CBC2014 Course Evaluation
| Title of Lecture/ session | Was the lecture/session relevant to your position? | Did the lecture and material provided cover the Learning Outcomes (LO)? | Was the lecture/ session interesting | Was the delivery of the lecture by the teacher clear and comprehensible? | Was the lecturer knowledgeable about their subject? | Were the powerpoint slides clear? | Was the material provided in the handouts clear? | Overall (lecturer, material, met the LOs) how would you rate the lecture/session | Comments |
|---|---|---|---|---|---|---|---|---|---|
| Biology and evolution of cephalopods | some relevance | a lot | Yes | No | Yes | Yes | No | good | |
| Biology and evolution of cephalopods | some relevance | NA | Yes | Yes | Yes | Yes | No | good | |
| Biology and evolution of cephalopods | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Biology and evolution of cephalopods | very relevant | a lot, completely | Yes | Yes | Yes | Yes | no handouts | very good | really shows how little we know about care&husbandy, health and welfare. Research Needed! |
| Biology and evolution of cephalopods | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | In my opinion in the class there is to much eco and sometimes you can't understand the speaker. It would help having the power point. |
| Biology and evolution of cephalopods | very relevant | No | Yes | No | Yes | Yes | no handouts | NA | This lecture should be more detailed, especially if students are not familiar with cephalopods like vets, technicians… |
| Biology and evolution of cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | No | good | |
| Biology and evolution of cephalopods | very relevant | a lot | Yes | Yes | Yes | Yes | Yes Well: I don't know, we haven't the material in that moment. Sure it will be! | good | |
| Biology and evolution of cephalopods | some relevance | a lot | Yes | Yes | Yes | Yes | NA | good | Just the acustic of the room is poor |
| Biology and evolution of cephalopods | not very relevant | not much | No | No | No | No | No | poor/not good | very superficial, not interesting, without many details |
| Biology and evolution of cephalopods | very relevant | completely | Yes | Yes | Yes | No | Yes | very good/excellent | |
| Biology and evolution of cephalopods | very relevant | a lot | Yes | NA | Yes | Yes | Yes | very good | |
| Biology and evolution of cephalopods | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Biology and evolution of cephalopods | some relevance | not much | No | No | Yes | No | No | average | |
| Why cephalopods included in the Directive | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why cephalopods included in the Directive | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why cephalopods included in the Directive | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why cephalopods included in the Directive | very relevant | completely | Yes | Yes | Yes | Yes | Yes | good | |
| Why cephalopods included in the Directive | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | very good/excellent | Very nicely delivered, clear, didactic, no need for changes |
| Why cephalopods included in the Directive | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | Having the power point before the class helped to listen more the teacher and learn more, really interesting and very easy and comprensive english, I like it a lot. |
| Why cephalopods included in the Directive | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why cephalopods included in the Directive | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why cephalopods included in the Directive | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why cephalopods included in the Directive | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why cephalopods included in the Directive | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Why cephalopods included in the Directive | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why cephalopods included in the Directive | some relevance | a lot | No | Yes | Yes | Yes | Yes | good | |
| Minimally invasive procedures without anesthesia | very relevant | completely | Yes | Yes | Yes | Yes | Yes | good | |
| Minimally invasive procedures without anesthesia | not very relevant (I will not be performs such procedure) | a lot | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Minimally invasive procedures without anesthesia | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| Minimally invasive procedures without anesthesia | some relevance | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Minimally invasive procedures without anesthesia | some relevance | completely | Yes | Yes | Yes | Yes | Yes | very good | |
| Minimally invasive procedures without anesthesia | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Minimally invasive procedures without anesthesia | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Minimally invasive procedures without anesthesia | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Minimally invasive procedures without anesthesia | some relevance | a lot | No | No/Yes | No/Yes | No/Yes | No/Yes | good | Issues that are to be considered (eg diameter and length of needles…) shold be clearly stated from lecturer's experience, and should lot be left for our experimentations. Many important technical points in this PPT are not revealed, but left for discovering. This should be changed, otherwise it is just theory, no real-life suggestion. |
| Minimally invasive procedures without anesthesia | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Minimally invasive procedures without anesthesia | some relevance | completely | Yes | Yes | Yes | Yes | Yes | good | |
| Pain circuitries and their evolution | some relevance | NA | Yes (Not sure) | Yes | Yes | No/Yes (Some) | Not sure | average | a little more focused and less informationwould be helpful for learning |
| Pain circuitries and their evolution | very relevant | completely | Yes | Yes | Yes | Yes | Yes | good | |
| Pain circuitries and their evolution | some relevance | not much | No | No | Yes | No | No | poor/not good | |
| Pain circuitries and their evolution | not very relevant | a lot | Yes | Yes | Yes | Yes | Yes | excellent | |
| Pain circuitries and their evolution | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Pain circuitries and their evolution | some relevance | a lot | Yes | Yes | Yes | Yes | No | very good/excellent | Very good presented, but it would be better at the morning because it was interesting but no energy left. |
| Pain circuitries and their evolution | very relevant | completely | Yes | Yes | Yes | Yes | no handouts | excellent | Extremely interesting, the subject was easily transfered to non-experts in understandable way |
| Pain circuitries and their evolution | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| From form to functions | very relevant | not much | Yes | Yes | Yes | Yes | Yes | excellent | |
| From form to functions | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | Very nice to get a diversity of presentation images, video, text, etc. |
| From form to functions | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| From form to functions | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | The best! |
| From form to functions | some relevance | not much | Yes | No/Yes | Yes | No/Yes | no handouts | good | It become to caotic by the end, with slides presenting conceptually different things. Although, very interesting. |
| Recognition of pain, suffering and distress in cephalopods | some relevance | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Recognition of pain, suffering and distress in cephalopods | very relevant | completely | Yes | NA | Yes | Yes | Yes | very good | |
| Recognition of pain, suffering and distress in cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Recognition of pain, suffering and distress in cephalopods | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Recognition of pain, suffering and distress in cephalopods | very relevant | completely | Yes | Yes (spake very clearly and at a good pace) | NA | NA | NA | NA | Really nice to get examples of paper in Cephs! Tired of seeing pictures of rats and rabbits. Surely there are pictures of different heath stats of cephalopods! TABLE 5 was fantastic |
| Recognition of pain, suffering and distress in cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Recognition of pain, suffering and distress in cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| Recognition of pain, suffering and distress in cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| Recognition of pain, suffering and distress in cephalopods | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | very good | |
| Procedures for handling and humane killing of cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Procedures for handling and humane killing of cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| Procedures for handling and humane killing of cephalopods | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Procedures for handling and humane killing of cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | Very precise lectures, wonderful |
| Procedures for handling and humane killing of cephalopods | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | very good | |
| Procedures for handling and humane killing of cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good | |
| Procedures for handling and humane killing of cephalopods | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Housing conditions, facility management and care | some relevance | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Housing conditions, facility management and care | not very relevant | a lot | Yes | Yes | No/Yes | Yes | No | good | Mostly know to staff working with aquatics. Should be more focused on cephs. |
| Housing conditions, facility management and care | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Housing conditions, facility management and care | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | Very nice |
| Housing conditions, facility management and care | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Housing conditions, facility management and care | very relevant | a lot | Yes | No | Yes | Some | No | good | Very useful but slow down or give handouts please! |
| Housing conditions, facility management and care | not very relevant | a lot | Yes | Yes | Yes | Yes | Yes | excellent | |
| Housing conditions, facility management and care | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good | |
| Housing conditions, facility management and care | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| Housing conditions, facility management and care | very relevant | completely | Yes | Yes | Yes | Yes | No | very good/excellent | |
| Housing conditions, facility management and care | very relevant | a lot | Yes | Yes | Yes | Yes | No | very good/excellent | |
| Housing conditions, facility management and care | very relevant | a lot | Yes | Yes | Yes | Yes | No | very good/excellent | |
| General and local anaesthesia in cephalopods | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | very good | |
| General and local anaesthesia in cephalopods | some relevance | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| General and local anaesthesia in cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| General and local anaesthesia in cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| General and local anaesthesia in cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very excellent | |
| General and local anaesthesia in cephalopods | some relevance | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| General and local anaesthesia in cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good | |
| General and local anaesthesia in cephalopods | not very relevant | a lot | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| General and local anaesthesia in cephalopods | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Learning and Cognition, Activity cycles | not very relevant | not much | No | No | Yes | No | No | poor/not good | |
| Learning and Cognition, Activity cycles | not very relevant | no | Yes | Yes | Yes | Yes | No | good | |
| Learning and Cognition, Activity cycles | very relevant | a lot | Yes | Yes | Yes | Yes | No | good | |
| Learning and Cognition, Activity cycles | very relevant | a lot | Yes | Yes | Yes | Yes | NA | good | Maybe open to other cuttlefish, squid for not only octopus |
| Learning and Cognition, Activity cycles | some relevance | a lot | Yes | Yes | Yes | No | Yes | good | |
| Learning and Cognition, Activity cycles | not very relevant | not much | Yes | Yes | Yes | Yes | No | poor/not good | Lecture was very factual, not revealing the basis of mechanisms, just listing the facts. Not explaining they conclusions should be for a higher scientific level, not a high-school lectures |
| Learning and Cognition, Activity cycles | some relevance | a lot | Yes | No | Yes | Yes | No | good | I didn't understand very well the point of this topic |
| Learning and Cognition, Activity cycles | not very relevant | not much/ a lot (Somewhere between these two points) | Yes | Yes | Yes | Yes | NA | average | I found these lecture pretty interesting. However, I think it is very outside of the point of the course. Anyway, this was written immediatly after this class and maybe after the entire course could acquire more sense. |
| Learning and Cognition, Activity cycles | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Learning and Cognition, Activity cycles | some relevance | a lot | Yes | Yes | Yes | Yes | NA | very good/excellent | |
| Learning and Cognition, Activity cycles | some relevance | no | Yes | Yes | Yes | Yes | No | very good | |
| Learning and Cognition, Activity cycles | some relevance | a lot | Yes | Yes | Yes | Yes | NA | average | |
| Introduction to anesthesia in aquatic species/Alternatives and 3Rs | some relevance | a lot | Yes | No | Yes | Yes | Yes | very good/excellent | Bad connection via Skype |
| Introduction to anesthesia in aquatic species/Alternatives and 3Rs | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | Very interactive, constructive, revealing sources to search ourselves |
| Introduction to anesthesia in aquatic species/Alternatives and 3Rs | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| Introduction to anesthesia in aquatic species/Alternatives and 3Rs | some relevance | completely | Yes | Yes | Yes | Yes | Yes (If we did not have them, it would be hard to follow on Skype) | excellent | |
| Introduction to anesthesia in aquatic species/Alternatives and 3Rs | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good | Such important topic should not be presented through Skype. Otherwise, this was very useful. |
| Introduction to anesthesia in aquatic species/Alternatives and 3Rs | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | excellent | |
| Introduction to anesthesia in aquatic species/Alternatives and 3Rs | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Life cycle and reproduction | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Life cycle and reproduction | not very relevant | no | No | Yes | No | No | No | poor/not good | Reproduction is very interesting topic, and our lecturer succeeded to make it drop-dead boring. Such a pity. The level of knowledge delivered is poor |
| Life cycle and reproduction | some relevance | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| Life cycle and reproduction | very relevant | not much | Yes | Yes | Yes | Yes | No | very good | |
| Life cycle and reproduction | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Life cycle and reproduction | very relevant | completely | Yes | Yes | Yes | Yes | No | good | |
| Life cycle and reproduction | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Vision and visual Behaviour | not very relevant | no | No | Yes | Yes | Yes | No | average | |
| Vision and visual Behaviour | very relevant | a lot | Yes | Yes | Yes | Yes | No | good | |
| Vision and visual Behaviour | very relevant | a lot | Yes | Yes | Yes | Yes | no handouts | very good | |
| Vision and visual Behaviour | not very relevant | no | Yes | Yes | Yes | Yes | no handouts | good | |
| Vision and visual Behaviour | some relevance | NA | Yes | Yes | Yes | Yes | No | good | |
| Vision and visual Behaviour | some relevance | a lot | Yes | Yes | Yes | Yes | No | good | |
| Vision and visual Behaviour | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Vision and visual Behaviour | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | average | Interesting but a little bit basic information. |
| Vision and visual Behaviour | some relevance | not much | Yes | Yes | Yes | Yes | No | average | Very descriptive with many subjective extrapolations. |
| Vision and visual Behaviour | very relevant | a lot | Yes | Yes | Yes | Yes | NA | very good | Maybe add some videos. |
| Vision and visual Behaviour | very relevant | completely | Yes | Yes | Yes | Yes | NA | very good/excellent | |
| Vision and visual Behaviour | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Vision and visual Behaviour | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| The Directive 63/2010 | very relevant | completely | Yes | Yes | Yes | Yes | No | very good/excellent | |
| The Directive 63/2010 | very relevant | a lot | Yes | No/Yes (more or less) | Yes | Yes | No | good | Specially this presentation that there is a lot of information, its really necessary to have it some way. |
| The Directive 63/2010 | some relevance | a lot | Yes | No (too fast) | Yes | Yes | No (Not matching the powerpiont presented) | average | |
| The Directive 63/2010 | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| The Directive 63/2010 | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| The Directive 63/2010 | very relevant | completely | Yes | Yes | Yes | Yes | No | good | |
| The Directive 63/2010 | very relevant | a lot | No | No | Yes | No | No | poor/not good | Needs to be more concise and seemed to be repeating a lot of the points. Need lecture slides as too much information to take in! |
| The Directive 63/2010 | not very relevant | no | No | No | Yes | No | No | poor/not good | |
| The Directive 63/2010 | very relevant | a lot | Yes | Yes | Yes | Yes | No | very good | |
| The Directive 63/2010 | NA | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| The Directive 63/2010 | very relevant | a lot | No | No | Yes | Yes | No | average | Handouts did not match PPT, this should be changed! Lecturer went too fast through PPT. Used color font sometimes that is not be read. |
| Why are guidelines for the care and welfare of cephalopods needed? | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good | |
| Why are guidelines for the care and welfare of cephalopods needed? | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why are guidelines for the care and welfare of cephalopods needed? | some relevance | not much | Yes | Yes | Yes | Yes | Yes | good | |
| Why are guidelines for the care and welfare of cephalopods needed? | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | Very useful having the power point printed |
| Why are guidelines for the care and welfare of cephalopods needed? | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why are guidelines for the care and welfare of cephalopods needed? | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why are guidelines for the care and welfare of cephalopods needed? | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | average | |
| Why are guidelines for the care and welfare of cephalopods needed? | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | very good | |
| Why are guidelines for the care and welfare of cephalopods needed? | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| Why are guidelines for the care and welfare of cephalopods needed? | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Why are guidelines for the care and welfare of cephalopods needed? | very relevant | a lot (eliminate superflous informations e.s. primates) | No (a little dry (examples might help)) | Yes | Yes | Yes | Yes | average | Speaking a bit gently given poor acoustics of the room and strong accent. When asking questions try multiple choise , we are not sleeping…but the answers were either too obvious or sometimes unknown. Too much information delivered too quickly & this could be helped by removing run cephalopod information that is not relevant. Too much text on slides, gets boring, need more creative & coincise way to deliver information. I think the presentation could be refined and designed for the audience. Not a summary of the directive as a whole but a summary of what 'Users' or people of our level need to know. |
| A comparative overview of National Legislations and Designated Veterinarians | some relevance | completely | Yes | Yes | Yes | Yes | Yes | good | |
| A comparative overview of National Legislations and Designated Veterinarians | some relevance | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| A comparative overview of National Legislations and Designated Veterinarians | not very relevant | not much | No | No | No/Yes | No/Yes | no handouts | not good | |
| A comparative overview of National Legislations and Designated Veterinarians | not very relevant | no | Yes | Yes | Yes | Yes | Yes | very good | |
| A comparative overview of National Legislations and Designated Veterinarians | very relevant | a lot | Yes | Yes | Yes | Yes | No | good | |
| Ethics and Animal Welfare | some relevance | NA | Yes (Not sure, moderately) | Yes (But see below) | Yes | No (too much txt/not on long enough) | Yes | average | Lecture was not well organized. To much information delivered much to quickly. Need time to stop and think. Diversity delivery. It ……….. lie one 15 hour long run-on sentence, therefore very hard to keep up with information. Something less is more. |
| Ethics and Animal Welfare | very relevant | a lot | Yes | No | Yes | Yes | Yes | very good/excellent | Speak slower please! |
| Ethics and Animal Welfare | not very relevant | not much | Yes | Yes | Yes | Yes | Yes | poor/not good | I am afraid to say I shoud be the "bad cop" here. Althrough I approciate the meritory efforts of the lecturer tp adapt this knowledge to our interests, I find the majority of the slides out of the matter and a good part of the rest repetitive with other lecturer. |
| Ethics and Animal Welfare | some relevance | a lot | Yes | Yes | Yes | Yes | Yes | very good | |
| Ethics and Animal Welfare | very relevant | completely | Yes | Yes | Yes | Yes | Yes | excellent | |
| Ethics and Animal Welfare | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Ethics and Animal Welfare | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | average | I would like to talk the same aspects but making reference to aquatic animals. |
| Ethics and Animal Welfare | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Ethics and Animal Welfare | not very relevant | a lot | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Ethics and Animal Welfare | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | Very interesting, more on stereotypical behaviour. |
| Catching cephalopods for scientific purposes and their transport | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | |
| Catching cephalopods for scientific purposes and their transport | very relevant | completely | NA | Yes | Yes | Yes | Yes | very good | |
| Catching cephalopods for scientific purposes and their transport | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Catching cephalopods for scientific purposes and their transport | very relevant | a lot | Yes | Yes | Yes | Yes | Yes | good | Concise is easier to remember. Thank you! |
| Catching cephalopods for scientific purposes and their transport | very relevant | completely | Yes | Yes | Yes | Yes (But some images/video instead of just text would help) | Yes | very good/excellent | Very clearly spoken, easy to understand. would be nice to get some photos/videos |
| Catching cephalopods for scientific purposes and their transport | very relevant | completely | Yes | Yes | Yes | Yes | Yes | good | |
| Catching cephalopods for scientific purposes and their transport | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Catching cephalopods for scientific purposes and their transport | very relevant | completely | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | The practical was really good, I enjoy very much the class, moreover to improve it, more time to do it could be better |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | very relevant | Yes | Yes | Yes | Yes | Yes | No | very good/excellent | This was an excellent session overall. One minor flaw was that we didn't have enough time to work with octopus at the end and we missed some of the basic measurements. Other than that, this was one of the best lessons. |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | some relevance | No | No | No | Yes | No | No | poor/not good | |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | very relevant | Yes | Yes | Yes | Yes | No | Yes | very good/excellent | No powerpoint slides |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | good | |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | very relevant | Yes | Yes | Yes | Yes | No | No | good | Not enough time to allow all students to go over all taxa dissection prperly. The availability of a dissecting scope and proper lighting would have helped. |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | some relevance | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | Giovanna did an amazing job of carefully going through the dissection and clearly identifying not only the organs but also describing their function and some basic biology of the Octopus. The cuttlefish dissection led by Paul was fine, though not as thorough, probably because the animals were not as in as good a condition. I did not get to see the squid dissection. As a suggestion it might have been good to film the dissections, because not everyone got to see every dissection and because I noticed that different information was provided on the first, second and third dissections of the same animal. Also lighting could have been better so that we could have had more time. Might be nice to start this activity much earlier in the day, and leave enough time for the excellent discussions and exploration that occurred during and after the practical. |
| Cephalopods dissection practical (Wednesday, October 15th, 2014)(15.30 – 19.00) | very relevant | NA | Yes | Yes | Yes | NA | Yes | excellent | Better organisation of the group |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | some relevance | No | Yes | No | Yes | No | No | average | |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | very relevant | Yes | Yes | Yes | Yes | No | Yes | very good/excellent | No powerpoint slides |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | good | |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | not very relevant | Yes | Yes | Yes | Yes | No | Yes | good | It would have been nice to have more time to observe the animals and get an idea or get a description of possible abnormal behaviors. What to do in case the reccomended way of handling is not effective for capturing and transporting the animal. Plus, I really do not understand how catching the cuttlefish with the net and transporting them out of the water even if for very short time, is considered the proper way. We did not have a chance of handling squids. |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | This was wonderful ! I don't know if this possible but if next year you can plan some lecture outside it could be really nice (not that close to the sea of course, since it's really too windy). As the room were we had all the courses was really dark and the echo was terrible ... |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | As always it was great to work with real live animals, but it might also have been good to show not just how you move and kill the animals, but also how you get them into a tank to do behavioural experiments. Luckily, some of us got to see a bit of this during our visit to the Stazione Zooligca Also I realize that it was difficult to get all of the materials that were needed to the remote location, but it would have been good to use clear containers for catching and moving the squid and cuttlefish from one tank to another. I have used the approach and had success in moving these animals without having them ink. I noticed that both the squid and cuttlefish moved in nets inked. |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | very relevant | NA | Yes | Yes | Yes | NA | Yes | very good/excellent | |
| Handling and humane killing practicals at Bagni di Tiberio (Thursday, October 16th, 2014)(9.00 – 15.00) | some relevance | a lot | Yes | No | Yes | no powerpoint slides | Yes | good | Again, as in practicals of the previous day, students finished up to line at same table and it was dificult to work (individually-impossible) or see properly. The schedule was not followed, and although interesting, the whole experience was not well-organized. |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | Great practical: the questions from each section really help bring forward the important points of the legislation. This allowed for a good discussion on how to work with certain sticky points and also what would be the best possible decisions based on sticky situations |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | some relevance | Yes | Yes | Yes | Yes | No | Yes | good | |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | some relevance | Yes | Yes | Yes | Yes | No | Yes | good | No powepoint slides |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | some relevance | Yes | Yes | Yes | Yes | Yes | Yes | good | |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | some relevance | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | very good/excellent | This lecture was really interesting but it could be nice to do it earlier during the day. It was really hard to think in english about a case after one full day of listening. |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | very relevant | Yes | Yes | Yes | Yes | Yes | Yes | good | |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | some relevance | Yes | Yes | Yes | Yes | Yes | Yes | average | These types of activities are good, but are better for smaller groups,and it would have been good if they had been led by the trainees and not the instructor. The instructor should have acted as a facilitator and not taken over the whole process. The trainees should have been allowed to work through and discuss the problems/challenges, and not just be given the answers. |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | not very relevant | not much | No | No | Yes | no powerpoint slides | Yes | average | PBL should not be placed in late evening because none is able to be creative after more than 10H of work. |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | some relevance | a lot | Yes | Yes | NA | NA | Yes | very good | |
| Problem Based Learning – case study and discussion (Wednesday, October 15th, 2014)(19.30 – 20.30) | very relevant | completely | Yes | No | Yes | no powerpoint slides | Yes | very good | Practicals were not well-organised because some group were late, and some were faster, resulting in many students standing at the same table, and consequently, it was not possible to work individually or to follow properly some demonstration. At some points however, we were just standing and waiting for something to happened. |
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