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IOP Conference Series Earth and Environmental Science ; 1189(1):011001, 2023.
Article in English | ProQuest Central | ID: covidwho-20231601

ABSTRACT

The title of the ConferenceXXII Conference of PhD Students and Young Scientists "Interdisciplinary topics in mining and geology”The location and the date of the conferencevirtual event – online conference, June 29th to July 1st, 2022 in Wrocław, PolandXXIInd Conference of PhD Students and Young Scientists "Interdisciplinary topics in mining and geology” continues a series of events that started in 2000 at Wrocław University of Science and Technology. Scientific programme of the Conference focuses on four thematic panels:1. Mining Engineering: sustainable development, digitalisation in mining, problems of securing, protecting and using remnants of old mining works, underground mining, opencast mining, mineral processing, waste management, mining machinery, mine transport, economics in mining, mining aeronautics, ventilation and air conditioning in mines,2. Earth and Space Sciences: geology, hydrogeology, environmental protection, extraterrestrial resources, groundwater and medicinal waters, engineering and environmental protection, geotourism,3. Geoengineering: environmental protection, applied geotechnics, rock and soil mechanics, geohazards,4. Geoinformation: mining geodesy, GIS, photogrammetry and remote sensing, geodata modeling and analysis.The XXII Conference of PhD Students and Young Scientists was held as a virtual event, that is as a virtual, online conference in real-time. The reason why the Organizing Committee decided to change the traditional formula of the event to online formula was related to the concern for the health of the participants due to the COVID-19 epidemic.The XXII Conference of PhD Students and Young Scientists took place from June 29th to July 1st, 2022 in Wroclaw, Poland. That is the organizers worked and managed the event from the Wrocław University of Science and Technology Geocentre building. Because the conference focused on four thematic panels, four different special opening lectures were delivered by wellknown scientists- Professor Jan Zalasiewicz (University of Leicester, England)- Associate Professor Artur Krawczyk (AGH University of Science and Technology, Poland)- Professor Biljana Kovacević-Zelić (University of Zagreb, Croatia)- Assistant Professor Eduard Kan (Tashkent Institute of Irrigation and Agricultural Mechanizations Engineers, Uzbekistan).The Conference was divided into 8 oral sessions (with 33 presentations) and 1 poster session (with 33 posters). The amount of time provided to one presentation was 15 minutes, after presentation there was 5 minutes available for discussion. The poster session was available throughout the event, and the posters were available for online viewing on the Conference's website with the possibility of make discussion and ask questions in real time via zoom meeting application as well. Every day of the Conference one "virtual coffee break” was devoted for discussion between participants and question and answer session for the Organizers.There were 96 registered participants from 13 countries. The online XXII Conference of PhD Students and Young Scientists was conducted using the Zoom meeting platform with commemorative screen shots taken. By tradition two competitions, for the best oral presentation and for the best poster were held. The award for the best oral presentation was given ex aequo to Julia Tiganj (TH Georg Agricola University of Applied Sciences, Germany) for the presentation entitled Post-mining goes international: hurdles to climate neutrality using the example of China and Oksana Khomiak, Jörg Benndorf (TU Bergakademie Freiberg, Germany) for the presentation entitled Spectral analysis of ore hyperspectral images at different stages of the mining value chain, whereas the best poster was awarded to Adam Wróblewski, Jacek Wodecki, Paweł Trybała, Radosław Zimroz (Wrocław University of Science and technology, Poland) for the poster entitled Large underground structures geometry evaluation based on point cloud data analysis.List of Scientific Committee, Organizing Committee, Editorial Team are available i this pdf.

2.
Frontiers in Environmental Science ; 10:10, 2022.
Article in English | Web of Science | ID: covidwho-1887096

ABSTRACT

Online modes of teaching and learning have gained increased attention following the COVID-19 pandemic, resulting in education delivery trends likely to continue for the foreseeable future. It is therefore critical to understand the implications for student learning outcomes and their interest in or affinity towards the subject, particularly in water science classes, where educators have traditionally employed hands-on outdoor activities that are difficult to replicate online. In this study, we share our experiences adapting a field-based laboratory activity on groundwater to accommodate more than 700 students in our largest-enrollment general education course during the pandemic. As part of our adaptation strategy, we offered two versions of the same exercise, one in-person at the Mirror Lake Water Science Learning Laboratory, located on Ohio State University's main campus, and one online. Although outdoor lab facilities have been used by universities since at least the 1970s, this research is novel in that 1) it considers not only student achievement but also affinity for the subject, 2) it is the first of its kind on The Ohio State University's main campus, and 3) it was conducted during the COVID-19 pandemic, at a time when most university classes were unable to take traditional field trips. We used laboratory grades and a survey to assess differences in student learning and affinity outcomes for in-person and online exercises. Students who completed the in-person exercise earned better scores than their online peers. For example, in Fall 2021, the median lab score for the in-person group was 97.8%, compared to 91.7% for the online group. The in-person group also reported a significant (p < 0.05) increase in how much they enjoyed learning about water, while online students reported a significant decrease. Online students also reported a significant decrease in how likely they would be to take another class in water or earth sciences. It is unclear whether the in-person exercise had better learning and affinity outcomes because of the hands-on, outdoor qualities of the lab or because the format allowed greater interaction among peers and teaching instructors (TAs). To mitigate disparities in student learning outcomes between the online and in-person course delivery, instructors will implement future changes to the online version of the lab to enhance interactions among students and TAs.

3.
Water Wheel ; 20:4-4, 2021.
Article in English | Africa Wide Information | ID: covidwho-1660865
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