| 1 | Jun 13, 2009 9:24 AM | perhaps next time it could be less amount of hours spending on lectures only. |
| 2 | Jun 13, 2009 9:31 AM | Speakers should be more carefully selected. Some talks were low level. It was a disappointment that Dubrovinskaia did not stick to the announced topic. |
| 3 | Jun 13, 2009 9:54 AM | excellent encouragement and attention to students/junior scientists, though sometimes the scoldings about asking questions were patronizing
erice is an amazing place! |
| 4 | Jun 13, 2009 10:14 AM | Some of the workshops were like a lecures without interactions. In some of the workshops |
| 5 | Jun 13, 2009 10:30 AM | The following are general comments and suggestions and do not in any way want to cast a dark shadow on what has been a truly excellent meeting.
I am aware of the late notification of NATO funding the organisers received, hence the presence of fewer young participants. What a pity! I fear this might be a recurring theme for future Schools.
An idea to potentially consider for the future: could the posters be displayed for longer? Perhaps the corridor on the second floor of S. Rocco, above the Marsala room, could be used for this purpose.
The young students were somewhat shy and did not ask as many questions as one would expect at a School, though some of them warmed up towards the end of the meeting. What could be done to encourage them to come forward and ask more questions? On a related note, there were many speakers and only a few of them gave more than one lecture. Perhaps it would be more beneficial to have fewer lecturers who give more than one lecture: this way a sort of "bonding continuity" might be established and the students could get more used to a lecturer's teaching style.
I would have preferred to have a consistent format where the lecturer first introduces a certain technique/fundamental principles/theory and then gives a second lecture with applications. Though most of the lecturer tried to do this in the one lecture, there were a few talks that concentrated more on state-of-the-art/personal achievements leaving the non-experts somewhat in the darkness. It was also obvious in some cases that lecturers who came from the same specialist field did not communicate beforehand on the content of their lectures, leading to the inevitable result that some introductory parts were covered more than once. |
| 6 | Jun 13, 2009 10:43 AM | The greatest benefit of this meeting for me personally has been the interaction with known world experts, outside of the lecture/workshop environment. I believe the school could be significantly improved if the style of the lectures was changed to lend more towards education of the topics, particularly in the first half of the course.
I have completed this form in a critical but honest fashion, but still want to be very clear that the amount I have gained from this course has been exceptional. Interaction with experts in the less formal sessions has provided me with not only thoughts on how to improve my research but also ways in which I can expand the work produced by the group I am part of.
Particular mention should go to Elena, Piero, Francesca and Paul McMillan these lecturers in particular kept the education content of there lectures to a very high standard and gave exceptional insights and introductions to the work that was possible in their respective fields of excellence along with how this can be applied across the broader contexts of high pressure science. |
| 7 | Jun 13, 2009 12:00 PM | There is an inherent problem with trying to hold workshops for this number of people: they cannot be the hands-on experiences that most of us would like them to be. Maybe for next time, provide more time for the workshops and offer it so that anyone with a laptop can try to follow along in the data processing exercise. Also, we could have used a better discussion about the strengths and weaknesses of the different data processing programs that are available.
Personally, this meeting was extremely fulfilling. I finally got to put faces with names I had only ever read before. I made important contacts with people. On the downside, for those of us who did not play hooky from seminars, by the time we reached the last few days, we were over-tired and brain fried. I think we actually needed more time for our brains to be allowed to relax and absorb everything and perhaps a day of less structured outings. Overall, however, this was an excellent course. |
| 8 | Jun 13, 2009 12:53 PM | I suggest to spend more time teaching students during workshops. |
| 9 | Jun 13, 2009 1:18 PM | Again, instruct the speakers to be very basic and give the students a basic idea about the technique and field. This will sparke more questions and keep the students excited. Please have next time a session on only synchrton and neutrn sources. These techniques are so important for this field and most of the students do not actual know how they work. |
| 10 | Jun 13, 2009 1:56 PM | only about 5 talks were considered as school lectures... far too much participation by older academics. |
| 11 | Jun 13, 2009 2:05 PM | at times i was unsure who this course was aimed at. Only the people who are already experts in the field could has been expected to understand all of the talks - why would they need a school? Using recent examples from your own current research is great, but surely would have been better if it was used as a means to illustrate ideas and thories, techniques etc, not purely to show off your latest findings. I think the obvious lack of questions from students reflected the fact that many people did not understand the concepts illustrated sufficiently to ask about the latest results using these concepts. |
| 12 | Jun 13, 2009 2:23 PM | This experience felt more like a conference than a school. The vast majority of lectures were on very specific, technical aspects of high pressure crystallography. It felt like lecturers were presenting their personal data rather than teaching, and only a few lecturers gave an adequate introduction to their topic. |
| 13 | Jun 13, 2009 2:51 PM | less amount of lectures |
| 14 | Jun 13, 2009 6:30 PM | Many talks did not seem suitable for a School - many were research talks and I understood not much.䤀 琀栀椀渀欀 椀琀 眀漀甀氀搀 栀愀瘀攀 戀攀攀渀 戀攀琀琀攀爀 琀漀 栀愀瘀攀 氀攀猀猀 猀瀀攀愀欀攀爀猀 愀渀搀 最椀瘀攀 攀愀挀栀 琀眀漀 琀愀氀欀猀
Some speakers made very little effort to "teach, and I feel I did not learn very much䤀 眀愀猀 栀漀瀀椀渀最 琀漀 氀攀愀爀渀 洀甀挀栀 洀漀爀攀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㔀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 ㌀Ⰰ ㈀ 㤀 㤀㨀㈀ 倀䴀㰀⼀琀搀㸀㰀琀搀㸀䤀 眀愀猀 爀攀愀氀礀 眀攀氀氀 漀爀最愀渀椀稀攀搀 猀挀栀漀漀氀⸀ 伀瘀攀爀愀氀氀 氀攀挀琀甀爀攀 眀愀猀 最漀漀搀 戀甀琀 猀漀洀攀 漀昀 琀栀攀 氀攀挀琀甀爀攀 眀攀爀攀 洀漀爀攀 氀椀欀攀 挀漀渀昀攀爀攀渀挀攀 猀琀礀氀攀Ⰰ 琀栀攀猀攀 氀攀挀琀甀爀攀猀 眀攀爀攀 洀漀爀攀 愀戀漀甀琀 瀀攀爀猀漀渀愀氀 爀攀猀攀愀爀挀栀 愀猀 椀琀 椀猀 猀挀栀漀漀氀 猀漀 攀瘀攀爀礀 氀攀挀琀甀爀攀 猀栀漀甀氀搀 戀攀 琀攀愀挀栀椀渀最 猀琀礀氀攀⸀
Food and accomudation were very good. |
| 16 | Jun 15, 2009 9:18 AM | 9 day of intensive work is a bit too much, may be more brakes or shorter lessons in one o more of lessons day I can seggest |
| 17 | Jun 15, 2009 9:21 AM | Firstly, I would like to commend the organisers and the course directors for a very well-organised course. I also appreciate the directors' efforts to introduce a very broad range of high-pressure techniques and to bring together a representative student body.
I was very disappointed in the content of a large proportion of the course however. With the exception of a few lecturers (Boldyreva, Fabbiani, McMillan, Pulham, Scandolo, Macchi), the course was pitched at too high a level from the very beginning. The presenters should remember that this was a school and not a research symposium, and therefore is not the right environment to present research results. This is especially important given the range of topics covered (chemistry, physics, geosciences, biology...). I feel a better approach would be to have the lecturers (who have been shown to be good teachers, not just good researchers) present two lectures - the first devoted to an introduction, covering the basics of their discipline; the second going on to applications and may include recent results. Only when everyone has an adequate understanding of the material will there be adequate participation (including students' questions).
That being said though, the best aspect of the course was being able to meet with students in similar positions to myself, as well as experienced academics. In future, I think it may be useful to have more relaxed tutorial sessions where students can go and 'ask the experts'. This will be especially successful if the experts are younger members of the teaching panel. |
| 18 | Jun 15, 2009 10:02 AM | I congratulate the organization for the course. The selection of restaurants and the treatment was excellent. The accommodation has been good given the constraints of Erice. The cofee breaks have been very productive. 䄀琀 琀栀攀 最漀漀搀戀礀攀 瀀愀爀琀礀Ⰰ 䤀 猀甀最最攀猀琀 愀 欀愀爀愀漀欀攀Ⰰ 椀琀 眀漀甀氀搀 戀攀 爀攀愀氀氀礀 昀甀渀℀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㤀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 㔀Ⰰ ㈀ 㤀 㨀㔀㘀 䄀䴀㰀⼀琀搀㸀㰀琀搀㸀匀栀漀甀氀搀 戀攀 洀漀爀攀 氀椀欀攀 愀 猀挀栀漀漀氀 愀渀搀 氀攀猀猀 氀椀欀攀 愀 挀漀渀昀攀爀攀渀挀攀⸀ 䰀攀挀琀甀爀攀爀猀 猀栀漀甀氀搀 爀攀昀爀愀椀渀 昀爀漀洀 瀀爀攀猀攀渀琀椀渀最 瀀攀爀猀漀渀愀氀 爀攀猀甀氀琀猀 爀愀琀栀攀爀 琀栀愀渀 琀攀愀挀栀椀渀最 愀瀀瀀爀漀愀挀栀攀猀 愀渀搀 琀攀挀栀渀椀挀愀氀 瀀爀漀戀氀攀洀猀⼀猀漀氀甀琀椀漀渀 瀀漀琀攀渀琀椀愀氀 甀猀攀 漀昀 䠀倀 琀攀挀栀渀椀焀甀攀猀⸀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㈀ 㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 㔀Ⰰ ㈀ 㤀 ㈀㨀㌀㘀 倀䴀㰀⼀琀搀㸀㰀琀搀㸀伀瘀攀爀愀氀氀 䤀 昀漀甀渀搀 琀栀愀琀 琀栀攀 挀漀甀爀猀攀 眀愀猀 攀砀琀爀攀洀攀氀礀 眀攀氀氀 漀爀最愀渀椀猀攀搀⸀ 䤀 眀漀甀氀搀 栀愀瘀攀 瀀爀攀昀攀爀爀攀搀 琀栀愀琀 琀栀攀 氀攀挀琀甀爀攀猀 猀琀愀爀琀 攀愀爀氀椀攀爀 愀渀搀 愀 猀栀漀爀琀攀爀 氀甀渀挀栀 戀爀攀愀欀Ⰰ 猀漀 琀栀愀琀 眀攀 挀漀甀氀搀 昀椀渀椀猀栀 攀愀爀氀椀攀爀 椀渀 琀栀攀 攀瘀攀渀椀渀最猀⸀
Also, in the evenings in the marsala room it would have been nice if there was a non-alcoholic option for those that don't drink. |
| 21 | Jun 16, 2009 6:53 AM | It was overall a great meeting. I enjoyed the contact to the students and the networking opportunities with the senior scientists. 吀栀攀 漀渀氀礀 挀爀椀琀椀挀椀猀洀 琀栀愀琀 䤀 栀愀瘀攀 椀猀Ⰰ 琀栀愀琀 琀栀攀 挀栀漀椀挀攀 漀昀 猀瀀攀愀欀攀爀 昀漀爀 琀栀攀 漀瘀攀爀瘀椀攀眀 漀昀 䐀䄀䌀 琀攀挀栀渀椀焀甀攀 眀愀猀 甀渀昀漀爀琀甀渀愀琀攀⸀ 吀栀攀 猀氀漀琀 眀愀猀 椀渀 洀礀 漀瀀椀渀椀漀渀 愀戀甀猀攀搀 昀漀爀 愀搀瘀攀爀琀椀猀攀洀攀渀琀 漀昀 愀 挀漀洀瀀愀渀礀 愀渀搀 渀漀琀 昀漀爀 琀栀攀 椀渀琀爀漀搀甀挀琀椀漀渀 愀渀搀 漀瘀攀爀瘀椀攀眀 漀渀 攀砀椀猀琀椀渀最 䐀䄀䌀 琀攀挀栀渀椀焀甀攀⸀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㈀㈀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 㘀Ⰰ ㈀ 㤀 㠀㨀㐀 䄀䴀㰀⼀琀搀㸀㰀琀搀㸀匀瀀攀愀欀攀爀猀 栀愀搀 愀 眀椀搀攀 爀愀渀最攀 漀昀 椀渀琀攀爀瀀爀攀琀愀琀椀漀渀猀 漀昀 琀栀攀 ☀焀甀漀琀㬀猀挀栀漀漀氀☀焀甀漀琀㬀 愀猀瀀攀挀琀 漀昀 琀栀攀 洀攀攀琀椀渀最Ⰰ 昀爀漀洀 瘀攀爀礀 最漀漀搀 ⴀ 攀⸀最⸀ 倀甀氀栀愀洀Ⰰ 䴀挀䴀椀氀氀愀渀Ⰰ 䘀愀戀椀愀渀椀Ⰰ 琀漀 瘀攀爀礀 戀愀搀⸀
吀栀攀 漀爀最愀渀椀猀攀爀猀 洀愀搀攀 愀 氀漀琀 漀昀 昀甀猀猀 愀戀漀甀琀 礀漀甀渀最 瀀攀漀瀀氀攀Ⰰ 戀甀琀 琀栀攀爀攀 眀愀猀 渀漀 爀攀挀漀最渀椀琀椀漀渀 漀昀 琀栀攀 挀漀渀琀爀椀戀甀琀椀漀渀猀 洀愀搀攀 戀礀 猀琀甀搀攀渀琀猀⸀ 吀栀椀猀 椀猀 栀礀瀀漀挀爀椀琀椀挀愀氀 椀渀 琀栀攀 攀砀琀爀攀洀攀⸀ 吀栀攀爀攀 眀愀猀 渀漀 洀攀渀琀椀漀渀 洀愀搀攀 漀昀 琀栀攀 礀漀甀渀最攀猀琀 爀攀愀氀 瀀愀爀琀椀挀椀瀀愀渀琀猀Ⰰ 琀栀攀椀爀 瀀漀猀琀攀爀猀 漀爀 琀栀攀椀爀 ⠀漀昀琀攀渀 攀砀挀攀氀氀攀渀琀⤀ 焀甀攀猀琀椀漀渀猀 愀昀琀攀爀 琀愀氀欀猀⸀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㈀㌀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 㜀Ⰰ ㈀ 㤀 㤀㨀㘀 䄀䴀㰀⼀琀搀㸀㰀琀搀㸀椀琀✀猀 戀攀攀渀 愀 最爀攀愀琀 瀀氀攀愀猀猀甀爀攀 琀漀 愀琀琀攀渀搀 琀栀椀猀 洀攀攀琀椀渀最℀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㈀㐀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 㜀Ⰰ ㈀ 㤀 ㈀㨀 㔀 倀䴀㰀⼀琀搀㸀㰀琀搀㸀匀瀀攀挀椀愀氀 琀栀愀渀欀猀 昀漀爀 倀愀漀氀愀 匀瀀愀搀漀渀 昀漀爀 昀愀猀琀 愀渀搀 瀀爀漀昀攀猀猀椀漀渀愀氀 搀漀挀甀洀攀渀琀猀 猀甀瀀瀀漀爀琀 戀攀昀漀爀攀 洀攀攀琀椀渀最⸀ 䄀挀欀渀漀眀氀攀搀最攀洀攀渀琀猀 琀漀 愀氀氀 漀爀最愀渀椀稀攀爀猀 昀漀爀 爀攀愀氀氀礀 瀀攀爀昀攀挀琀 愀渀搀 瘀攀爀礀 椀渀琀攀爀攀猀琀椀渀最 挀漀甀爀猀攀℀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㈀㔀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 㠀Ⰰ ㈀ 㤀 ㌀㨀 㔀 倀䴀㰀⼀琀搀㸀㰀琀搀㸀伀瘀攀爀愀氀氀 愀 眀漀渀搀攀爀昀甀氀 洀攀攀琀椀渀最⸀
A suggestion would be to devote a bit more workshop time to hands on problems with either tutorial data or student data, particularly with respect to data analysis.刀攀最愀爀搀椀渀最 琀栀攀 瀀漀猀琀攀爀 瀀爀攀猀攀渀琀愀琀椀漀渀Ⰰ 愀氀氀漀眀椀渀最 愀氀氀 琀栀攀 瀀漀猀琀攀爀猀 琀漀 琀愀氀欀 昀漀爀 ㌀ 洀椀渀 挀漀甀氀搀 戀攀 椀洀瀀爀漀瘀攀搀 攀椀琀栀攀爀 戀礀 洀愀欀椀渀最 愀 猀攀氀攀挀琀椀漀渀 ⠀漀昀 猀愀礀 㔀 ─⤀ 愀渀搀 最椀瘀椀渀最 㔀 洀椀渀 攀愀挀栀Ⰰ 琀栀愀琀 眀漀甀氀搀 猀琀椀氀氀 戀攀 漀瘀攀爀 栀㌀ 洀椀渀⸀
Also while student participation was very clearly encouraged from the beginning and throughout the school. The "question after lecture" format was not optimal because student participation. maybe alternate ways could be explored for example, small round tables of interest groups that tend to facilitate participation.吀栀愀渀欀猀 愀最愀椀渀 昀漀爀 愀氀氀 琀栀攀 攀昀昀漀爀琀Ⰰ 椀琀 眀愀猀 愀 琀爀甀氀礀 洀攀洀漀爀愀戀氀攀 猀挀栀漀漀氀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㈀㘀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 㤀Ⰰ ㈀ 㤀 㜀㨀㈀㌀ 䄀䴀㰀⼀琀搀㸀㰀琀搀㸀倀愀爀琀椀挀椀瀀愀琀椀漀渀 昀爀漀洀 䄀猀椀愀渀 挀漀甀渀琀爀椀攀猀 猀栀漀甀氀搀 戀攀 椀渀挀爀攀愀猀攀搀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㈀㜀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 㤀Ⰰ ㈀ 㤀 㨀㈀㈀ 䄀䴀㰀⼀琀搀㸀㰀琀搀㸀䈀愀搀 氀椀瘀椀渀最 挀漀渀搀椀琀椀漀渀猀⸀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㈀㠀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 㤀Ⰰ ㈀ 㤀 㔀㨀㔀㠀 倀䴀㰀⼀琀搀㸀㰀琀搀㸀吀栀攀 搀椀爀攀挀琀漀爀猀 搀椀搀 愀渀 攀砀挀攀氀氀攀渀琀 樀漀戀 椀渀 琀栀攀 漀爀最愀渀椀稀愀琀椀漀渀 漀昀 琀栀攀 洀攀攀琀椀渀最⸀ 䴀漀猀琀 氀攀挀琀甀爀攀爀猀 眀攀爀攀 瘀攀爀礀 最漀漀搀⸀ 吀栀攀 漀渀氀礀 琀爀甀氀礀 爀攀最爀攀琀琀愀戀氀攀 琀栀椀渀最 眀愀猀 琀栀攀 眀愀礀 漀渀攀 漀昀 琀栀攀 氀攀挀琀甀爀攀爀猀Ⰰ 一⸀ 䐀甀戀爀漀瘀椀渀猀欀愀椀愀Ⰰ 琀漀漀欀 琀栀攀 猀甀戀樀攀挀琀 漀昀 栀攀爀 氀攀挀琀甀爀攀⸀ 䤀 猀甀最最攀猀琀 琀漀 戀愀渀 栀攀爀 昀爀漀洀 愀琀琀攀渀搀椀渀最 昀甀琀甀爀攀 䔀爀椀挀攀 眀漀爀欀猀栀漀瀀猀⸀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㈀㤀㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 ㈀㌀Ⰰ ㈀ 㤀 㨀㈀㈀ 倀䴀㰀⼀琀搀㸀㰀琀搀㸀猀漀洀攀 猀瀀攀愀欀攀爀猀 栀愀搀 瘀攀爀礀 戀愀搀 漀爀愀氀 猀欀椀氀氀猀⸀ 䤀琀 椀猀 焀甀椀琀攀 漀戀瘀椀漀甀猀 琀栀愀琀 昀漀爀 愀 猀挀栀漀漀氀 猀瀀攀愀欀攀爀猀 眀椀琀栀 最漀漀搀 漀爀愀氀 猀欀椀氀氀猀 猀栀漀甀氀搀 戀攀 猀攀氀攀挀琀攀搀⸀
猀漀洀攀 猀瀀攀愀欀攀爀猀 搀椀搀 渀漀琀 洀攀渀琀椀漀渀 猀漀洀攀 挀爀甀琀椀愀氀 搀攀瘀攀氀漀瀀攀洀攀渀琀猀 椀渀 琀栀攀 愀爀攀愀猀 漀昀 琀栀攀椀爀 氀攀挀琀甀爀攀猀Ⰰ 愀氀琀栀漀甀最栀 琀栀攀礀 栀愀搀 ☀焀甀漀琀㬀洀漀搀攀爀渀 琀爀攀渀搀猀☀焀甀漀琀㬀 漀爀 ☀焀甀漀琀㬀氀愀琀攀猀琀 愀挀栀椀攀瘀攀洀攀渀琀猀☀焀甀漀琀㬀 椀渀 琀栀攀椀爀 琀椀琀氀攀猀⸀
匀漀洀攀 戀愀猀椀挀猀 漀昀 琀栀攀 昀椀攀氀搀 眀攀爀攀 挀漀洀瀀氀攀琀攀氀礀 洀椀猀猀攀搀 椀渀 琀栀攀 瀀爀漀最爀愀洀⸀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀琀爀㸀㰀琀搀㸀㌀ 㰀⼀琀搀㸀㰀琀搀 猀琀礀氀攀㴀∀眀栀椀琀攀ⴀ猀瀀愀挀攀㨀渀漀眀爀愀瀀㬀∀㸀䨀甀渀 ㈀㜀Ⰰ ㈀ 㤀 㠀㨀㌀㠀 倀䴀㰀⼀琀搀㸀㰀琀搀㸀吀栀攀 挀椀琀礀 洀愀瀀 昀漀爀 搀椀爀攀挀琀椀漀渀 椀猀 椀渀愀搀攀焀甀愀琀攀⸀䤀琀 洀甀猀琀 戀攀 洀愀搀攀 戀漀氀搀 愀渀搀 挀氀攀愀爀⸀吀栀攀 猀琀爀攀攀琀 氀愀戀攀氀猀 猀攀攀洀 挀漀渀昀甀猀椀渀最⸀
Thanks for inviting me.I enjoyed it.Thanks for the decent accommodation.The food seems monotonous.Varieties may be helpful. |
| 31 | Jun 28, 2009 6:46 PM | Recommendation: organizers should pay more attention on the integration between lecturers and students, avoiding seggregation. This course is an excellent opportunity to deep into this aspect, otherwise difficult to achieve in regular work days. |
| 32 | Jul 6, 2009 1:50 AM | This is supposed to be school in which the emphasis is on learning and teaching. As such there is a strong onus on the speakers to ensure that they meet the varied needs of the audience. Many of them did this admirably. Unfortunately a significant number did not and instead gave standard research talks that immediately lost the attention of the audience. I appreciate that the imprtance of education was was stressed to the lecturers, but it is clear that some of them did not take any notice. I would suggest that in future lecturers' notes are scrutinised and even refereed in advance to ensure that the lecturers have taken notice of the level at which the lectures should be given.匀攀挀漀渀搀氀礀Ⰰ 琀栀攀爀攀 眀攀爀攀 昀愀爀 琀漀漀 洀愀渀礀 氀攀挀琀甀爀攀猀⸀ 䰀攀愀爀渀椀渀最 爀攀焀甀椀爀攀猀 琀椀洀攀 昀漀爀 挀漀渀猀漀氀椀搀愀琀椀漀渀 愀渀搀 椀渀昀漀爀洀愀氀 搀椀猀挀甀猀猀椀漀渀⸀ 䄀 猀甀最最攀猀琀椀漀渀 眀漀甀氀搀 琀栀攀爀攀昀漀爀攀 戀攀 琀漀 挀甀琀 琀栀攀 渀甀洀戀攀爀 漀昀 氀攀挀琀甀爀攀猀 愀渀搀 爀攀瀀氀愀挀攀 眀椀琀栀 椀渀昀漀爀洀愀氀 搀椀猀挀甀猀猀椀漀渀 琀椀洀攀Ⰰ 椀渀 漀爀搀攀爀 琀漀 攀渀挀漀甀爀愀最攀 琀栀攀 猀琀甀搀攀渀琀猀 琀漀 愀猀欀 焀甀攀猀琀椀漀渀猀⸀㰀⼀琀搀㸀㰀⼀琀爀㸀㰀⼀琀戀漀搀礀㸀㰀⼀琀愀戀氀攀㸀㰀⼀搀椀瘀㸀㰀⼀戀漀搀礀㸀㰀⼀栀琀洀氀㸀 |