The General Utility Lattice Program (GULP) has been extended to include the ability to simulate polymers and surfaces, as well as adding many other new features, and the current status of the program is fully documented. Both the background theory is described, as well as providing a concise review of some of the previous applications in order to demonstrate the range of its use. Examples are presented of work performed using the new compatibilities of the software, including the calculation of Born effective charges, mechanical properties as a function of applied pressure, calculation of frequency-dependent dielectric data, surface reconstructions of calcite and the performance of a linear-scaling algorithm for bond-order potentials.

The general utility lattice program (GULP)

Two studies address the sequence of understandings evident in preschoolers' developing theory of mind. The first, preliminary study provides a meta-analysis of research comparing different types of mental state understandings (e.g., desires vs. beliefs, ignorance vs. false belief). The second, primary study tests a theory-of-mind scale for preschoolers. In this study 75 children (aged 2 years, 11 months to 6 years, 6 months) were tested on 7 tasks tapping different aspects of understanding persons' mental states. Responses formed a consistent developmental progression, where for most children if they passed a later item they passed all earlier items as well, as confirmed by Guttman and Rasch measurement model analyses.

/pdf/scaling-of-theory-of-mind-tasks-2dse1d8c4s.pdf

Scaling of Theory-of-Mind Tasks

Effective implementation of the ε-constraint method in Multi-Objective Mathematical Programming problems

Cognitive control is defined by a set of neural processes that allow us to interact with our complex environment in a goal-directed manner. Humans regularly challenge these control processes when attempting to simultaneously accomplish multiple goals (multitasking), generating interference as the result of fundamental information processing limitations. It is clear that multitasking behaviour has become ubiquitous in today's technologically dense world, and substantial evidence has accrued regarding multitasking difficulties and cognitive control deficits in our ageing population. Here we show that multitasking performance, as assessed with a custom-designed three-dimensional video game (NeuroRacer), exhibits a linear age-related decline from 20 to 79 years of age. By playing an adaptive version of NeuroRacer in multitasking training mode, older adults (60 to 85 years old) reduced multitasking costs compared to both an active control group and a no-contact control group, attaining levels beyond those achieved by untrained 20-year-old participants, with gains persisting for 6 months. Furthermore, age-related deficits in neural signatures of cognitive control, as measured with electroencephalography, were remediated by multitasking training (enhanced midline frontal theta power and frontal-posterior theta coherence). Critically, this training resulted in performance benefits that extended to untrained cognitive control abilities (enhanced sustained attention and working memory), with an increase in midline frontal theta power predicting the training-induced boost in sustained attention and preservation of multitasking improvement 6 months later. These findings highlight the robust plasticity of the prefrontal cognitive control system in the ageing brain, and provide the first evidence, to our knowledge, of how a custom-designed video game can be used to assess cognitive abilities across the lifespan, evaluate underlying neural mechanisms, and serve as a powerful tool for cognitive enhancement.

/pdf/video-game-training-enhances-cognitive-control-in-older-2f3fm47h4v.pdf

Video game training enhances cognitive control in older adults

outcomes, and noncooperative equilibria. This study finds that cooperative policies show much higher levels of emissions reductions than do noncooperative strategies; that there are substantial differences in the levels of controls in both the cooperative and the noncooperative policies among different countries; and that high-income countries may be the major losers from cooperation. (JEL H41, Q4, Q2, Q20)

https://www.jstor.org/stable/pdfplus/2118303.pdf

A Regional Dynamic General-Equilibrium Model of Alternative Climate-Change Strategies

A user’s guide

List of illustrations Notes on contributors Acknowledgements Forward by Professor Sir Bob Burgess Part 1 The current world of teaching and learning in higher education 1. A user's guide 2. UK institutional teaching contexts: polies and practice 3. UK Higher Education: an International context 4. Success as a university teacher Part 2 Learning, Teaching and Supervising in Higher Education 5. Student learning 6. Describing what students should learn 7. Lecturing, working with groups, and providing individual support 8. Assessing assessment: new developments in assessment design, feedback practices and marking in higher education 9. Feedback to and from students: building an ethos of student and staff engagement in teaching and learning 10. Effective online teaching and learning 11. Challenging students: enabling inclusive learning 12. Encouraging independent learning 13. Supervising research degrees 14. Maximising student learning gain: some personal reflections Part 3 Teaching and learning in the disciplines 15. The experimental sciences 16. Mathematics and statistics 17. Engineering 18. Dance, drama and music 19. Social sciences 20. Modern languages 21. Law 22. Business and management 23. Quantitative methods in the social sciences 24. Art, design and media 25. Sport-related subjects 26. Nursing, health and social care 27. Medicine and dentistry Glossary Index

/pdf/a-handbook-for-teaching-and-learning-in-higher-education-3spho4lmd2.pdf

A Handbook for Teaching and Learning in Higher Education : Enhancing academic practice

conceptualisation (AC) Figure 2.1 The Kolb Learning Cycle First, learners are involved fully and freely in new experiences (CE). Second, they must make/have the time and space to be able to reflect on their experience from different perspectives (RO). Third, learners must be able to form, re-form and process their ideas, take ownership of them and integrate their new ideas and understanding into sound, logical theories (AC). It is these middle two elements in the cycle that can be strongly influenced by feedback from others. This moves towards the fourth point (AE), using the enhanced understanding to make decisions and problem-solve, and test implica- tions and usage in new situations. The experiential cycle does not simply involve having an experience, or ‘doing’, but also reflecting, processing, thinking and furthering understanding, and usually ‘improvement’ the next time something is encountered or done. By extension, this cyclical process has a part to play in even the most abstract and theoretical disciplines where the academic is concerned to help the learner acquire the ‘tools of the trade’ or the modes of thinking central to the discipline, such as in philosophy or literary criticism. The teacher needs to be aware that in practice learners do not cycle smoothly through the model, but may get stuck, fail to progress or ‘jump about’. The way in which the learner resolves these tensions will have an effect on the learning outcome and the development of different types of strength in the learner and, as will be seen, may pertain to personality traits and/or disciplinary differences. Reflection is a key part of experiential learning as it ‘turns experience into learning’ (Boud et al., 1985). Because of misunderstanding, overuse and its passive and negative connotations, reflection has had a worse press than it deserves, but it is also true that the research evidence about how it works is lacking. To learn from experience we need to examine and analyse the experience; this is what reflection means in this context. It may be a similar action to the one that we may consciously or subconsciously use when taking a deep approach to learning. Reflection and reflective practice are not easy concepts. With regard to higher education they may be applied to the learning of students, and equally to the professional development of the lecturer (see Part 3). Schon (1987), in examining the relationship between professional knowledge and professional competence, suggests that rather than looking to another body of research knowledge, practitioners should become more adept at observing and learning through reflection on the artistry of their own particular profession. ‘Reflection on practice’ (on experience) is central to learning and development of knowledge in the professions. Recognised ‘experts’ in the field exhibit distinct artistry. This artistry cannot be learned solely through conventional teaching methods – it requires role models, observation of competent practitioners, self-practice, mentors, experience in carrying out all the tasks of one’s job and reflection upon that practice. Support in developing reflection is often necessary, for example by using prompts and feedback. Such reflective practice is a key aspect of lifelong learning. 16 ❘ Teaching, supervising, learning

https://biblioteca.ucv.cl/site/colecciones/manuales_u/A%20Handbook%20for%20Teaching%20and%20Learning%20in%20Higher%20Education%20Enhancing%20academic%20and%20Practice.pdf

A Handbook for Teaching and Learning in Higher Education

Generated Questions in the Teaching and Learning Process. Maxwell Constantine Chando Musingafi Marshall, S. (editors).A handbook for teaching and learning in higher education: Enhancing academic practice.(3rd edition). New York. Pintrich and Garcia (1991) found that intrinsically motivated students did A handbook for teaching and learning in higher education enhancing academic. Two Required Texts: Teaching Reading in Today's Elementary Schools, ISBN # BEHAVIORAL, ACADEMIC, AND SOCIAL INTERVENTION FOR THE CLASSROOM Two Required Texts: Cooperative Learning: Integrating Theory & Practice ISBN 3rd edition, ISBN #9781412959742, & The Handbook for Enhancing.

A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice. Second Edition.

It is unfortunate, but true, that some academics teach students without having much
formal knowledge of how students learn. Many lecturers know how they learnt/learn
best, but do not necessarily consider how their students learn and if the way they teach
is predicated on enabling learning to happen. Nor do they necessarily have the concepts
to understand, explain and articulate the process they sense is happening in their
students.

Heather Fry

Papers

A user’s guide

A Handbook for Teaching and Learning in Higher Education : Enhancing academic practice

A Handbook for Teaching and Learning in Higher Education

A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice. Second Edition.

Understanding Student Learning