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Journal articles on the topic 'Hands-On Experiment'

Author: Grafiati

Published: 4 June 2025

Last updated: 15 July 2025

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Pedro, Haerter Pinto, Tavares Tel Guilherme, Chierrito Oliveria Milena, and Cesar Danhoni Neves Marcos. "HANDS-ON ACTIVITY ABOUT WIRELESS ELECTRICITY TO PHYSICS UNDERGRADUATE STUDENTS." International Journal of Research - Granthaalayah 8, no. 4 (2020): 95–98. https://doi.org/10.29121/granthaalayah.v8.i4.2020.12.

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This paper presents a physical experiment, involving wireless electricity, in a workshop for students entering in an undergraduate course in Physics as a way to stimulate interaction between students, seeking to achieve meaningful learning through an example that can be generalized during the course.

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MUKANKUBANA, ROSETTE MARIE, and O. Andala HESBON. "Effects of Hands-on Laboratory Experiment on Students’ Skills Achievement in Physics in Day Secondary Schools in Rwanda: A Case of Gicumbi District." International Journal of Management and Development Studies 13, no. 9 (2024): 438–57. http://dx.doi.org/10.53983/ijmds.v13n9.030.

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This research investigated the effect of a hands-on laboratory experiment on students’ skills achievement in physics in day secondary schools in Gicumbi district, Rwanda. Specifically, this research examined the hands-on laboratory practices that affect students’ skills and achievement in physics in day secondary schools in Rwanda, analyze the level of students’ skills achievement in physics that is due to the hands-on laboratory experiment in day secondary schools in Rwanda, and establish the relationship between the hands-on laboratory experiment and students’ skills achievement in physics in day secondary schools in Rwanda. The study adopted a descriptive survey design with a mixed approach. The targeted population of the study consisted of 72 headteachers, 5416 students, and 1750 teachers, making the total population of 7238, selected across Gicumbi district. The researcher used purposive sampling techniques to choose physics teachers and students and simple random sampling to choose schools and headteachers, a descriptive and correlational research design was used in combination with a mixed methodology. Quantitative data were collected using questionnaires, while qualitative data were acquired using interviews. The findings were analyzed through descriptive statistics such as frequency, percentage, mean, and standard deviation, as well as inferential statistics such as correlation and regression analysis. The findings revealed that 72.2% of students felt confident in applying theoretical knowledge to practical experiments, showcasing the effectiveness of structured hands-on practices. However, 67.6% expressed dissatisfaction with the clarity of laboratory activities, indicating a need for improvement. Additionally, 78.1% of students reported increased confidence in performing physics calculations after lab experiments, while 60% felt their understanding of complex concepts could be enhanced through hands-on activities. Furthermore, 75% of students believed practical experiments helped them retain physics concepts better than theory alone, and 87% of teachers agreed that regular exposure to laboratory activities boosts student performance in assessments. Collectively, these findings highlight the need to enhance hands-on laboratory practices to improve student engagement and achievement in physics. The research recommends curriculum developers to create structured hands-on activities aligned with theoretical concepts and incorporate diverse instructional strategies. NESA needs to integrate practical assessments into evaluations, while the Ministry of Education should allocate resources for improving laboratory facilities and provide professional development for teachers.

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Shore, David I., Kellie Gray, Emily Spry, and Charles Spence. "Spatial Modulation of Tactile Temporal-Order Judgments." Perception 34, no. 10 (2005): 1251–62. http://dx.doi.org/10.1068/p3313.

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We report a series of three experiments designed to examine the effect of posture on tactile temporal processing. Observers reported which of two tactile stimuli, presented to the left and right index fingers (experiments 1 – 3; or thumb, experiment 3), was perceived first while adopting one of two postures—hands-close (adjacent, but not touching) or hands-far (1 m apart)—in the dark. Just-noticeable differences were significantly smaller in the hands-far posture across all three experiments. In the first two experiments we compared hand versus foot responses and found equivalent advantages for the hands-far posture. In the final experiment the stimuli were presented to either the same or different digit on each hand (index finger or thumb) and we found that only when the same digit on each hand was stimulated was there an advantage for the hands-far posture. The finding that temporal precision was better with greater distance contradicts predictions based on attention-switching models of temporal-order judgments, and also contrasts with results from similar experimental manipulations in other modalities (eg vision). These results provide support for a rapid and automatic process that transforms the representation of a tactile stimulus from a skin-centred reference frame to a more external (eg body-centred or allocentric) one.

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Onime, Clement, Marco Zennaro, and James Uhomoibhi. "A Low Cost Implementation of an Existing Hands-on Laboratory Experiment in Electronic Engineering." International Journal of Engineering Pedagogy (iJEP) 4, no. 4 (2014): 4. http://dx.doi.org/10.3991/ijep.v4i4.3707.

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In engineering the pedagogical content of most formative programmes includes a significant amount of practical laboratory hands-on activity designed to deliver knowledge acquisition from actual experience alongside traditional face-to-face classroom based lectures and tutorials; this hands-on aspect is not always adequately addressed by current e-learning platforms. An innovative approach to e-learning in engineering, named computer aided engineering education (CAEE) is about the use of computer aids for the enhanced, interactive delivery of educational materials in different fields of engineering through two separate but related components; one for classroom and another for practical hands-on laboratory work. The component for hands-on laboratory practical work focuses on the use of mixed reality (video-based augmented reality) tools on mobile devices/platforms.  This paper presents the computer aided engineering education (CAEE) implementation of a laboratory experiment in micro-electronics that highlights some features such as the ability to closely implement an existing laboratory based hands-on experiment with lower associated costs and the ability to conduct the experiment off-line while maintaining existing pedagogical contents and standards.

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Randall, W. C., and T. Burkholder. "Hands-on laboratory experience in teaching-learning physiology." Advances in Physiology Education 259, no. 6 (1990): S4. http://dx.doi.org/10.1152/advances.1990.259.6.s4.

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Reactivation of several model 5 (vacuum tube) Grass polygraphs for active hands-on laboratory experiments by small student groups, in contrast to demonstrations and pretaped illustrations of physiological principles, resulted in remarkable rejuvenation of interest and excitement for learning in premed and introductory science classes at Taylor University. Accurate and perceptive observations were performed on the students themselves, each recording his own electrocardiogram, for example, as well as direct recordings from the pithed frog, the turtle heart, the anesthetized rabbit, and noninvasive recordings from students subjects during exercise. In the latter experiment, sweat recruitment patterns were recorded initially on the lower extremities, followed by successive appearances on thigh and abdomen and with final occurrence on the upper extremities and face. To our knowledge, this is the first report of such recruitment patterns during exercise. Results of actual student participation, with organized group discussions, convince us that laboratory teaching remains the premiere mechanism for teaching and learning organ-system physiology.

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Hensen, Cory, and Jack Barbera. "Assessing Affective Differences between a Virtual General Chemistry Experiment and a Similar Hands-On Experiment." Journal of Chemical Education 96, no. 10 (2019): 2097–108. http://dx.doi.org/10.1021/acs.jchemed.9b00561.

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IDRIS, NAZIHAH. "Undergoing Science Experiment in Hybrid Learning." ASM Science Journal 17 (November 7, 2022): 1–10. http://dx.doi.org/10.32802/asmscj.2022.1173.

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Mastering in science concepts involves theoretical understanding and experimental scientific investigation. Students who do not master science process skills in science experiments comprehensively cannot solve problems related to the inquiry-discovery approach. Through hybrid learning, science experiments can also be conducted effectively. Hybrid learning is one cohesive learning experience that combines face-to-face and online mode learning. This concept paper identifies the positive impacts of the implementation of a science experiment in hybrid learning based on literature review. After the comprehensive review were made, findings show that through hybrid learning, hands-on science experiments can be performed at home with everyday materials and online support. Furthermore, undergoing hands-on science experiments in hybrid learning produces students who can identify, apply, and incorporate science concepts. In conclusion, hybrid learning becomes an alternative pedagogical method that follows the current needs towards increasing students' interest in exploring science phenomena. Empirical research regarding this topic can be conducted further about the effectiveness of undergoing science experiment by using hybrid learning practice.

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Endrasari, Fitri, Djati Wibowo Djamari, and Indro Pranoto. "Home Experiment Program for Senior Mechanical Laboratory Course: A Laboratory Program during COVID-19 Pandemic." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 3 (2022): 3867–79. http://dx.doi.org/10.31004/edukatif.v4i3.2725.

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COVID-19 pandemic triggers the development of virtual methods in doing the experiments for laboratory classes. However, the virtual methods cannot give the students a hands-on learning experience they should get from laboratory classes. This paper aims to disseminate the Home Experiment program conducted by Mechanical Engineering study program of Sampoerna University. This program is established to allow students to conduct experiments at home so that they obtain the hands-on learning experience during the pandemic. The program is conducted through the Senior Mechanical Laboratory (SML) course, and the result from heat transfer experiment is discussed in this paper. Students are assigned to design the heat transfer experiment (guided by the lecturer), purchase the required components, assemble the components, and conduct the experiment. Aside from submitting a written report, students are also required to submit experimentation videos and present their work in a conference at the end of the semester. It is hoped that this program will become a study case for home-based learning which is crucial during the pandemic situation.

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Kastrati, Labinot, Burim Uka, Kaltrine Jakupi, and Gezim Hodolli. "The impact of additive manufacturing on teaching the Archimedes experiment." Physics Education 58, no. 6 (2023): 065014. http://dx.doi.org/10.1088/1361-6552/acf432.

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Abstract This study aimed to investigate the effectiveness of additive manufacturing (AM)-based teaching methods compared to traditional methods for teaching the Archimedes experiment in science education. Results showed that the AM method was significantly more effective in enhancing students’ understanding of the Archimedes principle and their ability to apply it to real world scenarios. The customisable and hands on nature of 3D printing also led to higher levels of student engagement and enjoyment. However, limitations were identified in terms of the time, resources, and cost required to set up the 3D printing experiment. Despite these limitations, our study suggests that AM has the potential to revolutionise science education by providing students with a more engaging, hands on, and customisable learning experience.

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Fonseca, Maria João, and Fernando Tavares. "Natural Antibiotics: A Hands-on Activity on Garlic's Antibiotic Properties." American Biology Teacher 73, no. 6 (2011): 342–46. http://dx.doi.org/10.1525/abt.2011.73.6.7.

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This work details a science experiment on garlic's antibiotic properties designed to acquaint high school and introductory-level undergraduate students with concepts such as natural antibiotics, bioactive substances, and biosafety. This activity is optimized to be implemented by teachers with limited experience in laboratory activities and/or in poorly equipped schools. A list of materials is provided, along with safety and procedural instructions, discussion topics, and assessment suggestions.

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Türkmen, Hakan, and Şahsenem Öz. "Technology-Based or Hands-On in Learning of the Concept of Pressure." Science Insights Education Frontiers 28, no. 1 (2025): 4577–97. https://doi.org/10.15354/sief.25.or765.

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The aim of this study is to determine the effects of simulation and a real lab experiment on the academic achievement of 8th grade students on the subject of Pressure in the Science lesson by using the learning cycle model and to determine student opinions about the interventions. In this study, a mixed research model, that combines both qualitative and quantitative methods, was implemented to ensure a comprehensive analysis of the research problem. A pre-test post-test control group experimental study was used in the quantitative part of the study, while a structured interview form was used in the qualitative part. One experimental group (N=48) and one control group (N=44) participated in this study. During the exploration phase of the learning cycle model, the experimental group utilized simulations, while the control group conducted a physical laboratory experiment. The academic achievement test, consisting of 20 multiple-choice questions, was administered at the beginning and end of the lesson. Its average difficulty is 0.711, the discrimination index is 0.404, and the KR-20 internal consistency coefficient is 0.73. The interview questions consisted of 3 open-ended questions. According to the findings, students who explore simulation techniques show a greater increase in academic achievement than those who engage in real lab experiments.

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Halbrügge, Lena, Amitabh Banerji, and Sven Rösler. "Hello Future! Printed Electronics as a Hands-On Experiment for Science Teaching." World Journal of Chemical Education 9, no. 4 (2021): 104–10. http://dx.doi.org/10.12691/wjce-9-4-2.

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Li, Yunhua, Cuixue Chen, Meiling Ye, and Alexander Luis Imbault. "Methanation of Synthesis Gas to Produce Methane: A Hands-On Catalysis Experiment." Journal of Chemical Education 99, no. 3 (2022): 1448–53. http://dx.doi.org/10.1021/acs.jchemed.1c00957.

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Sanderson, Susan, and Margaret McDermott. "TEACHING INTRODUCTION TO MANAGEMENT: AN EXPERIMENT IN HANDS-ON AND BLENDED LEARNING." International Journal of Business Strategy 16, no. 1 (2016): 45–54. http://dx.doi.org/10.18374/ijbs-16-1.5.

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Adesina, Benson. "Improving Students’ Learning Outcomes In Practical Physics, Which Is Better? Computer Simulated Experiment or Hands-On Experiment?" IOSR Journal of Research & Method in Education (IOSRJRME) 2, no. 6 (2013): 18–26. http://dx.doi.org/10.9790/7388-0261826.

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Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. "Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning." Multimodal Technologies and Interaction 7, no. 2 (2023): 9. http://dx.doi.org/10.3390/mti7020009.

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Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study.

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Pinto, Pedro Haerter, Guilherme Tavares Tel, Milena Chierrito Oliveria, and Marcos Danhoni. "HANDS-ON ACTIVITY ABOUT WIRELESS ELECTRICITY TO PHYSICS UNDERGRADUATE STUDENTS." International Journal of Research -GRANTHAALAYAH 8, no. 4 (2020): 95–98. http://dx.doi.org/10.29121/granthaalayah.v8.i4.2020.12.

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Yeerum, Chonnipa, Piyanat Issarangkura Na Ayutthaya, Kullapon Kesonkan, et al. "Lab-at-Home: Hands-On Green Analytical Chemistry Laboratory for New Normal Experimentation." Sustainability 14, no. 6 (2022): 3314. http://dx.doi.org/10.3390/su14063314.

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The COVID-19 pandemic has forced analytical chemistry educators in Thailand to change methods of teaching and learning to new normal ones. Higher education has faced additional challenges because of a lack of hands-on experiments and an increasing number of students in foundation chemistry courses being hindered from practicing skills. This work aimed to develop a Lab-at-Home (LAH) for new normal, analytical chemistry experimentation. The LAH implemented a hands-on green chemistry experiment, i.e., colorimetric determination of iron using non-hazardous reagents (supporting Sustainable Development Goal (SDG) 12-responsible consumption and production). The LAH was sent to students at their location before the synchronous class, where the instructors were prompt to supervise. Thus, this supports SDG4-quality education and SDG10-reduced inequalities. The learning outcome achievements, i.e., the analytical characteristics and colorimetry principles comprehension, as well as the ability to perform data analysis, were evaluated by a quiz and laboratory report. LAH satisfaction was assessed by questionnaire and focus group discussion. The learning outcomes were successfully achieved, although students who performed the experiment individually received higher scores than those who did in groups. Students were very satisfied with the LAH as a tool for new normal experimentation, yet some students faced a poor Internet connection during the synchronous online class.

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Cartwright, Julyan H. E. "Directed self-assembly, genomic assembly complexity and the formation of biological structure, or, what are the genes for nacre?" Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 374, no. 2063 (2016): 20150449. http://dx.doi.org/10.1098/rsta.2015.0449.

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Biology uses dynamical mechanisms of self-organization and self-assembly of materials, but it also choreographs and directs these processes. The difference between abiotic self-assembly and a biological process is rather like the difference between setting up and running an experiment to make a material remotely compared with doing it in one's own laboratory: with a remote experiment—say on the International Space Station—everything must be set up beforehand to let the experiment run ‘hands off’, but in the laboratory one can intervene at any point in a ‘hands-on’ approach. It is clear that the latter process, of directed self-assembly, can allow much more complicated experiments and produce far more complex structures than self-assembly alone. This control over self-assembly in biology is exercised at certain key waypoints along a trajectory and the process may be quantified in terms of the genomic assembly complexity of a biomaterial.

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Harahap, Ely Sahara, and Hilda Zahra Lubis. "The Implementation of Early Childhood Learning Methods Through the Floating Corn Science Experiment." Early Childhood Education & Parenting 2, no. 2 (2025): 59–66. https://doi.org/10.17509/ecepa.v2i2.82947.

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Overall, the implementation of early childhood learning methods through floating corn experiments is very important because it can improve the science, cognitive, and social skills of early childhood. From this experimental method, it helps early childhood develop simple science skills such as recognizing corn, thinking critically, and developing cognition. From this floating corn experiment, it can also increase environmental awareness around them, such as how corn can be a useful natural resource. The method used involves hands-on experimental activities where children observe the floating behavior of corn in water, encouraging direct exploration and discussion. Thus, the implementation of early childhood learning through this experiment aims to help early childhood experience interactive, hands-on, and interesting learning experiences which can help them develop the competencies and skills needed to face challenges in the world of school and the future. In this experiment, there are several things that must be considered, namely: children's abilities and the completeness of the experimental materials.

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Guion, Janielle Bernice, Kristine Sumalinog, Shane Dae Gomez, et al. "Effectiveness and Acceptability of Laboratory Experiment Videos in Blended Chemistry Learning." KIMIKA 34, no. 1 (2023): 36–46. http://dx.doi.org/10.26534/kimika.v34i1.36-46.

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The COVID-19 pandemic has changed most of the world's norms, from people's lifestyles to the education system. The transition from offline to online teaching, communication barriers inherent in online teaching, preparation, and teaching style were just a few of the difficulties faced by the instructors. On the other hand, problems with the content included creating new materials and using multimedia tools, among other things. This study aimed to determine the effectiveness of using laboratory experiment videos instead of hands-on experiments as an alternative to the blended learning modality. Furthermore, this study also investigated the acceptability of the developed videos from the learners' perspective. According to the study's findings, blended learning for chemistry is successful and acceptable when laboratory experiment videos are included. Students' performance improved significantly from their pretest to posttest when exposed to several teaching strategies for chemical reactions, including lectures, hands-on laboratory activities, and the presentation of videos of laboratory experiments. As a result, utilizing laboratory experiment videos in blended chemistry learning can be an effective tool and approach for delivering education and assisting in the teaching and learning process for teachers and students.

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Lee, Gyeong-Geon, Minji Choi, Taesoo An, Seonyeong Mun, and Hun-Gi Hong. "Development of the Hands-free AI Speaker System Supporting Hands-on Science Laboratory Class." International Journal of Emerging Technologies in Learning (iJET) 18, no. 01 (2023): 115–36. http://dx.doi.org/10.3991/ijet.v18i01.34843.

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The recent progress of natural language processing (NLP), speech recognition, and speech generation envisions using hands-free artificial intelligence (AI) speakers in classrooms to support student learning. In science education, the conventional hands-on laboratory education has been considered crucial in fostering students’ manipulative experimentation skills. However, touching things with gloved hands other than experimental equipment and apparatuses is strictly restricted because of the safety issue, which calls for another channel to get timely support. Therefore, we ideated that adopting hands-free AI speakers in the hands-on science laboratory classroom would support student learning. Using the rapid prototyping method, we designed and developed an AI speaker-based system that answers student queries concerning solution-making, experimental process, and waste liquid disposal, which corresponds to the initial, middle, and final phases of a laboratory class. The system was internally validated by usability tests of 9 expert panels and 18 university students, and then revised. The revised system was externally validated in an analytical chemistry experiment class for 3 sessions with 13 university students. We present the result of the prototype development, internal and external validations with quantitative and qualitative data. The AI speaker system enabled students to use the auditory learning mode in the laboratory while concentrating on the experimentation with their hands in the external validation.

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Smirnov, Alex I., R. L. Belford, and Reef (Philip D. ,. II) Morse. "Magnetic resonance imaging in a hands-on student experiment using an EPR spectrometer." Concepts in Magnetic Resonance 11, no. 5 (1999): 277–90. http://dx.doi.org/10.1002/(sici)1099-0534(1999)11:5<277::aid-cmr1>3.0.co;2-6.

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Shebilske, Wayne L., Jeffrey A. Jordan, Barry P. Goettl, and Leigh E. Paulus. "Observation versus Hands-on Practice of Complex Skills in Dyadic, Triadic, and Tetradic Training-Teams." Human Factors: The Journal of the Human Factors and Ergonomics Society 40, no. 4 (1998): 525–40. http://dx.doi.org/10.1518/001872098779649319.

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We saved trainer time and resources by reducing hands-on practice in training-team protocols without reducing computer-based learning. During 1-h sessions, young adults learned Space Fortress, a video task that has been employed during pilot training. Observers (Experiment 1) learned more in 3 sessions than did test-only trainees. Individuals, dyads, triads, and tetrads (Experiment 2) learned in 3 sessions with no differences in learning or interaction between learning and protocol. Individuals, dyads, and tetrads (Experiment 3) learned in 10 sessions with no differences in learning or interaction between learning and protocol. As predicted by social learning theory, observational learning seems to compensate for hands-on practice efficiently and effectively. Applications of this research have been developed for computer-based group training of airline and air force pilots.

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Engelen, Tahnée, Rosanne L. Rademaker, and Alexander T. Sack. "Reduced Fading of Visual Afterimages after Transcranial Magnetic Stimulation over Early Visual Cortex." Journal of Cognitive Neuroscience 31, no. 9 (2019): 1368–79. http://dx.doi.org/10.1162/jocn_a_01415.

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In the complete absence of small transients in visual inputs (e.g., by experimentally stabilizing an image on the retina or in everyday life during intent staring), information perceived by the eyes will fade from the perceptual experience. Although the mechanisms of visual fading remain poorly understood, one possibility is that higher level brain regions actively suppress the stable visual signals via targeted feedback onto early visual cortex (EVC). Here, we used positive afterimages and multisensory conflict to induce gestalt-like fading of participants' own hands. In two separate experiments, participants rated the perceived quality of their hands both before and after transcranial magnetic stimulation (TMS) was applied over EVC. In a first experiment, triple-pulse TMS was able to make a faded hand appear less faded after the pulses were applied, compared with placebo pulses. A second experiment demonstrated that this was because triple-pulse TMS slowed down fading of the removed hand that otherwise occurs naturally over time. Interestingly, TMS similarly affected the left and right hands, despite being applied only over the right EVC. Together, our results suggest that TMS over EVC attenuates the effects of visual fading in positive afterimages, and it might do so by crossing transcollosal connections or via multimodal integration sites in which both hands are represented.

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Fernandes, Natália L., Josefa N. S. Pandeirada, and James S. Nairne. "The Mnemonic Tuning for Contamination: A Replication and Extension Study Using More Ecologically Valid Stimuli." Evolutionary Psychology 19, no. 1 (2021): 147470492094623. http://dx.doi.org/10.1177/1474704920946234.

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To face threats posed by pathogens, natural selection designed the Behavioral Immune System, which orchestrates several responses aimed to prevent contact with pathogens. Memory seems to augment this system. Using line drawings of objects, previous studies found that objects described as having been touched by sick people were better remembered than those described as having been touched by healthy people. The current work was designed to replicate and extend these initial studies using more ecologically-valid stimuli—photographs of real objects being held by hands. These photographs were shown along with descriptors (Experiment 1a) or faces (Experiment 1b) denoting the health status of the person whose hands were holding the objects. Experiments 2 and 3 used, as cues of contamination, dirty hands covered with a substance described as being vomit and diarrhea, respectively. Experiment 3 also investigated the need for a fitness-relevant context for the mnemonic effect to occur. In all experiments, stimuli were presented individually on the screen with the “contamination cue.” During encoding participants had to identify whether each object had been touched by a sick or a healthy person. The results of the final surprise free recall tasks replicated those previously reported: performance was enhanced for objects encoded as potential sources of contamination. Furthermore, the results of the last study reinstate the importance of fitness-relevance for the effect to occur. These results establish the generality of the contamination effect previously found, now using more ecologically-valid stimuli.

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JOHANSSON, K. E. "HANDS ON CERN - AN INTERNET EDUCATIONAL PROJECT IN PARTICLE PHYSICS." International Journal of Modern Physics C 12, no. 04 (2001): 443–49. http://dx.doi.org/10.1142/s0129183101002103.

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With the Hands on CERN project it is possible to "take part" in a modern particle physics experiment at the forefront of scientific research using scientific data transmitted via Internet. The primary aim is to show particle collisions from the physics frontline, to stimulate the interest in science and technology and to demonstrate the openness and international character of fundamental research. Hands on CERN complements the traditional physics education and confronts the students with contemporary physics and technology – both detector technology and data transmission technology via Internet - at its most fundamental level.

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Purba, Juliani, and Tengku Sri Wahyuni. "EFEKTIVITAS PERINEUM MASSAGE DENGAN MODIFIKASI HANDS-OFF DAN PERINEUM MASSAGE DENGAN MODIFIKASI HANDS-ON TERHADAP RUPTUR PERINEUM DI BPM KOTA PEMATANGSIANTAR." Jurnal Ilmiah PANNMED (Pharmacist, Analyst, Nurse, Nutrition, Midwivery, Environment, Dentist) 12, no. 1 (2018): 92–95. http://dx.doi.org/10.36911/pannmed.v12i1.56.

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Berbagai metode telah dilakukan untuk mengurangi terjadinya ruptur perineum, baik sejak kehamilan maupun pada proses persalinan. Beberapa hasil penelitian di berbagai daerah di Indonesia tentang perineum massage mendapatkan hasil yang signifikan terhadap penurunan kejadian ruptur perineum. Pada masa persalinan hasil penelitian juga mendapatkan perbedaan antara persalinan dengan hands on atau hands off terhadap kejadian keutuhan perineum. Penelitian ini bertujuan untuk mengetahui perbandingan efektifitas perineum massage dengan modifikasi hands-off dan perineum massage dengan hands- on terhadap ruptur perineum pada primipara di BPM Kota Pematangsiantar. Jenis penelitian quasi experiment design dengan analisis data yang digunakan Chi-Square. Berdasarkan hasil uji statistic dengan menggunakan Chi-Square diketahui bahwa terdapat perbedaan yang signifikan antara perineum massage dengan modifikasi hands-off dan perineum massage dengan modifikasi hands-on terhadap ruptur perineum yaitu sig(2-tailled) = 0,002 < 0,05, maka dari penelitian ini diketahui bahwa lebih efektif perineum massage dengan modifikasi hands-off daripada perineum massage dengan modifikasi hands-on untuk mencegah terjadinya ruptur perineum pada ibu primipara di BPM Kota Pematangsiantar.

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Seveyka, Jerred, and Katherine Cousins. "Hands-On Exploration of Ocean Acidification with a Living Calcifier." American Biology Teacher 83, no. 5 (2021): 325–30. http://dx.doi.org/10.1525/abt.2021.83.5.325.

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This hands-on lab allows students to explore concepts and quantify effects of ocean acidification. Many laboratory activities simplify ocean acidification through computer simulations or dripping acid on nonliving materials (e.g., sea shells) but do not provide adequate opportunities for students to measure, inquire, or see real consequences for living organisms. Thus, we developed this low-cost, easily accessible experiment to imitate ocean acidification on living, calcifying organisms.

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Nirode, Wayne. "Collecting Simulation Data with Google Forms." Mathematics Teacher 112, no. 1 (2018): 67–70. http://dx.doi.org/10.5951/mathteacher.112.1.0067.

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During their work with statistics, students should be able to compare two treatments from a randomized experiment and use a simulation to determine statistical significance informally (CCSSI 2010a; CCSSI 2010b; Franklin et al. 2007). To achieve these goals, I developed a method to collect student data in my classroom from hands-on simulations. The advantage of hands-on simulations over using formulas is that students can develop a conceptual understanding of statistical significance when they see the variation that occurs from sample to sample as the results of the experiment are rerandomized each time the simulation runs. I first explain a specific classroom experiment and the hands-on simulation. I then describe how to use Google Forms and Google Sheets to convert the simulation data that students submit using their cell phones into a single column of data that can then be displayed as a dot plot.

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Wright, M. J., R. Beban, O. Chierchio, L. McCluney, T. Peña, and J. P. St. John. "Advanced undergraduate lab on quantum beats." American Journal of Physics 93, no. 2 (2025): 187–92. https://doi.org/10.1119/5.0223788.

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Spontaneous emission has been studied by physicists for decades and continues to reveal exciting physics. We describe an experiment to study the spontaneous emission of a monoatomic vapor at room temperature as a fundamental experiment for upper-level physics undergraduates. The experiment begins by exciting a population of Rb atoms in a room temperature vapor cell with a laser pulse shorter than the average lifetime of the excited states. The resulting fluorescence signal is recorded as a function of time, and the excited state lifetime can be determined by measuring the decay rate. By analyzing the Fourier transform of the time-dependent polarized fluorescence signal, quantum interference (i.e., quantum beating) is observed among the hyperfine energy levels. This experiment can be completed by upper-level undergraduates in physics to demonstrate and connect hands-on experiments with concepts in atomic and quantum physics classes.

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Raharja, Endra Putra, Edi Sutomo, Febrian Andi Hidayat, Asih Kasan, and Nia Mangkasa. "Smartphone Sensor-Based Physics Module for Hands-On Learning in Waves and Optics." Jurnal Penelitian Pendidikan IPA 11, no. 3 (2025): 580–90. https://doi.org/10.29303/jppipa.v11i3.10240.

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The limited laboratory equipment in many schools hinders students in conducting physics experiments, so that learning is more theoretical and less supportive of practice-based understanding. This study aims to develop a smartphone sensor-based physics experiment module on wave and optical materials that is valid, practical, and effective, and allows students to conduct experiments flexibly and independently. This research uses the Research and Development (R & D) method with the Borg & Gall model. Validation by media and material experts showed that this module has met the eligibility standards, with a score of 3.67 (73.4%) for media aspects and 3.56 (71.2%) for material aspects. The practicality test showed that this module can be used well in experimental learning, with a score of 3.48 (69.6%) in the “Good” category. Evaluation of effectiveness through comparison of pre-test and post-test showed an increase in learning outcomes with an N-gain of 0.55 (medium category). These results indicate that the integration of smartphone sensors in physics experiments can be an alternative solution for schools with limited laboratory facilities. This module offers a more flexible, accessible and technology-based learning approach. Future research can develop similar modules for other physics materials and evaluate their effectiveness in various learning scenarios.

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Beišienė, Milana, and Rasa Damulytė. "HEALTHY LIFESTYLE SKILLS EDUCATION IN THE PRE-SCHOOL EDUCATIONAL INSTITUTION." Natural Science Education in a Comprehensive School (NSECS) 24, no. 1 (2018): 5–12. http://dx.doi.org/10.48127/gu/18.24.05.

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We live in an environment rich with various micro-organisms. A lot of germs fall in our hands every day. Various viruses and bacterial infections are spreading through the unclean hands, what can lead to serious health risks. Teachers of pre-school education have the responsibility to encourage young people to develop proper hygiene habits. The principles of personal hygiene must be implemented continuously on a daily basis, by offering suitable, acceptable and interesting forms of activity for children. In order to motivate the development of personal hygiene habits, the creative approach to the importance of clean hands were emphasized: interesting researches, explorations, experiments, moody hands washing motions were performed; various creative activities were offered by using the imagination. Particularly, children were the most motivated by activity through information technology. After carrying out explorations and experiments, the children concluded that there are a lot of germs on the dirty hands and that we are carrying them on foods in such a way. They were convinced that a lot of germs are found on non-greasy fruits and vegetables. The topic of invisible living organisms is very interesting for the children. Once again, it became clear that in order to understand the essence, the child has to study, experiment, explain, discover and learn it by himself. The children emotionally shared their observations, reasoned, focused, and solved the problems during the activities. Tasks, observations, tests gave a sense of pride and self-confidence, all of which it helped to grasp the importance of caring for the cleanness of hands. Children began to wash their hands thoroughly and shared the recipe for soap with their parents. They gave as a present their own made-up soaps for their little friends in the kindergarten. It is likely that all activities will have a positive impact on the formation of children's healthy lifestyle. Additionally, adults must be an example to follow for a healthy lifestyle. Keywords: microbes, healthy lifestyle, clean hands, explorations, experiments, creative activity.

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McFadyen, Anne. "Mental illness in the family: an experiment in medical student teaching." Psychiatric Bulletin 15, no. 12 (1991): 747–48. http://dx.doi.org/10.1192/pb.15.12.747.

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Kusuma, Nadhif Aldilama, Irma Rahma Suwarma, and Heni Rusnayanti. "Pengaruh Hands-On Experiment dan Demonstrasi Materi Gerak Lurus Terhadap Motivasi Intrinsik Belajar Peserta Didik." Jurnal Syntax Admiration 6, no. 3 (2025): 1454–65. https://doi.org/10.46799/jsa.v6i3.2221.

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Penelitian ini dilatarbelakangi fisika sebagai mata pelajaran di sekolah yang enggan dipelajari karena peserta didik kurang termotivasi untuk belajar fisika. Tujuan penelitian adalah untuk mengukur efektifitas metode praktikum hands-on dan praktikum demonstrasi dalam menumbuhkan motivasi intrinsik dan penguasaan konsep peserta didik dalam materi gerak lurus, dan juga untuk mengetahui korelasi motivasi intrinsik dengan penguasaan konsep materi gerak lurus. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuantitatif dengan desain Pretest-posttest Control Group Design. Sampel penelitian adalah 69 orang peserta didik kelas XI SMA Pasundan 2 Bandung. Instrumen penelitian yang digunakan adalah pre/posttest berbentuk pilihan ganda dan angket kuisioner. Teknik analisis data menggunakan N-Gain, Kategorisasi Azwar dan Korelasi Pearson. Hasil penelitian menunjukkan untuk materi gerak lurus praktikum metode hands-on lebih efektif dalam menumbuhkan motivasi intrinsik dan penguasaan konsep peserta didik. Terdapat tingkat korelasi yang sangat rendah antara motivasi intrinsik dan penguasaan konsep materi gerak lurus.

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Brandimonte, Maria A., and M. Chiara Passolunghi. "The Effect of Cue-Familiarity, Cue-Distinctiveness, and Retention Interval on Prospective Remembering." Quarterly Journal of Experimental Psychology Section A 47, no. 3 (1994): 565–87. http://dx.doi.org/10.1080/14640749408401128.

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Five experiments investigated the effects of cue familiarity, cue distinctiveness, and retention interval on prospective remembering. Results showed that (1) performance in a prospective memory task is facilitated when the cue is unfamiliar and/or distinctive; and (2) it is impaired by 3-minutes’ delay between the instructions and the task (Experiment 1). A beneficial effect of distinctiveness was also found when perceptual rather than semantic distinctiveness was tested (Experiment 2). Experiments 3 and 4 ruled out the hypotheses that “unfulfilled expectancy” of an event (i.e. non-appearance of the cue during training) (Experiment 3), or some sort of “habituation” in the target context (Experiment 4), may have caused the low performance observed in the delayed conditions. Finally, results from Experiment 5 showed that delay negatively affected prospective remembering when it was filled with either a demanding interpolated activity (practice in a STM task) or an undemanding motoric activity (repetitive hands movements). Unfilled delay and an undemanding verbal activity (counting) were found not to affect prospective memory. Implications for the mechanisms underlying prospective remembering are discussed.

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Llop-Harillo, Immaculada, Antonio Pérez-González, and Verónica Gracia-Ibáñez. "Anthropomorphism Index of Mobility for Artificial Hands." Applied Bionics and Biomechanics 2019 (July 28, 2019): 1–11. http://dx.doi.org/10.1155/2019/7169034.

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The increasing development of anthropomorphic artificial hands makes necessary quick metrics that analyze their anthropomorphism. In this study, a human grasp experiment on the most important grasp types was undertaken in order to obtain an Anthropomorphism Index of Mobility (AIM) for artificial hands. The AIM evaluates the topology of the whole hand, joints and degrees of freedom (DoFs), and the possibility to control these DoFs independently. It uses a set of weighting factors, obtained from analysis of human grasping, depending on the relevance of the different groups of DoFs of the hand. The computation of the index is straightforward, making it a useful tool for analyzing new artificial hands in early stages of the design process and for grading human-likeness of existing artificial hands. Thirteen artificial hands, both prosthetic and robotic, were evaluated and compared using the AIM, highlighting the reasons behind their differences. The AIM was also compared with other indexes in the literature with more cumbersome computation, ranking equally different artificial hands. As the index was primarily proposed for prosthetic hands, normally used as nondominant hands in unilateral amputees, the grasp types selected for the human grasp experiment were the most relevant for the human nondominant hand to reinforce bimanual grasping in activities of daily living. However, it was shown that the effect of using the grasping information from the dominant hand is small, indicating that the index is also valid for evaluating the artificial hand as dominant and so being valid for bilateral amputees or robotic hands.

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McCloskey, Daniel William, Emily McAllister, Ryan Gilbert, et al. "Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality." Education Sciences 14, no. 1 (2023): 6. http://dx.doi.org/10.3390/educsci14010006.

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Recent skills surveys of engineering graduates have highlighted a deficit in critical thinking among graduates. A possible solution to this is to increase the number of hands-on exercises in the curriculum. This could be carried out through the integration of 3D learning tools, specifically a virtual reality (VR) program, to effectively teach civil engineering practical studies and allow repeatable and measurable exercises for students. This study aims to assess the suitability of the VR program as an additional resource alongside existing learning exercises or a substitute for hands-on experiments when needed. The methodology involved creating a VR program, compatible with VR headsets to replicate an engineering experiment, namely the loading of a concrete beam to observe its failure. Students’ understanding of the virtual experiment was evaluated through end-of-experiment questions. The findings indicate that the VR learning tool was successful in enhancing students’ understanding of the civil engineering experiment. The immersive and interactive nature of VR contributed to a solid grasp of the concepts presented, proving its potential as a valuable educational resource. By leveraging VR technology, educational institutions can provide an engaging and effective alternative to traditional laboratory sessions, ensuring uninterrupted and high-quality learning experiences for civil engineering students.

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Pham Thi, Binh, Ngan Nguyen Bich, and Tinh Vu Thi. "Using chemical experiment in teaching at High schools: Situation and solutions applied for General and Non-Metallic Chemistry parts." Journal of Science Educational Science 66, no. 4E (2021): 158–70. http://dx.doi.org/10.18173/2354-1075.2021-0197.

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This study investigates the situation of applying the experiment-based teaching in General Chemistry and Non-Metallic Chemistry at High schools. The frequency, experimental types (hand-on; modeling; etc.), learning methods (project-based; inquiry-based learning; etc.), and the difficulties and obstacles when they use hand-on experiments were taken into account. The results of a survey with 150 chemistry teachers in 112 high schools in 19 Northern provinces show the facts that the hands-on experiments in teaching chemistry were rarely used and some main reasons were indicated. Based on analyzing the survey results as well as surveyors’ proposals and desires, the solutions based on using experiment kits, fun experiments, experiments using household ingredients were introduced to increase the level and effectiveness of using hand-on experiments.

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Gössling, Alexander, Sebastian Becker, and Jochen Kuhn. "Hands-on Experiment for Modeling the Baumgartner Jump Using Free-Fall Kinematics with Drag." Physics Teacher 59, no. 2 (2021): 111–13. http://dx.doi.org/10.1119/10.0003464.

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Karmakar, Subrata. "Virtual-Instrument-Based Online Monitoring System for Hands-On Laboratory Experiment of Partial Discharges." IEEE Transactions on Education 60, no. 1 (2017): 29–37. http://dx.doi.org/10.1109/te.2016.2586754.

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Muehleisen, Ralph T. "Why we have two ears—a hands‐on experiment comparing monaural and binaural hearing." Journal of the Acoustical Society of America 125, no. 4 (2009): 2625. http://dx.doi.org/10.1121/1.4784010.

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Jubran, Rachel, Hannah White, Alyson Chroust, Alison Heck, and Ramesh S. Bhatt. "Experimental evidence of structural representation of hands in early infancy." International Journal of Behavioral Development 43, no. 1 (2018): 35–42. http://dx.doi.org/10.1177/0165025418780360.

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Hands convey important social information, such as an individual’s emotions, goals, and desires, are used to direct attention through pointing, and are a major organ for haptic perception. However, very little is known about infants’ representation of human hands. In Experiment 1, infants tested in a familiarization/novelty preference task discriminated between images of intact hands and images that contained first-order structure distortions (i.e., with locations of fingers altered to result in an unnatural configuration). In Experiment 2, infants tested in a spontaneous preference task exhibited a preference for scrambled hand images over intact images, indicating that 3.5-month-olds have gained sufficient sensitivity to the configural properties of hands to discriminate between intact versus scrambled images without any training in the laboratory. In both procedures, infants’ performance was disrupted by the inversion of images, suggesting that infants’ performance in upright conditions was not based on low-level features. These results indicate that sensitivity to the structure of hands develops early in life. This may lay the foundation for the development of the functional use of hand information for social communication.

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Karabulut, Hilal, Naime Elcan Kaynak, and İshak Afşin Kariper. "The instruction of a laboratory lesson on the Internet with STEM-based hands-on activities: Electrochemistry sampling." Pedagogical Research 9, no. 4 (2024): em0223. http://dx.doi.org/10.29333/pr/15156.

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This study examines pre-service science teachers’ opinions about STEM-supported hands-on activities and emergency remote teaching performed in laboratory courses during the pandemic. It was conducted with 14 pre-service teachers; they were asked to design an experiment by integrating STEM concepts and hands-on activities. The participants designed seven activities in the process. Data collection tools used in the study were expert evaluation, self-assessment, peer review, and interview forms. The data obtained from these tools were subjected to qualitative analysis. The entire process was carried out through online portals due to the pandemic. The study results indicate that the participants discovered the concepts of STEM, designed hands-on activities, and enjoyed the learning process. In addition, they suggested that laboratory courses enriched with STEM and hands-on activities can be an alternative to existing learning, and they were minimally affected by the adverse effects of the pandemic.

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Spomer, L. Art, Sharon L. Knight, and Mary Ann Lila Smith. "A HANDS-ON GRADUATE EXERCISE IN HORTICULTURAL PLANT AND ENVIRONMENTAL RESEARCH METHODS." HortScience 25, no. 9 (1990): 1126b—1126. http://dx.doi.org/10.21273/hortsci.25.9.1126b.

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Horticulture Research Methodology courses are an important if not essential introduction to research for beginning graduate students. Such courses are often characterized by presentation of a series of experimental techniques, lacking continuity and out of context with real-world research situations. In the described course, students gained expertise with a range of environmental and plant measurement techniques within the framework of a semester-long experiment. The experimental techniques were introduced and incorporated into the experiment at appropriate stages. Each student engaged in hands-on participation in development of a proposal; experimental set up, implementation, and daily maintenance; and data accumulation, analysis, and reporting (in HortScience manuscript format). In addition to direct experience with all subject techniques, each student had individual responsibility for characterization of a. selected plant (or environmental) parameter. This format successfully accomplished the provision of direct and coherent experience with a wide variety of important horticultural research techniques within a real-world setting.

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Rodríguez-Dueñas, William R., Hernán A. Bernal Muñóz, and Diana C. Rodríguez Burbano. "A hands-on activity to teach the osmosis phenomenon." Advances in Physiology Education 46, no. 2 (2022): 251–58. http://dx.doi.org/10.1152/advan.00186.2020.

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This study proposes a hands-on activity as an experimental alternative method to teach biomedical engineering students the osmosis phenomenon. The students were guided along a learning path that involved their participation in the design and construction of a test device used to measure osmotic flow rate. Thereafter, an experiment was conducted with the test device. The students analyzed the obtained experimental values, which provided them with evidence of the functionality of the device. In addition, they were provided with the opportunity to suggest improvements and to propose alternatives to expand the use of the device to test other transport phenomena such as diffusion. Moreover, a student perception survey was conducted, and the results showed that this proposed plan allows for a better understanding of the phenomenon and stimulates the curiosity of students, improving the receptiveness, key in the learning process of the students.

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Chau, Than, Huong Nguyen, Hung Ly, Ihwan Ghazali, Duy Nguyen, and Tho Nguyen. "A Low-cost Pitot Tube-based Experimental Model for Active Teaching-learning of Applied Fluid Mechanics: A Demonstration from NTTU." Engineering Science Letter 2, no. 03 (2023): 84–91. http://dx.doi.org/10.56741/esl.v2i03.432.

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Using hands-on experiments in the classroom is a highly effective way to deepen students' understanding of theoretical concepts. By researching and developing a practical and cost-effective experiment using a pitot tube, we can transform the teaching of fluid mechanics from a content-based approach to one that promotes competency and practical application. The research includes exploring pitot tube theory, developing and evaluating the experimental design, simulating flow through the designed pitot tube using computational fluid dynamics simulation software, and implementing and evaluating learner satisfaction. The feedback we received from the students showed high satisfaction with the practical equipment used in the classroom and confirmed that this hands-on approach helped them achieve their learning objectives.

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Li, Hongxia, Pengpeng Wang, and Honghong Jiang. "Exploration of Design Microbiology Experiments: Taking the Separation and Purification of Microorganisms in Soil as an Example." Journal of Natural Science Education 1, no. 3 (2024): 1–5. http://dx.doi.org/10.62517/jnse.202417301.

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Microbiology experiment is a professional basic course for biotechnology majors. This course focuses on basic experiments. In order to cultivate students' innovative ability and scientific research literacy, individual basic experiments are changed to design experiments. Taking the separation and purification of microorganisms in soil as an example, this experiment uses the student experimental group as the unit to design the experimental plan independently, carry out the experiment in a combination of classroom and open laboratory, the assessment and evaluation of the results in a combination of diversification. With a complete trial run of 2 teaching cycles, the teaching method tends to be mature, with certain innovation, feasibility and generalizability. It is helpful for cultivating students' innovative thinking ability, independent analysis and problem-solving ability and hands-on operation ability, and Improving students' comprehensive experimental quality has a significant effect.

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Hanneton, Sylvain, Thomas Hoellinger, Vincent Forma, Agnes Roby-Brami, and Malika Auvray. "Ears on the Hand: Reaching Three-Dimensional Targets With an Audio-Motor Device." Multisensory Research 33, no. 4-5 (2020): 433–55. http://dx.doi.org/10.1163/22134808-20191436.

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Abstract Understanding the processes underlying sensorimotor coupling with the environment is crucial for sensorimotor rehabilitation and sensory substitution. In doing so, devices which provide novel sensory feedback consequent to body movement may be optimized in order to enhance motor performance for particular tasks. The aim of the study reported here was to investigate audio-motor coupling when the auditory experience is linked to movements of the head or the hands. The participants had to localize and reach a virtual source with the dominant hand in response to sounds. An electromagnetic system recorded the position and orientation of the participants’ head and hands. This system was connected to a 3D audio system that provided binaural auditory feedback on the position of the virtual listener located on the participants’ body. The listener’s position was computed either from the hands or from the head. For the hand condition, the virtual listener was placed on the dominant hand (the one used to reach the target) in Experiment 1 and on the non-dominant hand, which was constrained in order to have similar amplitude and degrees of freedom as that of the head, in Experiment 2. The results revealed that, in the two experiments, the participants were able to localize a source within the 3D auditory environment. Performance varied as a function of the effector’s degrees of freedom and the spatial coincidence between sensor and effector. The results also allowed characterizing the kinematics of the hand and head and how they change with audio-motor coupling condition and practice.

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Dye, R. C. F. "A Computer-Generated ‘Pseudo-Experiment’ in Fluid Mechanics." International Journal of Mechanical Engineering Education 31, no. 2 (2003): 143–49. http://dx.doi.org/10.7227/ijmee.31.2.6.

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The paper presents experience in setting up and running a computer-based alternative to a traditional undergraduate laboratory class as part of an introductory course in fluid mechanics. The ‘pseudo-experiment’ is not a computer simulation but provides each individual student with a realistic set of experimental readings (including likely random errors) for a real set of apparatus on which they have earlier conducted a real ‘hands-on’ experiment, and which was available for them to inspect or operate in their own time. Students were expected to process the results supplied and then write the usual form of full report on the experiment, including of course a full discussion of the results obtained. The results the students obtained were very close to what would have been obtained by real measurement at the flow rate given, and the inclusion of a realistic level of random error ensured that these results varied slightly from student to student, thus inhibiting copying of work. The arrangement eased timetabling problems and provided a significant saving in academic resource while retaining many of the advantages of a real hands-on laboratory class, and enhanced the students' educational experience compared with earlier arrangements. An additional advantage of the system adopted was that each student's correct calculated output was exactly known so that marking could be undertaken by paid postgraduate assistants rather than academic staff.

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