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Comhollscoil d'Ollscoil na hÉireann (University College Cork)

Comhollscoil d'Ollscoil na hÉireann is ea Coláiste na hOllscoile, Corcaigh - Ollscoil na hÉireann, Corcaigh (as Béarla, University College Cork nó UCC; tugtar Coláiste na hOllscoile Corcaigh nó COC uirthi go coitianta) atá suite i gCorcaigh na hÉireann.
University College Cork (UCC) is a constituent university of the National University of Ireland. The university is located in Cork.

More information: http://en.wikipedia.org/wiki/University_College_Cork

Style Sheets: the right way to specify rendering

Style Sheets: the right way to specify rendering
Presentation by Órlaith McMahon Asian Studies Ireland Association Annual Conference 13th November 2009 The Korean Economy - leading the recovery?

Presentation by Órlaith McMahon Asian Studies Ireland Association Annual Conference 13th November 2009 The Korean Economy - leading the recovery?

A Learning Outcomes approach to the teaching of Immunology to third year Zoology & Ecology students Sarah C. Culloty, Zoology, Ecology & Plant Science, University College Cork BACKGROUND Immunology is the study of the internal system that recognises ‘Non-self, fights infection and is made up of the blood cells and non-cellular components. It is taught to third year Zoology/Ecology students as part of module COMPARATIVE AND ANIMAL PHYSIOLOGY THE PROBLEM Students are attracted to Zoology/Ecology so they can study whole animals and populations. It is not as easy to attract them to studying animals at the cellular level as they may have difficulty in seeing its relevance. During a previous module ‘Health and Homeostasis’ Immunology was taught through lectures only. However, assessment indicated that students could not relate theory to practice NEW APPROACH To be effective in teaching of the module a number of different approaches to learning and understanding would be required. This initially involved defining the learning outcomes and adapting the teaching methods utilised to allow these objectives to be achieved. That is, a ‘backward design’ approach was taken. The learning outcomes framework was applied in conjunction with the ‘Teaching for Understanding’ Framework. ? EXAMPLES OF THE LEARNING OUTCOMES DEVISED FOR THE COURSE Cognitive/Knowledge and understanding: Describe the main components of the immune system Compare the immune systems of vertebrates and invert...

In formulating learning outcomes (LO), I found it useful to first examine the module content and hence draw up a detailed list. This list is provided below. Students who have successfully completed PE3001 will be able to: 1. Describe the nature of flow in pipe systems and the models used to describe pipeline flow. 2. Define and solve for both primary and secondary pipe losses. 3. Apply Bernoulli’s engineering equation to any pipeline situation and hence estimate the pressure drop and/or fluid flowrate in a pipeline for a variety of fluid types and flow regimes. 4. Examine a multiple network flow system and compute both flow directions and flowrates and/or pressure drops 5. Describe the relationship between applied shear rate and shear stress in both theoretical and practical terms 6. Estimate pressure drop and/or flowrate associated with non-Newtonian flow 7. Appreciate the nature of two-phase flow and select and apply suitable models to estimate pressure drop associated with it 8. Identify all major process pump types and select suitable applications for each 9. Illustrate centrifugal pump design features and performance criteria 10. Estimate the power requirement for a pump as a function of its throughput, pressure increase and efficiency 11. Explain the reason for cavitation, its importance, how it can be avoided and estimate whether cavitation is likely to occur in a given pumping system and design such a system to ensure that it does not occur 12. Sketch the pump cha...
Introduction to Data Warehousing

Introduction to Data Warehousing

Medientechnik und Raumfunktionen SCENE-LAB (H17)
B Sc Accounting Degree CK202

B Sc Accounting Degree CK202

CAO Entry Points 2006: 480
Movie Magic – a learning outcomes approach to what medical students can learn from film studies Dr. Martina Kelly, Dept of General Practice, University College Cork, Brookfield Health Sciences Complex, Cork. (m.kelly@ucc.ie)

Movie Magic – a learning outcomes approach to what medical students can learn from film studies Dr. Martina Kelly, Dept of General Practice, University College Cork, Brookfield Health Sciences Complex, Cork. (m.kelly@ucc.ie)

Why should medical students study film? Visual image dominant medium in today’s society Increasing recognition of the importance of the humanities in educating doctors; film studies aid the integration of the scientific, emotional and experiential aspects of medical practice Films create an ‘alternative reality’; this has the advantage of allowing viewers to step back from the intricacies of life but it also questions the way we represent the world in which we live. Why Focus on Learning Outcomes? To aid selection of course material. To aid selection of teaching method To move from the traditional teacher focus of module design to emphasise the key role of the student within the module. To aid selection of assessment Presentation skills/Listening skills 10. Demonstrate presentation skills Discuss issues of uncertainty, boundaries… Teamwork / professionalisation 9. Work as part of a team Describe what they see ‘Guided discovery’ Visual observation skills & empathic attitudes. 8. Demonstrate visual and affective observational skills Class discussion Critical analysis (life-long learning) 7. Critically evaluate films; appraising the key messages therein and estimating their contribution to cinema as an art form. Role-play Use of role-models Application of knowledge 6. Apply these models to real-life clinical scenarios, specifically when dealing with sensitive, ethical issues. Class discussion Comprehension 5. Compare and contrast these models e.g. debate...
Solving Problems with Constraints

Solving Problems with Constraints

Karen E. Petrie
The Use of a Learning Outcomes Approach To Re-design A 4th Year Dental Surgery Module Dr Christine McCreary – Assignment for PGDTLHE 05/06

The Use of a Learning Outcomes Approach To Re-design A 4th Year Dental Surgery Module Dr Christine McCreary – Assignment for PGDTLHE 05/06

Background The use of learning outcomes to redefine module DS 4001comes at an opportune time. This module was first developed in 2000 at the time of modularisation within the dental school and has not been revised or changed to any great extent since then. Existing problems with the module content relate to the rather arbitrary inclusion of the medicine and surgery course content as part of this module and the very general description of the module learning objectives. As this part of the course has major on-going repercussions for the graduating dentist’s professional practice it is important that the dental student should have a clear overview of what is required of them. The UCC dental school has a strong affiliation with the ADEE (Association for Dental Education in Europe) and this organisation has been instrumental in engaging with the dental schools throughout Europe and encouraging changes including modularisation and the learning outcomes approach. Introduction This module is the student’s first real introduction to oral surgery and emergency dentistry which will account for a significant proportion of their work as a practising general dental practitioner. During the fourth year they should get to take teeth out for the first time on “live” patients, they should see various oral surgical procedures – some simple some more complicated and they should, by the end of the fourth year have developed their skills to an extent where they are beginning to ...
The Teaching of Chinese and A Languages-in-education Policy in Ireland Muiris Ó Laoire

The Teaching of Chinese and A Languages-in-education Policy in Ireland Muiris Ó Laoire

+ Automated Discovery of Recommendation Knowledge David McSherry School of Computing and Information Engineering University of Ulster

David Cohen1, Peter Jeavons2, Christopher Jefferson3, Karen E. Petrie3, and Barbara Smith4 Constraint Symmetry and Solution Symmetry 1Dept of CS, Royal Holloway-University of London, 2 Computing Laboratory, Oxford of University, 3 School of CS, University of St Andrews, 4 Cork Constraint Computation Centre, University College Cork, Ireland AAAI 2006 21st Conference on Artificial Intelligence
Constraint-based Information Integration Steven Minton Fetch Technologies Joint work with Craig Knoblock and Jose Luis Ambite (USC/ISI)

Constraint-based Information Integration Steven Minton Fetch Technologies Joint work with Craig Knoblock and Jose Luis Ambite (USC/ISI)
Penalties for Distributed Local Search Muhammed B. Basharu

Penalties for Distributed Local Search Muhammed B. Basharu

Project Coordinator Dr. Dara Curran Current call centre management products are focused on monitoring call metrics and providing basic statistics. This project is the first to fully apply its research to the various data streams available in a call centre. The project intends to take an "all-inclusive" approach to call centre management by employing modern Artificial Intelligence techniques to combine and analyse data from multiple data sources within Abtran's call centre. Enterprise Ireland Innovation Partnership IP/2009/0031 Start Date: 01.02.2010 End Date: 31.01.2012 Project Partners Abtran Project Description

Enterprise Business Intelligence (IS6120) 23 September, 2010 Introduction and administrativia Csaba Csáki Business Information Systems

Enterprise Business Intelligence (IS6120) 30 September, 2010 Ancient “information systems” Csaba Csáki Business Information Systems
CS2200 Software Development Lecture: Object class A. O’Riordan, 2008

CS2200 Software Development Lecture: Object class A. O’Riordan, 2008
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