01474oam 2200421Ia 450 991069722930332120080731081728.0(CKB)5470000002386631(OCoLC)187316382(EXLCZ)99547000000238663120080104d2005 ua 0engurmn|||||||||txtrdacontentcrdamediacrrdacarrierAssessing the coal resources of Afghanistan[electronic resource][Reston, Va] :U.S. Dept. of the Interior, U.S. Geological Survey,[2005]3 unnumbered pages digital, PDF fileFact sheet ;2005-3073USGS Afghanistan project product ;no. 002Title from title screen (viewed on July 30, 2008).At head of title: Prepared under the auspices of the U.S. Agency for International Development."June 2005."Coal mines and miningAfghanistanCoal reservesAfghanistanCoal mines and miningCoal reservesGeological Survey (U.S.)Energy Resource Surveys Program (Geological Survey)United States.Agency for International Development.GISGISGPOBOOK9910697229303321Assessing the coal resources of Afghanistan3204853UNINA05361nam 22007455 450 991063538860332120251008145124.09783031171352303117135710.1007/978-3-031-17135-2(MiAaPQ)EBC7158081(Au-PeEL)EBL7158081(CKB)25732552300041(DE-He213)978-3-031-17135-2(OCoLC)1356006349(EXLCZ)992573255230004120221216d2023 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierBiomedical Visualisation Volume 14 ‒ COVID-19 Technology and Visualisation Adaptations for Biomedical Teaching /edited by Ourania Varsou, Paul M. Rea, Michelle Welsh1st ed. 2023.Cham :Springer International Publishing :Imprint: Springer,2023.1 online resource (232 pages)Advances in Experimental Medicine and Biology,2214-8019 ;13979783031171345 3031171349 Includes bibliographical references.Chapter 1. Pandemic-Era Digital Education: Insights from an Undergraduate Medical Programme -- Chapter 2. Use of Lt Systems in Large Class Lab Delivery -- Chapter 3. COVID-19 Adaptations for Biomedical Teaching and Assessment Within the Undergraduate Dental Curriculum -- Chapter 4. One Size Does Not Fit All in Remote Anatomy Teaching -- Chapter 5. From Lecture Halls to Zoom Links: How Can Educational Theory Help Us to Deliver Effective and Engaging Teaching in an Online Environment? -- Chapter 6. Collaborative, Two-Directional Live Streaming to Deliver Hands-on Dissection Experience during the COVID-19 Lockdown -- Chapter 7. Livestreaming Can Augment the Observation of Veterinary Post-mortem Examinations -- Chapter 8. Virtual Reality for Anatomy and Surgical Teaching -- Chapter 9. Can Synchronous Online Near-Peer Teaching Offer the Same Benefits as the Face-to-Face Version When Used in Clinical Neuroanatomy Education? -- Chapter 10. COVID-19 Adaptations with Virtual Microscopy -- Chapter 11.The Challenges of Visualisation During Delivery and Assessment of Clinical Teaching Under COVID-19: A Reflective Account of Problem Solving -- Chapter 12. Not for Room 101.This book focuses on the challenges to biomedical education posed by the lockdowns and restrictions to on campus teaching brought about by the COVID-19 pandemic and highlights the tools and digital visualization technologies that have been successfully developed and used for remote teaching. Biomedical education for science, medical, dental and allied health professionals relies on teaching visual and tactile knowledge using practice-based approaches. This has been delivered for decades via on-campus lectures, workshops and laboratories, teaching practical skills as well as fundamental knowledge and understanding. However, the arrival of the COVID-19 pandemic meant that education across the globe had to pivot very quickly to be able to deliver these skills and knowledge in a predominantly online environment. This brought with it many challenges, as Higher Education staff, had to adapt to deliver these visual subjects remotely. This book addresses the challenges and solutions faced by Higher Education staff in teaching visual content in distance education. Chapters include literature reviews, original research, and pedagogical reflections for a wide range of biomedical subjects, degrees such as medicine, dentistry and veterinary sciences with examples from undergraduate and postgraduate settings. The goal of the book is to provide a compendium of expertise based on evidence gathered during the COVID-19 pandemic, as well as reflections on the challenges and lessons learned from this dramatic shift in teaching. It also presents new examples of best practices that have emerged from this experience to ensure that they are not lost as we return to on-campus learning in a new era of biomedical teaching. This book will be of interest to anyone looking for a helpful reference point when designing online or blended teaching for visual practice-based subjects.Advances in Experimental Medicine and Biology,2214-8019 ;1397MedicineResearchBiologyResearchMedical educationAnatomyVirtual realityAugmented realityBiomedical ResearchMedical EducationAnatomyVirtual and Augmented RealityMedicineResearch.BiologyResearch.Medical education.Anatomy.Virtual reality.Augmented reality.Biomedical Research.Medical Education.Anatomy.Virtual and Augmented Reality.170616.0754Varsou OuraniaRea Paul(Paul M.),Welsh Michelle(Lecturer in Anatomy)MiAaPQMiAaPQMiAaPQBOOK9910635388603321Biomedical Visualisation3089395UNINA