Robotics videos were also crowd pleasers this year. The University of Pennsylvania�s baseball pitching machine earned it a spot in the tip 10, and the University of Chicago made it on the list twice for gadget themed clips. The first, the �Universal Gripper,� displays a tool researchers built that can grip and move nearly any object despite shape or size. The other video investigates how the mechanized book retrieval system in the college�s newly constructed library works. Jeremy Manier, the school�s news director, attributed the library video�s achievement to the incontrovertible fact that it would engage several Web groups: those concerned with libraries and the way forward for print; architecture fanatics; and techies.
�It tells a good story and it�s got robots,� he said, adding jocularly that �robots rule the Internet. � Although other particular person lectures might not get hold of a high number of hits, a starting to be number of faculties are posting them. Some universities, reminiscent of UC Berkeley, Stanford, and MIT, have begun posting all of the recorded lectures from chose classes, enabling viewers from around the world to tune in and see what goes on of their school rooms. By broadcasting their lectures, they �broaden the window of access� to their resources, said Ben Hubbard, the manager of UC Berkeley�s YouTube EDU channel. Through comments from students and spikes in viewership during midterms and exams, Mr.
Hubbard has inferred that the channel is in reality being used as a study tool. However, he said, �We know that we haven�t had just scholars logging in 120 million times. We know we�re serving the public. � The unanimous advice on my own and the other scholars was that Perkins does not offer online courses. The school member was surprised by this. But our reasoning is that ministry is a head to head career.
Personal interplay is a essential skill that can’t be simulated by a computer. Another factor is that the way most main line churches are organized, the clergy are a small group that depend on one another for a good deal of aid. The scholars attending Perkins now might be working with one another professionally for a better 30 years. And, with pastors, there’s more emotional funding and a better precedence on non-public relationships that can be present in such professions as accounting. As I said, this advice was unanimous among those of us who spoke to the school member there were about a dozen of us or about 0,33 of those that attend the Houston satellite campus.
All of us are second career students. I would guess the common age was about 35 with ages starting from the upper 20’s to about 60. Three of us even have adventure in online schooling myself as a technician, one as a corporate teacher, one as a course manager for a public school. To be fair, I do know of at the least one Houston extension scholar that does advocate for online courses but she was not latest at the interview. However, the aim of the interview was not to talk about on line education it was only one of the topics that came up and I realize it is anything you are attracted to. Jensen CommentViewing my own past over 22 years of school and 40 years of interacting with faculty colleagues it seems inconceivable to put a fence arround the easiest personality traits of great academics.
Nearly all of them in my estimation were self confident but many were also humble about it. Many were extroverted, but here is not a obligatory condition. What is a mystery to me is how a few great teachers were lousy school colleagues but were highly reputable by their scholars. I recall one who never took an attention in any of his colleagues and remained aloof and far away even to members in his branch. To us he almost seemed autistic. But with students he was caring, confident, and highly reputable as an consultant and a trainer.
In my point of view powerful instructor does not necessarily equate to great teacher. The first component of a good instructor is experience at the extent for sure being taught. I grant you that coaching at the introductory level definitely requires less experience and more power, although expertise helps when introductory students ask tough questions. Certainly introductory academics must have enough expertise to admit they are not specialists on some issues. At sophisticated levels experience trumps almost every other ingredient of a great teacher.
However masterful experts who’re unprepared for sophistication or learning tutorials often blow it and lose the admire of ttheir students. For some unknown reason I decided to divert from my ready feedback while approaching the rostrum on August 2. I had not planned to speak concerning the “game changer” in my professional life, but all at once I was talking in regards to the big game changer in my life. Between 1966 and 1990 I was a lousy teacher concentrated only on three performance scores for my work the number of accountics analysis running papers over 200 by 1990, the variety of invited out of town analysis presentations, and the variety of refereed courses about 50 by 1990 esume. htmPublished My analysis rather than my coaching paid off handsomely when I became the Nicolas M.
Salgo Professor of Accounting at the University of Maine in 1968, got a Guggenheim Fellowship for 2 think tank years 1971/72 and 1973/74 at the Center for Advanced Study in the Behavioral Sciences Stanford University, became the the KPMG Professor of Accounting at Florida State University in 1978, and lastly became the Jesse H. Jones Professor of Business at Trinity University in 1982. My aim here is not to brag. My goal is to point out that research and publication outweighed every other criterion to my “achievement” ahead of 1990 and made me what I think was overpaid between 1966 and 1990. The game changer in my life was a presentation by Darrell Ward. ews/index.
cfm?fuseaction=news. displayandmenu=newsandcontent=showArticleandid=202 Darrell resigned from the Computer Science Department at the University of North Texas in the late 1980s to form HyperGraphics Corporation, HyperGraphics first built upon the old HyperCard seminal slide presentation application for the Apple II computers and added an entire non linear navigation system and course control system for studying and evaluation of learning. I don’t believe the Apple II version was all that successful, but if Darrill developed Hypergraphics for the DOS based PC, HyperGraphics had considerable achievement. During the flight home from Dallas it then dawned on me that I didn’t own a PC. So in its place of taking a taxi home from the San Antonio Airport, I took cab to a store called CompuAdd.
There I paid over $2,000 for my first PC and projection panel. Until then I was always a snobby main frame guy having taught FORTRAN, COBAL, and SPSS for the main frame who, like IBM, concept that the the PC was simply a child’s toy. After arriving home from the CompuAdd store I had to give an explanation for to my wife how I spent $3,000 on my way home from Dallas. Since I used my only check to buy the HyperGraphics program, I had to use a Visa card to buy the PC and an overhead panel. In the summer of 1990 corrected date I worked about 15 hours a day programming my first course a managerial accounting course in HyperGraphics.
In September of 1990 I unveiled my course to some of my Trinity University colleagues in a very dark room using a kind of awful projection panels sitting on top of an overhead projector. The early panels converted all of the color pictures to gray scale and were dim to read. But I could still demo what I theory was really cool nonlinear navigation for asynchronous studying and pictures/equation building in stages for pupil learning of complex particulars asynchronously. My colleagues departed shaking their heads and whispering that Jensen must be nuts. It was October 4 5, 1990 corrected date when I made my first clear of home dog and pony show on featuring HyperGraphics technology at the University of Wisconsin. HyperGraphics software pretty much died after Windows replaced the DOS working system in PCs.
I then shifted my managerial accounting and accounting theory courses to ToolBooks for the PC. My out of town dog and pony shows really began to roll when my school hosts invested in those old three barrel color projectors that predated LCD projectors. I at last made a whole lot of presentations of HyperGraphics after which ToolBooks on school campuses in the United States, Canada, Mexico, Finland, Sweden, Germany, Holland, and the United Kingdom where I lugged my full PC and LCD projector among five campuses as the European Accounting Association Visiting Professor. Many of my campus visits and topics are listed atesume. htmPresentations I just comprehensive the first week of a 12 week MSA online tax course at UConn. I put scholars in groups and I ask them to work fairly prolonged quizzes homework independently, placing their answers in an Excel spreadsheet, after which they meet in chats to discuss their ameliorations.
When they’re able to�t resolve a question, they invite me into chat. This week a scholar announced me to Google docs, and I was swept off my feet by the way this tool could be used in my class. I find it irresistible!I created a video on the fly on Thursday for instance how to create a spreadsheet and share it with other group contributors. I may be the last to the party on this tool, but in case some of you aren�t acutely aware of it, I am posting the video. I lately used Wordle in an project for my January Intercession class on F. Scott Fitzgerald and located it very useful for introducing students to close reading and the basics of textual evaluation.
As an English professor, textual evaluation is one of the most fundamental skills that I teach, and consequently, it can feel just like the bane of my life. The source of my frustration and that of my scholars is trying to get from summary and/or description to analysis. Students are sometimes terrific at describing what’s taking place in a text, but it may be very hard for them to get away of this habit and think about language in other ways. In my class, I first established how to use Wordle with the novel we were studying This Side of Paradise, which had the added benefit of being published in 1921, so it is no longer We created a few word clouds together as a class to make certain every person knew how to do it, and then I asked the scholars how searching at these passages through the Wordle lens might change their understanding. What did they notice seeing the words rearranged, and in certain cases resized the size of words in the Wordle is without delay proportionate to the variety of times that the word seems in the preliminary text block?By deconstructing and defamiliarizing the passage, Wordle magically freed students from the abstract trap and helped them to think concerning the text analytically beyond the restrictions of plot. Word clouds don’t have plots, at the least not in the linear conference sense that allows easy abstract, so analysis was all at once less confusing.
My first response to your syllabus is that you just demand almost an excessive amount of from your scholars particularly when it comes to the quantity of reading and video watching. For the readings assigned as �peruse readings� in all probability you want guidelines about what you are expecting from a �peruse� cruse. Some students will spend a great deal of time and take copious notes if they think any assigned fabric will be on an exam or quiz. Perhaps be sure you let students see �possible quiz questions� in enhance for each �peruse� cruise. But then reserve the perfect to ask a common query not given in enhance to scare students who may decentralize among themselves the answering of feasible quiz questions.
As in the 1920s, the stability sheets of major businesses currently didn’t provide a transparent picture of the financial health of those entities. Banks mainly have become predisposed to narrow the dimensions of their stability sheets, as a result of buyers and regulators use the stability sheet as an anchor in their evaluation of risk. Banks use financial engineering to make it appear that they are better capitalized and less risky than they actually are. Most people and agencies come with all of their assets and liabilities on their balance sheets. But large financial institutions do not. Lynn Turner has the unique attitude of having been the Chief Accountant of the Securities and Exchange Commission, a member of boards of public companies, a trustee of a mutual fund and a public pension fund, a professor of accounting, a companion in one of many major foreign auditing firms, the managing director of a research firm and a chief financial officers and an govt in industry.
In 2007, Treasury Secretary Paulson appointed him to the Treasury Committee on the Auditing Profession. He currently serves as a senior consultant to LECG, a world forensics and financial consulting firm.