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The "memos" are lectures on certain literary qualities whose virtues Calvino wished to recommend to the then-approaching millennium. He intended to devote one lecture to each of six qualities: lightness, quickness, exactitude, visibility, multiplicity, and consistency. Though he completed the first five, he died before writing the last. [2]
Poster advertising Pausch's lecture "Really Achieving Your Childhood Dreams" (also called "The Last Lecture" [1]) was a lecture given by Carnegie Mellon University computer science professor Randy Pausch on September 18, 2007, [2] that received widespread media coverage, and was the basis for The Last Lecture, a New York Times best-selling book co-authored with Wall Street Journal reporter ...
In a learning environment, a common cause of boredom is lack of understanding; for instance, if one is not following or connecting to the material in a class or lecture, it will usually seem boring. However, the opposite can also be true; something that is too easily understood, simple or transparent, can also be boring.
the first has somehow, in some way, been my best year yet. So, as I often say to participants in the workshop, “If a school teacher from Nebraska can do it, so can you!”
Lecture Notes in Physics; Lectures and Conversations on Aesthetics, Psychology, and Religious Belief; Lectures from Colombo to Almora; Lectures in Geometric Combinatorics; Lectures of the Three Degrees in Craft Masonry; Lectures on Aesthetics; Lectures on Faith; Lectures on Government and Binding; Lectures on History and General Policy ...
The Unanswered Question is a lecture series given by Leonard Bernstein in the fall of 1973. This series of six lectures was a component of Bernstein's duties as the Charles Eliot Norton Professor of Poetry for the 1972/73 academic year at Harvard University, and is therefore often referred to as the Norton Lectures.
According to the study of Shana K. Carpenter and colleague that examine the effect of lecture fluency on learning perception, a lecture that is considered to be fluent suggested that the teacher stood upright and straight, maintained eye contact, and spoke fluidly without notes whereas reasons for considering a lecture disfluent include ...
They are not just brief (one minute) presentations: although Dr. McGrew had success with "one minute lectures" [2] at the University of Northern Iowa as did Dr. Kee [3] at the University of Leeds. David M. Penrose (aka the One Minute Professor), an independent instructional designer and eLearning consultant, has articulated the process for ...