value of the study to both federal and research communities. One result of the unique configuration of the Data Monitoring and Design Committee has been much needed support in terms of assistance with the administrative linkages efforts of the study, and the provision of recommendations for substantial additional funding.


text:
Overview Edit
The International Smart Grid Action Network (ISGAN) is an international partnership that was created to be a mechanism for multilateral, government-to-government collaboration to advance the development and deployment of smarter electric grid technologies, practices, and systems. ISGAN activities are focused on those aspects of a smart grid where governments have regulatory authority, expertise, convening power, or other leverage, with a focus on six principal areas: policy, standards and regulation, finance and business models, technology and systems development, user and consumer engagement, and workforce skills and knowledge. Currently, nineteen countries and the European Commission participate in ISGAN.
In April 2011, ISGAN was formally established as an Implementing Agreement under the International Energy Agency's Framework for International Technology Co-Operation. The ISGAN Implementing Agreement provides a proven model for cooperation among ISGAN participants and with other relevant smart grid-related initiatives.[1]
References Edit
- ↑ Participants include the European Commission and the governments of Australia, Belgium, Canada, China, France, Germany, India, Italy, Japan, Korea, Mexico, Netherlands, Norway, Russia, Sweden, Switzerland, the United Kingdom, and the United States.


text:
Fresh Expressions
Fresh Expressions is a Church of England and Methodist Church initiative which aims to work ecumenically and collaboratively wherever possible.
Fresh Expressions encourages people to establish churches that are relevant to their context and culture. It aims to be rooted and grounded in prayer and to focus on four key areas:
1. renewing vision
2. gathering news
3. supporting growth
4. developing training
Fresh Expressions are working in partnership with the national and regional mission staff of the Church of England and the Methodist Chuch along with a range of partner agencies.
Fresh Expressions website can be found here
Local Fresh Expressions
St John's Market Weighton
Tea and Toast project
60+ young mums/dads and under 5's attend weekly links with Sure Start, Walking Group / Health Visitors/Toy Library/ Community Police.
Toddler Praise
under 5's and parents celebrate the main festivals in informal worship
Cyber Church Facebook Group
Youth Café
run by and for teenagers – chill out zone with activities.
Beach Party
church transformed into the seaside – family days during school holidays.
Holme upon Spalding Moor
Film Nights.
Holiday at Holme – all the fun of the seaside on your doorstep. July/August.
Nativity Stable – using an actual stable – 160 children visit. Also Easter Praise including egg rolling.
Work with young families using the local Anglican building
a chance to have a natter over coffee for those who live in the village
Pickering Circuit
Monthly After School Activities Club
Craft club, offering Christian friendship, a listening ear and activities
North Yorkshire Coast Circuit
Churches Together - contemporary, creative service aimed at those on the fringe. Held mid-week, once a month, in Scarborough
Messy Church takes place in many of our circuits - check circuit webpages for details.
Shout it out Good Ideas from churches


text:
Kids laugh at the strangest things. This funny short-rhyming book is jam-packed with rhymes that will not only entertain children but also the adults reading the poems to them.
Healthy eating is in! "Snack Attack is a fun, creative look at nutrition for kids. Meet funny, Addison Apple who loves junk food but after an experiment of eating as much junk food as he wants he quickly learns it wasn't as much fun as he thought. When he makes a change for the better he soon realizes eating oatmeal for breakfast is a lot better than cookies and ice cream. Good way to start the day!
Chippy isn't happy with who he is and wants to be a brownie. With help from his teacher, Mrs. Chipster, he realizes he can be happy with who he is, if he believes in himself. Children will not only relate to what has happened to Chippy they will be pleased as they see sad Chippy become happy being himself. This is a heartwarming storybook for early readers, reading aloud at home, and as a bedtime story. Self Esteem is very important no matter what age. Kids will be learning without feeling this is a message.
The Magical Leaping Lizard Potion is a fun imaginative read. Thirteen little girls make a potion that gives them confidence. This story shows how when a team works together great things can happen. This a fun imaginative read that makes you want to cheer the girls on.
A friendship develops between two kids when they solve the first of many mystery cases. At first, they have nothing in common and didn't see eye to eye on anything. Addison likes to read and write stories inside, and Emelina likes to be outdoors, jogging, skating, and just about anything that keeps her active. She likes healthy food and Addison has a sweet tooth. After a few weeks of friendship they realize even though they are different they can still be great friends.


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A 4 shot panorama of Queenstown, on New Zealand's Lake Wakatipu. Taken from Queenstown Hill at the start of winter but before the first snows.
Canon 1DsMkII & 16-35 II L zoom @ 16mm


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LEBANON TWP. Voorhees' boys basketball players have been waiting for this game for a year, and looking forward to it. The Vikes of coach Ken Ferrare showed the motivation was the key as they blasted defending Skyland Raritan Division champ Hackettstown, 60-39, on Friday night to improve to a perfect 4-0 in division play and 7-1 overall. The Tigers fell to 4-4 overall, and 3-2 in the league. "The beat us up and down the court last year, three times and the kids were waiting for this since then," said coach Ferrare. "Plus we were sitting in first place in the league, and we kinda like that spot. It is a nice place to be and we want to stay here a little longer. We were not quite ready to give that up . "So we played a great all-around game, with big games from everyone, and the motivation was great, and the play was great," Ferrare added. "This is as hungry as I have seen our kids in the four years I've coached them. This was as focused as I have ever seen them. They wanted this game, and went out from the opening whistle and took it. We went out tonight and had some fun out there. It was great!"
The Vikes came out in a 1-3-1 tandem zone defense, with the focus of stopping Tiger star Brandon Zaleski. Zaleski did managed 21 points in the game, but he earned every one of them.
The Vikes threw everything at him, with Vike senior Andrew Cooley blocked two of his shots, and Zaleski was stripped of the ball three more times.
"The object was to make him work so hard for his shots, that the other guys on their team didn't hurt us either," Ferrare said. "Zaleski is a very good player, and capable of 30-point plus games. We did a great job on him."
Junior guard Tom Schafer had a good offensive night, his best since his bout wit h the flu bug, and popped in 16 points, 10 in the final quarter. The key was that he also dished off five assists for a great all-around night.
He hit a baseline drive, banged home a three-pointer and then three free throws as he was fouled on a three-point attempt.
Senior forward Joe Moronese has the best game of his career, according to Ferrare, with 15 points, 5 rebounds and seven of nine from the free throw line.
Senior point guard Ben Salsky had another superb game with seven points, and Cooley had eight points to go with his five rebounds and two blocks. Senior forward Nick Ginga also pulled down a team-high nine rebounds.
"This team is just an absolute pleasure to coach," said Ferrare. "They are hard working, love the game and love to win. Schafer is getting better with each game, and has made himself into a complete player. Salsky is our most consistent player on the team, and Cooley and Ginga give everything they have every game. Moronese does everything we ask of him, and more. And, we have kids off the bench who are going to be good players.
"We are 7-1 and big games coming up, and we want to stay focused, stay ready to play and play well," Ferrare added. "So far it has been great and we want to keep it up."
VIKING VIBES The Vikes stopped South Hunterdon earlier in the week, 62-38, as Schafer, Adam Byrd and soph Nick Feo all had 10 points each and Ginga had nine points and eight rebounes in a balanced attack.
The Vikes have a huge game at Montgomery this week, and on Friday night will host North Warren in two big Skyland Raritan Division games.


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The ABC Thrift Store has relocated to a new place in the same building. We are now just behind You Fit, on the Oakellar Ave. side of the building. If you go to the old location, just follow the signs to our new spot. Stop in soon – we can't wait to show you our bright, new space!
Our Thrift Store is now open and located at 4465 West Gandy Blvd. No. 315 in South Tampa. 33611.
Proceeds help Animal Based Charities raise funds and support the many animal rescue groups in our area.
Store Hours — Tue – Fri 10am – 5pm and Sat 10am-4pm.
Donations can be dropped off during normal store hours — no large furniture or mattresses, please.


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First Tutors: Music is the only place to locate Ryton accordion teachers in the UK, helping you find Ryton accordion tuition close to home and Ryton tutors to assist with any instrument, for example, piano, violin or guitar. We can help you find Ryton accordion tuition or a one-to-one Ryton accordion teacher to prepare for accordion grades and develop your accordion skills! Our search will order Ryton accordion teachers in your area according to their hourly prices and distance from you.
If you are a accordion teacher and would like to offer accordion tuition services in Ryton or anywhere else across the UK, please register with First Tutors: Music or learn about us here. Becoming a Ryton accordion tutor is a wonderful way to re-affirm your own knowledge through giving accordion lessons while assisting others, all in the Ryton area!


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Handcrafted For Special Moments
(4 bottle pack)
Each of these wines are wonderfully crafted by the wineries with great care taken in every step. Just like a homemade meal or a handmade gift for that special someone, uncork these lovely bottles to create moments that lasts for a lifetime.
1 x Coates & Seely Brut Reserve NV
1 x Donnhoff Oberhaeuser Bruecke Riesling Spatlese 2011
1 x Hall Cabernet Sauvignon 2013
1 x Rizzi Barbaresco DOCG Pajore Hand Drawing Label 2011
Suggested drinking sequence:
Chill both the sparkling and white in the fridge for up to 3 hours then transfer to an ice bucket to maintain a cool temperature for the wines. Before you dig begin, uncork those reds at this stage. Start with Coates & Seely its fresh acidity and delicate fresh cut fruit flavours is a joy to indulge yourself in especially for that special moment. Moving on to Donnhoff Riesling Spatlese its touch of sweetness and riper fruit structure is just great to drink on its own or with seafood. This wine will no doubt create 'the moment'. The reds will have enough time to air by now and should be perfect to drink. Let those concentrated flavours of the Hall Cabernet Sauvignon fill your mouth, roast beef or lamb to go with this if you can. The Rizzi Barbaresco Pajore can also come into the fold, firstly admire the beauty of the hand painted label by the owner then appreciate the best vineyard sites in Northern Italy can offer. Definitely a moment to remember for a lifetime with all these exquisitely made wines.


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- ASME Event Program Management
- Brandy Smith
- 212.591.8705
- email@example.com
Imagine if you combined music and entertainment, yummy food and social activities with robotics, advanced manufacturing and design. Well…we've actually done that and created a series of global events where you can literally PARTY LIKE AN ENGINEER. E-Fests (Engineering Festivals) are three-day, two-night events that enable engineering students to expand their knowledge, test and showcase new skills and inspire innovation.
Party like an Engineer!
You don't need to be on the Vegas Strip to get this party started. Don't miss the opening of Club E-Fest on night one.
Keynote Speakers:
The world's fastest female motorcycle rider!
Technology & Innovation Lightning Talks:
These short, but powerful talks on the latest technologies and innovation are sure to grab your attention and even expose you to ideas or inventions that are new, surprising and even disruptive.
Participate in ASME's exciting student competitions where creativity and innovation will be tested, ideas will come to life, new skills will be developed, relationships with teammates will be strengthened and accomplishments will be celebrated!
Opportunities don't end when E-Fest is over! Dialogue with ASME all-stars about ways to get involved with innovative student programs and hear about membership opportunities that will open doors to engineering your future career.
Let's face it: The keys to creating the most incredible resume, winning at an interview, or succeeding at your first job are often hard to nail down. You're in luck! We have workshops and one-on-one's with practicing engineers that will give you tips, advice and skills on how to break into the industry and accelerate your career..
Our 332-acre campus does not disappoint! Tour our state of the art labs and admire the lush landscaping and exotic gardens, while finding out more about the people and landmarks that make our campus unique.
Student teams compete to showcase the design and capabilities of their human powered vehicle through a series of real-world challenges!
Learn More
A mechanical pentathlon in which robot competitors perform a variety of athletic challenges as commanded by their student engineers!
Submission Deadline: February 24, 2017
Learn More
Students utilize Additive Manufacturing to re-engineer existing products or create new designs that minimize energy consumption and/or improve energy efficiency.
Learn More
Oral Presentation and Technical Poster Presentation
The oral presentations allows students to showcase their technical presentation skills. The poster competition demonstrates their ability to visually convey technical information.
Submission Deadline: February 24, 2017
Learn More
Founder and CEO of Maker Media, Inc., founder Make Magazine, and creator, Maker Faire
The world's fastest female motorcycle rider!
CEO & Co-Founder of Local Motors
Sustainability, Clean Energy, and Resilience Advisor, Specializing in the Intersection of Energy and Water
Region 2 Advisor, Toastmasters International
Dronesmith Chief Software Architect
Systems Engineer, Honeywell Aerospace
Associate, Henderson Engineers, Inc.
UNLV Student and Dronesmith Media Officer
Vice President, McCormick Stevenson Engineering and Design
Senior Design Engineer, Denmar Technical Services
Regional Sales Manager, On Demand Manufacturing – Quickparts, 3D Systems
Creative Director, Catapult Design
Leader Academic Program - North America, ANSYS, Inc. and Miraj Desai, Technical Specialist, ANSYS, Inc.
Owner/Trainer/Designer - Concepts and Design
Bring your friends to E-Fest West for a chance to win a $500 bonus for your student chapter!
We're giving away a $500 bonus to the student section that brings the biggest group to the event. Students must be from the same school and must pay the registration fee as well as check-in onsite. Only one school will be selected and funds will be distributed post-event, pending all students' in the group check-in onsite. This offer may not be combined with any other promotion.
Fairfield Inn Las Vegas Airport
3850 Paradise Road
Las Vegas, NV 89169
Reservations Cut-off Date=February 17, 2017
Please reference UNLV College of Engineering when contacting Hotel Reservations.
Residence Inn Hughes Center
370 Hughes Center Drive
Las Vegas, NV 89169
Reservations Cut-off Date=February 17, 2017
Please reference UNLV College of Engineering/ASME E-Fest when contacting Hotel Reservations.
Courtyard Las Vegas Convention Center
3275 Paradise Road
Las Vegas, NV 89109
Reservations Cut-Off Date=February 17, 2017
Please reference UNLV College of Engineering/ASME E-Fest when contacting Hotel Reservations.
Residence Inn Las Vegas Convention Center
3225 Paradise Rd.
Las Vegas, NV 89109
$179 Studio
$279 Penthouse
Reservations Cut-Off Date=February 17, 2017
Please reference UNLV Group when contacting Hotel Reservations.
*Please note that all hotel guest room rates are subject to availability.
McCarran International Airport (LAS), which has 110 aircraft gates in 2 separate terminals, is located in Paradise, NV, about 5 miles south of the downtown Las Vegas and 1.2 miles or 3 minutes away from the University of Nevada, Las Vegas.
Shuttle Service Options—The following companies offer shuttle service between McCarran International Airport and the Vegas hotels. They include:
Best Airline Shuttle – www.bestairlinesshuttle.com
Bell Transportation – www.airportshuttlelasvegas.com
Showtime Tours – www.showtimetourslv.com
SuperShuttle – www.shuttlelasvegas.com
Ride Share
Both Lyft and Uber are authorized to provide ride sharing services at the McCarran International Airport. Arrange a ride by using the app on your smart phone or mobile device.
More than 10 taxi companies provide service to and from the airport and locations throughout Las Vegas. Taxi cab service is regulated by the Nevada Taxicab Authority, a Nevada State agency responsible for issuing medallions and setting fares.
Car Rentals
There are several car rental options available at the McCarran Rent-A-Car Center, which is located at 7135 Gilespie Street, just 3 miles from the Airport and is open 24 hours. They include: Advantage, Alamo, Avis, Budget, Dollar, Enterprise, E-Z Rent-a-Car, Hertz, National, Payless, and Thrifty.
Bus and Train Service
For intercity bus service, Las Vegas is served by Greyhound, with a depot at 200 South Main Street in Las Vegas. Las Vegas is also served by AMTRAK, which is also at the same location.
For a general guide to the local Vegas scene, including restaurants, shows, tours, etc., please visit


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Hey Everyone!! I still can't get over how many people love my music.,.I am currently 140 in the US and 185 in the World!!! Thats amazing..:) Thank you all so much!!! As you all know..I sing Country..it has always been my first love for music and always will be but I feel I am being led to another genre..Christian Worship. I ask that you all keep me in prayer as I make this change and for God to direct me in his path! :) Thank you all so much for always being so supportive! Kj :)
Please also join me on FB at https://www.facebook.com/#!/KathrynJean07
Thanks!! :)
Hey Everyone..I just wanted to thank you all for becoming a Fan! If there are some I have not Thanked I am so sorry..Reverb is not deleteing the ones I have and I cannot see all my pages to get back to you..I am very sorry. I am not sure what is going on with Reverb but I pray it gets fixed soon!! Please send me a private msg and I will for sure get back to you!! Thanks so much again! :)
Thanks so much to everyone for listening and liking my voice and music! I am amazed!!! Please keep in touch! I appreciate all your comments and please share my page! It all means so much to me!! Thanks again!!
Kathryn Jean!!


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We loved tour, appreciated opportunity to buy items for approximately 50 per cent cheaper than the guys who come to the resort with same trinkets.
Visited school, wished we had some supplies for them. Lunch was great. coffee, cocoa prices at plantation were very reasonable, and no one "pushed" us to buy anything.
Agree horse back riding was a little scary, horses were small. A canadian farmer was with us on tour as a guest as well. He commented on the small size of all the farm animals we saw, due to the lack of grain in their diets, grass fed cows and horses are much smaller.
Own or manage this property? Claim your listing for free to respond to reviews, update your profile and much more.


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What is JotForm?
JotForm is a free online form builder which helps you create online forms without writing a single line of code. No sign-up required.
At JotForm, we want to make sure that you're getting the online form builder help that you need. Our friendly customer support team is available 24/7.
We believe that if one user has a question, there could be more users who may have the same question. This is why many of our support forum threads are public and available to be searched and viewed. If you'd like help immediately, feel free to search for a similar question, or submit your question or concern.
I want to cancel my subscription, but it just renewed for the year this month. Will I get a partial refund for 2017?Asked by AOJOPhotography on January 30, 2017 at 05:21 PM
I am no longer in need of the subscription plan that we have. I would like to downgrade to the free plan as that will be more than we need right now. The subscription just renewed on January 6th, 2017 for the year. Will I be refunded for the part of the year that I did not use?
JotForm Support
Since you were using Paypal payment in your account subscription plan, please cancel the subscription payment in your Paypal account as well.
Follow this guide: https://www.jotform.com/help/336-How-Can-I-Cancel-My-PayPal-Subscription
We will be able to issue the full refund of the last JotForm subscription payment once you have cancelled it on your paypal.
Let us know if you need further assistance.


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Salt Lake City School District's Extended Learning Program (ELP) Elementary School Assessment Information
Salt Lake City School District's Extended Learning Program (ELP) provides specialized educational services for identified gifted and high ability Kindergarten – 6th grade elementary students at Emerson (dual immersion), Hawthorne, and Whittier Schools. Magnet ELP is a district administered program and qualified students are placed at schools by the District ELP Placement Committee. Parents do not apply to send students to a specific school. All students who qualify are offered placement, however placement choices are not guaranteed. Students in Kindergarten – 5th grades may apply to test for magnet ELP placement for the 2017-2018 school year. Students will take cognitive and achievement assessments. The assessments will be given at the district office during the January 30 – February 28 testing window.
Parents must submit application and disclosure statement forms to the district ELP office between December 12, 2016 and January 27, 2017. Forms are on the district ELP website: http://www.slcschools.org/departments/curriculum/extended-learning-program Contact Amy Burris, ELP Administrative Assistant, at 801-578-8573, for further information.
Parent Information meetings will be held on Thursday, January 12 and Wednesday, January 18, 2017. They will begin at 6:00 pm at the Administration Building, 440 E. 100 S., rooms 112-114. Students who are currently in magnet ELP do not need to retest.
Click here to access this information in Spanish.


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You do know how long it's been since I have posted on this ole' blog. But, these videos make me want to get pregnant today and raise two daughters like this. Don't be surprised if Lennon makes it onto my baby name list either.
Thank you to sarah for sending me this.
So I could find this, too.
Maybe I will start blogging again. We will see.
Subscribe to: Post Comments (Atom)


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Font size Font size - big Font size - small
BEG's Gain Extensively Studied Porn From All Parts of the World for Her 'Bloom' Bed Scene
If you thought Gain's racy bed scene for her Bloom music video looked realistic, you can accredit Gain's careful and extensive studying of adult videos for that.
In her appearance on SBS' Go Show Gain candidly shared, "To study the sexiness [for my music video] I watched porn from all different countries."
The BEG member added to the shocking confession by saying, "I found that the porn from third world countries fit the most with my personal tastes", leaving the MCs, especially the male MCs, blindsided.
The full confession and more will air on November 2.
Photo Credit: SBS
- Tag
- Gain (Brown Eyed Girls) 20121102 Go Show 20121102


text: Definition Edit A dynamic page is a web page that "is composed by a server in response to a user's specific request for information."[1] References Edit ↑ Ivymedia Corp. v. iLIKEBUS, Inc., 2015 WL 4254387, at *1 (D. Mass. July 13, 2015) (full-text). Retrieved from "http://itlaw.wikia.com/wiki/Dynamic_page?oldid=185065" Ad blocker interference detected! Wikia is a free-to-use site that makes money from advertising. We have a modified experience for viewers using ad blockers Wikia is not accessible if you've made further modifications. Remove the custom ad blocker rule(s) and the page will load as expected. Categories: Definition Internet Content Add category Cancel Save


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Things for the Steubenville victim are getting even worse day by day. The poor girl was sexually assaulted by two high school boys, Trent Mays and Ma'lik Richmond after an alcohol-fueled party. She was further abused online when a YouTube video of her rape was posted online and students made sick jokes about her.
The two rapists were sentenced to at least a year in juvenile prison. Mays has been given an additional year in prison for photographing the girl while committing the heinous crime.
Read More: Judge Finds Two Ohio Teens Guilty Of Raping Girl
And after the trial and the verdict, two girls, apparently the relatives of the rapists, threatened the victim online through Twitter and Facebook. As if the humiliation during and after the rape was not enough, these two girls aged 16 and 15 decided to abuse her even more.
The older online abuser posted a tweet to the victim that contained homicide threats saying, "You ripped my family apart." the other girl threatened to harm the victim physically. Both have been charge with intimidation of a victim, telecommunications harassment and aggravated menacing.
Related: Steubenville Rape Trial Accuser's Veracity Questioned
This brings us to the conclusion that sometimes people often forget that their unreasonable and blind attachment to people often leads them to do terrible things. A rape victim usually loses self-confidence and sometimes even loses the will to live. The Steubenville sexual assault victim's ordeal was made even worse by posting the YouTube video. Her family must have gone through a really tough time, beyond anyone's imagination.
Threatening the victim online is something that is indeed punishable and ought to be condemned. People should try to understand that families are ripped apart when their members decide to cross the limits of humanity and morality and not when someone asks for justice.
Also, a petition has been posted to Change.org calling on CNN to apologize for its inappropriate media coverage of the Steubenville rape trial. The prominent news channel was criticized for focusing 'more' on the damage the verdict would do to the lives of the rapists rather than talking about the victim and her family's suffering. It reached 75,000 signatures on Monday night.


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Misses' Jumpsuit in Three Lengths ©1971
Pantdress in three lengths has front neck vent, back zipper. B has buttoned, self fabric belt, stitch trim.
Links to reviews/blog posts Edit
Sources/Vendors Edit
- Virtual Vintage bust 38, uncut
Gallery Edit
[insert your photos of this pattern made up]
Wishlist Edit
[insert your username, and make sure your preferences allow for people to contact you via e-mail. Do not list your email address here!]


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The War of the Isles was a conflict fought between Irish republicans and Ulster unionists and the British Army. The conflict began on the 5 September 1919 and didnt end until 4 May 1931. It began after riots broke out beetween republicans and unionists. The British Army were called in to control the fighting but were met by gunfire. The war had begun.
Communication with Dublin had been lost and the government of England received one last telegram it was called the Provisional Government of Ireland Telegram which stated Ireland was a free state and that its people had a right to make its own choices. The English immediately sent in troops to deal with the secession but were unsuccessful at getting through the Dublin defence.
The city was under siege for nearly 2 weeks and eventually the British gave up and returned to England. The King of England requested that the State of Ireland be recognised as a illegal state so that England could declare war on the country. The English Foreign Executive passed the decleration and Ireland was officially formed as a illegal state.
From 1920-1923 it was a quiet period in Southern and Rural Ireland. Many of the towns such as Cork, Dublin and Belfast were being attacked and Galway and Clonmel and Navan had become centres during the war. Navan was named the temporary capital of Ireland. In the Community Hall the Provisional Government of Ireland met to discuss matters within the country though they didn't know the war was about to become a whole lot worse for them.
On 22 May 1923 after 2 months of quietness from the UK a bomber plane flew over western Dublin and bombed the whole west-side of Dublin City. The Dublin Local Assembly evacuated the entire city of Dublin


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Anyway, self explanatory post. I have books, most of which are ARCs, which I want to trade. If you are an ARC collector or a collector who wants ALL editions of a book then you might find something from my pile.
Quick things to note:
- I am based in the Philippines, so I am opening trade for those in the PH (shipping overseas is expensive, sorry!)
- I prefer to ship the book rather than do meet ups (unless of course you live near me)
- I reserve the right to refuse trading. Make sure to offer me something from my list or something you think I would like to read
- If anyone wants to, I can also trade these for manga. :)
Unraveling by Liz Norris
Chasing the Skip by Janci Patterson
This Is W.A.R. by Lisa and Laura Rocker
I Am Princess X by Cherie Priest
Chained by Lynn Kelly (Signed ARC)
Seeker by Elyse Dayton
Twinmaker by Sean Williams (Signed)
Tease by Amanda Maciel
Poltergeeks by Sean Cummings
Girl In Reverse by Barbara Stuber
Elusion by Claudia Gabel
Furious by Michelle Wolfson
Out of This Place by Emma Cameron
The Unfinished Life of Addison Stone by Adele Griffin
The Witch of Salt and Storm by Kendall Kulper
The Year of the Rat by Claire Furniss
The Bitter Kingdom by Rae Carson
Finished copies:
Goldglanz by Christina Farley (German version, signed)
The Garden of Darkness by Gillian Murray Kendall
Heroes of Olympus: The Blood of Olympus by Rick Riordan (AU paperback)
My wishlist:
Mortal Danger by Ann Aguirre
Public Enemies by Ann Aguirre
All the Rage by Courtney Summers
Conspiracy of Us by Maggie Hall
The Walls Around Us by Nova Ren Suma
The Thousandth Floor by Krista McGee
Words In Deep Blue by Cath Crowley
Our Chemical Hearts by Crystal Sutherland
Bright Smoke, Cold Fire by Rosamund Hodge
Three Dark Crowns by Kendare Blake
The Star Touched Queen by Roshani Chokshi
Rebel of the Sands by Alwyn Hamilton
The Love That Split The World by Emily Henry
The Crowne's Game by Evelyn Skye
Nightwanderers by CJ Flood
The Lovely Reckless by Kami Garcia
Haikyuu!! Vol. 8 onwards
One Punch Man Vol. 8
Ancient Magus Bride Vol. 1
The Heroic Legend of Arslan Vol. 4
Horimiya Vol. 1
Or... anything you can offer. 1 or more ARCs can be traded for just one of the books on my list. It will entirely depend on what you (and I) think is a fair trade, so talk to me! I'll be adding more to the list as I still have 3 shelves full of ARCs to go through.
You can send me a tweet over at @amaterasureads or send an e-mail to firstname.lastname@example.com.