Existing e-book readers do not do a good job supporting many reading tasks that people perform, as ethnographers report that when reading, people frequently read from multiple display surfaces. In this paper we present our design of a dual-display e-book reader and explore how it can be used to interact with electronic documents. Our design supports embodied interactions like folding, flipping, and fanning for local/lightweight navigation. We also show how mechanisms like Space Filling Thumbnails can use the increased display space to aid global navigation. Lastly, the detachable faces in our design can facilitate inter-document operations and flexible layout of documents in the workspace. Semi-directed interviews with seven users found that dual-displays have the potential to improve the reading experience by supporting several local navigation tasks better than a single display device. Users also identified many reading tasks for which the device would be valuable. Users did not find the embodied interface particularly useful when reading in our controlled lab setting, however.

This qualitative study explores the process of implementing effective online teaching practices through interviews with thirty exemplary instructors. Emergent themes include providing students with constructive feedback, fostering interaction and involvement, facilitating student learning, and maintaining instructor presence and organization. Analyses of the findings and implications for online instruction are presented.

Developing electronic doping of colloidal quantum dots is important for basic science and technology. In this article, the doping of colloidal CdSe quantum dots with gallium atoms is reported. Gallium doping of CdSe quantum dots produces important changes in electronic and optical properties of the material. The gallium doping shows a significant impact on the growth kinetics of quantum dots, which reveals important clues about the mechanism of the gallium dopant incorporation into the CdSe. The results show that the gallium doping significantly impacts the conductivity of CdSe thin film made of the quantum dots as well as the photoluminescence and chemical reactivity of the quantum dots, in agreement with the expected ntype character.

No abstract

The transition to online learning is an accepted and anticipated change across all higher education institutions. These changes have become even more relevant to healthcare education given the challenges posed by COVID19. This paper describes the application of the Cambridge Education Group Pedagogic Framework (2018) to online dental education, specifically the conversion of a face-to-face 'Transition to Clinical Practice' module in paediatric dentistry. The framework has a foundation in medical education and holds great value for clinical academics across all healthcare disciplines in the design and implementation of online teaching. This affords educators much needed structure and assistance in meeting the needs of our students in this era of online learning. The advantages and disadvantages are explored, illustrated by student feedback, following a pilot implementation at a Dental School in the United Kingdom.