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25 results for “PBL”
Dataset Repository for a Botanical Garden Project: Project Based Learning Assessment from a Blended Approach of PBL with the 5E Model Components
<p><strong>Title:</strong> Botanical Explorers: A Journey Through Our School's Flora - Assessment Data</p><p><strong>Description:</strong> This Excel spreadsheet contains the assessment data for the educational project titled "Botanical Explorers: A Journey Through Our School's Flora", a hands-on science initiative for Grade 9 students at Chalermkwansatree School. The project, conducted under the guidance of Teacher Hasan and aligned with the Additional Science subject focusing on Fuel Energy, is designed to engage students in active learning about local plant life, while developing their research and presentation skills, and fostering environmental appreciation.</p><p>The dataset is part of a comprehensive project contributing 20% to the Term 1, Midterm Score of 50 marks. It encompasses a detailed breakdown of the marks distribution across different tasks such as Data Collection, Book Report, Presentation, and Poster creation, reflecting the multifaceted approach to evaluating student learning and engagement.</p><p><strong>Data Organization:</strong> The spreadsheet is meticulously organized to include:</p><ul><li>A plant list with identifiers like school plant name, location, and space for pictures.</li><li>A marks distribution table indicating the scoring for each project component.</li><li>A timeline for group formation, research, data collection, and submission deadlines.</li><li>Details of the Book Report, Presentation, and Poster requirements.</li></ul><p><strong>Methodology:</strong> Students formed groups to research seven specific plants found within the school premises, examining their identification, classification, ecological roles, growth, and development. The data was collected through a blend of direct observations and scholarly research, ensuring a robust and educational exploration of botany.</p><p><strong>Intended Audience:</strong> The dataset is intended for educational purposes, serving as a valuable resource for educators, students, and researchers interested in project-based learning, botany education, and student assessment methods.</p><p><strong>Usage Notes:</strong> The data provided in this spreadsheet is anonymized, with no personal student information disclosed. It serves as an exemplar model for similar educational initiatives and can be adapted for comparative studies or further educational research.</p><p><strong>Conditions for Use:</strong> The dataset is shared openly with the intention that it will be used for educational and research purposes. Users are requested to cite the dataset appropriately and adhere to any academic and ethical guidelines when utilizing the data for their work.</p>
Data and scripts for: Intercomparison of atmospheric datasets and PBL schemes for precipitation downscaling over a coastal mountain valley of northern British Columbia, Canada
<p>anl_6MYJdiv and anl_6MYNNdiv contains pairwise normalizations of dataset outputs (NAM/ERA5, NAM/NARR and ERA5/NARR) of total rainfall in 2017 for simulations with the MYJ and MYNN3 PBL schemes, that can be plotted by fig3_4.ncl. anl_MYJMYNN_div contains MYJ/MYNN3 spatial contours for each of ERA5, NAM -ANL and NARR outputs. anl_snow_MYJ contains MYJ output for total snow in 2017 by the ERA5, NAM-ANL and NARR datasets, for which values at discrete locations can be retrieved with yr2017snow.ncl, daily_ppt.ncl is script to extract modeled daily precipitation (dly_MYJ and dly_MYNN) from the various locations. Fig_ppt_monthly.R is the plotting script for observed and modeled precipitation time series from hydro31pt1pk.txt. nullwrf is array holder for plotting with ncl scripts. rivs_coasts.shp is shape file that is used in the spatial plots. </p>
Infographics PBL NDC Tool March 2024
<p>The dataset of the emissions projections of the NDCs and current policies for the <strong>PBL Climate Pledge NDC tool:</strong> <a href="https://themasites.pbl.nl/o/climate-ndc-policies-tool/">https://themasites.pbl.nl/o/climate-ndc-policies-tool/</a></p> <p>The PBL Climate Pledge NDC tool addresses the following three key questions:</p> <p>1. What are the countries’ emissions projections for the NDCs for 2030?</p> <p>2. Will the projected aggregated impact of the fully implemented NDCs on global emissions, for 2030, be sufficient to achieve the target of staying well below 2 °C / 1.5 <sup>o</sup>C?</p> <p>3. Are countries on track to meet their original NDCs for the period up to 2030?</p> <p>To address these questions, the tool shows the projected impact of the emission reduction proposals (NDCs) and current policies, per country and globally, on greenhouse gas emissions up to 2030. This tool analyses the mitigation components of the NDCs of 144 of the 197 Parties (together representing about 95% of emissions in 2019). More specifically, the tool shows the effect of:</p> <ul> <li><strong>Pledges</strong>: national and global greenhouse gas emission projections for 2020, assuming that pledges will be fully achieved;</li> <li><strong>Nationally Determined Contributions (NDCs)</strong>: national and global greenhouse gas emission projections for 2030, assuming that NDCs will be fully achieved;</li> <li><strong>Current policies</strong>: the impact of national climate and energy policies on emission levels up to 2030 (at least, unless the policy specifies a later end date), for 25 major emitting countries and regions.</li> </ul> <p><strong>Recommended citation:</strong></p> <p>den Elzen, M.G.J., Dafnomilis, Hooijschuur, E., Nascimento, L., Kuramochi, T., Forsell, N., Gutiérrez, Z.A., Gusti (2024), Infographics PBL NDC Tool 2024. Zenodo. <a href="10.5281/zenodo.10875617">10.5281/zenodo.10875617</a></p>
Interview guide of study conducted on: Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia
<p><strong>Background:</strong> Recognizing the challenges that teachers face offers a platform for devising innovative teaching strategies, thereby boosting teacher performance. This study seeks to pinpoint the obstacles teachers encounter while conducting small problem-based learning (PBL) groups and to recommend measures that guide educational institutions in determining teacher training needs. Furthermore, the study explores the creation of interventions to bolster PBL teaching practices.</p> <p><strong>Methods:</strong> Utilizing a qualitative approach, semi-structured interviews were administered, prompting participants to contemplate the difficulties of instructing small PBL groups. Ten medical educators, purposefully selected based on their PBL teaching experience, participated. Verbatim transcripts were meticulously analysed using thematic analysis, facilitating code production, comparison, and overarching theme generation.</p> <p><strong>Results:</strong> The data underscored challenges associated with adopting PBL in a traditional educational setting, emphasizing the imperative for honed facilitation skills, fostering motivation towards PBL, and addressing the ramifications of students' conventional learning backgrounds. Notably, the accruement of experience over time, the enhanced confidence from managing diverse PBL groups, and the importance of knowledge exchange and shared experiences emerged as vital for PBL educators' professional growth.</p> <p><strong>Conclusions: </strong>Actively supporting teachers as they navigate shifts in their roles and urging the incorporation and adept application of teaching techniques can elevate teacher efficacy. Recommendations include the initiation of a teacher development program, the allocation of ample time and resources for student participation in PBL activities, the introduction of a comprehensive teacher assessment system, and the integration of quantitative research methods to further enrich teacher practices and professional advancement.</p>
PBL Tops CLAMPS observations
<p>CLAMPS observations from both CLAMPS1 and CLAMPS2 during PBL Tops: Evaluating Polarimetric Retrievals of Boundary Layer Height Using State-of-the-Art Boundary Layer Profiling, a project supported by OU/CIWRO's Director's Discretionary Funds. Details about the instruments onboard CLAMPS can be found on the <a href="https://apps.nssl.noaa.gov/CLAMPS/instrumentation.php">NSSL CLAMPS</a> webpage. These datasets include boundary-layer profiles of wind, temperature, and humidity collected from the CLAMPS systems.</p> <p>These data can be accessed on the <a href="https://data.nssl.noaa.gov/thredds/catalog/FRDD/CLAMPS/campaigns/PBLtops/catalog.html">NOAA National Severe Storms THREDDS Archive</a>. The readme contained here provides information about how to access and available resources for users. </p> <p>Observations cover a 4-week observation period, split into two 2-week blocks. During block 1, each CLAMPS will deploy near KTLX (Norman, OK) at a radar-adjacent site (0-5 km) and a radar-distant site at Kessler Atmospheric and Ecologial Field Station (10-20 km), respectively. During block 2, the radar-distant CLAMPS will reposition to a radar-adjacent site at KSHV (Shreveport, LA). The observational approach providess one continuous 4-week time series within 5 km of KTLX. By moving the second CLAMPS platform between the two blocks (from Kessler Station to KSHV), the data can be used to evaluate differences due to distance from radar and the local climatology or land-use characteristics, which may modify expected boundary-layer evolution. </p> <p>Owing to the sparse distribution of atmospheric profilers, numerous studies have sought to use radar detection of Bragg scattering to observe the evolution of planetary boundary layer (BL) height, including efforts using the operational NWS WSR-88D network by Banghoff et al. (2018; hereafter B18) using. The B18 method uses quasi-vertical profiles obtained from azimuthal averaging (Ryzhkov et al. 2016) and offers the promise of national, real-time estimates of BL height. However, the B18 method was only initally validated using twice-daily radiosonde observations, thus obscuring its efficacy for retrieving BL height estimates during periods of evolution and complex structure (e.g., morning/evening transitions, residual layers, etc.). The observations in this dataset were collected in an effort to (1) validate the polarimetric B18 method using specialized independent measurements from both CLAMPS; (2) extend validation times to include important BL evolution periods beyond synoptic sampling times and identify failure periods and regimes; (3) contextualize and interpret signatures observed in B18 using novel near-continuous data (e.g., overnight signatures); and (4) quantify the skill of the B18 method.</p> <p>Banghoff, J.R., D.J. Stensrud, and M.R. Kumjian, 2018: Convective Boundary Layer Depth Estimation from S-Band Dual-Polarization Radar. J. Atmos. Oceanic Technol., 35, 1723–1733.</p> <p>Ryzhkov, A., P. Zhang, H. Reeves, M. Kumjian, T. Tschallener, S. Trömel, and C. Simmer, 2016: Quasi-Vertical Profiles—A New Way to Look at Polarimetric Radar Data. J. Atmos. Oceanic Technol., 33, 551–562.</p>
Interview guide of study conducted on: Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia
Open the record for dataset details and reuse information.
Meningkatkan Hasil Belajar Matematika Siswa SMP Melalui Model Pembelajaran Problem Based Learning (PBL) Pada Materi Operasi Bilangan Bulat
<p><span>Masalah utama dalam penelitian ini, yaitu mengenai hasil belajar matematika melalui model pembelajaran <em>problem based learning</em> materi operasi penjumlahan dan pengurangan. Jenis penelitian ini adalah Penelitian Tindakan Kelas yang terdiri dari dua siklus setiap siklus dilaksanakan 3 kali pertemuan. Prosedur penelitian meliputi perencanaan, pelaksanaan, observasi dan refleksi. Subjek dalam penelitian ini adalah siswa kelas VII SMP Negeri 9 Kota Ternate dengan jumlah siswa 28 orang. Teknik pengumpulan data menggunakan observasi, tes soal cerita penjumlahan dan pengurangan, dan dokumentasi sedangkan teknik analisis data menggunakan analisis data kuantitatif dan kualitatif.keberhasilan penelitian ini ditentukan oleh Kriteria Ketuntasan Minimum (KKM) yaitu 75 dan secara klasikal 80% siswa mencapai KKM. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan aktivitas siswa, yaitu pada siklus I aktivitas siswa adalah 60% dan mengalami peningkatan pada siklus II yaitu 87%. Terjadi peningkatan hasil belajar dari siklus I diperoleh nilai rata-rata 72.64 dengan ketuntasan belajar 75%. Hal ini juga dapat dilihat pada aktivitas siswa yaitu pada siklus I berada pada kategori rendah dan siklus II berkategori tinggi sehingga menyebabkan terjadinya peningkatan hasil belajar. Peningkatan dapat dilihat pada hasil belajar siswa pada setiap siklus yaitu pada siklus I berada pada kategori cukup dan siklus II berada pada kategori baik. Pada siklus II nilai rata-rata menjadi 82% dengan ketuntasan belajar 90%. Sehingga dapat disimpulkan hasil belajar matematika pada siswa kelas VII SMP Negeri 9 Kota Ternate.</span></p>
Investigating the "Too Bright" Issue Pertaining to Non-PBL Clouds over the South Pacific Trade-Wind Region in CMIP6 Global Climate Models
<p><a href="../api/records/13314147/draft/files/f09.C6.B-hist.SON_ANN.tar.gz/content" target="_blank" rel="noopener noreferrer">f09.C6.B-hist.SON_ANN.tar.g</a>z</p> <p>CESM2-CAM6 with falling ice radiative effects (FIREs), fully coupled run folloing CMIP6 historical run, same as CESM2-CAM6 in CMIP6 data port.</p> <p> </p> <p>The data includes with netcdf self description.</p> <p>f09.C6.B-hist.h01_AWNC_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.h01_CLDHGH_ANN_climo-CDO.nc<br>f09.C6.B-hist.h01_CLDLIQ_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.h01_CLDLOW_ANN_climo-CDO.nc<br>f09.C6.B-hist.h01_CLDMED_ANN_climo-CDO.nc<br>f09.C6.B-hist.h01_CLDTOT_ANN_climo-CDO.nc<br>f09.C6.B-hist.h01_CLOUD_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.h01_CLOUDFRAC_CLUBB_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.h01_CONCLD_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.h01_FREQL_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.h01_ICWMR_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.h01_NUMLIQ_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.h01_OMEGA_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.h01_PRECC_ANN_climo-CDO.nc<br>f09.C6.B-hist.h01_PRECL_ANN_climo-CDO.nc<br>f09.C6.B-hist.h01_SST_ANN_climo-CDO.nc<br>f09.C6.B-hist.h01_tauy_ANN_climo-CDO.nc</p> <p><a href="../api/records/13314147/draft/files/f09.C6.B-hist.SON_ANN.tar.gz/content" target="_blank" rel="noopener noreferrer">f09.C6.B-hist.NOS_ANN.tar.g</a>z</p> <p>CESM2-CAM6 without falling ice radiative effects (FIREs), fully coupled run folloing CMIP6 historical run, same as CESM2-CAM6 in CMIP6 data port.</p> <p><br>f09.C6.B-hist.nos81_AWNC_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.nos81_CDNUMC_ANN_climo-CDO.nc<br>f09.C6.B-hist.nos81_CLDHGH_ANN_climo-CDO.nc<br>f09.C6.B-hist.nos81_CLDLIQ_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.nos81_CLDLOW_ANN_climo-CDO.nc<br>f09.C6.B-hist.nos81_CLDMED_ANN_climo-CDO.nc<br>f09.C6.B-hist.nos81_CLDTOT_ANN_climo-CDO.nc<br>f09.C6.B-hist.nos81_CLOUD_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.nos81_CLOUDFRAC_CLUBB_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.nos81_CONCLD_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.nos81_FREQL_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.nos81_ICWMR_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.nos81_NUMLIQ_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.nos81_OMEGA_ANN_15L-CDO_1x1.nc<br>f09.C6.B-hist.nos81_PRECC_ANN_climo-CDO.nc<br>f09.C6.B-hist.nos81_PRECL_ANN_climo-CDO.nc<br>f09.C6.B-hist.nos81_SST_ANN_climo-CDO.nc<br>f09.C6.B-hist.nos81_taux_ANN_climo-CDO.nc<br>f09.C6.B-hist.nos81_tauy_ANN_climo-CDO.nc</p>
Distance learning and face-to-face learning in medical PBL course during COVID-19 pandemic: an investigation and teaching experience
<p>Our research provides an experience for the PBL class focusing on discussion and communication. In the post-pandemic era, whether face-to-face or distance learning, classes should be adjusted properly to let students conduct effective communication in time.</p>
COR-PRIM: Problem-based Learning (PBL) After Coronary Heart Disease (CHD) - Long-term Evaluation in Primary Care of Self-care
ClinicalTrials.gov study NCT01462799. IPD Sharing: Not stated. Countries: 1. Publications: 4.
The Impact of Problem-Based Learning (PBL) and Lecturing
ClinicalTrials.gov study NCT00747188. IPD Sharing: Not stated. Countries: 0. Publications: 1.
Gene expression profiling of PBL in response to ionising radiation and modeled microgravity
BACKGROUND: Ionizing radiation (IR) can be extremely harmful for human cells since an improper DNA-damage response (DDR) to IR can contribute to carcinogenesis initiation. Perturbations in DDR pathway can originate from alteration in the functionality of the microRNA-mediated gene regulation being microRNAs (miRNAs) small noncoding RNA that act as post-transcriptional regulators of gene expression. In this study we gained insight into the role of miRNAs in the regulation of DDR to IR under microgravity a condition of weightlessness experienced by astronauts during space missions which could have a synergistic action on cells increasing the risk of radiation exposure. METHODOLOGY/PRINCIPAL FINDINGS: We analyzed miRNA expression profile of human peripheral blood lymphocytes (PBL) incubated for 4 and 24 h in normal gravity (1 g) and in modeled microgravity (MMG) during the repair time after irradiation with 0.2 and 2Gy of gamma-rays. Our results show that MMG alters miRNA expression signature of irradiated PBL by decreasing the number of radio-responsive miRNAs. Moreover let-7i* miR-7 miR-7-1* miR-27a miR-144 miR-200a miR-598 miR-650 are deregulated by the combined action of radiation and MMG. Integrated analyses of miRNA and mRNA expression profiles carried out on PBL of the same donors identified significant miRNA-mRNA anti-correlations of DDR pathway. Gene Ontology analysis reports that the biological category of Response to DNA damage is enriched when PBL are incubated in 1 g but not in MMG. Moreover some anti-correlated genes of p53-pathway show a different expression level between 1 g and MMG. Functional validation assays using luciferase reporter constructs confirmed miRNA-mRNA interactions derived from target prediction analyses. CONCLUSIONS/SIGNIFICANCE: On the whole by integrating the transcriptome and microRNome we provide evidence that modeled microgravity can affects the DNA-damage response to IR in human PBL. Overall Design: Gene expression signature was defined in PBL irradiated with gamma-rays (2.0 Gy) and incubated in modeled microgravity (mmg) and in parallel ground conditions (1g) for 24h. Five independent experiments were performed for each donor to address which mRNAs were regulated on IR stress. The level of each transcript was represented as Log2.
Gene expression profiling of PBL in response to ionising radiation and modeled microgravity
GEO Series GSE20173. Homo sapiens. 20 samples. Type: Expression profiling by array.
Human Peripheral Blood Lymphcoyte(PBL): Simulated Microgravity vs. Control
GEO Series GSE56647. Homo sapiens. 1 samples. Type: Expression profiling by array.
Study Of Single Ascending Doses Of PBL 1427 In Healthy Volunteers
ClinicalTrials.gov study NCT01554293. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Study to Evaluate Combined Treatment of Daratumumab, Bortezomib and Dexamethasone in PBL Patients.
ClinicalTrials.gov study NCT04915248. IPD Sharing: NO. Countries: 1. Publications: 0.
The Effects of Standing Tutorials on Problem-Based Learning (PBL) Among Undergraduate Students
ClinicalTrials.gov study NCT03493659. IPD Sharing: YES. Countries: 1. Publications: 0.
Expression data from BM-CD138+, BM B cells and PBL B cells obtained from newly diagnosed Multiple Myeloma patients
GEO Series GSE68891. Homo sapiens. 144 samples. Type: Expression profiling by array.
Time course of PBL derived avian macrophages stimulated with whole Ecoli or LPS
GEO Series GSE1794. Gallus gallus. 6 samples. Type: Expression profiling by array.
Rekordy wzorcowe źródeł PBL
<p>W tym pliku znajdują się wszystkie rekordy wzorcowe źródeł wyekstrahowane z części wstępnej każdego zeszytu PBL.</p>
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