Towards global environmental information and data management

NASA Astrophysics Data System (ADS)

Gurney, Robert; Allison, Lee; Cesar, Roberto; Cossu, Roberto; Dietz, Volkmar; Gemeinholzer, Birgit; Koike, Toshio; Mokrane, Mustapha; Peters, Dale; Thaller-Honold, Svetlana; Treloar, Andrew; Vilotte, Jean-Pierre; Waldmann, Christoph

2014-05-01

The Belmont Forum, a coalition of national science agencies from 13 countries, is supporting an 18-month effort to implement a 'Knowledge Hub' community-building and strategy development program as a first step to coordinate and streamline international efforts on community governance, interoperability and system architectures so that environmental data and information can be exchanged internationally and across subject domains easily and efficiently. This initiative represents a first step to build collaboratively an international capacity and e-infrastructure framework to address societally relevant global environmental change challenges. The project will deliver a community-owned strategy and implementation plan, which will prioritize international funding opportunities for Belmont Forum members to build pilots and exemplars in order to accelerate delivery of end-to end global change decision support systems. In 2012, the Belmont Forum held a series of public town hall meetings, and a two-day scoping meeting of scientists and program officers, which concluded that transformative approaches and innovative technologies are needed for heterogeneous data/information to be integrated and made interoperable for researchers in disparate fields and for myriad uses across international, institutional, disciplinary, spatial and temporal boundaries. Pooling Belmont Forum members' resources to bring communities together for further integration, cooperation, and leveraging of existing initiatives and resources has the potential to develop the e-infrastructure framework necessary to solve pressing environmental problems, and to support the aims of many international data sharing initiatives. The plan is expected to serve as the foundation of future Belmont Forum calls for proposals for e-Infrastructures and Data Management. The Belmont Forum is uniquely able to align resources of major national funders to support global environmental change research on specific technical and governance challenges, and the development of focused pilot systems that could be complementary to other initiatives such as GEOSS, ICSU World Data System, and Global Framework for Climate Services (GFCS). The development of this Belmont Forum Knowledge Hub represents an extraordinary effort to bring together international leaders in interoperability, governance and other fields pertinent to decision-support systems in global environmental change research. It is also addressing related issues such as ensuring a cohort of environmental scientists who can use up-to-date computing techniques for data and information management, and investigating which legal issues need common international attention.

2012 DoD Historic Building Workshop: After-Action Report for Legacy Project # 10-387

DTIC Science & Technology

2012-09-01

Figure 16). The Thurs- day event was at the Giant Dipper roller coaster in Belmont Park, Califor- nia. ERDC/CERL SR-12-12 15 Figure 15. HBW...experiences and lessons learned as well as conversation about possible solutions. The format was the big difference between the 2008 HBC and 2012 HBW...additional cost, identify locations that can accommodate a large crowd for op- tional evening gatherings or happy hour. The gatherings were a big hit

A GREENER BUTTE! REVEGETATION THROUGH IRRIGATION USING TREATED MINE WATER FROM THE BELMONT MINE'S FLOODED UNDERGROUND WORKINGS

EPA Science Inventory

Historic mining activities in Butte, Montana have degraded much of the local landscape and vegetation. During the last 5 years, mine tailings located near the Belmont Mine have been successfully capped and reseeded in an effort to “green” and spark development in the area. The B...

Building Global Support for Open Data Access

NASA Astrophysics Data System (ADS)

Key, E.; Samors, R. J.; Seltzer, C. E.; Orr, B. J.

2017-12-01

The Belmont Forum, a global partnership of funding organizations, international science councils, and regional consortia is committed to the advancement of international transdisciplinary research providing knowledge for understanding, mitigating and adapting to global environmental change. The Forum is also committed to ensuring appropriate, recognizable credit is awarded to the creators of that data, each and every time it is used. At its 2015 plenary meeting, the Belmont Forum agreed on and adopted an open data policy and principles. The principles are designed to widen access to data and promote its long-term preservation in global change research; help improve data management and exploitation; coordinate and integrate disparate organizational and technical elements; fill critical global e-infrastructure gaps; share best practices; and foster new data literacy. To help implement the policy and principles, the Belmont Forum has established the e-Infrastructures and Data Management (e-I&DM) Initiative which will leverage existing knowledge and resources to illuminate achievable, reproducible systems for effective, sustainable data management practices. The overall objective of the e-I&DM Initiative is to provide advice and recommendations to the Belmont Forum member and partner organizations regarding policies, programs, procedures that could be adopted to accelerate open data sharing, data reproducibility, data curation, and other aspects of long-term data management and access. This presentation will explore current Belmont Forum activities through the e-I&DM Initiative to develop policies and practices that could be adopted by funders, publishers and researchers alike that will lead to increased data sharing with more widespread data citation/attribution - giving credit where credit is due.

The photoreceptor cell-specific nuclear receptor gene (PNR) accounts for retinitis pigmentosa in the Crypto-Jews from Portugal (Marranos), survivors from the Spanish Inquisition.

PubMed

Gerber, S; Rozet, J M; Takezawa, S I; dos Santos, L C; Lopes, L; Gribouval, O; Penet, C; Perrault, I; Ducroq, D; Souied, E; Jeanpierre, M; Romana, S; Frézal, J; Ferraz, F; Yu-Umesono, R; Munnich, A; Kaplan, J

2000-09-01

The last Crypto-Jews (Marranos) are the survivors of Spanish Jews who were persecuted in the late fifteenth century, escaped to Portugal and were forced to convert to save their lives. Isolated groups still exist in mountainous areas such as Belmonte in the Beira-Baixa province of Portugal. We report here the genetic study of a highly consanguineous endogamic population of Crypto-Jews of Belmonte affected with autosomal recessive retinitis pigmentosa (RP). A genome-wide search for homozygosity allowed us to localize the disease gene to chromosome 15q22-q24 (Zmax=2.95 at theta=0 at the D15S131 locus). Interestingly, the photoreceptor cell-specific nuclear receptor (PNR) gene, the expression of which is restricted to the outer nuclear layer of retinal photoreceptor cells, was found to map to the YAC contig encompassing the disease locus. A search for mutations allowed us to ascribe the RP of Crypto-Jews of Belmonte to a homozygous missense mutation in the PNR gene. Preliminary haplotype studies support the view that this mutation is relatively ancient but probably occurred after the population settled in Belmonte.

A Marvelous Journey: Calling from Greece to a U.S. Classroom

ERIC Educational Resources Information Center

Holman, Lana; Sucich, John

2007-01-01

A unit of study on Ancient Greece is a part of the fourth grade social studies curriculum at Belmont Day School. The students spend 10 weeks exploring Greek history and mythology. This article discusses a new project that the authors conducted, wherein one of them was going to Greece on a study tour, while the other one stays in Belmont Day…

Bangladesh Delta: Assessment of the Causes of Sea-level Rise Hazards and Integrated Development of Predictive Modeling Towards Mitigation and Adaptation (BanD-AID)

NASA Astrophysics Data System (ADS)

Kusche, J.; Shum, C. K.; Jenkins, C. J.; Chen, J.; Guo, J.; Hossain, F.; Braun, B.; Calmant, S.; Ballu, V.; Papa, F.; Kuhn, M.; Ahmed, R.; Khan, Z. H.; Hossain, M.; Bernzen, A.; Dai, C.; Jia, Y.; Krien, Y.; Kuo, C. Y.; Liibusk, A.; Shang, K.; Testut, L.; Tseng, K. H.; Uebbing, B.; Rietbroek, R.; Valty, P.; Wan, J.

2016-12-01

As a low-lying and the largest coastal deltaic region in the world, Bangladesh already faces tremendous vulnerability. Accelerated sea-level rise, along with tectonic, sediment load and groundwater extraction induced land uplift/subsidence, have exacerbated Bangladesh's coastal vulnerability. Climate change has further intensified these risks with increasing temperatures, greater rainfall volatility, and increased incidence of intensified cyclones, in addition to its seasonal transboundary monsoonal flooding. Our Belmont Forum/IGFA G8 project BanD-AiD, http://Belmont-BanDAiD.org, or http://Blemont-SeaLevel.org, comprises of an international cross-disciplinary team including stakeholders in Bangladesh, aims at a joint assessment of the physical and social science knowledge of the physical and social dynamics which govern coastal vulnerability and societal resilience in Bangladesh. We have built a prototype observational system, following the Belmont Challenge identified Earth System Analysis & Prediction System (ESAPS) for the Bangladesh Delta, to achieve the physical science objectives of the project. The prototype observational system is exportable to other regions of the world. We studied the physical causes of relative sea-level rise in coastal Bangladesh, with the goal to separate and quantify land subsidence and geocentric sea-level rise signals at adequate spatial scales using contemporary space geodetic and remote sensing data. We used a social and natural science integrative approach to investigate the various social and economic drivers behind land use change, population increase migration and community resilience to understand the social dynamics of this complex region and to forecast likely and alternative scenarios for maintaining the societal resilience of this vital region which currently houses a quarter of Bangladesh's 160 million people.

Portuguese crypto-Jews: the genetic heritage of a complex history

PubMed Central

Nogueiro, Inês; Teixeira, João C.; Amorim, António; Gusmão, Leonor; Alvarez, Luis

2015-01-01

The first documents mentioning Jewish people in Iberia are from the Visigothic period. It was also in this period that the first documented anti-Judaic persecution took place. Other episodes of persecution would happen again and again during the long troubled history of the Jewish people in Iberia and culminated with the Decrees of Expulsion and the establishment of the Inquisition: some Jews converted to Catholicism while others resisted and were forcedly baptized, becoming the first Iberian Crypto-Jews. In the 18th century the official discrimination and persecution carried out by the Inquisition ended and several Jewish communities emerged in Portugal. From a populational genetics point of view, the worldwide Diaspora of contemporary Jewish communities has been intensely studied. Nevertheless, very little information is available concerning Sephardic and Iberian Crypto-Jewish descendants. Data from the Iberian Peninsula, the original geographic source of Sephardic Jews, is limited to two populations in Portugal, Belmonte, and Bragança district, and the Chueta community from Mallorca. Belmonte was the first Jewish community studied for uniparental markers. The construction of a reference model for the history of the Portuguese Jewish communities, in which the genetic and classical historical data interplay dynamically, is still ongoing. Recently an enlarged sample covering a wide region in the Northeast Portugal was undertaken, allowing the genetic profiling of male and female lineages. A Jewish specific shared female lineage (HV0b) was detected between the community of Belmonte and Bragança. In contrast to what was previously described as a hallmark of the Portuguese Jews, an unexpectedly high polymorphism of lineages was found in Bragança, showing a surprising resistance to the erosion of genetic diversity typical of small-sized isolate populations, as well as signs of admixture with the Portuguese host population. PMID:25699075

Portuguese crypto-Jews: the genetic heritage of a complex history.

PubMed

Nogueiro, Inês; Teixeira, João C; Amorim, António; Gusmão, Leonor; Alvarez, Luis

2015-01-01

The first documents mentioning Jewish people in Iberia are from the Visigothic period. It was also in this period that the first documented anti-Judaic persecution took place. Other episodes of persecution would happen again and again during the long troubled history of the Jewish people in Iberia and culminated with the Decrees of Expulsion and the establishment of the Inquisition: some Jews converted to Catholicism while others resisted and were forcedly baptized, becoming the first Iberian Crypto-Jews. In the 18th century the official discrimination and persecution carried out by the Inquisition ended and several Jewish communities emerged in Portugal. From a populational genetics point of view, the worldwide Diaspora of contemporary Jewish communities has been intensely studied. Nevertheless, very little information is available concerning Sephardic and Iberian Crypto-Jewish descendants. Data from the Iberian Peninsula, the original geographic source of Sephardic Jews, is limited to two populations in Portugal, Belmonte, and Bragança district, and the Chueta community from Mallorca. Belmonte was the first Jewish community studied for uniparental markers. The construction of a reference model for the history of the Portuguese Jewish communities, in which the genetic and classical historical data interplay dynamically, is still ongoing. Recently an enlarged sample covering a wide region in the Northeast Portugal was undertaken, allowing the genetic profiling of male and female lineages. A Jewish specific shared female lineage (HV0b) was detected between the community of Belmonte and Bragança. In contrast to what was previously described as a hallmark of the Portuguese Jews, an unexpectedly high polymorphism of lineages was found in Bragança, showing a surprising resistance to the erosion of genetic diversity typical of small-sized isolate populations, as well as signs of admixture with the Portuguese host population.

E-Infrastructure and Data Management for Global Change Research

NASA Astrophysics Data System (ADS)

Allison, M. L.; Gurney, R. J.; Cesar, R.; Cossu, R.; Gemeinholzer, B.; Koike, T.; Mokrane, M.; Peters, D.; Nativi, S.; Samors, R.; Treloar, A.; Vilotte, J. P.; Visbeck, M.; Waldmann, H. C.

2014-12-01

The Belmont Forum, a coalition of science funding agencies from 15 countries, is supporting an 18-month effort to assess the state of international of e-infrastructures and data management so that global change data and information can be more easily and efficiently exchanged internationally and across domains. Ultimately, this project aims to address the Belmont "Challenge" to deliver knowledge needed for action to avoid and adapt to detrimental environmental change, including extreme hazardous events. This effort emerged from conclusions by the Belmont Forum that transformative approaches and innovative technologies are needed for heterogeneous data/information to be integrated and made interoperable for researchers in disparate fields, and for myriad uses across international, institutional, disciplinary, spatial and temporal boundaries. The project will deliver a Community Strategy and Implementation Plan to prioritize international funding opportunities and long-term policy recommendations on how the Belmont Forum can implement a more coordinated, holistic, and sustainable approach to funding and supporting global change research. The Plan is expected to serve as the foundation of future Belmont Forum funding calls for proposals in support of research science goals as well as to establish long term e-infrastructure. More than 120 scientists, technologists, legal experts, social scientists, and other experts are participating in six Work Packages to develop the Plan by spring, 2015, under the broad rubrics of Architecture/Interoperability and Governance: Data Integration for Multidisciplinary Research; Improved Interface between Computation & Data Infrastructures; Harmonization of Global Data Infrastructure; Data Sharing; Open Data; and Capacity Building. Recommendations could lead to a more coordinated approach to policies, procedures and funding mechanisms to support e-infrastructures in a more sustainable way.

Nicotine Effects on the Impact of Stress

DTIC Science & Technology

2016-03-01

CONTRACTING ORGANIZATION: McLean Hospital Belmont, MA 02478 REPORT DATE: March 2016 TYPE OF REPORT: Final PREPARED FOR: U.S. Army Medical Research...Hospital AND ADDRESS(ES) 8. PERFORMING ORGANIZATION REPORT NUMBER 115 Mill Street Belmont, MA 02478 9. SPONSORING / MONITORING AGENCY NAME(S) AND...conditioned stimulus; CS) co-terminating with a 0.5-sec 0.6 mA footshock. Two different patterns of post-training nicotine intake were examined: for

Organizational Culture Challenges to Interagency and Intelligence Community Communication and Interaction

DTIC Science & Technology

2006-05-31

York: McGraw-Hill, 2003), p 121. 103 Gortner, Mahler, and Nicholson, p 74. 104 Robert B. Denhardt, Theories of Public Organization. (Belmont, CA...Uninformed: Government Secrecy in the 1980’s. New York: Pilgrim Press, 1984. Denhardt, Robert B. Theories of Public Organization. Belmont, CA: Brooks/Cole...Fixing Intelligence: For a More Secure America. New Haven, CT: Yale University Press, 2003. Odom, William E. and Robert Dujarric. America’s Inadvertent

Staff Report on the Guaranteed Student Loan Program, Belmont Task Force Recommendations. Prepared for the Subcommittee on Postsecondary Education of the Committee on Education and Labor.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

Recommendations of the Belmont Task Force concerning the problem of student loan defaults are offered to the U.S. House of Representatives. The task force concludes that the purpose of the Guaranteed Student Loan (GSL) program has changed significantly in the last decade. While originally established as a loan of convenience for middle-income…

Monitoring strip mining and reclamation with LANDSAT data in Belmont County, Ohio

NASA Technical Reports Server (NTRS)

Witt, R. G.; Schaal, G. M.; Bly, B. G.

1983-01-01

The utility of LANDSAT digital data for mapping and monitoring surface mines in Belmont County, Ohio was investigated. Two data sets from 1976 and 1979 were processed to classify level 1 land covers and three strip mine categories in order to examine change over time and assess reclamation efforts. The two classifications were compared with aerial photographs. Results of the accuracy assessment show that both classifications are approximately 86 per cent correct, and that surface mine change detection (date-to-date comparison) is facilitated by the digital format of LANDSAT data.

Balancing access to participation in research and protection from risks: applying the principle of justice.

PubMed

Kiskaddon, Sarah H

2005-04-01

The problem for Institutional Review Boards (IRBs) of balancing access to participation in research with protection of research subjects has always been a difficult one. IRBs, charged with applying the "Common Rule," as well as the Belmont Principles, in their review of clinical research, are given little guidance on approaching this problem. This article argues that the third Belmont Principle, the Justice Principle, may provide a useful framework for considering this balance. The changing research environment is discussed in an historical context, and the Justice Principle is considered both in the context of individual rights, as well as the potential benefit to classes of people. The author further suggests that application of the Justice Principle be driven by findings derived from an analysis of the first 2 principles. This feedback model will enable a more formal application of the Justice Principle and less ambiguous, more transparent, decisions regarding the equitable selection of subjects. The author calls for more systematic attention to the Justice Principle by IRBs, and proposes a model that includes incorporating the deliberation of the other Belmont Principles into the Justice Principle.

Haematological validation of a computer-based bone marrow reporting system.

PubMed Central

Nguyen, D T; Diamond, L W; Cavenagh, J D; Parameswaran, R; Amess, J A

1997-01-01

AIMS: To prove the safety and effectiveness of "Professor Belmonte", a knowledge-based system for bone marrow reporting, a formal evaluation of the reports generated by the system was performed. METHODS: Three haematologists (a consultant, a senior registrar, and a junior registrar), none of whom were involved in the development of the software, compared the unedited reports generated by Professor Belmonte with the original bone marrow reports in 785 unselected cases. Each haematologist independently graded the quality of Belmonte's reports using one of four categories: (a) better than the original report (more informative, containing useful information missing in the original report); (b) equivalent to the original report; (c) satisfactory, but missing information that should have been included; and (d) unsatisfactory. RESULTS: The consultant graded 64 reports as more informative than the original, 687 as equivalent to the original, 32 as satisfactory, and two as unsatisfactory. The senior registrar considered 29 reports to be better than the original, 739 to be equivalent to the original, 15 to be satisfactory, and two to be unsatisfactory. The junior registrar found that 88 reports were better than the original, 681 were equivalent to the original, 14 were satisfactory, and two were unsatisfactory. Each judge found two different reports to be unsatisfactory according to their criteria. All 785 reports generated by the computer system received at least two scores of satisfactory or better. CONCLUSIONS: In this representative study, Professor Belmonte generated bone marrow reports that proved to be as accurate as the original reports in a large university hospital. The haematology knowledge contained within the system, the reasoning process, and the function of the software are safe and effective for assisting haematologists in generating high quality bone marrow reports. PMID:9215118

Selenium Levels in the Whole Blood of Children and Teenagers from Two Riparian Communities at the Madeira River Basin in the Western Brazilian Amazon.

PubMed

Vega, Claudia M; Godoy, José M; Barrocas, Paulo R G; Gonçalves, Rodrigo A; De Oliveira, Beatriz F A; Jacobson, Ludmilla V; Mourão, Dennys S; Hacon, Sandra S

2017-01-01

Selenium (Se) is an essential micronutrient that exerts multiple functions in the organism, and both its deficiency and excess can cause health impairments. Thus, it is important to monitor its levels in the population, especially in vulnerable groups, such as children from the Brazilian Amazon region, where there is a lack of information in this regard. The aim of this research was to study Se levels in the whole blood of children and teenagers (5-16 years old) from two riparian communities at the Madeira River (Cuniã RESEX and Belmont). Se level variations related to the communities' location, seasonality, diet, and body mass index (BMI) were assessed. Blood samples were collected in both communities for Se determinations, using ICP-MS and hemogram analyses, during May and September of 2011. Food frequency questionnaires were applied to assess consumption rates of specific food items. Non-parametric tests and linear multiple regressions were applied in the data analyses. Median Se levels were significantly higher during May (Cuniã RESEX 149 μg L -1 ; Belmont 85 μg L -1 ) compared to September (Cuniã RESEX 79 μg L -1 ; Belmont 53 μg L -1 ). No significant differences were found between the communities regarding BMI measurements and anemia prevalence. However, Se blood levels were significantly higher at the Cuniã RESEX compared to Belmont. In addition, the former showed higher fish and Brazil nut intakes, which may be the main Se sources for this community. These results contribute to a better understanding of Se reference levels for children and teenagers of Western Amazon riparian communities.

Open Data in Global Environmental Research: The Belmont Forum's Open Data Survey.

PubMed

Schmidt, Birgit; Gemeinholzer, Birgit; Treloar, Andrew

2016-01-01

This paper presents the findings of the Belmont Forum's survey on Open Data which targeted the global environmental research and data infrastructure community. It highlights users' perceptions of the term "open data", expectations of infrastructure functionalities, and barriers and enablers for the sharing of data. A wide range of good practice examples was pointed out by the respondents which demonstrates a substantial uptake of data sharing through e-infrastructures and a further need for enhancement and consolidation. Among all policy responses, funder policies seem to be the most important motivator. This supports the conclusion that stronger mandates will strengthen the case for data sharing.

Salt, time, and metaphor: examining norms in scientific culture

NASA Astrophysics Data System (ADS)

Brady, Anna G.

2017-06-01

As has been widely discussed, the National Research Council's (NRC) current policy in United States education advocates supporting students toward acquiring skills to engage in scientific practices. NRC policy also suggests that supporting students in the practices of science may require different approaches than what is required for supporting student engagement with scientific content. Further, acquiring skills in scientific practices is not limited to gaining proficiency in utilizing tools that support scientific inquiry: students must also understand how to interpret information generated from such tools. These tools of scientific practices are embedded within scientific culture, which from Sewell's perspective, is comprised of both practice and semiotic code (symbols and meanings). To become scientifically literate students must learn to utilize this code in practice. Author Germà Garcia-Belmonte identified one example of learning to utilize the semiotic code in scientific practice and considers challenges faced by undergraduate physics and engineering students within that context. Garcia-Belmonte observes students struggle to interpret symbols and meaning (the visual display generated) while engaging in practice (utilizing an oscilloscope) and posits that two, culturally bound, competing, linguistic metaphors of time may be the cause. Ultimately, however, the author does not explore beyond hypotheses. Although his theory may be correct, the paper serves as a reminder of the responsibility we have to students. As educators, it is useful and beneficial to make observations and develop theories surrounding why our students struggle. However, in addition to theorizing on why, for example, a particular scientific norm might present challenges for our students, we must remain mindful that challenges may not be uniform and may vary considerably according to students' culture(s). Engaging with students and soliciting specific information regarding the challenges they face allows us, as educators, to both examine whether students' reported challenges align or conflict with our own perceptions of those challenges, and subsequently devise and test methods toward supporting students in overcoming their challenges.

Open Data in Global Environmental Research: The Belmont Forum’s Open Data Survey

PubMed Central

Schmidt, Birgit; Gemeinholzer, Birgit; Treloar, Andrew

2016-01-01

This paper presents the findings of the Belmont Forum’s survey on Open Data which targeted the global environmental research and data infrastructure community. It highlights users’ perceptions of the term “open data”, expectations of infrastructure functionalities, and barriers and enablers for the sharing of data. A wide range of good practice examples was pointed out by the respondents which demonstrates a substantial uptake of data sharing through e-infrastructures and a further need for enhancement and consolidation. Among all policy responses, funder policies seem to be the most important motivator. This supports the conclusion that stronger mandates will strengthen the case for data sharing. PMID:26771577

Echoes from Sepharad: signatures on the maternal gene pool of crypto-Jewish descendants

PubMed Central

Nogueiro, Inês; Teixeira, João; Amorim, António; Gusmão, Leonor; Alvarez, Luis

2015-01-01

The majority of genetic studies on Jewish populations have been focused on Ashkenazim, and genetic data from the Sephardic original source, the Iberian Peninsula, are particularly scarce. Regarding the mitochondrial genome, the available information is limited to a single Portuguese village, Belmonte, where just two different lineages (a single one corresponding to 93.3%) were found in 30 individuals. Aiming at disclosing the ancestral maternal background of the Portuguese Jewry, we enlarged the sampling to other crypto-Jewish descendants in the Bragança district (NE Portugal). Fifty-seven complete mtDNA genomes were newly sequenced and — in contrast with Belmonte — a high level of diversity was found, with five haplogroups (HV0b, N1, T2b11, T2e and U2e) being putatively identified as Sephardic founding lineages. Therefore — in sharp contrast with Belmonte — these communities have managed to escape the expected inbreeding effects caused by centuries of religious repression and have kept a significant proportion of the Sephardic founder gene pool. This deeper analysis of the surviving Sephardic maternal lineages allowed a much more comprehensive and detailed perspective on the origins and survival of the Sephardic genetic heritage. In line with previously published results on Sephardic paternal lineages, our findings also show a surprising resistance to the erosion of genetic diversity in the maternal lineages. PMID:25074462

Echoes from Sepharad: signatures on the maternal gene pool of crypto-Jewish descendants.

PubMed

Nogueiro, Inês; Teixeira, João; Amorim, António; Gusmão, Leonor; Alvarez, Luis

2015-05-01

The majority of genetic studies on Jewish populations have been focused on Ashkenazim, and genetic data from the Sephardic original source, the Iberian Peninsula, are particularly scarce. Regarding the mitochondrial genome, the available information is limited to a single Portuguese village, Belmonte, where just two different lineages (a single one corresponding to 93.3%) were found in 30 individuals. Aiming at disclosing the ancestral maternal background of the Portuguese Jewry, we enlarged the sampling to other crypto-Jewish descendants in the Bragança district (NE Portugal). Fifty-seven complete mtDNA genomes were newly sequenced and - in contrast with Belmonte - a high level of diversity was found, with five haplogroups (HV0b, N1, T2b11, T2e and U2e) being putatively identified as Sephardic founding lineages. Therefore - in sharp contrast with Belmonte - these communities have managed to escape the expected inbreeding effects caused by centuries of religious repression and have kept a significant proportion of the Sephardic founder gene pool. This deeper analysis of the surviving Sephardic maternal lineages allowed a much more comprehensive and detailed perspective on the origins and survival of the Sephardic genetic heritage. In line with previously published results on Sephardic paternal lineages, our findings also show a surprising resistance to the erosion of genetic diversity in the maternal lineages.

From subject to participant: ethics and the evolving role of community in health research.

PubMed

Bromley, Elizabeth; Mikesell, Lisa; Jones, Felica; Khodyakov, Dmitry

2015-05-01

Belmont Report principles focus on the well-being of the research subject, yet community-engaged investigators often eschew the role of subject for that of participant. We conducted semistructured interviews with 29 community and academic investigators working on 10 community-engaged studies. Interviews elicited perspectives on ethical priorities and ethical challenges. Interviewees drew on the Belmont Report to describe 4 key principles of ethical community-engaged research (embodying ethical action, respecting participants, generalizing beneficence, and negotiating justice). However, novel aspects of the participant role were the source of most ethical challenges. We theorize that the shift in ethical focus from subject to participant will pose new ethical dilemmas for community-engaged investigators and for other constituents interested in increasing community involvement in health research.

From Subject to Participant: Ethics and the Evolving Role of Community in Health Research

PubMed Central

Mikesell, Lisa; Jones, Felica; Khodyakov, Dmitry

2015-01-01

Belmont Report principles focus on the well-being of the research subject, yet community-engaged investigators often eschew the role of subject for that of participant. We conducted semistructured interviews with 29 community and academic investigators working on 10 community-engaged studies. Interviews elicited perspectives on ethical priorities and ethical challenges. Interviewees drew on the Belmont Report to describe 4 key principles of ethical community-engaged research (embodying ethical action, respecting participants, generalizing beneficence, and negotiating justice). However, novel aspects of the participant role were the source of most ethical challenges. We theorize that the shift in ethical focus from subject to participant will pose new ethical dilemmas for community-engaged investigators and for other constituents interested in increasing community involvement in health research. PMID:25790380

Nontherapeutic quality improvement: The conflict of organizational ethics and societal rule of law.

PubMed

Rie, Michael A; Kofke, W Andrew

2007-02-01

Critical care ethics focuses largely on patient autonomy. Cost containment is necessary but requires rationing and limitations on a patient's right to consume beneficial services. No laws address a process of autonomy rights limitation to consume resources in the intensive care unit. We analyzed the frictional interface between necessary cost containment as a quality improvement activity contrasted with individual autonomy in the context of the evolution of research ethics. Scholarly books, peer-reviewed articles, congressional record, legal sources, the World Wide Web, and the National Archives and Records Administration were evaluated in the context of current cost-containment-driven nontherapeutic quality improvement activities. Three generations in the evolution of human research ethics are identified: 1) Hippocrates to Nuremberg Code, 2) Nuremberg to Belmont, and 3) Belmont to present. Similar ethical lapses, which place the individual at risk without disclosure for the good of future patients, have arisen recurrently in the course of history and continue presently when nontherapeutic quality improvement activities are framed as a human research activity with essentially no ethical oversight. Consequently, fiduciary obligations of professionals and their employer-institutions to their mutual patients may be at odds, creating complex layers of conflicted decision making. Nonetheless, professional Hippocratic duty to "the patient" must be congruent with the organizational ethos of limited funding "stewardship" to produce meaningful patient care. Medicine's integrity is legally protected and mandated under the state interests (parens patria doctrine) of the common law. When hospitals (society and its health insurance methods) fail to ration transparently under "cost-containment ethics," they threaten the ethical integrity of the medical profession.

Genetics Home Reference: Ehlers-Danlos syndrome

MedlinePlus

... one affected parent . Other cases result from new (de novo) gene mutations and occur in people with ... 31550. Review. Byers PH, Belmont J, Black J, De Backer J, Frank M, Jeunemaitre X, Johnson D, ...

Comparing Examples: WebAssign versus Textbook

NASA Astrophysics Data System (ADS)

Richards, Evan; Polak, Jeff; Hardin, Ashley; Risley, John, , Dr.

2005-11-01

Research shows students can learn from worked examples.^1 This pilot study compared two groups of students' performance (10 each) in solving physics problems. One group had access to interactive examples^2 released in WebAssign^3, while the other group had access to the counterpart textbook examples. Verbal data from students in problem solving sessions was collected using a think aloud protocol^4 and the data was analyzed using Chi's procedures.^5 An explanation of the methodology and results will be presented. Future phases of this pilot study based upon these results will also be discussed. ^1Atkinson, R.K., Derry, S.J., Renkl A., Wortham, D. (2000). ``Learning from Examples: Instructional Principles from the Worked Examples Research'', Review of Educational Research, vol. 70, n. 2, pp. 181-214. ^2Serway, R.A. & Faughn, J.S. (2006). College Physics (7^th ed.). Belmont, CA: Thomson Brooks/Cole. ^3 see www.webassign.net ^4 Ericsson, K.A. & Simon, H.A. (1984). Protocol Analysis: Verbal Reports as Data. Cambridge, Massachusetts: The MIT Press. ^5 Chi, Michelene T.H. (1997). ``Quantifying Qualitative Analyses of Verbal Data: A Practical Guide,'' The Journal of the Learning Sciences, vol. 6, n. 3, pp. 271-315.

Genetics Home Reference: tarsal-carpal coalition syndrome

MedlinePlus

... Belmonte JC, Choe S. Structural basis of BMP signalling inhibition by the cystine knot protein Noggin. Nature. 2002 ... Links Data Files & API Site Map Subscribe Customer Support USA.gov Copyright Privacy Accessibility FOIA Viewers & Players ...

Running an ethical trial 60 years after the Nuremberg Code.

PubMed

Markman, Jonathan R; Markman, Maurie

2007-12-01

The Nuremberg Code has served as a foundation for ethical clinical research since its publication 60 years ago. This landmark document, developed in response to the horrors of human experimentation done by Nazi physicians and investigators, focused crucial attention on the fundamental rights of research participants and on the responsibilities of investigators. Although the Nuremberg Code has provided an important framework for discussions on the requirements of ethical clinical research, and has resulted in the development of other initiatives-eg, the Declaration of Helsinki and the Belmont Report-designed to ensure the rights and safety of human beings taking part in medical research, knowledge of both past events and the current complexity of research suggests further improvements are necessary in the existing approaches to human clinical research.

Improving Information Operations with a Military Cultural Analyst

DTIC Science & Technology

2005-01-25

Communicating Across Cultures, (Belmont, CA: Wadsworth Publishing Company, 1996), 24. 44 Ibid. 45 Marieke de Mooij, Global Marketing and Advertising...United States Army Training and Doctrine Command, 1992. De Mooij, Marieke. Global Marketing and Advertising: Understanding Cultural Paradoxes

75 FR 30847 - Federal Property Suitable as Facilities To Assist the Homeless

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-02

...., presence of asbestos/lead paint, off-site use only Belmont Cty Memorial USAR Ctr 5305 Guernsey St. Bellaire... presence of asbestos Land Missouri Annex No. 3 Whiteman AFB Knob Noster MO 65336 Landholding Agency: Air...

Region 5: Ohio Lima and Wheeling Adequate Letter (4/18/2007)

EPA Pesticide Factsheets

This letter from EPA to the Ohio Environmental Protection Agency determined the 2009 and 2018 motor vehicle emission budgets (MVEBs) for volatile organic compounds (VOCs) and oxides of nitrogen (NOx) for the Allen County (Lima), Belmont County (Wheeling),

A Brief Review of Biodata History, Research, and Applications

DTIC Science & Technology

2007-01-01

interpretation of the Uniform Guidelines on Employee Selection Procedures ( EEOC , 1978). Pace and Schoenfeldt (1977) point out that although the usual...Ledvinka, J., & Scarpello, V. G. (1992). Federal regulation of personnel and human resource management (3rd ed.). Belmont CA: Wadsworth. Levine, A. S

POST-MINING DEVELOPMENT USING RESOURCES FROM FLOODED UNDERGROUND MINE WORKINGS

EPA Science Inventory

Post-mining issues of land and surface utilization now serve to accentuate how important it is to incorporate sustainable development aspects into hard rock mining. In an effort to revitalize lands degraded by historic mining, 10 acres of mine tailings near the Belmont Mine have...

The Suicide of Marigold Perry.

ERIC Educational Resources Information Center

Berman, Alan L., Ed.

1992-01-01

Presents case study of 50-year-old widow with history of emotional disturbance who committed suicide by a drug overdose 10 days after discharge from inpatient treatment for psychotic illness. Following case presentation are commentaries from John Maltsberger, MD (McLean Hospital, Belmont, Massachusetts) and Wayne Fenton, MD (Chestnut Lodge…

Workshop to identify training requirements designed to reduce young driver risk taking and improve decision making skills

DOT National Transportation Integrated Search

1993-08-01

On April 27 and 28, 1993, the National Highway Traffic Safety Administration (NHTSA), U.S. Department of Transportation, assembled a panel of 11 national and international experts in traffic safety at the Belmont Conference Center, Elkridge, Maryland...

American Institutional Review Boards: Safeguards or Censorship?

ERIC Educational Resources Information Center

Hottenstein, Kristi N.

2018-01-01

The United States is a world leader in biomedical clinical research. America's existing human subject research regulations structure affords sizable protections for the ethical treatment of research volunteers. Early initiatives such as the Belmont Report were specific to federally funded research. Over the past several decades guidelines such as…

Proposing Ethical Practice Standards for Community-Engaged Research in Health Education

ERIC Educational Resources Information Center

Stellefson, Michael; Paige, Samantha R.; Alber, Julia M.; Barry, Adam E.; James, Delores

2015-01-01

"The Belmont Report" was written in 1979 to address the abuse of human participants in biomedical research. In the report, three ethical principles were described: (1) "beneficence," which describes an act of charity or kindness that maximizes possible benefits while minimizing possible harms; (2) "justice," described…

Simple Gifts: Ethical Issues in the Conduct of Person-Based Composition Research.

ERIC Educational Resources Information Center

Anderson, Paul V.

1998-01-01

Discusses ethical issues involved with person-based research. Discusses the ethical discourse embodied in the "Nuremberg Code," federal regulations, and the "Belmont Report." Discusses several specific issues in research ethics to illustrate how this discourse provides new ways of thinking about what must be done to treat…

77 FR 66942 - Anchorages; Lower Mississippi River, Above Head of Passes, Convent, LA and Point Pleasant, LA

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-08

... would be located at the Belmont Light extending from Mile Marker (MM) 152.9 to 154 on the Left Descending Bank (LDB) of the river, the second at Bayou Goula, extending from MM 197.7 to 198.7 on the Right...

Global War on Terrorism: Executing War without Unity of Command

DTIC Science & Technology

2007-03-09

41 outlined 14 principles of management , which apply to this discussion. He states, “authority and responsibility, unity of command, unity of...Fayol, “General Principles of Management ,” in Classics of Organization Theory, ed. Jay M. Shafritz, J. Steven Ott, and Yong Suk Jang (Belmont,CA

77 FR 9682 - Announcement of Funding Awards for the HUD-Veterans Affairs Supportive Housing (HUD-VASH) Program...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-17

... 35804 84,762 25 City of Huntsville. NE. HA Tuscaloosa 2117 Jack Warner Tuscaloosa...... AL 35401 96,333... Street.... Boston MA 02111 520,356 50 Cambridge Housing Authority.. 675 Massachusetts Cambridge....... MA 02139 350,721 25 Avenue. Worcester Housing Authority.. 40 Belmont Street.... Worcester....... MA 01605...

Ethics Review for Qualitative Inquiry: Adopting a Values-Based, Facilitative Approach

ERIC Educational Resources Information Center

Connolly, Kate; Reid, Adela

2007-01-01

In many institutions, the institutional review board/research ethics board (IRB/REB) uses the traditional audit approach that emerged from the biomedical community (e.g., Nuremburg Code, Belmont Report) to review the ethical acceptability of research using humans as participants. This approach is guided by participant protection and risk…

Healthy Schools Initiative: Implementation Study in Four San Mateo County School Districts

ERIC Educational Resources Information Center

Westrich, Lisa; Sanchez, Monika; Strobel, Karen; Duong, Nina

2012-01-01

The Sequoia Healthcare District (SHD), in collaboration with four local school districts--Belmont-Redwood Shores School District (BRSSD), Redwood City School District (RCSD), San Carlos School District (SCSD), and Sequoia Union High School District (SUHSD)--launched the Healthy Schools Initiative (HSI) in August 2010. This three-year initiative is…

Building On Builder: The Persistent Icarus Syndrome at Twenty Years

DTIC Science & Technology

2013-06-01

Organizational Culture : Mapping the Terrain. Foundations for Organizational Science. Thousand Oaks, CA: Sage Publications, 2002. Matsumoto , David Ricky... Culture and Psychology . 4th ed. Belmont, CA: Wadsworth/Thomson, 2008. Maurer, Maurer. Aviation in the U.S. Army, 1919-1939. Honolulu, HI: University...43 4 ORGANIZATIONAL CULTURE : SEARCHING FOR DISCONNECTS...........................................................................72 5 ANALYSIS

When One Biographer "Borrows" from Another, the Dispute Gets Philosophical

ERIC Educational Resources Information Center

Shea, Christopher

2012-01-01

Mark Anderson, a professor of philosophy at Belmont University, publishes an account of Nietzsche's life and work. He remembered liking "Friedrich Nietzsche" (Overlook Press, 2005), by the late independent scholar Curtis Cate, so he started rereading that one. But then he had second thoughts. After all, "Friedrich Nietzsche: A Philosophical…

36 CFR 1234.3 - What publications are incorporated by reference in this part?

Code of Federal Regulations, 2010 CFR

2010-07-01

... Inc., 111 Industrial Road, Suite 9, Belmont, CA, 94002, phone number (650) 591-7600, or online at http... approved for § 1234.14. (e) Document Engineering Co., Inc. (DECO). The following standards are available from the standards reseller DECO—Document Engineering Co., Inc., 15210 Stagg Street, Van Nuys, CA...

36 CFR 1234.3 - What publications are incorporated by reference in this part?

Code of Federal Regulations, 2011 CFR

2011-07-01

... Inc., 111 Industrial Road, Suite 9, Belmont, CA, 94002, phone number (650) 591-7600, or online at http... approved for § 1234.14. (e) Document Engineering Co., Inc. (DECO). The following standards are available from the standards reseller DECO—Document Engineering Co., Inc., 15210 Stagg Street, Van Nuys, CA...

36 CFR 1234.3 - What publications are incorporated by reference in this part?

Code of Federal Regulations, 2012 CFR

2012-07-01

... Inc., 111 Industrial Road, Suite 9, Belmont, CA, 94002, phone number (650) 591-7600, or online at http... approved for § 1234.14. (e) Document Engineering Co., Inc. (DECO). The following standards are available from the standards reseller DECO—Document Engineering Co., Inc., 15210 Stagg Street, Van Nuys, CA...

36 CFR 1234.3 - What publications are incorporated by reference in this part?

Code of Federal Regulations, 2014 CFR

2014-07-01

... Inc., 111 Industrial Road, Suite 9, Belmont, CA, 94002, phone number (650) 591-7600, or online at http... approved for § 1234.14. (e) Document Engineering Co., Inc. (DECO). The following standards are available from the standards reseller DECO—Document Engineering Co., Inc., 15210 Stagg Street, Van Nuys, CA...

Quality of surface water at selected sites in the Suwannee River basin, Florida

USGS Publications Warehouse

Coffin, J.E.

1982-01-01

This report presents the results of analyses of water-quality samples collected from 14 surface-water sites in the Suwannee River basin in Florida from January through December 1980. The analyses of samples collected routinely included: nutrients, total organic carbon, and 5-day biochemical oxygen demand, bimonthly; and trace metals, annually. The array of constituents sampled was expanded in October 1978 at three of the original nine stations to provide quality-of-water information for streams draining an industrial area: Rocky Creek near Belmont, Hunter Creek near Belmont, and Swift Creek at Facil. Data collected at these three sites now include: major chemical constituents, six times per year: radium-226, two times per year; and trace metals, one time per year. These constituents are determined in addition to nutrients, total organic carbon, and bio-chemical oxygen demand which continue to be analyzed six times per year. All results of analyses of the water-quality samples collected from January through December 1980 remained within, or near, previously measured ranges and water-quality fluctuations were similar to those noted from data collected since 1971. (USGS)

On the Necessity of Ethical Guidelines for Novel Neurotechnologies.

PubMed

Goering, Sara; Yuste, Rafael

2016-11-03

Because novel neurotechnologies may alter human identity and society in profound ways, we advocate for the early integration of ethics into neurotechnology. We recommend developing and adopting a set of guidelines, like the Belmont Report on human subject research, as a framework for development and use of brain-related technologies. Copyright © 2016 Elsevier Inc. All rights reserved.

Mississippi River Hydrodynamic and Delta Management Study (MRHDM) - Geomorphic Assessment

DTIC Science & Technology

2014-07-01

160 Sardine Point 216–221 Belmont 150–155 Medora 208–214 Fairview 111–117 Granada 202–207 *located in shallow draft channel ERDC/CHL TR-14-5 115...illustrates the frequency and magnitude of dredge volumes for the individual crossing locations. The deep–draft crossings at Redeye, Medora, Granada , Bayou

36 CFR § 1234.3 - What publications are incorporated by reference in this part?

Code of Federal Regulations, 2013 CFR

2013-07-01

... reseller the Document Center Inc., 111 Industrial Road, Suite 9, Belmont, CA, 94002, phone number (650) 591...—Storage, September 6, 1996, IBR approved for § 1234.14. (e) Document Engineering Co., Inc. (DECO). The following standards are available from the standards reseller DECO—Document Engineering Co., Inc., 15210...

Completing Records-Based Research Within the Military: A User’s Guide

DTIC Science & Technology

2013-03-01

40:2072–2077, 2012. 13. Scher, D. L., Belmont, P. J., Jr., Mountcastle, S., et al. The incidence of primary hip osteoarthritis in active duty US...B. S., et al. Guidelines were developed for data collection from medical records for use in retrospective analyses. J. Clin. Epidemiol. 58:269–274

Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives

ERIC Educational Resources Information Center

Weinstein, Matthew

2008-01-01

With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.'s National Science Education Standards, that identify ethics with a professional code, and the…

The International Data Sharing Challenge: Realities and Lessons Learned from International Field Projects and Data Analysis Efforts

NASA Astrophysics Data System (ADS)

Williams, S. F.; Moore, J. A.

2014-12-01

One of the major challenges facing science in general is how foster trust and cooperation between nations that then allows the free and open exchange of data. The rich data coming from many nations conducting Arctic research must be allowed to be brought together to understand and assess the huge changes now underway in the Arctic regions. The NCAR Earth Observing Laboratory has been supporting a variety of international field process studies and WCRP sponsored international projects that require international data collection and exchange in order to be successful. Some of the programs include the Surface Heat Budget of the Arctic (SHEBA) International Tundra Experiment (ITEX), the Arctic Climate Systems Study (ACSYS), the Distributed Biological Observatory (DBO), and the Coordinated Energy and water-cycle Observations Project (CEOP) to name a few. EOL played a major role in the data management of these projects, but the CEOP effort in particular involved coordinating common site documentation and data formatting across a global network (28 sites). All these unique projects occurred over 25 years but had similar challenges in the international collection, archival, and access to the rich datasets that are their legacy. The Belmont Forum offers as its main challenge to deliver knowledge needed for action to avoid or adapt to environmental change. One of their major themes is related to the study of these changes in the Arctic. The development of capable e-infrastructure (technologies and groups supporting international collaborative environments networks and data centers) to allow access to large diverse data collections is key to meeting this challenge. The reality of meeting this challenge, however, is something much more difficult. The authors will provide several specific examples of successes and failures when trying to meet the needs of an international community of researchers specifically related to Belmont Forum Work Package Themes regarding standards of data sharing and open data. This will be done through the framework of the projects noted above in an environment of proprietary data claims, multiple formats and data collection procedures, stockpiling of data, international data restrictions and mistrust of other scientists.

Socialization in Work Organizations.

DTIC Science & Technology

1982-02-01

this view comes from several very large sample studies in which 78 both birth order and family size are negatively related to intelligence of...The development of identification with an occupation. American Journal of Sociology, 1956, 61. 289-298. Belmont, L., & Marolla, F.A. Birth order , family...Press, 1966. Breland, H.M. Birth order , family configuration and verbal achievement. Child Development, 1974, 45, 1011-1019. Brett, J.M., & Werbel

Capturing the Full Potential of the Synthetic Theater Operations Research Model (STORM)

DTIC Science & Technology

2014-09-01

Lucas Thesis Co-Advisor Dashi I. Singham Thesis Co-Advisor Rachel Silvestrini Second Reader Robert F. Dell Chair, Department of...significance for which the observed data indicates that the null hypothesis should be rejected (Wackerly, Mendenhall III, & Scheaffer, 2008. The vast...pdf Wackerly, D., Mendenhall III, W., & Scheaffer, R. (2008). Mathematical statistics with applications. Belmont, CA: Brooks/Cole. 75 INITIAL

Composing Effective Environments for Concept Exploration in a Multi-Agency Context

DTIC Science & Technology

2011-01-01

2004. Culture and Psychology . Belmont, CA: Wadsworth. McCown, M.M. 2005. Strategic Gaming for the National Security Community. Joint Force Quarterly...4, No 3 and systems, and policy amongst all of these organizations requires a form of interaction to make explicit, the implicit and cultural ...descriptions should be reviewed by independent advisers to ensure they are understandable, comprehensive, and concise. Emotionally or culturally

77 FR 34339 - Yufeng Wei, a/k/a Annie Wei, 165 Beech Street, Belmont, MA 02378; Order Denying Export Privileges

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-11

... DEPARTMENT OF COMMERCE Bureau of Industry and Security Yufeng Wei, a/k/a Annie Wei, 165 Beech... Court, District of Massachusetts, Yufeng Wei, a/k/a Annie Wei (``Wei'') was convicted of violating the.... Until January 28, 2021, Yufeng Wei, a/k/a Annie Wei, with a last known address at: 165 Beech Street...

Area Assessment: Ecuador

DTIC Science & Technology

1985-06-02

was declared a few days later under the auspices of the guarantors of the Rio Protocol of 1942 (Argentina, Brazil, Chile and the USA). Further...Charge d’affaires: Marin Kostov. Canada: Edif. Belmonte 6, Avda Corea 126 y Amazonas, Wuito; tel, 458-102; Ambassador: (Vacant) Chile : Avda...Availability Status In 1861 adopted Civil Code of Chile - based on Napoleonic Code, Roman Code, Louisiana Code, the Austrian and Prussian Codes and Seven

Optimization of chlorine fluxing process for magnesium removal from molten aluminum

NASA Astrophysics Data System (ADS)

Fu, Qian

High-throughput and low operational cost are the keys to a successful industrial process. Much aluminum is now recycled in the form of used beverage cans and this aluminum is of alloys that contain high levels of magnesium. It is common practice to "demag" the metal by injecting chlorine that preferentially reacts with the magnesium. In the conventional chlorine fluxing processes, low reaction efficiency results in excessive reactive gas emissions. In this study, through an experimental investigation of the reaction kinetics involved in this process, a mathematical model is set up for the purpose of process optimization. A feedback controlled chlorine reduction process strategy is suggested for demagging the molten aluminum to the desired magnesium level without significant gas emissions. This strategy also needs the least modification of the existing process facility. The suggested process time will only be slightly longer than conventional methods and chlorine usage and emissions will be reduced. In order to achieve process optimization through novel designs in any fluxing process, a system is necessary for measuring the bubble distribution in liquid metals. An electro-resistivity probe described in the literature has low accuracy and its capability to measure bubble distribution has not yet been fully demonstrated. A capacitance bubble probe was designed for bubble measurements in molten metals. The probe signal was collected and processed digitally. Higher accuracy was obtained by higher discrimination against corrupted signals. A single-size bubble experiment in Belmont metal was designed to reveal the characteristic response of the capacitance probe. This characteristic response fits well with a theoretical model. It is suggested that using a properly designed deconvolution process, the actual bubble size distribution can be calculated. The capacitance probe was used to study some practical bubble generation devices. Preliminary results on bubble distribution generated by a porous plug in Belmont metal showed bubbles much bigger than those in a water model. Preliminary results in molten aluminum showed that the probe was applicable in this harsh environment. An interesting bubble coalescence phenomenon was also observed in both Belmont metal and molten aluminum.

Development and Implementation of Collaborative e-Infrastructures and Data Management for Global Change Research

NASA Astrophysics Data System (ADS)

Allison, M. Lee; Davis, Rowena

2016-04-01

An e-infrastructure that supports data-intensive, multidisciplinary research is needed to accelerate the pace of science to address 21st century global change challenges. Data discovery, access, sharing and interoperability collectively form core elements of an emerging shared vision of e-infrastructure for scientific discovery. The pace and breadth of change in information management across the data lifecycle means that no one country or institution can unilaterally provide the leadership and resources required to use data and information effectively, or needed to support a coordinated, global e-infrastructure. An 18-month long process involving ~120 experts in domain, computer, and social sciences from more than a dozen countries resulted in a formal set of recommendations that were adopted in fall, 2015 by the Belmont Forum collaboration of national science funding agencies and international bodies on what they are best suited to implement for development of an e-infrastructure in support of global change research, including: • adoption of data principles that promote a global, interoperable e-infrastructure, that can be enforced • establishment of information and data officers for coordination of global data management and e-infrastructure efforts • promotion of effective data planning and stewardship • determination of international and community best practices for adoption • development of a cross-disciplinary training curriculum on data management and curation The implementation plan is being executed under four internationally-coordinated Action Themes towards a globally organized, internationally relevant e-infrastructure and data management capability drawn from existing components, protocols, and standards. The Belmont Forum anticipates opportunities to fund additional projects to fill key gaps and to integrate best practices into an e-infrastructure to support their programs but that can also be scaled up and deployed more widely. Background The Belmont Forum is a global consortium established in 2009 to build on the work of the International Group of Funding Agencies for Global Change Research toward furthering collaborative efforts to deliver knowledge needed for action to avoid and adapt to detrimental environmental change, including extreme hazardous events.

Measuring dynamics of household vulnerability in selected coastal megacities to inform transformative adaptation

NASA Astrophysics Data System (ADS)

Birkmann, J.; Solecki, W. D.

2016-12-01

Understanding conditions and dynamics of household vulnerability and risk is key for building community resilience. Two different methodological approaches of vulnerability, risk and resilience assessment for selected global megacities are presented to address this research issue. First, an indicator-based approach was executed to compare susceptibility, coping and adaptive capacities for Lagos, Kolkata, Lagos, London, New York, and Tokyo on a neighborhood by neighborhood scale. Second, a household survey that has been conducted in Kolkata, Lagos, and New York to explore specific features of susceptibility, risk management capacities and transformations within at risk neighborhoods. The results of both methods underscore the dynamics of vulnerability. Lessons learned for disaster risk management and urban planning are derived, particularly in terms of defining priorities for a more inclusive and resilient urban development, and transformative adaptation. The findings also provide opportunity to critically review the potential outcomes of the New Urban Agenda (outcome of UN-Habitat III). The research has been undertaken within a larger international research team in the Belmont funded project Transformation of Urban Coasts.

Quantifying and Projecting Relative Sea-Level Rise At The Regional Scale: The Bangladesh Sea-Level Project (BanD-AID)

NASA Astrophysics Data System (ADS)

Shum, C. K.; Kuo, C. Y.; Guo, J.; Shang, K.; Tseng, K. H.; Wan, J.; Calmant, S.; Ballu, V.; Valty, P.; Kusche, J.; Hossain, F.; Khan, Z. H.; Rietbroek, R.; Uebbing, B.

2014-12-01

The potential for accelerated sea-level rise under anthropogenic warming is a significant societal problem, in particular in world's coastal deltaic regions where about half of the world's population resides. Quantifying geophysical sources of sea-level rise with the goal of improved projection at local scales remains a complex and challenging interdisciplinary research problem. These processes include ice-sheet/glacier ablations, steric sea-level, solid Earth uplift or subsidence due to GIA, tectonics, sediment loading or anthropogenic causes, hydrologic imbalance, and human processes including water retention in reservoirs and aquifer extraction. The 2013 IPCC AR5 concluded that the observed and explained geophysical causes of global geocentric sea-level rise, 1993-2010, is closer towards closure. However, the discrepancy reveals that circa 1.3→37.5% of the observed sea-level rise remains unexplained. This relatively large discrepancy is primarily attributable to the wide range of estimates of respective contributions of Greenland and Antarctic ice-sheets and mountain/peripheral glaciers to sea-level rise. Understanding and quantifying the natural and anthropogenic processes governing solid Earth (land, islands and sea-floor) uplift or subsidence at the regional and local scales remain elusive to enable addressing coastal vulnerability due to relative sea-level rise hazards, such as the Bangladesh Delta. This study focuses on addressing coastal vulnerability of Bangladesh, a Belmont Forum/IGFA project, BanD-AID (http://Belmont-SeaLevel.org). Sea-level rise, along with tectonic, sediment load and groundwater extraction induced land uplift/subsidence, have exacerbated Bangladesh's coastal vulnerability, affecting 150 million people in one of the world's most densely populated regions. Here we present preliminary results using space geodetic observations, including satellite radar and laser altimetry, GRACE gravity, tide gauge, hydrographic, and GPS/InSAR observed land subsidence, and via fingerprint sea-level adjustment and reconstructed sea-level approaches, for improved quantification of major contributions to, and the projection of relative sea-level rise at the Bangladesh delta, towards addressing its coastal vulnerability and sustainability.

2006 Program of Study: Ice

DTIC Science & Technology

2007-03-01

Balmforth University of British Columbia Andrew Belmonte Penn State University Robert Bindschadler NASA Goddard Space Flight Center Goran Bjork Goteborg...Friday, July 7 10:30 AM Charles Doering, University of Michigan Twist and shout ! Maximal enstrophy generation in the 3-D Navier-Stokes equation July 10...shear flows Thursday, July 27 10:30 AM Robert Bindschadler, NASA Goddard Space Flight Center The new view of ice sheet dynamics 2:30 PM Petri Fast

[Measurement of external pressure of peroneal nerve tract coming in contact with lithotomy leg holders using pressure distribution measurement system BIG-MAT®].

PubMed

Mizuno, Ju; Namba, Chikara; Takahashi, Toru

2014-10-01

We investigated external pressure on peroneal nerve tract coming in contact with two kinds of leg holders using pressure distribution measurement system BIG- MAT® (Nitta Corp., Osaka) in the lithotomy position Peak contact (active) pressure at the left fibular head region coming in contact with knee-crutch-type leg holder M® (Takara Belmont Corp., Osaka), which supports the left popliteal fossa, was 78.0 ± 26.4 mmHg. On the other hand, peak contact pressure at the left lateral lower leg region coming in contact with boot-support-type leg holder Bel Flex® (Takara Belmont Corp., Osaka), which supports the left lower leg and foot was 26.3±7.9 mmHg. These results suggest that use of knee-crutch-type leg holder is more likely to induce common peroneal nerve palsy at the fibular head region, but use of boot-support-type leg holder dose not easily induce superficial peroneal nerve palsy at the lateral lower leg region, because capillary blood pressure is known to be 32 mmHg. Safer holders for positioning will be developed to prevent nerve palsy based on the analysis of chronological change in external pressure using BIG-MAT® system during anesthesia.

Statistical power, the Belmont report, and the ethics of clinical trials.

PubMed

Vollmer, Sara H; Howard, George

2010-12-01

Achieving a good clinical trial design increases the likelihood that a trial will take place as planned, including that data will be obtained from a sufficient number of participants, and the total number of participants will be the minimal required to gain the knowledge sought. A good trial design also increases the likelihood that the knowledge sought by the experiment will be forthcoming. Achieving such a design is more than good sense-it is ethically required in experiments when participants are at risk of harm. This paper argues that doing a power analysis effectively contributes to ensuring that a trial design is good. The ethical importance of good trial design has long been recognized for trials in which there is risk of serious harm to participants. However, whether the quality of a trial design, when the risk to participants is only minimal, is an ethical issue is rarely discussed. This paper argues that even in cases when the risk is minimal, the quality of the trial design is an ethical issue, and that this is reflected in the emphasis the Belmont Report places on the importance of the benefit of knowledge gained by society. The paper also argues that good trial design is required for true informed consent.

Supporting Effective Data Sharing and Re-Use: What Can Funders Really Do?

NASA Astrophysics Data System (ADS)

Uhle, M. E.

2017-12-01

Most research funding agencies have data policies that grantees must abide to receive financial support for projects and activities. These policies however are typically not uniform, can be inconsistent and in some cases, can be contradictory preventing national and international collaboration. In addition, disciplinary divisions within a single agency may implement agency policy differently. These barriers are particularly profound for multi, inter- and/or transdisciplinary research needed to address many global environmental challenges. Recognizing the crucial role of open and effective data and information exchange to support effective international transdisciplinary research for understanding, mitigating and adapting to global environmental change, the Belmont Forum adopted Open Data Policy and Principles in 2015. This policy signals a commitment by these 25 funders to increase access to scientific data, a step widely recognized as essential to making informed decisions in the face of rapid changes affecting the Earth's environment. Through collaborative research actions and community driven activities, the Belmont Forum seeks to widen access to data, and promote its long-term preservation in global change research; encourage re-use of existing data; help improve data management and exploitation; coordinate and integrate disparate organizational and technical elements; fill critical global e-infrastructure gaps; share best practices; and foster new data literacy.

Effect of altitude on brain intracellular pH and inorganic phosphate levels

PubMed Central

Shi, Xian-Feng; Carlson, Paul J.; Kim, Tae-Suk; Sung, Young-Hoon; Hellem, Tracy L.; Fiedler, Kristen K.; Kim, Seong-Eun; Glaeser, Breanna; Wang, Kristina; Zuo, Chun S.; Jeong, Eun-Kee; Renshaw, Perry F.; Kondo, Douglas G.

2015-01-01

Normal brain activity is associated with task-related pH changes. Although central nervous system syndromes associated with significant acidosis and alkalosis are well understood, the effects of less dramatic and chronic changes in brain pH are uncertain. One environmental factor known to alter brain pH is the extreme, acute change in altitude encountered by mountaineers. However, the effect of long-term exposure to moderate altitude has not been studied. The aim of this two-site study was to measure brain intracellular pH and phosphate-bearing metabolite levels at two altitudes in healthy volunteers, using phosphorus-31 magnetic resonance spectroscopy (31P-MRS). Increased brain pH and reduced inorganic phosphate (Pi) levels were found in healthy subjects who were long-term residents of Salt Lake City, UT (4720 ft/1438 m), compared with residents of Belmont, MA (20 ft/6 m). Brain intracellular pH at the altitude of 4720 ft was more alkaline than that observed near sea level. In addition, the ratio of inorganic phosphate to total phosphate signal also shifted toward lower values in the Salt Lake City region compared with the Belmont area. These results suggest that long-term residence at moderate altitude is associated with brain chemical changes. PMID:24768210

Master Plan: Lake Barkley, Cumberland River, Kentucky - Tennessee.

DTIC Science & Technology

1983-01-01

VASE 2 LOISVLLE7, DIXON GPM INGTAt PARK 28 PT. MA6AC STT PARR-*BCOLUMBUS BELMONT BATTLE ST PARK 10 REELFOOT LAKE STATV P-’ t ELYFREST STATE PAP, 01.6T...Plan: Lake garkley,Cumberland River, 3 Kentucky - Tennessee. Master Plan Update. 6. PERFORMING ORG. REPORT NUMBER 7- AUTHOR(s) 8. CONTRACT OR GRANT...block number) Lake Barkley, Kentucky. Interpretative programs. Cumberland River Recreation. Land Between the Lakes . Master Plan. 20. ABSTRACT (Continue

Disclosure of HIV status on informed consent forms presents an ethical dilemma for protection of human subjects.

PubMed

Gray, Ronald H; Sewankambo, Nelson K; Wawer, Maria J; Serwadda, David; Kiwanuka, Noah; Lutalo, Tom

2006-02-01

The privacy of copies of consent forms provided to research participants cannot be guaranteed. Therefore, consent forms that disclose a subject's HIV status may result in breach of confidentiality and cause social harms. Under the ethical principle of beneficence defined in the Belmont Report, we recommend that disclosure of HIV status be through voluntary counseling and testing; however, whenever possible, copies of consent form should not specify HIV status.

Mission Command in an Age of Persistent Conflict: Historical And Theoretical Approaches to Developing Mission Command

DTIC Science & Technology

2014-04-01

2011): 288. 31 Ibid., 288. 32 Littlejohn, Theories of Human Communication , 3. 33 Franklin Fearing, “Toward a Psychological Theory of Human ...Stephen W. Theories of Human Communication . Belmont, CA: Wadsworth Publishing Company, 1983. Paul, Richard. The Thinker’s Guide to the Nature and... Communication ,” in Foundations of Communication Theory, ed. Kenneth K. Sereno et al. (New York: Harper and Row, Publishers, 1970), 48-49. 34 Peter A. Facione

The historical, ethical, and legal background of human-subjects research.

PubMed

Rice, Todd W

2008-10-01

The current system of human-subject-research oversight and protections has developed over the last 5 decades. The principles of conducting human research were first developed as the Nuremberg code to try Nazi war criminals. The 3 basic elements of the Nuremberg Code (voluntary informed consent, favorable risk/benefit analysis, and right to withdraw without repercussions) became the foundation for subsequent ethical codes and research regulations. In 1964 the World Medical Association released the Declaration of Helsinki, which built on the principles of the Nuremberg Code. Numerous research improprieties between 1950 and 1974 in the United States prompted Congressional deliberations about human-subject-research oversight. Congress's first legislation to protect the rights and welfare of human subjects was the National Research Act of 1974, which created the National Commission for Protection of Human Subjects of Biomedical and Behavioral Research, which issued the Belmont Report. The Belmont Report stated 3 fundamental principles for conducting human-subjects research: respect for persons, beneficence, and justice. The Office of Human Research Protections oversees Title 45, Part 46 of the Code for Federal Regulations, which pertains to human-subjects research. That office indirectly oversees human-subjects research through local institutional review boards (IRB). Since their inception, the principles of conducting human research, IRBs, and the Code for Federal Regulations have all advanced substantially. This paper describes the history and current status of human-subjects-research regulations.

Pawtuxet River, Warwick, Rhode Island. Local Flood Damage Reduction Study. Detailed Project Report for Water Resources Development.

DTIC Science & Technology

1982-06-01

interested citizens. An impact assessment has been performed to determine both short and long range effects of project implementation. A system of accounts...of the flood problem in the Belmont Park area of Warwick is essential to the formulation of an effective water resources project. This section of the...the moderating effect of Narragansett Bay. Basin Description The Pawtuxet River Basin (see Plate 1) lies entirely within the State of Rhode Island and

Convoys in World War 2. World War 2 Commemorative Bibliography Number 4.

DTIC Science & Technology

1993-04-01

Lippincott, 1958. D771.P6. 8 Potter, Elmer Belmont, and Chester W. Nimitz. La Gran Guerra en la Mar: Historia de las Acciones Navales en la Segunda ... Guerra Mundial . Mexico City: Editorial Herrero, c1960. D770.P6 1960a. Rayner, Denys Arthur. Escort: The Battle of the Atlantic. London: William Kimber...Academy, 1991. D770.H88 1991. Iachino, Angelo. Le Due Sirti: Guerra ai Convogli in Mediterraneu. Milano: Mondatori, 1953. D775.I2. Irving, David

Best practice & research in anaesthesiology issue on new approaches in clinical research ethics in clinical research.

PubMed

Schwenzer, Karen J

2011-12-01

The history of ethics in clinical research parallels the history of abuse of human beings. The Nuremberg Code, Declaration of Helsinki, and the Belmont Report laid the foundations for modern research ethics. In the United States, the OHRP and the FDA provide guidelines for the ethical conduct of research. Investigators should be familiar with regulations concerning informed consent, doing research in vulnerable populations, and protection of privacy. Copyright © 2011 Elsevier Ltd. All rights reserved.

Application of LANDSAT data to monitor land reclamation progress in Belmont County, Ohio

NASA Technical Reports Server (NTRS)

Bloemer, H. H. L.; Brumfield, J. O.; Campbell, W. J.; Witt, R. G.; Bly, B. G.

1981-01-01

Strip and contour mining techniques are reviewed as well as some studies conducted to determine the applicability of LANDSAT and associated digital image processing techniques to the surficial problems associated with mining operations. A nontraditional unsupervised classification approach to multispectral data is considered which renders increased classification separability in land cover analysis of surface mined areas. The approach also reduces the dimensionality of the data and requires only minimal analytical skills in digital data processing.

Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives

NASA Astrophysics Data System (ADS)

Weinstein, Matthew

2008-09-01

With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.’s National Science Education Standards, that identify ethics with a professional code, and the Belmont Report, that conceptualizes ethics in three principles to guide research oversight boards. Contrasting this view of ethics as decorum and practice in line with a priori principles is the conception of ethics from unofficial sources representing populations who have been human subjects. The first counter-discourse examined comes from Guinea Pig Zero, an underground magazine for professional human subjects. Here ethics emerges as a question of politics over principle. The good behavior of the doctors and researchers is an effect of the politics and agency of the communities that supply science with subjects. The second counter-discourse is a comic book called Truth, which tells the story of Black soldiers who were used as guinea pigs in World War II. Ethics is both more political and more uncertain in this narrative. Science is portrayed as complicit with the racism of NAZI Germany; at the same time, and in contrast to the professional guinea pigs, neither agency nor politics are presented as effective tools for forcing the ethical conduct of the scientific establishment. The conclusion examines the value of presenting all of these views of scientific ethics in science education.

Building Better Drought Resilience Through Improved Monitoring and Early Warning: Learning From Stakeholders in Europe, the USA, and Australia

NASA Astrophysics Data System (ADS)

Stahl, K.; Hannaford, J.; Bachmair, S.; Tijdeman, E.; Collins, K.; Svoboda, M.; Knutson, C. L.; Wall, N.; Smith, K. H.; Bernadt, T.; Crossman, N. D.; Overton, I. C.; Barker, L. J.; Acreman, M. C.

2016-12-01

With climate projections suggesting that droughts will intensify in many regions in future, improved drought risk management may reduce potential threats to freshwater security across the globe. One aspect that has been called for in this respect is an improvement of the linkage of drought monitoring and early warning, which currently focuses largely on indicators from meteorology and hydrology, to drought impacts on environment and society. However, a survey of existing monitoring and early warning systems globally, that we report on in this contribution, demonstrates that although impacts are being monitored, there is limited work, and certainly little consensus, on how to best achieve this linkage. The Belmont Forum project DrIVER (Drought impacts: Vulnerability thresholds in monitoring and early-warning research) carried out a number of stakeholder workshops in North America, Europe and Australia to elaborate on options for such improvements. A first round of workshops explored current drought management practices among a very diverse range of stakeholders, and their expectations from monitoring and early warning systems (particularly regarding impact characterization). The workshops revealed some disconnects between the indices used in the public early warning systems and those used by local decision-makers, e.g. to trigger drought measures. Follow-up workshops then explored how the links between information at these different scales can be bridged and applied. Impact information plays a key role in this task. This contribution draws on the lessons learned from the transdisciplinary interactions in DrIVER, to enhance the usability of drought monitoring and early-warning systems and other risk management strategies.

Global learning for local solutions: Reducing vulnerability of marine-dependent coastal communities

NASA Astrophysics Data System (ADS)

Salim, S. S.; Paytan, A.

2016-12-01

The project `Global learning for local solutions: Reducing vulnerability of marine-dependent coastal communities' (GULLS) falls within the Belmont Forum and G8 Research Councils Initiative on Multilateral Research Funding. Participants include teams from nine countries: Australia, Brazil, India, Madagascar, Mozambique, New Zealand, South Africa, the United Kingdom and the United States of America. The project focuses on five regional `hotspots' of climate and social change, defined as fast-warming marine areas and areas experiencing social tensions as a result of change: south-east Australia, Brazil, India, South Africa, and the Mozambique Channel and adjacent countries of Mozambique and Madagascar. These areas require most urgent attention and serve as valuable case studies for wider applications. The project aims to assist coastal communities and other stakeholders dependent on marine resources to adapt to climate change and variability through an integrated and trans-disciplinary approach. Combining best available global knowledge with local knowledge and conditions, it is exploring adaptation options and approaches to strengthen resilience at local and community levels, with a focus on options for reconciling the needs for food security with long-term sustainability and conservation. The project will also contribute to capacity development and empowering fishing communities and other fisheries-dependent stakeholders.A standardized vulnerability assessment framework is being developed that will be used to integrate results from natural, social and economic studies in order to identify needs and options for strengthening management and existing policies. Structured comparisons between the hot-spots will assist global efforts for adaptation and strengthening resilience in marine and coastal social-ecological systems.

Collision of a Ball with a Barbell and Related Impulse Problems

DTIC Science & Technology

2007-04-24

dynamics Many introductory physics books discuss the problem of a ball striking a barbell (or more generally a stick with some specified mass distribution...904 [9] Serway R A and Jewett J W 2008 Physics for Scientists and Engineers 7th edn (Belmont, CA: Thomson) at press Example 11.9 [10] Doménech A and...IOP PUBLISHING EUROPEAN JOURNAL OF PHYSICS Eur. J. Phys. 28 (2007) 563–568 doi:10.1088/0143-0807/28/3/018 Collision of a ball with a barbell and

Addiction Research Ethics and the Belmont Principles: Do Drug Users Have a Different Moral Voice?

PubMed Central

Fisher, Celia B.

2013-01-01

This study used semi-structured interviews and content analysis to examine moral principles that street drug users apply to three hypothetical addiction research ethical dilemmas. Participants (n = 90) were ethnically diverse, economically disadvantaged drug users recruited in New York City in 2009. Participants applied a wide range of contextually sensitive moral precepts, including respect, beneficence, justice, relationality, professional obligations, rules, and pragmatic self-interest. Limitations and implications for future research and the responsible conduct of addiction research are discussed. PMID:21073412

Comment on "Heterodyne Lidar Returns in the Turbulent Atmosphere: Performance Evaluation of Simulated Systems"

NASA Technical Reports Server (NTRS)

Frehlich, Rod; Kavaya, Michael J.

2000-01-01

The explanation for the difference between simulation and the zero-order theory for heterodyne lidar returns in a turbulent atmosphere proposed by Belmonte and Rye is incorrect. The theoretical expansion is not developed under a square- law-structure function approximation (random wedge atmosphere). Agreement between the simulations and the zero-order term of the theoretical expansion is produced for the limit of statistically independent paths (bi-static operation with large transmitter-receiver separation) when the simulations correctly include the large-scale gradients of the turbulent atmosphere.

A Summary of Important Documents in the Field of Research Ethics

PubMed Central

Fischer, Bernard A

2006-01-01

Today's researchers are obligated to conduct their studies ethically. However, it often seems a daunting task to become familiar with the important ethical codes required to do so. The purpose of this article is to examine the content of those ethical documents most relevant to the biomedical researcher. Documents examined include the Nuremberg Code, the Declaration of Helsinki, Henry Beecher's landmark paper, the Belmont Report, the U.S. Common Rule, the Guideline for Good Clinical Practice, and the National Bioethics Advisory Commission's report on research protections for the mentally ill. PMID:16192409

Using UHF proximity loggers to quantify male-female interactions: a scoping study of estrous activity in cattle.

PubMed

O'Neill, C J; Bishop-Hurley, G J; Williams, P J; Reid, D J; Swain, D L

2014-12-10

Reproductive efficiency is an important determinant of profitable cattle breeding systems and the success of assisted reproductive techniques (ART) in wildlife conservation programs. Methods of estrous detection used in intensive beef and dairy cattle systems lack accuracy and remain the single biggest issue for improvement of reproductive rates and such methods are not practical for either large-scale extensive beef cattle enterprises or free-living mammalian species. Recent developments in UHF (ultra high frequency) proximity logger telemetry devices have been used to provide a continuous pair-wise measure of associations between individual animals for both livestock and wildlife. The objective of this study was to explore the potential of using UHF telemetry to identify the reproductive cycle phenotype in terms of intensity and duration of estrus. The study was conducted using Belmont Red (interbred Africander Brahman Hereford-Shorthorn) cattle grazing irrigated pasture on Belmont Research Station, northeastern Australia. The cow-bull associations from three groups of cows each with one bull were recorded over a 7-week breeding season and the stage of estrus was identified using ultrasonography. Telemetry data from bull and cows, collected over 4 8-day logger deployments, were log transformed and analyzed by ANOVA. Both the number and duration of bull-cow affiliations were significantly (P<0.001) greater in estrous cows compared to anestrus cows. These results support the development of the UHF technology as a hands-off and noninvasive means of gathering socio-sexual information on both wildlife and livestock for reproductive management. Crown Copyright © 2014. Published by Elsevier B.V. All rights reserved.

International Development of e-Infrastructures and Data Management Priorities for Global Change Research

NASA Astrophysics Data System (ADS)

Allison, M. L.; Gurney, R. J.

2015-12-01

An e-infrastructure that supports data-intensive, multidisciplinary research is needed to accelerate the pace of science to address 21st century global change challenges. Data discovery, access, sharing and interoperability collectively form core elements of an emerging shared vision of e-infrastructure for scientific discovery. The pace and breadth of change in information management across the data lifecycle means that no one country or institution can unilaterally provide the leadership and resources required to use data and information effectively, or needed to support a coordinated, global e-infrastructure. An 18-month long process involving ~120 experts in domain, computer, and social sciences from more than a dozen countries resulted in a formal set of recommendations to the Belmont Forum collaboration of national science funding agencies and others on what they are best suited to implement for development of an e-infrastructure in support of global change research, including: adoption of data principles that promote a global, interoperable e-infrastructure establishment of information and data officers for coordination of global data management and e-infrastructure efforts promotion of effective data planning determination of best practices development of a cross-disciplinary training curriculum on data management and curation The Belmont Forum is ideally poised to play a vital and transformative leadership role in establishing a sustained human and technical international data e-infrastructure to support global change research. The international collaborative process that went into forming these recommendations is contributing to national governments and funding agencies and international bodies working together to execute them.

Geochemistry, geochronology, mineralogy, and geology suggest sources of and controls on mineral systems in the southern Toquima Range, Nye County, Nevada; with geochemistry maps of gold, silver, mercury, arsenic, antimony, zinc, copper, lead, molybdenum, bismuth, iron, titanium, vanadium, cobalt, beryllium, boron, fluorine, and sulfur; and with a section on lead associations, mineralogy and paragenesis, and isotopes

USGS Publications Warehouse

Shawe, Daniel R.; Hoffman, James D.; Doe, Bruce R.; Foord, Eugene E.; Stein, Holly J.; Ayuso, Robert A.

2003-01-01

Geochemistry maps showing the distribution and abundance of 18 elements in about 1,400 rock samples, both mineralized and unmineralized, from the southern Toquima Range, Nev., indicate major structural and lithologic controls on mineralization, and suggest sources of the elements. Radiometric age data, lead mineralogy and paragenesis data, and lead-isotope data supplement the geochemical and geologic data, providing further insight into timing, sources, and controls on mineralization. Major zones of mineralization are centered on structural margins of calderas and principal northwest-striking fault zones, as at Round Mountain, Manhattan, and Jefferson mining districts, and on intersections of low-angle and steep structures, as at Belmont mining district. Paleozoic sedimentary rocks, mostly limestones (at Manhattan, Jefferson, and Belmont districts), and porous Oligocene ash-flow tuffs (at Round Mountain district) host the major deposits, although all rock types have been mineralized as evidenced by numerous prospects throughout the area. Principal mineral systems are gold-silver at Round Mountain where about 7 million ounces of gold and more than 4 million ounces of silver has been produced; gold at Gold Hill in the west part of the Manhattan district where about a half million ounces of gold has been produced; gold-mercury-arsenic-antimony in the east (White Caps) part of the Manhattan district where a few hundred thousand ounces of gold has been produced; and silver-lead-antimony at Belmont where more than 150,000 ounces of silver has been produced. Lesser amounts of gold and silver have been produced from the Jefferson district and from scattered mines elsewhere in the southern Toquima Range. A small amount of tungsten was produced from mines in the granite of the Round Mountain pluton exposed east of Round Mountain, and small amounts of arsenic, antimony, and mercury have been produced elsewhere in the southern Toquima Range. All elements show unique distribution patterns that suggest specific sources and lithologic influences on deposition, as well as multiple episodes of mineralization. Principal episodes of mineralization are Late Cretaceous (molybdenum and tungsten in and near granite; silver at Belmont and Silver Point mines), early Oligocene [tourmaline and base- and precious-metals around the granodiorite of Dry Canyon stock as well as at Manhattan(?)], late Oligocene (gold at Round Mountain and Jefferson), and Miocene (gold at Manhattan). Most likely principal sources of molybdenum, tungsten, silver, and bismuth are Cretaceous granites; of antimony, arsenic, and mercury are intermediate-composition early Oligocene intrusives; and of gold are early and late Oligocene and early Miocene magmas of the volcanic cycle. Lead may have been derived principally from Cretaceous granitic magma and Paleozoic sedimentary rocks. Several areas prospective for undiscovered mineral deposits are suggested by spatial patterns of element distributions related to geologic features. The Manhattan district in the vicinity of the White Caps mine may be underlain by a copper-molybdenum porphyry system related to a buried stock; peripheral high-grade gold veins and skarn deposits may be present below deposits previously mined. The Jefferson district also may be underlain by a copper-molybdenum porphyry system related to a buried stock, it too with peripheral high-grade gold deposits. The Bald Mountain Canyon belt of small gold veins has potential for deeper deposits in buried porous ash-flow tuff similar to the huge Round Mountain low-grade gold-silver deposit. Several other areas have potential for a variety of mineral deposits. Altogether the geochemical, geochronologic, mineralogic, and geologic evidence suggests recurring mineralizing episodes of varied character, from Late Cretaceous to late Tertiary time, related to a long-lived hot spot deep in the crust or in the upper mantle. Granite plutons of Late Cretaceous age were minerali

Making a Difference: a Global Geoscience Initiative

NASA Astrophysics Data System (ADS)

Nickless, E.

2013-05-01

Since 2009, an informal group, comprising four former board members of the International Year of Planet Earth, has been promoting the concept of a so-called Global Geoscientific Initiative. The GGI should: i.Be inclusive, involve a geoscience community, which is broad both in terms of discipline and nationality, and involve the social sciences; ii.Have a clear socio-economic context and global societal relevance; iii.Focus on a globally significant science theme and preferably involve global processes; iv.Attract the support of geoscientific communities, funding agencies, governments and other institutions in many countries, under the umbrella of UNESCO, ICSU and its geoscientific unions. A series of five town hall meetings have been held at which usually three invited, well-respected figures from the geoscientific community gave presentations. Those presentations were followed by discussion about the importance or otherwise of particular areas of science, and the need to engage better with legislators, policy makers, the media and the lay public. No one challenged the desirability of a large-scale programme that would attract researchers from many geoscientific disciplines and potentially involve the geo-unions. The discussions can be summarised under three broad themes: i.Mineral and hydrocarbon resources and their waste products; ii.Living with natural hazards; iii.Strategic Earth science in Africa through the Africa Alive corridors. During the course of development of the GGI, ICSU has issued a number of papers, most recently a strategic plan, covering the period 2012-2017, working parties have been undertaking foresight analysis and there have also been discussions concerning regional environmental change: human action and adaptation with the question "what does it take to meet the Belmont challenge?". The Belmont Forum brings together a number of funding agencies and could provide the resource to enable some initiative to go forward. More recently a programme entitled Future Earth has been launched. A feature of both the Belmont process and Future Earth is a lack of recognition of the role of the geosphere. Development of the GGI concept has taken a bottom-up approach. We have been anxious to involve the community, to present ideas, to stimulate discussion and to listen to feedback. In so doing the concern within the current thinking is to restate the importance of the solid Earth within Earth system science. In much of the current discussion little attention is given to the substrate on which humankind lives, to the solid Earth, the role of geoscientists and, in particular, to our potential contribution in adapting to or mitigating the effects of environmental change. In reporting evolution of the GGI concept I will provide an update of the reaction of UNESCO and IUGS and whether it commands attention by either organisation.

Informed Consent in the Changing Landscape of Research.

PubMed

Hammer, Marilyn J

2016-09-01

The history of informed consent dates back as early as the 16th century (Selek, 2010). The current tenets of informed consent pertaining to the ethical conduct of research on human participants predominately stems from the 1947 Nuremberg Code (National Institutes of Health, 2016), which was created following the Nuremberg trials at the end of World War II. The unethical conduct of research on human participants during the Holocaust, coupled with experiments (e.g., the Tuskegee syphilis study), prompted a more formalized structure for ensuring the well-being and autonomy of human participants in research studies. The World Medical Association (2013) created the Declaration of Geneva in 1948 (Fischer, 2006), followed by the Declaration of Helsinki in 1964, to apply ethical principles to medical research involving human participants (Fischer, 2006; Rickham, 1964). A decade later, on July 12, 1974, the National Research Act was signed into law (U.S. Department of Health and Human Services [HHS], 1979). Through this act, the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research was formed and charged with developing guidelines for the conduct of biomedical and behavioral research. The guidelines were established in the Belmont Report (HHS, 1979; U.S. Department of Health, Education, and Welfare, 1979), which continues to be periodically updated. The Belmont Report describes the general principles of respect for persons, beneficence, and justice, and it outlines the process of obtaining informed consent to ensure that these principles are followed (HHS, 1979). In 1998, an informed consent checklist was instituted (HHS, 1998). Although clearly outlined, defined, and described in consent forms, it is beneficial to revisit how informed participants are when they enter research studies, particularly for patients undergoing treatment for cancer. This article will provide an overview of several areas for consideration. 
.

On the orientation of pre-islamic temples of north Africa: a re-appraisal (new data in Africa proconsularis)

NASA Astrophysics Data System (ADS)

Belmonte, J. A.; Gaspar, A. T.; Betancort, A. P.; Marrero, R.

Since the late 1990s, our research group has embarked on a systematic archaeoastronomical study of archaeological sites in the Maghreb. Earlier campaigns were devoted to Tunisia, Morocco and Libya (see e.g. Belmonte et. Al.1998, 1999 and 2002). In this short report we will present part of the data obtained in a field campaign carried out in winter 2002, analyzing the results yielded on early 50 ancient sacred structures (temples, churches, earlier mosques and mausoleums) of an extended area in Northern Tunisia (ancient Africa Proconsularis). These data were not discussed in previous reports on similar structures (e.g. Esteban at.al.2001) , although in a previous paper (Belmonte et.al.2003) we reported our results on the contemporary measured megalithic monuments. This paper will present the data of more than 30 temples and mausoleums of Roman era, 10 pre-Islamic Christian churches and a few earlier mosques. These new data will be discussed together with those obtained in previous campaigns in an attempt to shed some light on the possibility of astronomical alignments within this extended set of monuments (more than a hundred). Our results show that some astronomical patterns could be interpreted as solar ones. Interestingly, this solar tendency was continued by Christian churches until the arrival of Islam. This is a common feature to the other regions of early Christianity (see e.g. Romano 1992). Other curious patterns, including the planning of important cities could presumably be associated to the brightest stars of the sky, Sirius and Canopus. Finally, we will analyse how this astronomical tendencies managed to survive within the first Islamic orienting traditions.

Universal ethical principles in a diverse universe: a commentary on Monshi and Zieglmayer's case study.

PubMed

DuBois, James M

2004-01-01

Monshi and Zieglmayer's case study presents Sri Lankan participants as having views on the privacy of health information that differ radically from those commonly found in Western nations. This article explores 2 questions that their case study raises for the ethical review of research in international settings: First, are allegedly universal ethical principles--of the sort promulgated in the Belmont Report (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1978)--useful in international settings?, and second, how should research oversight bodies address the challenges that arise in international behavioral and social science research?

Plate falling in a fluid: Regular and chaotic dynamics of finite-dimensional models

NASA Astrophysics Data System (ADS)

Kuznetsov, Sergey P.

2015-05-01

Results are reviewed concerning the planar problem of a plate falling in a resisting medium studied with models based on ordinary differential equations for a small number of dynamical variables. A unified model is introduced to conduct a comparative analysis of the dynamical behaviors of models of Kozlov, Tanabe-Kaneko, Belmonte-Eisenberg-Moses and Andersen-Pesavento-Wang using common dimensionless variables and parameters. It is shown that the overall structure of the parameter spaces for the different models manifests certain similarities caused by the same inherent symmetry and by the universal nature of the phenomena involved in nonlinear dynamics (fixed points, limit cycles, attractors, and bifurcations).

Owning the past, claiming the present: perspectives on the treatment of dissociative patients.

PubMed

Middleton, Warwick

2005-03-01

From the early 1990s there has been a growing awareness in Australia of dissociative processes and dissociative disorders. The objective in this paper is to provide a selective overview of the context and process of treatment based on the substantive dissociative disorders literature, ongoing clinical experience and research, and over 8 years as director of a trauma and dissociation unit at Belmont Hospital, Brisbane. The construct of individual selfhood is of direct relevance in illustrating the psychological damage sustained by patients who have relied on dissociative defences to survive, and in highlighting issues and areas that are a particular focus of informed treatment.

Insertion of Foreign Bodies (polyembolokoilamania): Underpinnings and Management Strategies

PubMed Central

Unruh, Brandon T.; Nejad, Shamim H.; Stern, Thomas W.

2012-01-01

LESSONS LEARNED AT THE INTERFACE OF MEDICINE AND PSYCHIATRY The Psychiatric Consultation Service at Massachusetts General Hospital sees medical and surgical inpatients with comorbid psychiatric symptoms and conditions. Such consultations require the integration of medical and psychiatric knowledge. During their twice-weekly rounds, Dr Stern and other members of the Consultation Service discuss the diagnosis and management of conditions confronted. These discussions have given rise to rounds reports that will prove useful for clinicians practicing at the interface of medicine and psychiatry. Dr Unruh is an attending psychiatrist at McLean Hospital, Belmont, Massachusetts, and an instructor in psychiatry at Harvard Medical School, Boston, Massachusetts. Dr Nejad is an instructor in psychiatry at Harvard Medical School, Boston, Massachusetts, an attending physician on the Psychiatric Consultation Service at Massachusetts General Hospital, Boston, and the director of the Burns and Trauma Psychiatric Consultation Service at Massachusetts General Hospital, Boston. Mr Stern is a research assistant in the Department of Psychiatry at Massachusetts General Hospital, Boston. Dr Stern is chief of the Psychiatric Consultation Service at Massachusetts General Hospital, Boston, and a professor of psychiatry at Harvard Medical School, Boston, Massachusetts. Dr Stern is an employee of the Academy of Psychosomatic Medicine, has served on the speaker's board of Reed Elsevier, is a stock shareholder in WiFiMD (Tablet PC), and has received royalties from Mosby/Elsevier and McGraw Hill. Drs Unruh and Nejad and Mr Stern report no financial or other affiliations relevant to the subject of this article. PMID:22690353

Trichothecene Genotype Composition of Fusarium graminearum Not Differentiated Among Isolates from Maize Stubble, Maize Ears, Wheat Spikes, and the Atmosphere in New York.

PubMed

Kuhnem, Paulo R; Spolti, Pierri; Del Ponte, Emerson M; Cummings, Jaime A; Bergstrom, Gary C

2015-05-01

In order to test the hypothesis that the trichothecene genotype composition of local populations of Fusarium graminearum is structured by specific habitats, a collection of 1,407 isolates was obtained from overwintered maize stubble, mature maize ears and wheat spikes, and the atmosphere 1.5 m aboveground during the flowering stage of these crops. These isolates were sampled at three diverse agricultural locations in New York State: namely, Aurora (sampled in 2012 and 2013) in central New York, Belmont (sampled in 2013) in southwestern New York, and Willsboro (sampled in 2013) in northeastern New York. Approximately 100 isolates of F. graminearum from each habitat were collected within a 10-mile2 area in each location. Polymerase chain reaction assays were used to identify three main B-trichothecene genotypes--3-acetyldeoxynivalenol (3-ADON), 15-ADON, or nivalenol (NIV)--based on amplification of portions of Tri3 and Tri12 genes. All but the NIV genotype were detected. The 15-ADON genotype predominated in most locations; frequencies were 92% (652/709) at Aurora, 78% (332/379) at Belmont, and 53% (167/319) at Willsboro. Frequencies of any genotype did not differ in general among the four habits in each location. An exception was in Aurora 2012, where only 5 in 24 3-ADON isolates were found in samplings from the air and grains of both crops. As viewed by the composition of trichothecene genotypes, local populations of F. graminearum appear not to be structured by these four habitats inclusive of pathogenic and saprophytic phases of the fungus life cycle. The similar frequency of 3-ADON and 15-ADON in eastern New York (Willsboro), which is less than 400 km away from the Aurora sampling location in the central area of the state, suggests that regional populations may be differentiated based on selection associated with climatic or landscape features not currently identified.

Investigation of the mineral potential of the Clipper Gap, Lone Mountain-Weepah, and Pipe Spring plutons, Nevada

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tingley, J.V.; Maldonado, F.

1983-09-15

The Clipper Gap pluton, composed mostly of quartz monzonite with minor granite, granodiorite, and crosscutting alaskite dikes, intrudes Paleozoic western facies strata. A narrow zone of contact metamorphism is present at the intrusive-sediment contact. No mineral production has been recorded from Clipper Gap, but quartz veins containing gold-silver-copper mineral occurrences have been prospected there from the late 1800's to the present. Areas of the Lone Mountain-Weepah plutons that were studied are located in Esmeralda County about 14 km west of Tonopah, Nevada. At Lone Mountain, a Cretaceous intrusive cuts folded Precambrian and Cambrian sediments. Lead-zinc ores have been mined frommore » small replacement ore bodies in the Alpine district, west of Lone Mountain. Copper and molybdenum occurrences have been found along the east flank of Lone Mountain, and altered areas were noted in intrusive outcrops around the south end of Lone Mountain. Mineral occurrences are widespread and varied with mining activity dating back to the 1860's. The Pipe Spring pluton study area is flanked by two important mining districts, Manhattan to the north and Belmont to the northeast. Mining activity at Belmont dates from 1865. Activity at Manhattan was mainly between 1907 and 1947, but the district is active at the present time (1979). Four smaller mining areas, Monarch, Spanish Springs, Baxter Spring, and Willow Springs, are within the general boundary of the area. The Pipe Spring pluton study area contains numerous prospects along the northern contact zone of the pluton. Tungsten-bearing veins occur within the pluton near Spanish Springs, with potential for gold-tungsten placer in the Ralston Valley. Nickel and associated metals occur at Willow Spring and Monarch Ranch, where prospects may be associated with the margin of the Big Ten Peak Caldera.« less

Effects of advanced treatment of municipal wastewater on the White River near Indianapolis, Indiana; trends in water quality, 1978-86

USGS Publications Warehouse

Crawford, Charles G.; Wangsness, David J.

1993-01-01

The City of Indianapolis has constructed state-of-the-art advanced municipal wastewater-treatment systems to enlarge and upgrade the existing secondary-treatment processes at its Belmont and Southport treatment plants. These new advanced-wastewater-treatment plants became operational in 1983. A nonparametric statistical procedure--a modified form of the Wilcoxon-Mann-Whitney rank-sum test--was used to test for trends in time-series water-quality data from four sites on the White River and from the Belmont and Southport wastewater-treatment plants. Time-series data representative of pre-advanced- (1978-1980) and post-advanced- (1983--86) wastewater-treatment conditions were tested for trends, and the results indicate substantial changes in water quality of treated effluent and of the White River downstream from Indianapolis after implementation of advanced wastewater treatment. Water quality from 1981 through 1982 was highly variable due to plant construction. Therefore, this time period was excluded from the analysis. Water quality at sample sites located upstream from the wastewater-treatment plants was relatively constant during the period of study (1978-86). Analysis of data from the two plants and downstream from the plants indicates statistically significant decreasing trends in effluent concentrations of total ammonia, 5-day biochemical-oxygen demand, fecal-coliform bacteria, total phosphate, and total solids at all sites where sufficient data were available for testing. Because of in-plant nitrification, increases in nitrate concentration were statistically significant in the two plants and in the White River. The decrease in ammonia concentrations and 5-day biochemical-oxygen demand in the White River resulted in a statistically significant increasing trend in dissolved-oxygen concentration in the river because of reduced oxygen demand for nitrification and biochemical oxidation processes. Following implementation of advanced wastewater treatment, the number of river-quality samples that failed to meet the water-quality standards for ammonia and dissolved oxygen that apply to the White River decreased substantially.

Handling Complexity in Learning Environments: Theory and Research. Advances in Learning and Instruction

ERIC Educational Resources Information Center

Elen, Jan, Ed.; Clark, Richard, Ed.

2006-01-01

What is meant when people say that "learning environments are increasingly complex"? What is known about the cognitive processing that occurs during complex learning? How can educators provide effective instructional support for students who must learn and apply complex knowledge? These questions, and related issues, have fascinated educators and…

Complex systems as lenses on learning and teaching

NASA Astrophysics Data System (ADS)

Hurford, Andrew C.

From metaphors to mathematized models, the complexity sciences are changing the ways disciplines view their worlds, and ideas borrowed from complexity are increasingly being used to structure conversations and guide research on teaching and learning. The purpose of this corpus of research is to further those conversations and to extend complex systems ideas, theories, and modeling to curricula and to research on learning and teaching. A review of the literatures of learning and of complexity science and a discussion of the intersections between those disciplines are provided. The work reported represents an evolving model of learning qua complex system and that evolution is the result of iterative cycles of design research. One of the signatures of complex systems is the presence of scale invariance and this line of research furnishes empirical evidence of scale invariant behaviors in the activity of learners engaged in participatory simulations. The offered discussion of possible causes for these behaviors and chaotic phase transitions in human learning favors real-time optimization of decision-making as the means for producing such behaviors. Beyond theoretical development and modeling, this work includes the development of teaching activities intended to introduce pre-service mathematics and science teachers to complex systems. While some of the learning goals for this activity focused on the introduction of complex systems as a content area, we also used complex systems to frame perspectives on learning. Results of scoring rubrics and interview responses from students illustrate attributes of the proposed model of complex systems learning and also how these pre-service teachers made sense of the ideas. Correlations between established theories of learning and a complex adaptive systems model of learning are established and made explicit, and a means for using complex systems ideas for designing instruction is offered. It is a fundamental assumption of this research and researcher that complex systems ideas and understandings can be appropriated from more complexity-developed disciplines and put to use modeling and building increasingly productive understandings of learning and teaching.

Chaos, Complexity, Learning, and the Learning Organization: Towards a Chaordic Enterprise

ERIC Educational Resources Information Center

van Eijnatten, Frans M.; Putnik, Goran D.

2004-01-01

In order to set the stage for this special issue, the prime concepts are defined: i.e. "chaos," "complexity," "learning" (individual and organizational), "learning organization," and "chaordic enterprise". Also, several chaos-and-complexity-related definitions of learning and learning organizations are provided. Next, the guest editors' main…

Does Learning a Complex Task Have To Be Complex?: A Study in Learning Decomposition.

ERIC Educational Resources Information Center

Lee, Frank J.; Anderson, John R.

2001-01-01

Decomposed the learning in the Kanfer-Ackerman Air-Traffic Controller Task (P. Ackerman, 1988) down to learning at the keyboard level. Reanalyzed the Ackerman data to show that learning in this complex task reflects learning at the keystroke level. Conducted an eye-tracking experiment with 10 adults that showed that learning at the key stroke…

Research, evidence, and ethics: new technology or grey medicine.

PubMed

Zhai, Haoran; Zhong, Wenzhao; Wu, Yilong

2015-02-01

Major pioneering advances of medicine in history tend to manifest in two directions that seem divergent but actually unified with dialectics: one is the important biological principle revealed by in-depth studies from the clinic to the laboratory based on individual cases; the other is the colonial generality displayed by epidemiologic data from large-scale samples. Although advances predominated, we human beings were paying dearly for it due to serious incidents of endangering ourselves and defects of restrictions of laws and ethics. Subsequently, the Nuremberg Code, Declaration of Helsinki and Belmont Report came into light and constrained human experiments and clinical trials. However, the development of such laws and regulations in China is lagging behind and renders China as a breeding ground for gray medicine. There are three lessons we can learn from painful histories and apply to individualized treatment of lung cancer. Firstly, the abuse of Avastin beyond its indications reflected the similar situation of tyrosine kinase inhibitors in lung cancer due to different molecular types and stages of tumors; secondly, the black market of stem cell therapy in China reminds us how to identify the boundaries of clinical trials and clinical treatment, in similar to the cellular immunotherapy of tumors; thirdly, the theory of Xiao's Reflex Arc emerged us to rethink the level of the validity of clinical evidences, which can provide hints related to video-assisted thoracoscopic surgeries (VATSs). In conclusion, clinical applications of new techniques and treatment regimens should follow three points: identify indications and contraindications clearly, obtain informed consent and permission of patients and supervise effectively according to laws and ethics.

Complexity, Training Paradigm Design, and the Contribution of Memory Subsystems to Grammar Learning

PubMed Central

Ettlinger, Marc; Wong, Patrick C. M.

2016-01-01

Although there is variability in nonnative grammar learning outcomes, the contributions of training paradigm design and memory subsystems are not well understood. To examine this, we presented learners with an artificial grammar that formed words via simple and complex morphophonological rules. Across three experiments, we manipulated training paradigm design and measured subjects' declarative, procedural, and working memory subsystems. Experiment 1 demonstrated that passive, exposure-based training boosted learning of both simple and complex grammatical rules, relative to no training. Additionally, procedural memory correlated with simple rule learning, whereas declarative memory correlated with complex rule learning. Experiment 2 showed that presenting corrective feedback during the test phase did not improve learning. Experiment 3 revealed that structuring the order of training so that subjects are first exposed to the simple rule and then the complex improved learning. The cumulative findings shed light on the contributions of grammatical complexity, training paradigm design, and domain-general memory subsystems in determining grammar learning success. PMID:27391085

Satellite Laser Ranging in the 1990s: Report of the 1994 Belmont Workshop

NASA Technical Reports Server (NTRS)

Degnan, John J. (Editor)

1994-01-01

An international network of 43 stations in 30 countries routinely collects satellite ranging data which is used to study the solid Earth and its interactions with the oceans, atmosphere, and Moon. Data products include centimeter accuracy site positions on a global scale, tectonic plate motions, regional crustal deformation, long wavelength gravity field and geoid, polar motion, and variations in the Earth's spin rate. By calibrating and providing precise orbits for spaceborne microwave altimeters, satellite laser ranging also enables global measurement of sea and ice surface topography, mean sea level, global ocean circulation, and short wavelength gravity fields and marine geoids. It provides tests of general relativity and a means or subnanosecond time transfer. This workshop was convened to define future roles and directions in satellite laser ranging.

An unsupervised classification approach for analysis of Landsat data to monitor land reclamation in Belmont county, Ohio

NASA Technical Reports Server (NTRS)

Brumfield, J. O.; Bloemer, H. H. L.; Campbell, W. J.

1981-01-01

Two unsupervised classification procedures for analyzing Landsat data used to monitor land reclamation in a surface mining area in east central Ohio are compared for agreement with data collected from the corresponding locations on the ground. One procedure is based on a traditional unsupervised-clustering/maximum-likelihood algorithm sequence that assumes spectral groupings in the Landsat data in n-dimensional space; the other is based on a nontraditional unsupervised-clustering/canonical-transformation/clustering algorithm sequence that not only assumes spectral groupings in n-dimensional space but also includes an additional feature-extraction technique. It is found that the nontraditional procedure provides an appreciable improvement in spectral groupings and apparently increases the level of accuracy in the classification of land cover categories.

Protecting Your Patients' Interests in the Era of Big Data, Artificial Intelligence, and Predictive Analytics.

PubMed

Balthazar, Patricia; Harri, Peter; Prater, Adam; Safdar, Nabile M

2018-03-01

The Hippocratic oath and the Belmont report articulate foundational principles for how physicians interact with patients and research subjects. The increasing use of big data and artificial intelligence techniques demands a re-examination of these principles in light of the potential issues surrounding privacy, confidentiality, data ownership, informed consent, epistemology, and inequities. Patients have strong opinions about these issues. Radiologists have a fiduciary responsibility to protect the interest of their patients. As such, the community of radiology leaders, ethicists, and informaticists must have a conversation about the appropriate way to deal with these issues and help lead the way in developing capabilities in the most just, ethical manner possible. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Bounds on the sample complexity for private learning and private data release

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kasiviswanathan, Shiva; Beime, Amos; Nissim, Kobbi

2009-01-01

Learning is a task that generalizes many of the analyses that are applied to collections of data, and in particular, collections of sensitive individual information. Hence, it is natural to ask what can be learned while preserving individual privacy. [Kasiviswanathan, Lee, Nissim, Raskhodnikova, and Smith; FOCS 2008] initiated such a discussion. They formalized the notion of private learning, as a combination of PAC learning and differential privacy, and investigated what concept classes can be learned privately. Somewhat surprisingly, they showed that, ignoring time complexity, every PAC learning task could be performed privately with polynomially many samples, and in many naturalmore » cases this could even be done in polynomial time. While these results seem to equate non-private and private learning, there is still a significant gap: the sample complexity of (non-private) PAC learning is crisply characterized in terms of the VC-dimension of the concept class, whereas this relationship is lost in the constructions of private learners, which exhibit, generally, a higher sample complexity. Looking into this gap, we examine several private learning tasks and give tight bounds on their sample complexity. In particular, we show strong separations between sample complexities of proper and improper private learners (such separation does not exist for non-private learners), and between sample complexities of efficient and inefficient proper private learners. Our results show that VC-dimension is not the right measure for characterizing the sample complexity of proper private learning. We also examine the task of private data release (as initiated by [Blum, Ligett, and Roth; STOC 2008]), and give new lower bounds on the sample complexity. Our results show that the logarithmic dependence on size of the instance space is essential for private data release.« less

The Ontologies of Complexity and Learning about Complex Systems

ERIC Educational Resources Information Center

Jacobson, Michael J.; Kapur, Manu; So, Hyo-Jeong; Lee, June

2011-01-01

This paper discusses a study of students learning core conceptual perspectives from recent scientific research on complexity using a hypermedia learning environment in which different types of scaffolding were provided. Three comparison groups used a hypermedia system with agent-based models and scaffolds for problem-based learning activities that…

Visual Complexity in Orthographic Learning: Modeling Learning across Writing System Variations

ERIC Educational Resources Information Center

Chang, Li-Yun; Plaut, David C.; Perfetti, Charles A.

2016-01-01

The visual complexity of orthographies varies across writing systems. Prior research has shown that complexity strongly influences the initial stage of reading development: the perceptual learning of grapheme forms. This study presents a computational simulation that examines the degree to which visual complexity leads to grapheme learning…

Does air gas aesthesiometry generate a true mechanical stimulus for corneal sensitivity measurement?

PubMed

Nosch, Daniela S; Pult, Heiko; Albon, Julie; Purslow, Christine; Murphy, Paul J

2018-03-01

Belmonte Ocular Pain Meter (OPM) air jet aesthesiometry overcomes some of the limitations of the Cochet-Bonnet aesthesiometer. However, for true mechanical corneal sensitivity measurement, the airflow stimulus temperature of the aesthesiometer must equal ocular surface temperature (OST), to avoid additional response from temperature-sensitive nerves. The aim of this study was to determine: (A) the stimulus temperature inducing no or least change in OST; and (B) to evaluate if OST remains unchanged with different stimulus durations and airflow rates. A total of 14 subjects (mean age 25.14 ± 2.18 years; seven women) participated in this clinical cohort study: (A) OST was recorded using an infrared camera (FLIR A310) during the presentation of airflow stimuli, at five temperatures, ambient temperature (AT) +5°C, +10°C, +15°C, +20°C and +30°C, using the OPM aesthesiometer (duration three seconds; over a four millimetre distance; airflow rate 60 ml/min); and (B) OST measurements were repeated with two stimulus temperatures (AT +10°C and +15°C) while varying stimulus durations (three seconds and five seconds) and airflow rates (30, 60, 80 and 100 ml/min). Inclusion criteria were age <40 years, no contact lens wear, absence of ocular disease including dry eye, and no use of artificial tears. Repeated measures (analysis of variance) and appropriate post-hoc t-tests were applied. (A) Stimulus temperatures of AT +10°C and +15°C induced the least changes in OST (-0.20 ± 0.13°C and 0.08 ± 0.05°C). (B) OST changes were statistically significant with both stimulus temperatures and increased with increasing airflow rates (p < 0.001), and were more marked with stimulus temperature AT +10°C. A true mechanical threshold for corneal sensitivity cannot be established with the air stimulus of the Belmonte OPM because its air jet stimulus with mechanical setting is likely to have a thermal component. Appropriate stimulus selection for an air jet aesthesiometer must incorporate stimulus temperature control that can vary with stimulus duration and airflow rate. © 2017 Optometry Australia.

Flooding and sedimentation in Wheeling Creek basin, Belmont County, Ohio

USGS Publications Warehouse

Kolva, J.R.; Koltun, G.F.

1987-01-01

The Wheeling Creek basin, which is located primarily in Belmont County, Ohio, experienced three damaging floods and four less severe floods during the 29-month period from February 1979 through June 1981. Residents of the basin became concerned about factors that could have affected the severity and frequency of out-of-bank floods. In response to those concerns, the U.S. Geological Survey, in cooperation with the Ohio Department of Natural Resources, undertook a study to estimate peak discharges and recurrence intervals for the seven floods of interest, provide information on current and historical mining-related stream-channel fill or scour, and examine storm-period subbasin contributions to the sediment load in Wheeling Creek. Streamflow data for adjacent basins, rainfall data, and, in two cases, flood-profile data were used in conjunction with streamflow data subsequently collected on Wheeling Creek to provide estimates of peak discharge for the seven floods that occurred from February 1979 through June 1981. Estimates of recurrence intervals were assigned to the Peak discharges on the basin of regional regression equations that relate selected basin characteristics to peak discharge with fixed recurrence intervals. These estimates indicate that a statistically unusual number of floods with recurrence intervals of 2 years or more occurred within that time period. Three cross sections located on Wheeling Creek and four located on tributaries were established and surveyed quarterly for approximately 2 years. No evidence of appreciable stream-channel fill or scour was observed at any of the cross sections, although minor profile changes were apparent at some locations. Attempts were made to obtain historical cross-section profile data for comparison with current cross-section profiles; however, no usable data were found. Excavations of stream-bottom materials were made near the three main-stem cross-section locations and near the mouth of Jug Run. The bottom materials were examined for evidence of recently deposited sediments of mining-related origin. The only evidence of appreciable mining-related sediment deposition was found at Jug Run, and, to a lesser extent, at one main-stem site.

Classroom Learning and Achievement: How the Complexity of Classroom Interaction Impacts Students' Learning

ERIC Educational Resources Information Center

Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

2016-01-01

Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of…

Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning

ERIC Educational Resources Information Center

Jacobson, Michael J.; Kapur, Manu; Reimann, Peter

2016-01-01

This article proposes a conceptual framework of learning based on perspectives and methodologies being employed in the study of complex physical and social systems to inform educational research. We argue that the contexts in which learning occurs are complex systems with elements or agents at different levels--including neuronal, cognitive,…

Confusion and Complex Learning during Interactions with Computer Learning Environments

ERIC Educational Resources Information Center

Lehman, Blair; D'Mello, Sidney; Graesser, Art

2012-01-01

Folk wisdom holds that being confused is detrimental to learning. However, research on emotions and learning suggest a somewhat more complex relationship between confusion and learning outcomes. In fact, it has been proposed that impasses that trigger states of cognitive disequilibrium and confusion can create opportunities for deep learning of…

[Ethics and laws related to human subject research].

PubMed

Chiu, Hui-Ju; Lee, Ya-Ling; Chang, Su-Fen

2011-10-01

Advances in medical technology rely on human subject research to test the effects on real patients of unproven new drugs, equipment and techniques. Illegal human subject research happens occasionally and has led to subject injury and medical disputes. Familiarity with the laws and established ethics related to human subject research can minimize both injury and disputes. History is a mirror that permits reflection today on past experience. Discussing the Nuremberg Code, the Declaration of Helsinki and Belmont Report, this article describes the laws, ethics, history and news related to human subject research as well as the current definition and characteristics of human subject research. Increasing numbers of nurses serve as research nurses and participate in human subject research. The authors hope this article can increase research nurse knowledge regarding laws and ethics in order to protect human research subjects adequately.

Teaching about Complex Systems Is No Simple Matter: Building Effective Professional Development for Computer-Supported Complex Systems Instruction

ERIC Educational Resources Information Center

Yoon, Susan A.; Anderson, Emma; Koehler-Yom, Jessica; Evans, Chad; Park, Miyoung; Sheldon, Josh; Schoenfeld, Ilana; Wendel, Daniel; Scheintaub, Hal; Klopfer, Eric

2017-01-01

The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to…

Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving

ERIC Educational Resources Information Center

Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.

2016-01-01

We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

Does formal complexity reflect cognitive complexity? Investigating aspects of the Chomsky Hierarchy in an artificial language learning study.

PubMed

Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

2015-01-01

This study investigated whether formal complexity, as described by the Chomsky Hierarchy, corresponds to cognitive complexity during language learning. According to the Chomsky Hierarchy, nested dependencies (context-free) are less complex than cross-serial dependencies (mildly context-sensitive). In two artificial grammar learning (AGL) experiments participants were presented with a language containing either nested or cross-serial dependencies. A learning effect for both types of dependencies could be observed, but no difference between dependency types emerged. These behavioral findings do not seem to reflect complexity differences as described in the Chomsky Hierarchy. This study extends previous findings in demonstrating learning effects for nested and cross-serial dependencies with more natural stimulus materials in a classical AGL paradigm after only one hour of exposure. The current findings can be taken as a starting point for further exploring the degree to which the Chomsky Hierarchy reflects cognitive processes.

Does Formal Complexity Reflect Cognitive Complexity? Investigating Aspects of the Chomsky Hierarchy in an Artificial Language Learning Study

PubMed Central

Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

2015-01-01

This study investigated whether formal complexity, as described by the Chomsky Hierarchy, corresponds to cognitive complexity during language learning. According to the Chomsky Hierarchy, nested dependencies (context-free) are less complex than cross-serial dependencies (mildly context-sensitive). In two artificial grammar learning (AGL) experiments participants were presented with a language containing either nested or cross-serial dependencies. A learning effect for both types of dependencies could be observed, but no difference between dependency types emerged. These behavioral findings do not seem to reflect complexity differences as described in the Chomsky Hierarchy. This study extends previous findings in demonstrating learning effects for nested and cross-serial dependencies with more natural stimulus materials in a classical AGL paradigm after only one hour of exposure. The current findings can be taken as a starting point for further exploring the degree to which the Chomsky Hierarchy reflects cognitive processes. PMID:25885790

Investigating Work and Learning through Complex Adaptive Organisations

ERIC Educational Resources Information Center

Lizier, Amanda Louise

2017-01-01

Purpose: The purpose of this paper is to outline an empirical study of how professionals experience work and learning in complex adaptive organisations. The study uses a complex adaptive systems approach, which forms the basis of a specifically developed conceptual framework for explaining professionals' experiences of work and learning.…

The Complexity of Language Learning

ERIC Educational Resources Information Center

Nelson, Charles

2011-01-01

This paper takes a complexity theory approach to looking at language learning, an approach that investigates how language learners adapt to and interact with people and their environment. Based on interviews with four graduate students, it shows how complexity theory can help us understand both the situatedness of language learning and also…

Complexity Science and Professional Learning for Collaboration: A Critical Reconsideration of Possibilities and Limitations

ERIC Educational Resources Information Center

Fenwick, Tara

2012-01-01

Professionals increasingly must collaborate very closely, such as through inter-professional work arrangements. This involves learning both "in" and "for" collaboration. Some educational researchers have turned to complexity science to better understand these learning dynamics. This discussion asks, How useful is complexity science for examining…

Micro-Macro Compatibility: When Does a Complex Systems Approach Strongly Benefit Science Learning?

ERIC Educational Resources Information Center

Samon, Sigal; Levy, Sharona T.

2017-01-01

The study explores how a complexity approach empowers science learning. A complexity approach represents systems as many interacting entities. The construct of micro-macro compatibility is introduced, the degree of similarity between behaviors at the micro- and macro-levels of the system. Seventh-grade students' learning about gases was studied…

Complexity-Based Learning and Teaching: A Case Study in Higher Education

ERIC Educational Resources Information Center

Fabricatore, Carlo; López, María Ximena

2014-01-01

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive…

Designing an Educational Game with Ten Steps to Complex Learning

ERIC Educational Resources Information Center

Enfield, Jacob

2012-01-01

Few instructional design (ID) models exist which are specific for developing educational games. Moreover, those extant ID models have not been rigorously evaluated. No ID models were found which focus on educational games with complex learning objectives. "Ten Steps to Complex Learning" (TSCL) is based on the four component instructional…

Implementing a Case-Based E-Learning Environment in a Lecture-Oriented Anaesthesiology Class: Do Learning Styles Matter in Complex Problem Solving over Time?

ERIC Educational Resources Information Center

Choi, Ikseon; Lee, Sang Joon; Kang, Jeongwan

2009-01-01

This study explores how students' learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome…

Classroom learning and achievement: how the complexity of classroom interaction impacts students' learning

NASA Astrophysics Data System (ADS)

Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

2016-05-01

Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it. Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students' and teachers' class contributions have on students' learning outcomes. Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students. Design and methods: Students' and teachers' verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students' learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain. Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in post-test results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students' achievement. Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students' level of competency.

Derivative Free Optimization of Complex Systems with the Use of Statistical Machine Learning Models

DTIC Science & Technology

2015-09-12

AFRL-AFOSR-VA-TR-2015-0278 DERIVATIVE FREE OPTIMIZATION OF COMPLEX SYSTEMS WITH THE USE OF STATISTICAL MACHINE LEARNING MODELS Katya Scheinberg...COMPLEX SYSTEMS WITH THE USE OF STATISTICAL MACHINE LEARNING MODELS 5a.  CONTRACT NUMBER 5b.  GRANT NUMBER FA9550-11-1-0239 5c.  PROGRAM ELEMENT...developed, which has been the focus of our research. 15. SUBJECT TERMS optimization, Derivative-Free Optimization, Statistical Machine Learning 16. SECURITY

A Methodology for Assessing Learning in Complex and Ill-Structured Task Domains

ERIC Educational Resources Information Center

Spector, J. Michael

2006-01-01

New information and communications technologies and research in cognitive science have led to new ways to think about and implement learning environments. Among these new approaches to instruction and new methods to support learning and performance is an interest in and emphasis on complex subject matter (e.g., complex and dynamic systems…

Ultra-low density metallic foams synthesized by contact glow discharge electrolysis (CGDE) for laser experiments

NASA Astrophysics Data System (ADS)

Rocher, Sandrine; Botrel, Ronan; Durut, Frédéric; Chicanne, Cédric; Theobald, Marc; Vignal, Vincent

2018-02-01

The goal of this work is to realize metallic foams synthesized by contact glow discharge electrolysis with specific characteristics. In this paper, we show the results of our studies, consisting in investigating parameters that influence the foams characteristics. Thus, the morphology of metallic foams is examined through scanning electron microscopy (SEM) observations with the acid nature. Moreover, the evolution of the mass and the volume of metallic foams with two experimental parameters (overvoltage and gold concentration) is also investigated. The acid nature affects the foams microscopic structure highlighted by the SEM observations, but for now no valid explanation to this behaviour was found. We prove that the mass deposited on the electrode is dependent on the ionic salt concentration, whereas the overvoltage only affects the foam overall density. Contribution to the topical issue "Plasma Sources and Plasma Processes (PSPP)", edited by Luis Lemos Alves, Thierry Belmonte and Tiberiu Minea.

Practical moral codes in the transgenic organism debate.

PubMed

Cooley, D R; Goreham, Gary; Youngs, George A

2004-01-01

In one study funded by the United States Department of Agriculture, people from North Dakota were interviewed to discover which moral principles they use in evaluating the morality of transgenic organisms and their introduction into markets. It was found that although the moral codes the human subjects employed were very similar, their views on transgenics were vastly different. In this paper, the codes that were used by the respondents are developed, compared to that of the academically composed Belmont Report, and then modified to create the more practical Common Moral Code. At the end, it is shown that the Common Moral Code has inherent inconsistency flaws that might be resolvable, but would require extensive work on the definition of terms and principles. However, the effort is worthwhile, especially if it results in a common moral code that all those involved in the debate are willing to use in negotiating a resolution to their differences.

How Should We Treat the Vulnerable?: Qualitative Study of Authoritative Ethics Documents.

PubMed

Zagorac, Ivana

2016-01-01

The aim of this study is to explore what actual guidance is provided by authoritative ethics documents regarding the recognition and protection of the vulnerable. The documents included in this analysis are the Belmont Report, the Declaration of Helsinki, The Council for International Organizations of Medical Sciences (CIOMS) Guidelines, and the UNESCO Universal Declaration on Bioethics and Human Rights, including its supplementary report on vulnerability. A qualitative analysis of these documents was conducted in light of three questions: what is vulnerability, who are the vulnerable, and how should the vulnerable be protected? The results show significant differences among the documents regarding the first two questions. None of the documents provides any guidance on the third question (how to protect the vulnerable). These results suggest a great discrepancy between the acknowledged importance of the concept of vulnerability and a general understanding of the scope, content, and practical implications of vulnerability.

Legal and ethical issues in research.

PubMed

Yip, Camille; Han, Nian-Lin Reena; Sng, Ban Leong

2016-09-01

Legal and ethical issues form an important component of modern research, related to the subject and researcher. This article seeks to briefly review the various international guidelines and regulations that exist on issues related to informed consent, confidentiality, providing incentives and various forms of research misconduct. Relevant original publications (The Declaration of Helsinki, Belmont Report, Council for International Organisations of Medical Sciences/World Health Organisation International Guidelines for Biomedical Research Involving Human Subjects, World Association of Medical Editors Recommendations on Publication Ethics Policies, International Committee of Medical Journal Editors, CoSE White Paper, International Conference on Harmonisation of Technical Requirements for Registration of Pharmaceuticals for Human Use-Good Clinical Practice) form the literature that are relevant to the ethical and legal aspects of conducting research that researchers should abide by when conducting translational and clinical research. Researchers should note the major international guidelines and regional differences in legislation. Hence, specific ethical advice should be sought at local Ethics Review Committees.

Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors

ERIC Educational Resources Information Center

Frezzo, Dennis C.; Behrens, John T.; Mislevy, Robert J.

2010-01-01

Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are…

Enhancing Learning Performance and Adaptability for Complex Tasks

DTIC Science & Technology

2005-03-30

development of active learning interventions and techniques that influence the focus and quality of learner regulatory activity (Kozlowski Toney et al...what are the effects of these goal representations on learning strategies, performance, and adaptability? Can active learning inductions, that influence...and mindful process - active learning - are generally associated with improved skill acquisition and adaptability for complex tasks (Smith et al

Emergence: Complexity Pedagogy in Action

PubMed Central

Jonas-Simpson, Christine

2015-01-01

Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasion to meet with 10 nursing colleagues in a three-hour workshop using four activities that engaged learning about complexity thinking and pedagogy. Guiding concepts for the collaborative workshop were nonlinearity, distributed decision-making, divergent thinking, self-organization, emergence, and creative exploration. The workshop approach considered critical questions to spark our collective inquiry. We asked, “What is emergent learning?” and “How do we, as educators and learners, engage a community so that new learning surfaces?” We integrated the arts, creative play, and perturbations within a complexity approach. PMID:25838945

Variable complexity online sequential extreme learning machine, with applications to streamflow prediction

NASA Astrophysics Data System (ADS)

Lima, Aranildo R.; Hsieh, William W.; Cannon, Alex J.

2017-12-01

In situations where new data arrive continually, online learning algorithms are computationally much less costly than batch learning ones in maintaining the model up-to-date. The extreme learning machine (ELM), a single hidden layer artificial neural network with random weights in the hidden layer, is solved by linear least squares, and has an online learning version, the online sequential ELM (OSELM). As more data become available during online learning, information on the longer time scale becomes available, so ideally the model complexity should be allowed to change, but the number of hidden nodes (HN) remains fixed in OSELM. A variable complexity VC-OSELM algorithm is proposed to dynamically add or remove HN in the OSELM, allowing the model complexity to vary automatically as online learning proceeds. The performance of VC-OSELM was compared with OSELM in daily streamflow predictions at two hydrological stations in British Columbia, Canada, with VC-OSELM significantly outperforming OSELM in mean absolute error, root mean squared error and Nash-Sutcliffe efficiency at both stations.

The Conceptual Mechanism for Viable Organizational Learning Based on Complex System Theory and the Viable System Model

ERIC Educational Resources Information Center

Sung, Dia; You, Yeongmahn; Song, Ji Hoon

2008-01-01

The purpose of this research is to explore the possibility of viable learning organizations based on identifying viable organizational learning mechanisms. Two theoretical foundations, complex system theory and viable system theory, have been integrated to provide the rationale for building the sustainable organizational learning mechanism. The…

Informal Learning Spaces and Their Impact on Learning in Higher Education: Framing New Narratives of Participation

ERIC Educational Resources Information Center

Deed, Craig; Alterator, Scott

2017-01-01

Evaluating informal learning spaces in higher education institutions needs to respond to the complex conceptual orientation underpinning their intention and design. This article outlines a model of participatory analysis that accounts for the conceptual complexity, lived experience and broad intentions of informal learning space. Further, the…

Action Learning. Symposium 21. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

ERIC Educational Resources Information Center

2000

This document contains three papers from a symposium on action learning that was conducted as part of a conference on human resource development (HRD). "Searching for Meaning in Complex Action Learning Data: What Environments, Acts, and Words Reveal" (Verna J. Willis) analyzes complex action learning documents produced as course…

Variability in Second Language Learning: The Roles of Individual Differences, Learning Conditions, and Linguistic Complexity

ERIC Educational Resources Information Center

Tagarelli, Kaitlyn M.; Ruiz, Simón; Vega, José Luis Moreno; Rebuschat, Patrick

2016-01-01

Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to influence language learning is unknown. This article examines the relationship between these three variables in language learners.…

Achieving Complex Learning Outcomes through Adoption of a Pedagogical Perspective: A Model for Computer Technology Delivered Instruction

ERIC Educational Resources Information Center

Bellard, Breshanica

2018-01-01

Professionals responsible for the delivery of education and training using technology systems and platforms can facilitate complex learning through application of relevant strategies, principles and theories that support how learners learn and that support how curriculum should be designed in a technology based learning environment. Technological…

Combined effects of complex magnetic fields and agmatine for contextual fear learning deficits in rats.

PubMed

McKay, B E; Persinger, M A

2003-04-18

Acute post-training exposures to weak intensity theta-burst stimulation (TBS) patterned complex magnetic fields attenuated the magnitude of conditioned fear learning for contextual stimuli. A similar learning impairment was evoked in a linear and dose-dependent manner by pre-conditioning injections of the polyamine agmatine. The present study examined the hypothesis that whole-body applications of the TBS complex magnetic field pattern when co-administered with systemic agmatine treatment may combine to evoke impairments in contextual fear learning. Within minutes of 4 mg/kg agmatine injections, male Wistar rats were fear conditioned to contextual stimuli and immediately exposed for 30 min to the TBS patterned complex magnetic field or to sham conditions. TBS patterned complex magnetic field treatment was found to linearly summate with the contextual fear learning impairment evoked by agmatine treatment alone. Furthermore, we report for sham-treated rats, but not rats exposed to the synthetic magnetic field pattern, that the magnitude of learned fear decreased and the amount of variability in learning increased, as the K-index (a measure of change in intensity of the time-varying ambient geomagnetic field) increased during the 3-hr intervals over which conditioning and testing sessions were conducted.

Preserved complex emotion-based learning in amnesia.

PubMed

Turnbull, Oliver H; Evans, Cathryn E Y

2006-01-01

An important role for emotion in decision-making has recently been highlighted by disruptions in problem solving abilities after lesion to the frontal lobes. Such complex decision-making skills appear to be based on a class of memory ability (emotion-based learning) that may be anatomically independent of hippocampally mediated episodic memory systems. There have long been reports of intact emotion-based learning in amnesia, arguably dating back to the classic report of Claparede. However, all such accounts relate to relatively simple patterns of emotional valence learning, rather than the more complex contingency patterns of emotional experience, which characterise everyday life. A patient, SL, who had a profound anterograde amnesia following posterior cerebral artery infarction, performed a measure of complex emotion-based learning (the Iowa Gambling Task) on three separate occasions. Despite his severe episodic memory impairment, he showed normal levels of performance on the Gambling Task, at levels comparable or better than controls-including learning that persisted across substantial periods of time (weeks). Thus, emotion-based learning systems appear able to encode, and sustain, more sophisticated patterns of valence learning than have previously been reported.

Patients with Parkinson's Disease Learn to Control Complex Systems via Procedural as Well as Non-Procedural Learning

ERIC Educational Resources Information Center

Osman, Magda; Wilkinson, Leonora; Beigi, Mazda; Castaneda, Cristina Sanchez; Jahanshahi, Marjan

2008-01-01

The striatum is considered to mediate some forms of procedural learning. Complex dynamic control (CDC) tasks involve an individual having to make a series of sequential decisions to achieve a specific outcome (e.g. learning to operate and control a car), and they involve procedural learning. The aim of this study was to test the hypothesis that…

Predicting protein complexes using a supervised learning method combined with local structural information.

PubMed

Dong, Yadong; Sun, Yongqi; Qin, Chao

2018-01-01

The existing protein complex detection methods can be broadly divided into two categories: unsupervised and supervised learning methods. Most of the unsupervised learning methods assume that protein complexes are in dense regions of protein-protein interaction (PPI) networks even though many true complexes are not dense subgraphs. Supervised learning methods utilize the informative properties of known complexes; they often extract features from existing complexes and then use the features to train a classification model. The trained model is used to guide the search process for new complexes. However, insufficient extracted features, noise in the PPI data and the incompleteness of complex data make the classification model imprecise. Consequently, the classification model is not sufficient for guiding the detection of complexes. Therefore, we propose a new robust score function that combines the classification model with local structural information. Based on the score function, we provide a search method that works both forwards and backwards. The results from experiments on six benchmark PPI datasets and three protein complex datasets show that our approach can achieve better performance compared with the state-of-the-art supervised, semi-supervised and unsupervised methods for protein complex detection, occasionally significantly outperforming such methods.

Assessing Complexity in Learning Outcomes--A Comparison between the SOLO Taxonomy and the Model of Hierarchical Complexity

ERIC Educational Resources Information Center

Stålne, Kristian; Kjellström, Sofia; Utriainen, Jukka

2016-01-01

An important aspect of higher education is to educate students who can manage complex relationships and solve complex problems. Teachers need to be able to evaluate course content with regard to complexity, as well as evaluate students' ability to assimilate complex content and express it in the form of a learning outcome. One model for evaluating…

Foraging Ecology Predicts Learning Performance in Insectivorous Bats

PubMed Central

Clarin, Theresa M. A.; Ruczyński, Ireneusz; Page, Rachel A.

2013-01-01

Bats are unusual among mammals in showing great ecological diversity even among closely related species and are thus well suited for studies of adaptation to the ecological background. Here we investigate whether behavioral flexibility and simple- and complex-rule learning performance can be predicted by foraging ecology. We predict faster learning and higher flexibility in animals hunting in more complex, variable environments than in animals hunting in more simple, stable environments. To test this hypothesis, we studied three closely related insectivorous European bat species of the genus Myotis that belong to three different functional groups based on foraging habitats: M. capaccinii, an open water forager, M. myotis, a passive listening gleaner, and M. emarginatus, a clutter specialist. We predicted that M. capaccinii would show the least flexibility and slowest learning reflecting its relatively unstructured foraging habitat and the stereotypy of its natural foraging behavior, while the other two species would show greater flexibility and more rapid learning reflecting the complexity of their natural foraging tasks. We used a purposefully unnatural and thus species-fair crawling maze to test simple- and complex-rule learning, flexibility and re-learning performance. We found that M. capaccinii learned a simple rule as fast as the other species, but was slower in complex rule learning and was less flexible in response to changes in reward location. We found no differences in re-learning ability among species. Our results corroborate the hypothesis that animals’ cognitive skills reflect the demands of their ecological niche. PMID:23755146

A meta-cognitive learning algorithm for a Fully Complex-valued Relaxation Network.

PubMed

Savitha, R; Suresh, S; Sundararajan, N

2012-08-01

This paper presents a meta-cognitive learning algorithm for a single hidden layer complex-valued neural network called "Meta-cognitive Fully Complex-valued Relaxation Network (McFCRN)". McFCRN has two components: a cognitive component and a meta-cognitive component. A Fully Complex-valued Relaxation Network (FCRN) with a fully complex-valued Gaussian like activation function (sech) in the hidden layer and an exponential activation function in the output layer forms the cognitive component. The meta-cognitive component contains a self-regulatory learning mechanism which controls the learning ability of FCRN by deciding what-to-learn, when-to-learn and how-to-learn from a sequence of training data. The input parameters of cognitive components are chosen randomly and the output parameters are estimated by minimizing a logarithmic error function. The problem of explicit minimization of magnitude and phase errors in the logarithmic error function is converted to system of linear equations and output parameters of FCRN are computed analytically. McFCRN starts with zero hidden neuron and builds the number of neurons required to approximate the target function. The meta-cognitive component selects the best learning strategy for FCRN to acquire the knowledge from training data and also adapts the learning strategies to implement best human learning components. Performance studies on a function approximation and real-valued classification problems show that proposed McFCRN performs better than the existing results reported in the literature. Copyright © 2012 Elsevier Ltd. All rights reserved.

Learning to manage complexity through simulation: students' challenges and possible strategies.

PubMed

Gormley, Gerard J; Fenwick, Tara

2016-06-01

Many have called for medical students to learn how to manage complexity in healthcare. This study examines the nuances of students' challenges in coping with a complex simulation learning activity, using concepts from complexity theory, and suggests strategies to help them better understand and manage complexity.Wearing video glasses, participants took part in a simulation ward-based exercise that incorporated characteristics of complexity. Video footage was used to elicit interviews, which were transcribed. Using complexity theory as a theoretical lens, an iterative approach was taken to identify the challenges that participants faced and possible coping strategies using both interview transcripts and video footage.Students' challenges in coping with clinical complexity included being: a) unprepared for 'diving in', b) caught in an escalating system, c) captured by the patient, and d) unable to assert boundaries of acceptable practice.Many characteristics of complexity can be recreated in a ward-based simulation learning activity, affording learners an embodied and immersive experience of these complexity challenges. Possible strategies for managing complexity themes include: a) taking time to size up the system, b) attuning to what emerges, c) reducing complexity, d) boundary practices, and e) working with uncertainty. This study signals pedagogical opportunities for recognizing and dealing with complexity.

An Investigation of the Relationship between Cohesion and Syntactic Complexity of Take-Away Writing and Advanced Content Complexity and Depth

ERIC Educational Resources Information Center

Gardner, Matthew Thomas

2017-01-01

In secondary and post-secondary content courses, the use of writing to facilitate complex learning in advanced content areas, which is called writing to learn content, can help students to evaluate their understanding, higher order cognition, and thinking about the content to learned (Carifio, 2005; Hayes, 2006; Carifio, 2015). The primary focus…

Preparing new nurses with complexity science and problem-based learning.

PubMed

Hodges, Helen F

2011-01-01

Successful nurses function effectively with adaptability, improvability, and interconnectedness, and can see emerging and unpredictable complex problems. Preparing new nurses for complexity requires a significant change in prevalent but dated nursing education models for rising graduates. The science of complexity coupled with problem-based learning and peer review contributes a feasible framework for a constructivist learning environment to examine real-time systems data; explore uncertainty, inherent patterns, and ambiguity; and develop skills for unstructured problem solving. This article describes a pilot study of a problem-based learning strategy guided by principles of complexity science in a community clinical nursing course. Thirty-five senior nursing students participated during a 3-year period. Assessments included peer review, a final project paper, reflection, and a satisfaction survey. Results were higher than expected levels of student satisfaction, increased breadth and analysis of complex data, acknowledgment of community as complex adaptive systems, and overall higher level thinking skills than in previous years. 2011, SLACK Incorporated.

Design and Use of a Learning Object for Finding Complex Polynomial Roots

ERIC Educational Resources Information Center

Benitez, Julio; Gimenez, Marcos H.; Hueso, Jose L.; Martinez, Eulalia; Riera, Jaime

2013-01-01

Complex numbers are essential in many fields of engineering, but students often fail to have a natural insight of them. We present a learning object for the study of complex polynomials that graphically shows that any complex polynomials has a root and, furthermore, is useful to find the approximate roots of a complex polynomial. Moreover, we…

Chaos, Complexity, and Earning Community: What Do They Mean for Education?

ERIC Educational Resources Information Center

Pouravood, Roland C.

1997-01-01

Ponders possible explanations for the connections among chaos, complexity, and a learning community. Challenges the Newtonian world model, suggests that the world operates in a complex, nonlinear, unpredictable pattern, and calls for a new science to understand this complexity. A true learning community values individual autonomy, risk taking,…

Key Players in Inclusion: Are We Meeting the Professional Needs of Learning Support Assistants for Pupils with Complex Needs?

ERIC Educational Resources Information Center

Abbott, Lesley; McConkey, Roy; Dobbins, Michael

2011-01-01

Under the aegis of inclusion, greater numbers of learning support assistants (LSAs) in mainstream and special schools are increasingly required to assist teachers with pupils who have complex needs across the full age range. Because of the numerous and wide-ranging learning difficulties and learning disabilities in addition to sensory impairment,…

Community Learning Campus: It Takes a Simple Message to Build a Complex Project

ERIC Educational Resources Information Center

Pearson, George

2012-01-01

Education Canada asked Tom Thompson, president of Olds College and a prime mover behind the Community Learning Campus (CLC): What were the lessons learned from this unusually ambitious education project? Thompson mentions six lessons he learned from this complex project which include: (1) Dream big, build small, act now; (2) Keep a low profile at…

Your teaching strategy matters: how engagement impacts application in health information literacy instruction.

PubMed

Johnson, Heather A; Barrett, Laura

2017-01-01

The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). We found that the active learning group scored more favorably in four assessment categories. Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.

Distinct responses of Purkinje neurons and roles of simple spikes during associative motor learning in larval zebrafish

PubMed Central

Harmon, Thomas C; Magaram, Uri; McLean, David L; Raman, Indira M

2017-01-01

To study cerebellar activity during learning, we made whole-cell recordings from larval zebrafish Purkinje cells while monitoring fictive swimming during associative conditioning. Fish learned to swim in response to visual stimulation preceding tactile stimulation of the tail. Learning was abolished by cerebellar ablation. All Purkinje cells showed task-related activity. Based on how many complex spikes emerged during learned swimming, they were classified as multiple, single, or zero complex spike (MCS, SCS, ZCS) cells. With learning, MCS and ZCS cells developed increased climbing fiber (MCS) or parallel fiber (ZCS) input during visual stimulation; SCS cells fired complex spikes associated with learned swimming episodes. The categories correlated with location. Optogenetically suppressing simple spikes only during visual stimulation demonstrated that simple spikes are required for acquisition and early stages of expression of learned responses, but not their maintenance, consistent with a transient, instructive role for simple spikes during cerebellar learning in larval zebrafish. DOI: http://dx.doi.org/10.7554/eLife.22537.001 PMID:28541889

Your teaching strategy matters: how engagement impacts application in health information literacy instruction *

PubMed Central

Johnson, Heather A.; Barrett, Laura

2017-01-01

Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745

Complexity Thinking in PE: Game-Centred Approaches, Games as Complex Adaptive Systems, and Ecological Values

ERIC Educational Resources Information Center

Storey, Brian; Butler, Joy

2013-01-01

Background: This article draws on the literature relating to game-centred approaches (GCAs), such as Teaching Games for Understanding, and dynamical systems views of motor learning to demonstrate a convergence of ideas around games as complex adaptive learning systems. This convergence is organized under the title "complexity thinking"…

The Development of the Network Examination for Student Socialization (NEXSS) Observational Instrument

ERIC Educational Resources Information Center

Rhoades, Jesse Lee; Hastmann, Tanis Joy

2014-01-01

The complexity of learning has plagued the educational establishment for decades. Recently, ideas of complexity theory and complex adaptive systems have made headway in how we think of institutions of learning. This study developed and tested an instrument for the modeling of underlying social structures, as an element of complexity, within the…

Designing To Learn about Complex Systems.

ERIC Educational Resources Information Center

Hmelo, Cindy E.; Holton, Douglas L.; Kolodner, Janet L.

2000-01-01

Indicates the presence of complex structural, behavioral, and functional relations to understanding. Reports on a design experiment in which 6th grade children learned about the human respiratory system by designing artificial lungs and building partial working models. Makes suggestions for successful learning from design activities. (Contains 44…

Technology-Supported Learning Innovation in Cultural Contexts

ERIC Educational Resources Information Center

Zhang, Jianwei

2010-01-01

Many reform initiatives adopt a reductionist, proceduralized approach to cultural change, assuming that deep changes can be realized by introducing new classroom activities, textbooks, and technological tools. This article elaborates a complex system perspective of learning culture: A learning culture as a complex system involves macro-level…

Navigating between Scylla and Charybdis: The Odyssean Leader in a Complex Environment

DTIC Science & Technology

2008-10-21

of action capable of being shared across the organization). See also David A. Kolb , Experiential Learning : Experience as the Source of Learning ...Army GHQ Maneuvers of 1941. Washington D.C.: United States Army Center of Military History, 1991. Kolb , David A. Experiential Learning : Experience...ABSTRACT See Abstract 15. SUBJECT TERMS Leadership, organizational design, complexity, organizational theory , learning organization 16. SECURITY

U.S. Army Research Institute Program in Basic Research - FY 2007

DTIC Science & Technology

2008-05-01

learner characteristics (e.g., cognitive ability or learning style), depth and complexity of content, or instructional design characteristics. There...trainers to think about ways of making learning purposeful. The effects of cognitive load on learning were minimally explored in the current research...Achievement in Complex Learning Environments as a Function of Information Processing Ability , Knowledge, and Self-Control Josep h F . F ag an

Embodied Perspective Taking in Learning about Complex Systems

ERIC Educational Resources Information Center

Soylu, Firat; Holbert, Nathan; Brady, Corey; Wilensky, Uri

2017-01-01

In this paper we present a learning design approach that leverages perspective-taking to help students learn about complex systems. We define perspective-taking as projecting one's identity onto external entities (both animate and inanimate) in an effort to predict and anticipate events based on ecological cues, to automatically sense the…

The Complex Experience of Learning to Do Research

ERIC Educational Resources Information Center

Emo, Kenneth; Emo, Wendy; Kimn, Jung-Han; Gent, Stephen

2015-01-01

This article examines how student learning is a product of the experiential interaction between person and environment. We draw from the theoretical perspective of complexity to shed light on the emergent, adaptive, and unpredictable nature of students' learning experiences. To understand the relationship between the environment and the student…

Can Undergraduates Be Transdisciplinary? Promoting Transdisciplinary Engagement through Global Health Problem-Based Learning

ERIC Educational Resources Information Center

Hay, M. Cameron

2017-01-01

Undergraduate student learning focuses on the development of disciplinary strength in majors and minors so that students gain depth in particular fields, foster individual expertise, and learn problem solving from disciplinary perspectives. However, the complexities of real-world problems do not respect disciplinary boundaries. Complex problems…

Is Adaptation to Task Complexity Really Beneficial for Performance?

ERIC Educational Resources Information Center

Pieschl, Stephanie; Stahl, Elmar; Murray, Tom; Bromme, Rainer

2012-01-01

Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (n = 119) solved three tasks that greatly differed in complexity. Their learning processes were captured in detail by task-specific…

Study of the convergence behavior of the complex kernel least mean square algorithm.

PubMed

Paul, Thomas K; Ogunfunmi, Tokunbo

2013-09-01

The complex kernel least mean square (CKLMS) algorithm is recently derived and allows for online kernel adaptive learning for complex data. Kernel adaptive methods can be used in finding solutions for neural network and machine learning applications. The derivation of CKLMS involved the development of a modified Wirtinger calculus for Hilbert spaces to obtain the cost function gradient. We analyze the convergence of the CKLMS with different kernel forms for complex data. The expressions obtained enable us to generate theory-predicted mean-square error curves considering the circularity of the complex input signals and their effect on nonlinear learning. Simulations are used for verifying the analysis results.

Facilitating the Evaluation of Complexity in the Public Sector: Learning from the NHS in Scotland

ERIC Educational Resources Information Center

Connolly, John; Reid, Garth; Mooney, Allan

2015-01-01

It is necessary for public managers to be able to evaluate programmes in the context of complexity. This article offers key learning and reflections based on the experience of facilitating the evaluation of complexity with a range of public sector partners in Scotland. There have been several articles that consider evaluating complexity and…

Learning from Evidence in a Complex World

PubMed Central

Sterman, John D.

2006-01-01

Policies to promote public health and welfare often fail or worsen the problems they are intended to solve. Evidence-based learning should prevent such policy resistance, but learning in complex systems is often weak and slow. Complexity hinders our ability to discover the delayed and distal impacts of interventions, generating unintended “side effects.” Yet learning often fails even when strong evidence is available: common mental models lead to erroneous but self-confirming inferences, allowing harmful beliefs and behaviors to persist and undermining implementation of beneficial policies. Here I show how systems thinking and simulation modeling can help expand the boundaries of our mental models, enhance our ability to generate and learn from evidence, and catalyze effective change in public health and beyond. PMID:16449579

Acquisition of neural learning in cerebellum and cerebral cortex for smooth pursuit eye movements

PubMed Central

Li, Jennifer X.; Medina, Javier F.; Frank, Loren M.; Lisberger, Stephen G.

2011-01-01

We have evaluated the emergence of neural learning in the frontal eye fields (FEFSEM) and the floccular complex of the cerebellum while monkeys learned a precisely-timed change in the direction of pursuit eye movement. For each neuron, we measured the time course of changes in neural response across a learning session that comprised at least 100 repetitions of an instructive change in target direction. In both areas, the average population learning curves tracked the behavioral changes with high fidelity, consistent with possible roles in driving learning. However, the learning curves of individual neurons sometimes bore little relation to the smooth, monotonic progression of behavioral learning. In the FEFSEM, neural learning was episodic. For individual neurons, learning appeared at different times during the learning session and sometimes disappeared by the end of the session. Different FEFSEM neurons expressed maximal learning at different times relative to the acquisition of behavioral learning. In the floccular complex, many Purkinje cells acquired learned simple-spike responses according to the same time course as behavioral learning and retained their learned responses throughout the learning session. A minority of Purkinje cells acquired learned responses late in the learning session, after behavioral learning had reached an asymptote. We conclude that learning in single neurons can follow a very different time course from behavioral learning. Both the FEFSEM and the floccular complex contain representations of multiple temporal components of learning, with different neurons contributing to learning at different times during the acquisition of a learned movement. PMID:21900551

Broadening conceptions of learning in medical education: the message from teamworking.

PubMed

Bleakley, Alan

2006-02-01

There is a mismatch between the broad range of learning theories offered in the wider education literature and a relatively narrow range of theories privileged in the medical education literature. The latter are usually described under the heading of 'adult learning theory'. This paper critically addresses the limitations of the current dominant learning theories informing medical education. An argument is made that such theories, which address how an individual learns, fail to explain how learning occurs in dynamic, complex and unstable systems such as fluid clinical teams. Models of learning that take into account distributed knowing, learning through time as well as space, and the complexity of a learning environment including relationships between persons and artefacts, are more powerful in explaining and predicting how learning occurs in clinical teams. Learning theories may be privileged for ideological reasons, such as medicine's concern with autonomy. Where an increasing amount of medical education occurs in workplace contexts, sociocultural learning theories offer a best-fit exploration and explanation of such learning. We need to continue to develop testable models of learning that inform safe work practice. One type of learning theory will not inform all practice contexts and we need to think about a range of fit-for-purpose theories that are testable in practice. Exciting current developments include dynamicist models of learning drawing on complexity theory.

Designing Better Scaffolding in Teaching Complex Systems with Graphical Simulations

ERIC Educational Resources Information Center

Li, Na

2013-01-01

Complex systems are an important topic in science education today, but they are usually difficult for secondary-level students to learn. Although graphic simulations have many advantages in teaching complex systems, scaffolding is a critical factor for effective learning. This dissertation study was conducted around two complementary research…

Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task.

PubMed

Katan, Pesia; Kahta, Shani; Sasson, Ayelet; Schiff, Rachel

2017-07-01

Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children's performance depends on the complexity level of the grammar system learned. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched controls. Experiment 1 was a high topological entropy artificial grammar learning task that aimed to establish implicit learning phenomena in children with developmental dyslexia using previously published experimental conditions. Experiment 2 is a lower topological entropy variant of that task. Results indicated that given a high topological entropy grammar system, children with developmental dyslexia who were similar to the reading age-matched control group had substantial difficulty in performing the task as compared to typically developing children, who exhibited intact implicit learning of the grammar. On the other hand, when tested on a lower topological entropy grammar system, all groups performed above chance level, indicating that children with developmental dyslexia were able to identify rules from a given grammar system. The results reinforced the significance of graph complexity when experimenting with artificial grammar learning tasks, particularly with dyslexic participants.

Visualizing the Complex Process for Deep Learning with an Authentic Programming Project

ERIC Educational Resources Information Center

Peng, Jun; Wang, Minhong; Sampson, Demetrios

2017-01-01

Project-based learning (PjBL) has been increasingly used to connect abstract knowledge and authentic tasks in educational practice, including computer programming education. Despite its promising effects on improving learning in multiple aspects, PjBL remains a struggle due to its complexity. Completing an authentic programming project involves a…

A Case of Generativity in a Culturally and Linguistically Complex English Language Arts Classroom

ERIC Educational Resources Information Center

Skerrett, Allison

2011-01-01

This article examines an ESL English language arts teacher's conceptions of linguistic diversity, literacy learning and her role as teacher in a culturally and linguistically complex classroom. It further examines her processes of learning about, and developing curricular and pedagogical innovations to meet, her students' learning needs. The…

Impact of Static Graphics, Animated Graphics and Mental Imagery on a Complex Learning Task

ERIC Educational Resources Information Center

Lai, Feng-Qi; Newby, Timothy J.

2012-01-01

The present study compared the impact of different categories of graphics used within a complex learning task. One hundred eighty five native English speaking undergraduates participated in a task that required learning 18 Chinese radicals and their English equivalent translations. A post-test only control group design compared performance…

Architectures for Distributed and Complex M-Learning Systems: Applying Intelligent Technologies

ERIC Educational Resources Information Center

Caballe, Santi, Ed.; Xhafa, Fatos, Ed.; Daradoumis, Thanasis, Ed.; Juan, Angel A., Ed.

2009-01-01

Over the last decade, the needs of educational organizations have been changing in accordance with increasingly complex pedagogical models and with the technological evolution of e-learning environments with very dynamic teaching and learning requirements. This book explores state-of-the-art software architectures and platforms used to support…

Interplay of Prior Knowledge, Self-Regulation and Motivation in Complex Multimedia Learning Environments

ERIC Educational Resources Information Center

Song, H. S.; Kalet, A. L.; Plass, J. L.

2016-01-01

This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self-regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed…

A Complex mTOR Response in Habituation Paradigms for a Social Signal in Adult Songbirds

ERIC Educational Resources Information Center

Ahmadiantehrani, Somayeh; Gores, Elisa O.; London, Sarah E.

2018-01-01

Nonassociative learning is considered simple because it depends on presentation of a single stimulus, but it likely reflects complex molecular signaling. To advance understanding of the molecular mechanisms of one form of nonassociative learning, habituation, for ethologically relevant signals we examined song recognition learning in adult zebra…

Contributions of Associative Learning to Age and Individual Differences in Fluid Intelligence

ERIC Educational Resources Information Center

Tamez, Elaine; Myerson, Joel; Hale, Sandra

2012-01-01

According to the cognitive cascade hypothesis, age-related slowing results in decreased working memory, which in turn affects higher-order cognition. Because recent studies show complex associative learning correlates highly with fluid intelligence, the present study examined the role of complex associative learning in cognitive cascade models of…

Designing for Discovery Learning of Complexity Principles of Congestion by Driving Together in the TrafficJams Simulation

ERIC Educational Resources Information Center

Levy, Sharona T.; Peleg, Ran; Ofeck, Eyal; Tabor, Naamit; Dubovi, Ilana; Bluestein, Shiri; Ben-Zur, Hadar

2018-01-01

We propose and evaluate a framework supporting collaborative discovery learning of complex systems. The framework blends five design principles: (1) individual action: amidst (2) social interactions; challenged with (3) multiple tasks; set in (4) a constrained interactive learning environment that draws attention to (5) highlighted target…

Representing and Learning Complex Object Interactions

PubMed Central

Zhou, Yilun; Konidaris, George

2017-01-01

We present a framework for representing scenarios with complex object interactions, in which a robot cannot directly interact with the object it wishes to control, but must instead do so via intermediate objects. For example, a robot learning to drive a car can only indirectly change its pose, by rotating the steering wheel. We formalize such complex interactions as chains of Markov decision processes and show how they can be learned and used for control. We describe two systems in which a robot uses learning from demonstration to achieve indirect control: playing a computer game, and using a hot water dispenser to heat a cup of water. PMID:28593181

Non-linguistic learning in aphasia: Effects of training method and stimulus characteristics

PubMed Central

Vallila-Rohter, Sofia; Kiran, Swathi

2013-01-01

Purpose The purpose of the current study was to explore non-linguistic learning ability in patients with aphasia, examining the impact of stimulus typicality and feedback on success with learning. Method Eighteen patients with aphasia and eight healthy controls participated in this study. All participants completed four computerized, non-linguistic category-learning tasks. We probed learning ability under two methods of instruction: feedback-based (FB) and paired-associate (PA). We also examined the impact of task complexity on learning ability, comparing two stimulus conditions: typical (Typ) and atypical (Atyp). Performance was compared between groups and across conditions. Results Results demonstrated that healthy controls were able to successfully learn categories under all conditions. For our patients with aphasia, two patterns of performance arose. One subgroup of patients was able to maintain learning across task manipulations and conditions. The other subgroup of patients demonstrated a sensitivity to task complexity, learning successfully only in the typical training conditions. Conclusions Results support the hypothesis that impairments of general learning are present in aphasia. Some patients demonstrated the ability to extract category information under complex training conditions, while others learned only under conditions that were simplified and emphasized salient category features. Overall, the typical training condition facilitated learning for all participants. Findings have implications for therapy, which are discussed. PMID:23695914

Multiple subclasses of Purkinje cells in the primate floccular complex provide similar signals to guide learning in the vestibulo-ocular reflex

NASA Technical Reports Server (NTRS)

Raymond, J. L.; Lisberger, S. G.

1997-01-01

The neural "learning rules" governing the induction of plasticity in the cerebellum were analyzed by recording the patterns of neural activity in awake, behaving animals during stimuli that induce a form of cerebellum-dependent learning. We recorded the simple- and complex-spike responses of a broad sample of Purkinje cells in the floccular complex during a number of stimulus conditions that induce motor learning in the vestibulo-ocular reflex (VOR). Each subclass of Purkinje cells carried essentially the same information about required changes in the gain of the VOR. The correlation of simple-spike activity in Purkinje cells with activity in vestibular pathways could guide learning during low-frequency but not high-frequency stimuli. Climbing fiber activity could guide learning during all stimuli tested but only if compared with the activity present approximately 100 msec earlier in either vestibular pathways or Purkinje cells.

Different Roles for Honey Bee Mushroom Bodies and Central Complex in Visual Learning of Colored Lights in an Aversive Conditioning Assay

PubMed Central

Plath, Jenny A.; Entler, Brian V.; Kirkerud, Nicholas H.; Schlegel, Ulrike; Galizia, C. Giovanni; Barron, Andrew B.

2017-01-01

The honey bee is an excellent visual learner, but we know little about how and why it performs so well, or how visual information is learned by the bee brain. Here we examined the different roles of two key integrative regions of the brain in visual learning: the mushroom bodies and the central complex. We tested bees' learning performance in a new assay of color learning that used electric shock as punishment. In this assay a light field was paired with electric shock. The other half of the conditioning chamber was illuminated with light of a different wavelength and not paired with shocks. The unrestrained bee could run away from the light stimulus and thereby associate one wavelength with punishment, and the other with safety. We compared learning performance of bees in which either the central complex or mushroom bodies had been transiently inactivated by microinjection of the reversible anesthetic procaine. Control bees learned to escape the shock-paired light field and to spend more time in the safe light field after a few trials. When ventral lobe neurons of the mushroom bodies were silenced, bees were no longer able to associate one light field with shock. By contrast, silencing of one collar region of the mushroom body calyx did not alter behavior in the learning assay in comparison to control treatment. Bees with silenced central complex neurons did not leave the shock-paired light field in the middle trials of training, even after a few seconds of being shocked. We discussed how mushroom bodies and the central complex both contribute to aversive visual learning with an operant component. PMID:28611605

Learning from Simple Ebooks, Online Cases or Classroom Teaching When Acquiring Complex Knowledge. A Randomized Controlled Trial in Respiratory Physiology and Pulmonology

PubMed Central

Worm, Bjarne Skjødt

2013-01-01

Background and Aims E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. Methods 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. Results For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). Conclusions E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method. PMID:24039917

Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology.

PubMed

Worm, Bjarne Skjødt

2013-01-01

E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method.

Executive Functions in the Context of Complex Learning: Malleable Moderators?

ERIC Educational Resources Information Center

Schwaighofer, Matthias; Bühner, Markus; Fischer, Frank

2017-01-01

Executive functions are crucial for complex learning in addition to prior knowledge. In this article, we argue that executive functions can moderate the effectiveness of instructional approaches that vary with respect to the demand on these functions. In addition, we suggest that engagement in complex activity contexts rather than specific…

Optimizing Cognitive Load for Learning from Computer-Based Science Simulations

ERIC Educational Resources Information Center

Lee, Hyunjeong; Plass, Jan L.; Homer, Bruce D.

2006-01-01

How can cognitive load in visual displays of computer simulations be optimized? Middle-school chemistry students (N = 257) learned with a simulation of the ideal gas law. Visual complexity was manipulated by separating the display of the simulations in two screens (low complexity) or presenting all information on one screen (high complexity). The…

Joined up Thinking? Evaluating the Use of Concept-Mapping to Develop Complex System Learning

ERIC Educational Resources Information Center

Stewart, Martyn

2012-01-01

In the physical and natural sciences, the complexity of natural systems and their interactions is becoming better understood. With increased emphasis on learning about complex systems, students will be encountering concepts that are dynamic, ill-structured and interconnected. Concept-mapping is a method considered particularly valuable for…

Language Students Learning to Manage Complex Pedagogic Situations in a Technology-Rich Environment

ERIC Educational Resources Information Center

Tumelius, Riikka; Kuure, Leena

2017-01-01

Being a language teacher in the modern world requires sensitivity to complexity, which may pose challenges for student teachers and teachers in the field accustomed to classroom-based learning and teaching. This study examines how language students are managing complex pedagogic situations in a technologyrich environment while exploring new ways…

Task complexity, student perceptions of vocabulary learning in EFL, and task performance.

PubMed

Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2013-03-01

The study deepened our understanding of how students' self-efficacy beliefs contribute to the context of teaching English as a foreign language in the framework of cognitive mediational paradigm at a fine-tuned task-specific level. The aim was to examine the relationship among task complexity, self-efficacy beliefs, domain-related prior knowledge, learning strategy use, and task performance as they were applied to English vocabulary learning from reading tasks. Participants were 120 second-year university students (mean age 21) from a Chinese university. This experiment had two conditions (simple/complex). A vocabulary level test was first conducted to measure participants' prior knowledge of English vocabulary. Participants were then randomly assigned to one of the learning tasks. Participants were administered task booklets together with the self-efficacy scales, measures of learning strategy use, and post-tests. Data obtained were submitted to multivariate analysis of variance (MANOVA) and path analysis. Results from the MANOVA model showed a significant effect of vocabulary level on self-efficacy beliefs, learning strategy use, and task performance. Task complexity showed no significant effect; however, an interaction effect between vocabulary level and task complexity emerged. Results from the path analysis showed self-efficacy beliefs had an indirect effect on performance. Our results highlighted the mediating role of self-efficacy beliefs and learning strategy use. Our findings indicate that students' prior knowledge plays a crucial role on both self-efficacy beliefs and task performance, and the predictive power of self-efficacy on task performance may lie in its association with learning strategy use. © 2011 The British Psychological Society.

Learning with incomplete information in the committee machine.

PubMed

Bergmann, Urs M; Kühn, Reimer; Stamatescu, Ion-Olimpiu

2009-12-01

We study the problem of learning with incomplete information in a student-teacher setup for the committee machine. The learning algorithm combines unsupervised Hebbian learning of a series of associations with a delayed reinforcement step, in which the set of previously learnt associations is partly and indiscriminately unlearnt, to an extent that depends on the success rate of the student on these previously learnt associations. The relevant learning parameter lambda represents the strength of Hebbian learning. A coarse-grained analysis of the system yields a set of differential equations for overlaps of student and teacher weight vectors, whose solutions provide a complete description of the learning behavior. It reveals complicated dynamics showing that perfect generalization can be obtained if the learning parameter exceeds a threshold lambda ( c ), and if the initial value of the overlap between student and teacher weights is non-zero. In case of convergence, the generalization error exhibits a power law decay as a function of the number of examples used in training, with an exponent that depends on the parameter lambda. An investigation of the system flow in a subspace with broken permutation symmetry between hidden units reveals a bifurcation point lambda* above which perfect generalization does not depend on initial conditions. Finally, we demonstrate that cases of a complexity mismatch between student and teacher are optimally resolved in the sense that an over-complex student can emulate a less complex teacher rule, while an under-complex student reaches a state which realizes the minimal generalization error compatible with the complexity mismatch.

The Effect of Contextualized Conversational Feedback in a Complex Open-Ended Learning Environment

ERIC Educational Resources Information Center

Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam

2013-01-01

Betty's Brain is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena. The task is complex, and success requires the use of metacognitive strategies that support knowledge acquisition,…

Advancing a Complex Systems Approach to Personalized Learning Communities: Bandwidth, Sightlines, and Teacher Generativity

ERIC Educational Resources Information Center

Hamilton, Eric

2015-01-01

Educational technologies have advanced one of the most important visions of educational reformers, to customize formal and informal learning to individuals. The application of a complex systems framework to the design of learning ecologies suggests that each of a series of ten desirable and malleable features stimulates or propels the other ten,…

Performance of Children with Developmental Dyslexia on High and Low Topological Entropy Artificial Grammar Learning Task

ERIC Educational Resources Information Center

Katan, Pesia; Kahta, Shani; Sasson, Ayelet; Schiff, Rachel

2017-01-01

Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine…

Self-Efficacy, Task Complexity and Task Performance: Exploring Interactions in Two Versions of Vocabulary Learning Tasks

ERIC Educational Resources Information Center

Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2012-01-01

The present study aimed for better understanding of the interactions between task complexity and students' self-efficacy beliefs and students' use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a…

Connecting Learning: Brain-Based Strategies for Linking Prior Knowledge in the Library Media Center

ERIC Educational Resources Information Center

Vanderbilt, Kathi L.

2005-01-01

The brain is a complex organ and learning is a complex process. While there is not complete agreement among researchers about brain-based learning and its direct connection to neuroscience, knowledge about the brain as well as the examination of cognitive psychology, anthropology, professional experience, and educational research can provide…

Towards a Culturally Sensitive and Deeper Understanding of "Rote Learning" and Memorisation of Adult Learners

ERIC Educational Resources Information Center

Tan, Po-Li

2011-01-01

This article aims to provide evidence that "rote learning" or "memorisation" is a complex construct and is deeply embedded in the East Asian culture. An in-depth understanding of this learning approach is increasingly crucial considering the complex demography of contemporary higher education nowadays. Not only is there a rise…

Improving Course Evaluations to Improve Instruction and Complex Learning in Higher Education

ERIC Educational Resources Information Center

Frick, Theodore W.; Chadha, Rajat; Watson, Carol; Zlatkovska, Emilija

2010-01-01

Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning. Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching strategies in terms of mastery of course objectives. Enter the course evaluation, often a…

Using Representational Tools to Learn about Complex Systems: A Tale of Two Classrooms

ERIC Educational Resources Information Center

Hmelo-Silver, Cindy E.; Liu, Lei; Gray, Steven; Jordan, Rebecca

2015-01-01

Orchestrating inquiry-based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables in relation to student learning, we conducted an investigation in two different classroom settings to…

Dribble Files: Methodologies to Evaluate Learning and Performance in Complex Environments

ERIC Educational Resources Information Center

Schrader, P. G.; Lawless, Kimberly A.

2007-01-01

Research in the area of technology learning environments is tremendously complex. Tasks performed in these contexts are highly cognitive and mostly invisible to the observer. The nature of performance in these contexts is explained not only by the outcome but also by the process. However, evaluating the learning process with respect to tasks…

Interaction of plasticity and circuit organization during the acquisition of cerebellum-dependent motor learning

PubMed Central

Yang, Yan; Lisberger, Stephen G

2013-01-01

Motor learning occurs through interactions between the cerebellar circuit and cellular plasticity at different sites. Previous work has established plasticity in brain slices and suggested plausible sites of behavioral learning. We now reveal what actually happens in the cerebellum during short-term learning. We monitor the expression of plasticity in the simple-spike firing of cerebellar Purkinje cells during trial-over-trial learning in smooth pursuit eye movements of monkeys. Our findings imply that: 1) a single complex-spike response driven by one instruction for learning causes short-term plasticity in a Purkinje cell’s mossy fiber/parallel-fiber input pathways; 2) complex-spike responses and simple-spike firing rate are correlated across the Purkinje cell population; and 3) simple-spike firing rate at the time of an instruction for learning modulates the probability of a complex-spike response, possibly through a disynaptic feedback pathway to the inferior olive. These mechanisms may participate in long-term motor learning. DOI: http://dx.doi.org/10.7554/eLife.01574.001 PMID:24381248

Protecting and Respecting the Vulnerable: Existing Regulations or Further Protections?

PubMed Central

Solomon, Stephanie R.

2013-01-01

Scholars and policymakers continue to struggle over the meaning of the word “vulnerable” in the context of research ethics. One major reason for the stymied discussions regarding vulnerable populations is that there is no clear distinction between accounts of research vulnerabilities that exist for certain populations and discussions of research vulnerabilities that require special regulations in the context of research ethics policies. I suggest an analytic process by which to ascertain whether particular vulnerable populations should be contenders for additional regulatory protections. I apply this process to two vulnerable populations: the cognitively vulnerable and the economically vulnerable. I conclude that a subset of the cognitively vulnerable require extra protections while the economically vulnerable should be protected by implementing existing regulations more appropriately and rigorously. Unless or until the informed consent process is more adequately implemented and the distributive justice requirement of the Belmont Report is emphasized and operationalized, the economically disadvantaged will remain particularly vulnerable to the harm of exploitation in research. PMID:23329228

Protecting and respecting the vulnerable: existing regulations or further protections?

PubMed

Solomon, Stephanie R

2013-02-01

Scholars and policymakers continue to struggle over the meaning of the word "vulnerable" in the context of research ethics. One major reason for the stymied discussions regarding vulnerable populations is that there is no clear distinction between accounts of research vulnerabilities that exist for certain populations and discussions of research vulnerabilities that require special regulations in the context of research ethics policies. I suggest an analytic process by which to ascertain whether particular vulnerable populations should be contenders for additional regulatory protections. I apply this process to two vulnerable populations: the cognitively vulnerable and the economically vulnerable. I conclude that a subset of the cognitively vulnerable require extra protections while the economically vulnerable should be protected by implementing existing regulations more appropriately and rigorously. Unless or until the informed consent process is more adequately implemented and the distributive justice requirement of the Belmont Report is emphasized and operationalized, the economically disadvantaged will remain particularly vulnerable to the harm of exploitation in research.

Legal and ethical issues in research

PubMed Central

Yip, Camille; Han, Nian-Lin Reena; Sng, Ban Leong

2016-01-01

Legal and ethical issues form an important component of modern research, related to the subject and researcher. This article seeks to briefly review the various international guidelines and regulations that exist on issues related to informed consent, confidentiality, providing incentives and various forms of research misconduct. Relevant original publications (The Declaration of Helsinki, Belmont Report, Council for International Organisations of Medical Sciences/World Health Organisation International Guidelines for Biomedical Research Involving Human Subjects, World Association of Medical Editors Recommendations on Publication Ethics Policies, International Committee of Medical Journal Editors, CoSE White Paper, International Conference on Harmonisation of Technical Requirements for Registration of Pharmaceuticals for Human Use-Good Clinical Practice) form the literature that are relevant to the ethical and legal aspects of conducting research that researchers should abide by when conducting translational and clinical research. Researchers should note the major international guidelines and regional differences in legislation. Hence, specific ethical advice should be sought at local Ethics Review Committees. PMID:27729698

Rule induction performance in amnestic mild cognitive impairment and Alzheimer's dementia: examining the role of simple and biconditional rule learning processes.

PubMed

Oosterman, Joukje M; Heringa, Sophie M; Kessels, Roy P C; Biessels, Geert Jan; Koek, Huiberdina L; Maes, Joseph H R; van den Berg, Esther

2017-04-01

Rule induction tests such as the Wisconsin Card Sorting Test require executive control processes, but also the learning and memorization of simple stimulus-response rules. In this study, we examined the contribution of diminished learning and memorization of simple rules to complex rule induction test performance in patients with amnestic mild cognitive impairment (aMCI) or Alzheimer's dementia (AD). Twenty-six aMCI patients, 39 AD patients, and 32 control participants were included. A task was used in which the memory load and the complexity of the rules were independently manipulated. This task consisted of three conditions: a simple two-rule learning condition (Condition 1), a simple four-rule learning condition (inducing an increase in memory load, Condition 2), and a complex biconditional four-rule learning condition-inducing an increase in complexity and, hence, executive control load (Condition 3). Performance of AD patients declined disproportionately when the number of simple rules that had to be memorized increased (from Condition 1 to 2). An additional increment in complexity (from Condition 2 to 3) did not, however, disproportionately affect performance of the patients. Performance of the aMCI patients did not differ from that of the control participants. In the patient group, correlation analysis showed that memory performance correlated with Condition 1 performance, whereas executive task performance correlated with Condition 2 performance. These results indicate that the reduced learning and memorization of underlying task rules explains a significant part of the diminished complex rule induction performance commonly reported in AD, although results from the correlation analysis suggest involvement of executive control functions as well. Taken together, these findings suggest that care is needed when interpreting rule induction task performance in terms of executive function deficits in these patients.

Conference Proceedings: Aptitude, Learning, and Instruction. Volume 2. Cognitive Process Analyses of Learning and Problem Solving,

DTIC Science & Technology

1981-01-01

of a Complex System; 177 Albert L. Stevens and Allan Collins Introduction 177 Models 182 Conclusion 196 21. Complex Learning Processes 199 John R...have called schemata (Norman, Gentner, & Stevens , 1976), frames (Minsky, 1975), and scripts (Schank & Abelson, 1977). If these other authors are...York: McGraw-Hill. 1975. Norman, D. A.. Gcntner. D. R., & Stevens . A. L. Comments on learning schemata and memory representation. In D). K lahr (Ed

Action observation versus motor imagery in learning a complex motor task: a short review of literature and a kinematics study.

PubMed

Gatti, R; Tettamanti, A; Gough, P M; Riboldi, E; Marinoni, L; Buccino, G

2013-04-12

Both motor imagery and action observation have been shown to play a role in learning or re-learning complex motor tasks. According to a well accepted view they share a common neurophysiological basis in the mirror neuron system. Neurons within this system discharge when individuals perform a specific action and when they look at another individual performing the same or a motorically related action. In the present paper, after a short review of literature on the role of action observation and motor imagery in motor learning, we report the results of a kinematics study where we directly compared motor imagery and action observation in learning a novel complex motor task. This involved movement of the right hand and foot in the same angular direction (in-phase movement), while at the same time moving the left hand and foot in an opposite angular direction (anti-phase movement), all at a frequency of 1Hz. Motor learning was assessed through kinematics recording of wrists and ankles. The results showed that action observation is better than motor imagery as a strategy for learning a novel complex motor task, at least in the fast early phase of motor learning. We forward that these results may have important implications in educational activities, sport training and neurorehabilitation. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Action learning across the decades.

PubMed

Eason, Ken

2017-05-02

Purpose The purpose of this paper is to explore how action learning concepts were used in two healthcare projects undertaken many decades apart. The specific purpose in both cases was to examine how action learning can contribute to shared learning across key stakeholders in a complex socio-technical system. In each case study, action learning supported joint design programmes and the sharing of perspectives about the complex system under investigation. Design/methodology/approach Two action learning projects are described: first, the Hospital Internal Communications (HIC) project led by Reg Revans in the 1960s. Senior staff in ten London hospitals formed action learning teams to address communication issues. Second, in the Better Outcomes for People with Learning Disabilities: Transforming Care (BOLDTC) project, videoconferencing equipment enabled people with learning disabilities to increase their opportunities to communicate. A mutual learning process was established to enable stakeholders to explore the potential of the technical system to improve individual care. Findings The HIC project demonstrated the importance of evidence being shared between team members and that action had to engage the larger healthcare system outside the hospital. The BOLDTC project confirmed the continuing relevance of action learning to healthcare today. Mutual learning was achieved between health and social care specialists and technologists. Originality/value This work draws together the socio-technical systems tradition (considering both social and technical issues in organisations) and action learning to demonstrate that complex systems development needs to be undertaken as a learning process in which action provides the fuel for learning and design.

Learning Science in a Virtual Reality Application: The Impacts of Animated-Virtual Actors' Visual Complexity

ERIC Educational Resources Information Center

Kartiko, Iwan; Kavakli, Manolya; Cheng, Ken

2010-01-01

As the technology in computer graphics advances, Animated-Virtual Actors (AVAs) in Virtual Reality (VR) applications become increasingly rich and complex. Cognitive Theory of Multimedia Learning (CTML) suggests that complex visual materials could hinder novice learners from attending to the lesson properly. On the other hand, previous studies have…

Interdependence and Integration Learning in Student Project Teams: Do Team Project Assignments Achieve What We Want Them to?

ERIC Educational Resources Information Center

Skilton, Paul F.; Forsyth, David; White, Otis J.

2008-01-01

Building from research on learning in workplace project teams, the authors work forward from the idea that the principal condition enabling integration learning in student team projects is project complexity. Recognizing the challenges of developing and running complex student projects, the authors extend theory to propose that the experience of…

The Complex Learning Difficulties and Disabilities Research Project: Developing Meaningful Pathways to Personalised Learning. Executive Summary

ERIC Educational Resources Information Center

Schools Network, 2011

2011-01-01

The Specialist Schools and Academies Trust (SSAT) was commissioned by the Department for Education (DfE) to research ways to improve outcomes for children and young people with the most complex educational needs and disabilities through the development of evidence-based teaching and learning strategies. The programme of research brought together a…

Support for Self-Regulation in Learning Complex Topics from Multimedia Explanations: Do Learners Need Extensive or Minimal Support?

ERIC Educational Resources Information Center

Rodicio, Hector Garcia; Sanchez, Emilio; Acuna, Santiago R.

2013-01-01

Acquiring complex conceptual knowledge requires learners to self-regulate their learning by planning, monitoring, and adjusting the process but they find it difficult to do so. In one experiment, we examined whether learners need broad systems of support for self-regulation or whether they are also able to learn with more economical support…

Training Knowledge Bots for Physics-Based Simulations Using Artificial Neural Networks

NASA Technical Reports Server (NTRS)

Samareh, Jamshid A.; Wong, Jay Ming

2014-01-01

Millions of complex physics-based simulations are required for design of an aerospace vehicle. These simulations are usually performed by highly trained and skilled analysts, who execute, monitor, and steer each simulation. Analysts rely heavily on their broad experience that may have taken 20-30 years to accumulate. In addition, the simulation software is complex in nature, requiring significant computational resources. Simulations of system of systems become even more complex and are beyond human capacity to effectively learn their behavior. IBM has developed machines that can learn and compete successfully with a chess grandmaster and most successful jeopardy contestants. These machines are capable of learning some complex problems much faster than humans can learn. In this paper, we propose using artificial neural network to train knowledge bots to identify the idiosyncrasies of simulation software and recognize patterns that can lead to successful simulations. We examine the use of knowledge bots for applications of computational fluid dynamics (CFD), trajectory analysis, commercial finite-element analysis software, and slosh propellant dynamics. We will show that machine learning algorithms can be used to learn the idiosyncrasies of computational simulations and identify regions of instability without including any additional information about their mathematical form or applied discretization approaches.

Ensuring Sustainable Data Interoperability Across the Natural and Social Sciences

NASA Astrophysics Data System (ADS)

Downs, R. R.; Chen, R. S.

2015-12-01

Both the natural and social science data communities are attempting to address the long-term sustainability of their data infrastructures in rapidly changing research, technological, and policy environments. Many parts of these communities are also considering how to improve the interoperability and integration of their data and systems across natural, social, health, and other domains. However, these efforts have generally been undertaken in parallel, with little thought about how different sustainability approaches may impact long-term interoperability from scientific, legal, or economic perspectives, or vice versa, i.e., how improved interoperability could enhance—or threaten—infrastructure sustainability. Scientific progress depends substantially on the ability to learn from the legacy of previous work available for current and future scientists to study, often by integrating disparate data not previously assembled. Digital data are less likely than scientific publications to be usable in the future unless they are managed by science-oriented repositories that can support long-term data access with the documentation and services needed for future interoperability. We summarize recent discussions in the social and natural science communities on emerging approaches to sustainability and relevant interoperability activities, including efforts by the Belmont Forum E-Infrastructures project to address global change data infrastructure needs; the Group on Earth Observations to further implement data sharing and improve data management across diverse societal benefit areas; and the Research Data Alliance to develop legal interoperability principles and guidelines and to address challenges faced by domain repositories. We also examine emerging needs for data interoperability in the context of the post-2015 development agenda and the expected set of Sustainable Development Goals (SDGs), which set ambitious targets for sustainable development, poverty reduction, and environmental stewardship by 2030. These efforts suggest the need for a holistic approach towards improving and implementing strategies, policies, and practices that will ensure long-term sustainability and interoperability of scientific data repositories and networks across multiple scientific domains.

New Learning of Music after Bilateral Medial Temporal Lobe Damage: Evidence from an Amnesic Patient

PubMed Central

Valtonen, Jussi; Gregory, Emma; Landau, Barbara; McCloskey, Michael

2014-01-01

Damage to the hippocampus impairs the ability to acquire new declarative memories, but not the ability to learn simple motor tasks. An unresolved question is whether hippocampal damage affects learning for music performance, which requires motor processes, but in a cognitively complex context. We studied learning of novel musical pieces by sight-reading in a newly identified amnesic, LSJ, who was a skilled amateur violist prior to contracting herpes simplex encephalitis. LSJ has suffered virtually complete destruction of the hippocampus bilaterally, as well as extensive damage to other medial temporal lobe structures and the left anterior temporal lobe. Because of LSJ’s rare combination of musical training and near-complete hippocampal destruction, her case provides a unique opportunity to investigate the role of the hippocampus for complex motor learning processes specifically related to music performance. Three novel pieces of viola music were composed and closely matched for factors contributing to a piece’s musical complexity. LSJ practiced playing two of the pieces, one in each of the two sessions during the same day. Relative to a third unpracticed control piece, LSJ showed significant pre- to post-training improvement for the two practiced pieces. Learning effects were observed both with detailed analyses of correctly played notes, and with subjective whole-piece performance evaluations by string instrument players. The learning effects were evident immediately after practice and 14 days later. The observed learning stands in sharp contrast to LSJ’s complete lack of awareness that the same pieces were being presented repeatedly, and to the profound impairments she exhibits in other learning tasks. Although learning in simple motor tasks has been previously observed in amnesic patients, our results demonstrate that non-hippocampal structures can support complex learning of novel musical sequences for music performance. PMID:25232312

Patients with Parkinson's disease learn to control complex systems-an indication for intact implicit cognitive skill learning.

PubMed

Witt, Karsten; Daniels, Christine; Daniel, Victoria; Schmitt-Eliassen, Julia; Volkmann, Jens; Deuschl, Günther

2006-01-01

Implicit memory and learning mechanisms are composed of multiple processes and systems. Previous studies demonstrated a basal ganglia involvement in purely cognitive tasks that form stimulus response habits by reinforcement learning such as implicit classification learning. We will test the basal ganglia influence on two cognitive implicit tasks previously described by Berry and Broadbent, the sugar production task and the personal interaction task. Furthermore, we will investigate the relationship between certain aspects of an executive dysfunction and implicit learning. To this end, we have tested 22 Parkinsonian patients and 22 age-matched controls on two implicit cognitive tasks, in which participants learned to control a complex system. They interacted with the system by choosing an input value and obtaining an output that was related in a complex manner to the input. The objective was to reach and maintain a specific target value across trials (dynamic system learning). The two tasks followed the same underlying complex rule but had different surface appearances. Subsequently, participants performed an executive test battery including the Stroop test, verbal fluency and the Wisconsin card sorting test (WCST). The results demonstrate intact implicit learning in patients, despite an executive dysfunction in the Parkinsonian group. They lead to the conclusion that the basal ganglia system affected in Parkinson's disease does not contribute to the implicit acquisition of a new cognitive skill. Furthermore, the Parkinsonian patients were able to reach a specific goal in an implicit learning context despite impaired goal directed behaviour in the WCST, a classic test of executive functions. These results demonstrate a functional independence of implicit cognitive skill learning and certain aspects of executive functions.

Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students.

PubMed

McComb, Sara A; Kirkpatrick, Jane M

2016-01-01

The changing higher education landscape is prompting nurses to rethink educational strategies. Looking beyond traditional professional boundaries may be beneficial. We compare nursing to engineering because engineering has similar accreditation outcome goals and different pedagogical approaches. We compare students' cognitive complexity and motivation to learn to identify opportunities to share pedagogical approaches between nursing and engineering. Cross-sectional data were collected from 1,167 freshmen through super senior students. Comparisons were made across years and between majors. Overall nursing and engineering students advance in cognitive complexity while maintaining motivation for learning. Sophomores reported the lowest scores on many dimensions indicating that their experiences need review. The strong influence of the National Council Licensure Examination on nursing students may drive their classroom preferences. Increased intrinsic motivation, coupled with decreased extrinsic motivation, suggests that we are graduating burgeoning life-long learners equipped to maintain currency. The disciplines' strategies for incorporating real-world learning opportunities differ, yet the students similarly advance in cognitive complexity and maintain motivation to learn. Lessons can be exchanged across professional boundaries. Copyright © 2016 Elsevier Inc. All rights reserved.

Staff Experiences of Supported Employment with the Sustainable Hub of Innovative Employment for People with Complex Needs

ERIC Educational Resources Information Center

Gore, Nick J.; Forrester-Jones, Rachel; Young, Rhea

2014-01-01

Whilst the value of supported employment for people with learning disabilities is well substantiated, the experiences of supporting individuals into work are less well documented. The Sustainable Hub of Innovative Employment for people with Complex needs aims to support people with learning disabilities and complex needs to find paid employment.…

Stop Talking and Type: Comparing Virtual and Face-to-Face Mentoring in an Epistemic Game

ERIC Educational Resources Information Center

Bagley, E. A.; Shaffer, D. W.

2015-01-01

Research has shown that computer games and other virtual environments can support significant learning gains because they allow young people to explore complex concepts in simulated form. However, in complex problem-solving domains, complex thinking is learned not only by taking action, but also with the aid of mentors who provide guidance in the…

Asymmetric kinetic equilibria: Generalization of the BAS model for rotating magnetic profile and non-zero electric field

NASA Astrophysics Data System (ADS)

Dorville, Nicolas; Belmont, Gérard; Aunai, Nicolas; Dargent, Jérémy; Rezeau, Laurence

2015-09-01

Finding kinetic equilibria for non-collisional/collisionless tangential current layers is a key issue as well for their theoretical modeling as for our understanding of the processes that disturb them, such as tearing or Kelvin Helmholtz instabilities. The famous Harris equilibrium [E. Harris, Il Nuovo Cimento Ser. 10 23, 115-121 (1962)] assumes drifting Maxwellian distributions for ions and electrons, with constant temperatures and flow velocities; these assumptions lead to symmetric layers surrounded by vacuum. This strongly particular kind of layer is not suited for the general case: asymmetric boundaries between two media with different plasmas and different magnetic fields. The standard method for constructing more general kinetic equilibria consists in using Jeans theorem, which says that any function depending only on the Hamiltonian constants of motion is a solution to the steady Vlasov equation [P. J. Channell, Phys. Fluids (1958-1988) 19, 1541 (1976); M. Roth et al., Space Sci. Rev. 76, 251-317 (1996); and F. Mottez, Phys. Plasmas 10, 1541-1545 (2003)]. The inverse implication is however not true: when using the motion invariants as variables instead of the velocity components, the general stationary particle distributions keep on depending explicitly of the position, in addition to the implicit dependence introduced by these invariants. The standard approach therefore strongly restricts the class of solutions to the problem and probably does not select the most physically reasonable. The BAS (Belmont-Aunai-Smets) model [G. Belmont et al., Phys. Plasmas 19, 022108 (2012)] used for the first time the concept of particle accessibility to find new solutions: considering the case of a coplanar-antiparallel magnetic field configuration without electric field, asymmetric solutions could be found while the standard method can only lead to symmetric ones. These solutions were validated in a hybrid simulation [N. Aunai et al., Phys. Plasmas (1994-present) 20, 110702 (2013)], and more recently in a fully kinetic simulation as well [J. Dargent and N. Aunai, Phys. Plasmas (submitted)]. Nevertheless, in most asymmetric layers like the terrestrial magnetopause, one would indeed expect a magnetic field rotation from one direction to another without going through zero [J. Berchem and C. T. Russell, J. Geophys. Res. 87, 8139-8148 (1982)], and a non-zero normal electric field. In this paper, we propose the corresponding generalization: in the model presented, the profiles can be freely imposed for the magnetic field rotation (although restricted to a 180 rotation hitherto) and for the normal electric field. As it was done previously, the equilibrium is tested with a hybrid simulation.

Study of Environmental Data Complexity using Extreme Learning Machine

NASA Astrophysics Data System (ADS)

Leuenberger, Michael; Kanevski, Mikhail

2017-04-01

The main goals of environmental data science using machine learning algorithm deal, in a broad sense, around the calibration, the prediction and the visualization of hidden relationship between input and output variables. In order to optimize the models and to understand the phenomenon under study, the characterization of the complexity (at different levels) should be taken into account. Therefore, the identification of the linear or non-linear behavior between input and output variables adds valuable information for the knowledge of the phenomenon complexity. The present research highlights and investigates the different issues that can occur when identifying the complexity (linear/non-linear) of environmental data using machine learning algorithm. In particular, the main attention is paid to the description of a self-consistent methodology for the use of Extreme Learning Machines (ELM, Huang et al., 2006), which recently gained a great popularity. By applying two ELM models (with linear and non-linear activation functions) and by comparing their efficiency, quantification of the linearity can be evaluated. The considered approach is accompanied by simulated and real high dimensional and multivariate data case studies. In conclusion, the current challenges and future development in complexity quantification using environmental data mining are discussed. References - Huang, G.-B., Zhu, Q.-Y., Siew, C.-K., 2006. Extreme learning machine: theory and applications. Neurocomputing 70 (1-3), 489-501. - Kanevski, M., Pozdnoukhov, A., Timonin, V., 2009. Machine Learning for Spatial Environmental Data. EPFL Press; Lausanne, Switzerland, p.392. - Leuenberger, M., Kanevski, M., 2015. Extreme Learning Machines for spatial environmental data. Computers and Geosciences 85, 64-73.

Identifying the Correlation between Professional Learning Communities and Collective Teacher Efficacy for Math Data Teams in Kaua'i Complex Area Secondary Schools

ERIC Educational Resources Information Center

Ellwood, Cheryl Kathryn

2013-01-01

Professional learning communities and teacher efficacy are at the core of many of the current educational reform models. The intention of this dissertation was to identify the correlation between professional learning communities and collective teacher efficacy for math data teams in the six Kaua'i Complex Area secondary schools, as measured by…

Capturing the Complexity: Content, Type, and Amount of Instruction and Quality of the Classroom Learning Environment Synergistically Predict Third Graders' Vocabulary and Reading Comprehension Outcomes

ERIC Educational Resources Information Center

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom learning environment. We observed 27 3rd-grade classrooms serving 315 target students using 2 different…

Adaptive Prompts for Learning Evolution with Worked Examples--Highlighting the Students between the "Novices" and the "Experts" in a Classroom

ERIC Educational Resources Information Center

Neubrand, Charlotte; Borzikowsky, Christoph; Harms, Ute

2016-01-01

Evolutionary theory constitutes the overarching concept in biology. There is hardly any other concept that is more complex, and causes more difficulties in learning and teaching. One instructional approach in optimizing the learning of complex topics is to use worked examples combined with self-explanation prompts that fit to the prior knowledge…

Examining the Potential of Web-Based Multimedia to Support Complex Fine Motor Skill Learning: An Empirical Study

ERIC Educational Resources Information Center

Papastergiou, Marina; Pollatou, Elisana; Theofylaktou, Ioannis; Karadimou, Konstantina

2014-01-01

Research on the utilization of the Web for complex fine motor skill learning that involves whole body movements is still scarce. The aim of this study was to evaluate the impact of the introduction of a multimedia web-based learning environment, which was targeted at a rhythmic gymnastics routine consisting of eight fine motor skills, into an…

Individual Differences in the Acquisition of a Complex L2 Phonology: A Training Study

ERIC Educational Resources Information Center

Hanulikova, Adriana; Dediu, Dan; Fang, Zhou; Basnakova, Jana; Huettig, Falk

2012-01-01

Many learners of a foreign language (L2) struggle to correctly pronounce newly learned speech sounds, yet many others achieve this with apparent ease. Here we explored how a training study of learning complex consonant clusters at the very onset of L2 acquisition can inform us about L2 learning in general and individual differences in particular.…

SISL and SIRL: Two knowledge dissemination models with leader nodes on cooperative learning networks

NASA Astrophysics Data System (ADS)

Li, Jingjing; Zhang, Yumei; Man, Jiayu; Zhou, Yun; Wu, Xiaojun

2017-02-01

Cooperative learning is one of the most effective teaching methods, which has been widely used. Students' mutual contact forms a cooperative learning network in this process. Our previous research demonstrated that the cooperative learning network has complex characteristics. This study aims to investigating the dynamic spreading process of the knowledge in the cooperative learning network and the inspiration of leaders in this process. To this end, complex network transmission dynamics theory is utilized to construct the knowledge dissemination model of a cooperative learning network. Based on the existing epidemic models, we propose a new susceptible-infected-susceptible-leader (SISL) model that considers both students' forgetting and leaders' inspiration, and a susceptible-infected-removed-leader (SIRL) model that considers students' interest in spreading and leaders' inspiration. The spreading threshold λcand its impact factors are analyzed. Then, numerical simulation and analysis are delivered to reveal the dynamic transmission mechanism of knowledge and leaders' role. This work is of great significance to cooperative learning theory and teaching practice. It also enriches the theory of complex network transmission dynamics.

Augmented reality in medical education?

PubMed

Kamphuis, Carolien; Barsom, Esther; Schijven, Marlies; Christoph, Noor

2014-09-01

Learning in the medical domain is to a large extent workplace learning and involves mastery of complex skills that require performance up to professional standards in the work environment. Since training in this real-life context is not always possible for reasons of safety, costs, or didactics, alternative ways are needed to achieve clinical excellence. Educational technology and more specifically augmented reality (AR) has the potential to offer a highly realistic situated learning experience supportive of complex medical learning and transfer. AR is a technology that adds virtual content to the physical real world, thereby augmenting the perception of reality. Three examples of dedicated AR learning environments for the medical domain are described. Five types of research questions are identified that may guide empirical research into the effects of these learning environments. Up to now, empirical research mainly appears to focus on the development, usability and initial implementation of AR for learning. Limited review results reflect the motivational value of AR, its potential for training psychomotor skills and the capacity to visualize the invisible, possibly leading to enhanced conceptual understanding of complex causality.

Effect of transcranial direct current stimulation (tDCS) during complex whole body motor skill learning.

PubMed

Kaminski, Elisabeth; Hoff, Maike; Sehm, Bernhard; Taubert, Marco; Conde, Virginia; Steele, Christopher J; Villringer, Arno; Ragert, Patrick

2013-09-27

The aim of the study was to investigate tDCS effects on motor skill learning in a complex whole body dynamic balance task (DBT). We hypothesized that tDCS over the supplementary motor area (SMA), a region that is known to be involved in the control of multi-joint whole body movements, will result in polarity specific changes in DBT learning. In a randomized sham-controlled, double-blinded parallel design, we applied 20 min of tDCS over the supplementary motor area (SMA) and prefrontal cortex (PFC) while subjects performed a DBT. Anodal tDCS over SMA with the cathode placed over contralateral PFC impaired motor skill learning of the DBT compared to sham. This effect was still present on the second day of training. Reversing the polarity (cathode over SMA, anode over PFC) did not affect motor skill learning neither on the first nor on the second day of training. To better disentangle whether the impaired motor skill learning was due to a modulation of SMA or PFC, we performed an additional control experiment. Here, we applied anodal tDCS over SMA together with a larger and presumably more ineffective electrode (cathode) over PFC. Interestingly this alternative tDCS electrode setup did not affect the outcome of DBT learning. Our results provide novel evidence that a modulation of the (right) PFC seems to impair complex multi-joint motor skill learning. Hence, future studies should take the positioning of both tDCS electrodes into account when investigating complex motor skill learning. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Brain signal complexity rises with repetition suppression in visual learning.

PubMed

Lafontaine, Marc Philippe; Lacourse, Karine; Lina, Jean-Marc; McIntosh, Anthony R; Gosselin, Frédéric; Théoret, Hugo; Lippé, Sarah

2016-06-21

Neuronal activity associated with visual processing of an unfamiliar face gradually diminishes when it is viewed repeatedly. This process, known as repetition suppression (RS), is involved in the acquisition of familiarity. Current models suggest that RS results from interactions between visual information processing areas located in the occipito-temporal cortex and higher order areas, such as the dorsolateral prefrontal cortex (DLPFC). Brain signal complexity, which reflects information dynamics of cortical networks, has been shown to increase as unfamiliar faces become familiar. However, the complementarity of RS and increases in brain signal complexity have yet to be demonstrated within the same measurements. We hypothesized that RS and brain signal complexity increase occur simultaneously during learning of unfamiliar faces. Further, we expected alteration of DLPFC function by transcranial direct current stimulation (tDCS) to modulate RS and brain signal complexity over the occipito-temporal cortex. Participants underwent three tDCS conditions in random order: right anodal/left cathodal, right cathodal/left anodal and sham. Following tDCS, participants learned unfamiliar faces, while an electroencephalogram (EEG) was recorded. Results revealed RS over occipito-temporal electrode sites during learning, reflected by a decrease in signal energy, a measure of amplitude. Simultaneously, as signal energy decreased, brain signal complexity, as estimated with multiscale entropy (MSE), increased. In addition, prefrontal tDCS modulated brain signal complexity over the right occipito-temporal cortex during the first presentation of faces. These results suggest that although RS may reflect a brain mechanism essential to learning, complementary processes reflected by increases in brain signal complexity, may be instrumental in the acquisition of novel visual information. Such processes likely involve long-range coordinated activity between prefrontal and lower order visual areas. Copyright © 2016 IBRO. Published by Elsevier Ltd. All rights reserved.

A complex mTOR response in habituation paradigms for a social signal in adult songbirds.

PubMed

Ahmadiantehrani, Somayeh; Gores, Elisa O; London, Sarah E

2018-06-01

Nonassociative learning is considered simple because it depends on presentation of a single stimulus, but it likely reflects complex molecular signaling. To advance understanding of the molecular mechanisms of one form of nonassociative learning, habituation, for ethologically relevant signals we examined song recognition learning in adult zebra finches. These colonial songbirds learn the unique song of individuals, which helps establish and maintain mate and other social bonds, and informs appropriate behavioral interactions with specific birds. We leveraged prior work demonstrating behavioral habituation for individual songs, and extended the molecular framework correlated with this behavior by investigating the mechanistic Target of Rapamycin (mTOR) signaling cascade. We hypothesized that mTOR may contribute to habituation because it integrates a variety of upstream signals and enhances associative learning, and it crosstalks with another cascade previously associated with habituation, ERK/ZENK. To begin probing for a possible role for mTOR in song recognition learning, we used a combination of song playback paradigms and bidirectional dysregulation of mTORC1 activation. We found that mTOR demonstrates the molecular signatures of a habituation mechanism, and that its manipulation reveals the complexity of processes that may be invoked during nonassociative learning. These results thus expand the molecular targets for habituation studies and raise new questions about neural processing of complex natural signals. © 2018 Ahmadiantehrani et al.; Published by Cold Spring Harbor Laboratory Press.

Taking Stock.

ERIC Educational Resources Information Center

Merriam, Sharan B.

1993-01-01

A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)

Does Supporting Multiple Student Strategies Lead to Greater Learning and Motivation? Investigating a Source of Complexity in the Architecture of Intelligent Tutoring Systems

ERIC Educational Resources Information Center

Waalkens, Maaike; Aleven, Vincent; Taatgen, Niels

2013-01-01

Intelligent tutoring systems (ITS) support students in learning a complex problem-solving skill. One feature that makes an ITS architecturally complex, and hard to build, is support for strategy freedom, that is, the ability to let students pursue multiple solution strategies within a given problem. But does greater freedom mean that students…

Instructional Strategy: Administration of Injury Scripts

ERIC Educational Resources Information Center

Schilling, Jim

2016-01-01

Context: Learning how to form accurate and efficient clinical examinations is a critical factor in becoming a competent athletic training practitioner, and instructional strategies differ for this complex task. Objective: To introduce an instructional strategy consistent with complex learning to encourage improved efficiency by minimizing…

[Reverse learning in WAG/Rij rats with depression-like behavior].

PubMed

Malyshev, A V; Zakharov, A M; Sarkisova, K Iu; Dubynin, V A

2012-01-01

Learning and reverse learning in a complex maze, behavior in the open field test, novelty-suppressed feeding test, and forced swimming test were studies in WAG/Rij and Wistar rats. As compared with Wistar rats, WAG/Rij rats more slowly learned the spatial task, more slowly performed in the learning and reverse learning tasks, and made more errors in the complex maze (18% of WAG/Rij rats didn't reach learning criterion). Moreover, WAG/Rij rats exhibited reduced grooming reactions in the open field test, longer latency of approaching to food in the novel open field, reduced amount of food consumed in the home cage in the novelty-suppressed feeding test, and increased immobility time in the forced swimming test. The results suggest cognitive impaiment in WAG/Rij rats with depression-like behavior.

Complexity and non-commutativity of learning operations on graphs.

PubMed

Atmanspacher, Harald; Filk, Thomas

2006-07-01

We present results from numerical studies of supervised learning operations in small recurrent networks considered as graphs, leading from a given set of input conditions to predetermined outputs. Graphs that have optimized their output for particular inputs with respect to predetermined outputs are asymptotically stable and can be characterized by attractors, which form a representation space for an associative multiplicative structure of input operations. As the mapping from a series of inputs onto a series of such attractors generally depends on the sequence of inputs, this structure is generally non-commutative. Moreover, the size of the set of attractors, indicating the complexity of learning, is found to behave non-monotonically as learning proceeds. A tentative relation between this complexity and the notion of pragmatic information is indicated.

Physical assistance devices in complex motor skill learning: benefits of a self-controlled practice schedule.

PubMed

Wulf, G; Toole, T

1999-09-01

This study examines the effects of a self-controlled use of physical assistance devices on learning a complex motor skill (i.e., producing slalom-type movements on a ski simulator). Physical assistance was provided by ski poles. One group of learners (self-control) was provided with the poles whenever they requested them, whereas another (yoked) group had no influence on the pole/no-pole schedule. While there were no group differences during the practice phase (Days 1 and 2), clear group differences emerged in the retention test without poles (Day 3). The self-control group produced significantly larger amplitudes than the yoked group. These results extend previous findings by showing learning advantages of the self-controlled use of physical assistance devices in complex motor skill learning.

Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit; Xie, Wenting

2017-01-01

When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…

Synaptic scaffold evolution generated components of vertebrate cognitive complexity

PubMed Central

Nithianantharajah, J.; Komiyama, N.H.; McKechanie, A.; Johnstone, M.; Blackwood, D. H.; St Clair, D.; Emes, R.D.; van de Lagemaat, L. N.; Saksida, L.M.; Bussey, T.J.; Grant, S.G.N.

2014-01-01

The origins and evolution of higher cognitive functions including complex forms of learning, attention and executive functions are unknown. A potential mechanism driving the evolution of vertebrate cognition early in the vertebrate lineage (550 My ago) was genome duplication and subsequent diversification of postsynaptic genes. Here we report the first genetic analysis of a vertebrate gene family in cognitive functions measured using computerized touchscreens. Comparison of mice carrying mutations in all four Dlg paralogs show simple associative learning required Dlg4, while Dlg2 and Dlg3 diversified to play opposing roles in complex cognitive processes. Exploiting the translational utility of touchscreens in humans and mice, testing Dlg2 mutations in both species showed Dlg2’s role in complex learning, cognitive flexibility and attention has been highly conserved over 100 My. Dlg family mutations underlie psychiatric disorders suggesting genome evolution expanded the complexity of vertebrate cognition at the cost of susceptibility to mental illness. PMID:23201973

Zebrafish and relational memory: Could a simple fish be useful for the analysis of biological mechanisms of complex vertebrate learning?

PubMed

Gerlai, Robert

2017-08-01

Analysis of the zebrafish allows one to combine two distinct scientific approaches, comparative ethology and neurobehavioral genetics. Furthermore, this species arguably represents an optimal compromise between system complexity and practical simplicity. This mini-review focuses on a complex form of learning, relational learning and memory, in zebrafish. It argues that zebrafish are capable of this type of learning, and it attempts to show how this species may be useful in the analysis of the mechanisms and the evolution of this complex brain function. The review is not intended to be comprehensive. It is a short opinion piece that reflects the author's own biases, and it draws some of its examples from the work coming from his own laboratory. Nevertheless, it is written in the hope that it will persuade those who have not utilized zebrafish and who may be interested in opening their research horizon to this relatively novel but powerful vertebrate research tool. Copyright © 2017 Elsevier B.V. All rights reserved.

Manufacturing complexity analysis

NASA Technical Reports Server (NTRS)

Delionback, L. M.

1977-01-01

The analysis of the complexity of a typical system is presented. Starting with the subsystems of an example system, the step-by-step procedure for analysis of the complexity of an overall system is given. The learning curves for the various subsystems are determined as well as the concurrent numbers of relevant design parameters. Then trend curves are plotted for the learning curve slopes versus the various design-oriented parameters, e.g. number of parts versus slope of learning curve, or number of fasteners versus slope of learning curve, etc. Representative cuts are taken from each trend curve, and a figure-of-merit analysis is made for each of the subsystems. Based on these values, a characteristic curve is plotted which is indicative of the complexity of the particular subsystem. Each such characteristic curve is based on a universe of trend curve data taken from data points observed for the subsystem in question. Thus, a characteristic curve is developed for each of the subsystems in the overall system.

Visual complexity: a review.

PubMed

Donderi, Don C

2006-01-01

The idea of visual complexity, the history of its measurement, and its implications for behavior are reviewed, starting with structuralism and Gestalt psychology at the beginning of the 20th century and ending with visual complexity theory, perceptual learning theory, and neural circuit theory at the beginning of the 21st. Evidence is drawn from research on single forms, form and texture arrays and visual displays. Form complexity and form probability are shown to be linked through their reciprocal relationship in complexity theory, which is in turn shown to be consistent with recent developments in perceptual learning and neural circuit theory. Directions for further research are suggested.

Quantum Speedup for Active Learning Agents

NASA Astrophysics Data System (ADS)

Paparo, Giuseppe Davide; Dunjko, Vedran; Makmal, Adi; Martin-Delgado, Miguel Angel; Briegel, Hans J.

2014-07-01

Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.

The importance of cultivating a preference for complexity in veterinarians for effective lifelong learning.

PubMed

Dale, Vicki H M; Pierce, Stephanie E; May, Stephen A

2010-01-01

Much attention has been paid to the link between students' approaches to study and the quality of their learning. Less attention has been paid to the lifelong learner. We conceptualized a tripartite relationship between three measures of learning preference: conceptions of knowledge (construction and use vs. intake), need for cognition (high vs. low), and approach to study (deep vs. surface) and hypothesized that an individual's profile on these three measures-reconceptualized as a preference for complexity versus simplicity-would affect their attitude toward continuing professional development (CPD). A questionnaire was mailed to 2,000 randomly selected, home-practicing UK veterinarians to quantify their learning preferences, motivation to engage in CPD, and perception of barriers to participation and to assess the relationships between these constructs. Analysis of 775 responses (a 38.8% response rate) confirmed our tripartite model of learning and showed that a preference for complexity was negatively correlated with barriers and positively correlated with intrinsic, social, and extrinsic motivating factors, suggesting that all play a role in the continuing education of this group of professionals. A preference for simplicity was negatively correlated with social motivation and positively correlated with barriers. This study demonstrates that approach not only affects the quality of learning but crucially affects motivation to engage in CPD and perception of barriers to lifelong learning. This should emphasize to veterinary educators the importance of fostering a preference for complexity from an early age, both in terms of its immediate benefits (better understanding) and longer-term benefits (continued engagement with learning).

Serious games and blended learning; effects on performance and motivation in medical education.

PubMed

Dankbaar, Mary

2017-02-01

More efficient, flexible training models are needed in medical education. Information technology offers the tools to design and develop effective and more efficient training. The aims of this thesis were: 1) Compare the effectiveness of blended versus classroom training for the acquisition of knowledge; 2) Investigate the effectiveness and critical design features of serious games for performance improvement and motivation. Five empirical studies were conducted to answer the research questions and a descriptive study on an evaluation framework to assess serious games was performed. The results of the research studies indicated that: 1) For knowledge acquisition, blended learning is equally effective and attractive for learners as classroom learning; 2) A serious game with realistic, interactive cases improved complex cognitive skills for residents, with limited self-study time. Although the same game was motivating for inexperienced medical students and stimulated them to study longer, it did not improve their cognitive skills, compared with what they learned from an instructional e‑module. This indicates an 'expertise reversal effect', where a rich learning environment is effective for experts, but may be contra-productive for novices (interaction of prior knowledge and complexity of format). A blended design is equally effective and attractive as classroom training. Blended learning facilitates adaptation to the learners' knowledge level, flexibility in time and scalability of learning. Games may support skills learning, provided task complexity matches the learner's competency level. More design-based research is needed on the effects of task complexity and other design features on performance improvement, for both novices and experts.

An Approach for the Distance Delivery of AFIT/LS Resident Degree Curricula

DTIC Science & Technology

1991-12-01

minimal (least complex) distance education technologies appropriate for each learning topic or task. This may be the most time-consuming step in the...34 represents the least complex distance education technology that could be used to deliver the educational material for a particular learning objective. Careful...minimal technology needed to accomplish the learning objective. Look at question Q2.1 (Figure 5.15). Since the lecture offers an essential educational

Fast social-like learning of complex behaviors based on motor motifs.

PubMed

Calvo Tapia, Carlos; Tyukin, Ivan Y; Makarov, Valeri A

2018-05-01

Social learning is widely observed in many species. Less experienced agents copy successful behaviors exhibited by more experienced individuals. Nevertheless, the dynamical mechanisms behind this process remain largely unknown. Here we assume that a complex behavior can be decomposed into a sequence of n motor motifs. Then a neural network capable of activating motor motifs in a given sequence can drive an agent. To account for (n-1)! possible sequences of motifs in a neural network, we employ the winnerless competition approach. We then consider a teacher-learner situation: one agent exhibits a complex movement, while another one aims at mimicking the teacher's behavior. Despite the huge variety of possible motif sequences we show that the learner, equipped with the provided learning model, can rewire "on the fly" its synaptic couplings in no more than (n-1) learning cycles and converge exponentially to the durations of the teacher's motifs. We validate the learning model on mobile robots. Experimental results show that the learner is indeed capable of copying the teacher's behavior composed of six motor motifs in a few learning cycles. The reported mechanism of learning is general and can be used for replicating different functions, including, for example, sound patterns or speech.

Fast social-like learning of complex behaviors based on motor motifs

NASA Astrophysics Data System (ADS)

Calvo Tapia, Carlos; Tyukin, Ivan Y.; Makarov, Valeri A.

2018-05-01

Social learning is widely observed in many species. Less experienced agents copy successful behaviors exhibited by more experienced individuals. Nevertheless, the dynamical mechanisms behind this process remain largely unknown. Here we assume that a complex behavior can be decomposed into a sequence of n motor motifs. Then a neural network capable of activating motor motifs in a given sequence can drive an agent. To account for (n -1 )! possible sequences of motifs in a neural network, we employ the winnerless competition approach. We then consider a teacher-learner situation: one agent exhibits a complex movement, while another one aims at mimicking the teacher's behavior. Despite the huge variety of possible motif sequences we show that the learner, equipped with the provided learning model, can rewire "on the fly" its synaptic couplings in no more than (n -1 ) learning cycles and converge exponentially to the durations of the teacher's motifs. We validate the learning model on mobile robots. Experimental results show that the learner is indeed capable of copying the teacher's behavior composed of six motor motifs in a few learning cycles. The reported mechanism of learning is general and can be used for replicating different functions, including, for example, sound patterns or speech.

The Effects of Theta Precession on Spatial Learning and Simplicial Complex Dynamics in a Topological Model of the Hippocampal Spatial Map

PubMed Central

Arai, Mamiko; Brandt, Vicky; Dabaghian, Yuri

2014-01-01

Learning arises through the activity of large ensembles of cells, yet most of the data neuroscientists accumulate is at the level of individual neurons; we need models that can bridge this gap. We have taken spatial learning as our starting point, computationally modeling the activity of place cells using methods derived from algebraic topology, especially persistent homology. We previously showed that ensembles of hundreds of place cells could accurately encode topological information about different environments (“learn” the space) within certain values of place cell firing rate, place field size, and cell population; we called this parameter space the learning region. Here we advance the model both technically and conceptually. To make the model more physiological, we explored the effects of theta precession on spatial learning in our virtual ensembles. Theta precession, which is believed to influence learning and memory, did in fact enhance learning in our model, increasing both speed and the size of the learning region. Interestingly, theta precession also increased the number of spurious loops during simplicial complex formation. We next explored how downstream readout neurons might define co-firing by grouping together cells within different windows of time and thereby capturing different degrees of temporal overlap between spike trains. Our model's optimum coactivity window correlates well with experimental data, ranging from ∼150–200 msec. We further studied the relationship between learning time, window width, and theta precession. Our results validate our topological model for spatial learning and open new avenues for connecting data at the level of individual neurons to behavioral outcomes at the neuronal ensemble level. Finally, we analyzed the dynamics of simplicial complex formation and loop transience to propose that the simplicial complex provides a useful working description of the spatial learning process. PMID:24945927

Perceptual Learning, Cognition, and Expertise

ERIC Educational Resources Information Center

Kellman, Philip J.; Massey, Christine M.

2013-01-01

Recent research indicates that perceptual learning (PL)--experience-induced changes in the way perceivers extract information--plays a larger role in complex cognitive tasks, including abstract and symbolic domains, than has been understood in theory or implemented in instruction. Here, we describe the involvement of PL in complex cognitive tasks…

Testing the Tester: Lessons Learned During the Testing of a State-of-the-Art Commercial 14nm Processor Under Proton Irradiation

NASA Technical Reports Server (NTRS)

Szabo, Carl M., Jr.; Duncan, Adam R.; Label, Kenneth A.

2017-01-01

Testing of an Intel 14nm desktop processor was conducted under proton irradiation. We share lessons learned, demonstrating that complex devices beget further complex challenges requiring practical and theoretical investigative expertise to solve.

Learning with Hypertext Learning Environments: Theory, Design, and Research.

ERIC Educational Resources Information Center

Jacobson, Michael J.; And Others

1996-01-01

Studied 69 undergraduates who used conceptually-indexed hypertext learning environments with differently structured thematic criss-crossing (TCC) treatments: guided and learner selected. Found that students need explicit modeling and scaffolding support to learn complex knowledge from these learning environments, and considers implications for…

Learning Analytics for Networked Learning Models

ERIC Educational Resources Information Center

Joksimovic, Srecko; Hatala, Marek; Gaševic, Dragan

2014-01-01

Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and human-information interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to…

The effects of age, rank and neophobia on social learning in horses.

PubMed

Krueger, Konstanze; Farmer, Kate; Heinze, Jürgen

2014-05-01

Social learning is said to meet the demands of complex environments in which individuals compete over resources and cooperate to share resources. Horses (Equus caballus) were thought to lack social learning skills because they feed on homogenously distributed resources with few reasons for conflict. However, the horse's social environment is complex, which raises the possibility that its capacity for social transfer of feeding behaviour has been underestimated. We conducted a social learning experiment using 30 socially kept horses of different ages. Five horses, one from each group, were chosen as demonstrators, and the remaining 25 horses were designated observers. Observers from each group were allowed to watch their group demonstrator opening a feeding apparatus. We found that young, low-ranking and more exploratory horses learned by observing older members of their own group, and the older the horse, the more slowly it appeared to learn. Social learning may be an adaptive specialisation to the social environment. Older animals may avoid the potential costs of acquiring complex and potentially disadvantageous feeding behaviours from younger group members. We argue that horses show social learning in the context of their social ecology and that research procedures must take such contexts into account. Misconceptions about the horse's sociality may have hampered earlier studies.

A deep learning approach for fetal QRS complex detection.

PubMed

Zhong, Wei; Liao, Lijuan; Guo, Xuemei; Wang, Guoli

2018-04-20

Non-invasive foetal electrocardiography (NI-FECG) has the potential to provide more additional clinical information for detecting and diagnosing fetal diseases. We propose and demonstrate a deep learning approach for fetal QRS complex detection from raw NI-FECG signals by using a convolutional neural network (CNN) model. The main objective is to investigate whether reliable fetal QRS complex detection performance can still be obtained from features of single-channel NI-FECG signals, without canceling maternal ECG (MECG) signals. A deep learning method is proposed for recognizing fetal QRS complexes. Firstly, we collect data from set-a of the PhysioNet/computing in Cardiology Challenge database. The sample entropy method is used for signal quality assessment. Part of the bad quality signals is excluded in the further analysis. Secondly, in the proposed method, the features of raw NI-FECG signals are normalized before they are fed to a CNN classifier to perform fetal QRS complex detection. We use precision, recall, F-measure and accuracy as the evaluation metrics to assess the performance of fetal QRS complex detection. The proposed deep learning method can achieve relatively high precision (75.33%), recall (80.54%), and F-measure scores (77.85%) compared with three other well-known pattern classification methods, namely KNN, naive Bayes and SVM. the proposed deep learning method can attain reliable fetal QRS complex detection performance from the raw NI-FECG signals without canceling MECG signals. In addition, the influence of different activation functions and signal quality assessment on classification performance are evaluated, and results show that Relu outperforms the Sigmoid and Tanh on this particular task, and better classification performance is obtained with the signal quality assessment step in this study.

Pitch discrimination learning: specificity for pitch and harmonic resolvability, and electrophysiological correlates.

PubMed

Carcagno, Samuele; Plack, Christopher J

2011-08-01

Multiple-hour training on a pitch discrimination task dramatically decreases the threshold for detecting a pitch difference between two harmonic complexes. Here, we investigated the specificity of this perceptual learning with respect to the pitch and the resolvability of the trained harmonic complex, as well as its cortical electrophysiological correlates. We trained 24 participants for 12 h on a pitch discrimination task using one of four different harmonic complexes. The complexes differed in pitch and/or spectral resolvability of their components by the cochlea, but were filtered into the same spectral region. Cortical-evoked potentials and a behavioral measure of pitch discrimination were assessed before and after training for all the four complexes. The change in these measures was compared to that of two control groups: one trained on a level discrimination task and one without any training. The behavioral results showed that learning was partly specific to both pitch and resolvability. Training with a resolved-harmonic complex improved pitch discrimination for resolved complexes more than training with an unresolved complex. However, we did not find evidence that training with an unresolved complex leads to specific learning for unresolved complexes. Training affected the P2 component of the cortical-evoked potentials, as well as a later component (250-400 ms). No significant changes were found on the mismatch negativity (MMN) component, although a separate experiment showed that this measure was sensitive to pitch changes equivalent to the pitch discriminability changes induced by training. This result suggests that pitch discrimination training affects processes not measured by the MMN, for example, processes higher in level or parallel to those involved in MMN generation.

Engineers' professional learning: a practice-theory perspective

NASA Astrophysics Data System (ADS)

Reich, Ann; Rooney, Donna; Gardner, Anne; Willey, Keith; Boud, David; Fitzgerald, Terry

2015-07-01

With the increasing challenges facing professional engineers working in more complex, global and interdisciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice-theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities and challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities, that is, social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices - site walks and design review meetings - in which learning takes place.

Use of Problem-Based Learning in the Teaching and Learning of Horticultural Production

ERIC Educational Resources Information Center

Abbey, Lord; Dowsett, Eric; Sullivan, Jan

2017-01-01

Purpose: Problem-based learning (PBL), a relatively novel teaching and learning process in horticulture, was investigated. Proper application of PBL can potentially create a learning context that enhances student learning. Design/Methodology/Approach: Students worked on two complex ill-structured problems: (1) to produce fresh baby greens for a…

Understanding Learning and Learning Design in MOOCs: A Measurement-Based Interpretation

ERIC Educational Resources Information Center

Milligan, Sandra; Griffin, Patrick

2016-01-01

The paper describes empirical investigations of how participants in a MOOC learn, and the implications for MOOC design. A learner capability to generate higher order learning in MOOCs--called crowd-sourced learning (C-SL) capability--was defined from learning science literature. The capability comprised a complex yet interrelated array of…

Elemental Learning as a Framework for E-Learning

ERIC Educational Resources Information Center

Dempsey, John V.; Litchfield, Brenda C.

2013-01-01

Analysis of learning outcomes can be a complex and esoteric instructional design process that is often ignored by educators and e-learning designers. This paper describes a model of analysis that fosters the real-life application of learning outcomes and explains why the model may be needed. The Elemental Learning taxonomy is a hierarchical model…

Dynamic Learning Objects to Teach Java Programming Language

ERIC Educational Resources Information Center

Narasimhamurthy, Uma; Al Shawkani, Khuloud

2010-01-01

This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

Modulation of Complex-Spike Duration and Probability during Cerebellar Motor Learning in Visually Guided Smooth-Pursuit Eye Movements of Monkeys

PubMed Central

2017-01-01

Abstract Activation of an inferior olivary neuron powerfully excites Purkinje cells via its climbing fiber input and triggers a characteristic high-frequency burst, known as the complex spike (CS). The theory of cerebellar learning postulates that the CS induces long-lasting depression of the strength of synapses from active parallel fibers onto Purkinje cells, and that synaptic depression leads to changes in behavior. Prior reports showed that a CS on one learning trial is linked to a properly timed depression of simple spikes on the subsequent trial, as well as a learned change in pursuit eye movement. Further, the duration of a CS is a graded instruction for single-trial plasticity and behavioral learning. We now show across multiple learning paradigms that both the probability and duration of CS responses are correlated with the magnitudes of neural and behavioral learning in awake behaving monkeys. When the direction of the instruction for learning repeatedly was in the same direction or alternated directions, the duration and probability of CS responses decreased over a learning block along with the magnitude of trial-over-trial neural learning. When the direction of the instruction was randomized, CS duration, CS probability, and neural and behavioral learning remained stable across time. In contrast to depression, potentiation of simple-spike firing rate for ON-direction learning instructions follows a longer time course and plays a larger role as depression wanes. Computational analysis provides a model that accounts fully for the detailed statistics of a complex set of data. PMID:28698888

Emergence of a learning community: a transforming experience at the boundaries

NASA Astrophysics Data System (ADS)

Raia, Federica

2013-03-01

I narrate a process of transformation, a professional and personal journey framed by an experience that captured my attention shaping my interpretation and reflections. From a critical complexity framework I discuss the emergence of a learning community from the cooperation among individuals of diverse social and cultural worlds sharing the need to change a traditional professional development program structure and develop a new science education Masters Degree/Certification program. I zoom into the continual redefinition of the community, its evolution and complex interrelations among its participants and the emergence of a learning community as a boundary space having an emancipatory role and allowing growth and learning. I analyze the dialectical relationship between agents' behavior either impeding growth or having an emancipatory function of a mindful RelationalAct in a complex adaptive system framework.

Machine learning phases of matter

NASA Astrophysics Data System (ADS)

Carrasquilla, Juan; Melko, Roger G.

2017-02-01

Condensed-matter physics is the study of the collective behaviour of infinitely complex assemblies of electrons, nuclei, magnetic moments, atoms or qubits. This complexity is reflected in the size of the state space, which grows exponentially with the number of particles, reminiscent of the `curse of dimensionality' commonly encountered in machine learning. Despite this curse, the machine learning community has developed techniques with remarkable abilities to recognize, classify, and characterize complex sets of data. Here, we show that modern machine learning architectures, such as fully connected and convolutional neural networks, can identify phases and phase transitions in a variety of condensed-matter Hamiltonians. Readily programmable through modern software libraries, neural networks can be trained to detect multiple types of order parameter, as well as highly non-trivial states with no conventional order, directly from raw state configurations sampled with Monte Carlo.

Co-Creating Learning: Insights from Complexity Theory

ERIC Educational Resources Information Center

Desai, Darshan A.

2010-01-01

Purpose: Recent advances in the interactive technologies have transformed the way today's organizations and their different stakeholders learn. Now, because of the increasing learning requirements, neither these organizations nor their stakeholders can afford to be too self-focused while learning; instead, they collaborate and learn together.…

Multimodal versus Unimodal Instruction in a Complex Learning Context.

ERIC Educational Resources Information Center

Gellevij, Mark; van der Meij, Hans; de Jong, Ton; Pieters, Jules

2002-01-01

Compared multimodal instruction with text and pictures with unimodal text-only instruction as 44 college students used a visual or textual manual to learn a complex software application. Results initially support dual coding theory and indicate that multimodal instruction led to better performance than unimodal instruction. (SLD)

Moving Students to Deeper Learning in Leadership

ERIC Educational Resources Information Center

Stover, Sheri; Seemiller, Corey

2017-01-01

The world is a volatile, uncertain, complex, and ambiguous (VUCA) environment (Carvan, 2015) that calls for leaders who can effectively navigate the complexity of leadership today. Students of leadership studies must not only learn leadership information content, but also be able to effectively implement the content and process, requiring deep…

Successfully Carrying out Complex Learning-Tasks through Guiding Teams' Qualitative and Quantitative Reasoning

ERIC Educational Resources Information Center

Slof, B.; Erkens, G.; Kirschner, P. A.; Janssen, J.; Jaspers, J. G. M.

2012-01-01

This study investigated whether and how scripting learners' use of representational tools in a computer supported collaborative learning (CSCL)-environment fostered their collaborative performance on a complex business-economics task. Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely…

Promoting Effective Science Teacher Education and Science Teaching: A Framework for Teacher Decision-Making

ERIC Educational Resources Information Center

Clough, Michael P.; Berg, Craig A.; Olson, Joanne K.

2009-01-01

Learning and effective teaching are both complicated acts. However, many administrators, teachers, parents, and policymakers appear not to recognize those complexities and their significance for practice. Fueling this perception, recommendations from "isolated" research findings often neglect the complexities in learning and teaching, and when…

Next-Generation Environments for Assessing and Promoting Complex Science Learning

ERIC Educational Resources Information Center

Quellmalz, Edys S.; Davenport, Jodi L.; Timms, Michael J.; DeBoer, George E.; Jordan, Kevin A.; Huang, Chun-Wei; Buckley, Barbara C.

2013-01-01

How can assessments measure complex science learning? Although traditional, multiple-choice items can effectively measure declarative knowledge such as scientific facts or definitions, they are considered less well suited for providing evidence of science inquiry practices such as making observations or designing and conducting investigations.…

Attention Guidance in Learning from a Complex Animation: Seeing Is Understanding?

ERIC Educational Resources Information Center

de Koning, Bjorn B.; Tabbers, Huib K.; Rikers, Remy M. J. P.; Paas, Fred

2010-01-01

To examine how visual attentional resources are allocated when learning from a complex animation about the cardiovascular system, eye movements were registered in the absence and presence of visual cues. Cognitive processing was assessed using cued retrospective reporting, whereas comprehension and transfer tests measured the quality of the…

Borrowing Others' Words: Text, Ownership, Memory, and Plagiarism.

ERIC Educational Resources Information Center

Pennycook, Alastair

1996-01-01

Considers some of the complexities of text, ownership, memorization, and plagiarism. The article suggests that plagiarism needs to be understood in terms of complex relationships between text, memory, and learning as part of an undertaking to explore different relationships between learning, literacy, and cultural difference. (49 references)…

Mapping and Managing Knowledge and Information in Resource-Based Learning

ERIC Educational Resources Information Center

Tergan, Sigmar-Olaf; Graber, Wolfgang; Neumann, Anja

2006-01-01

In resource-based learning scenarios, students are often overwhelmed by the complexity of task-relevant knowledge and information. Techniques for the external interactive representation of individual knowledge in graphical format may help them to cope with complex problem situations. Advanced computer-based concept-mapping tools have the potential…

Efficacy of Two Different Instructional Methods Involving Complex Ecological Content

ERIC Educational Resources Information Center

Randler, Christoph; Bogner, Franz X.

2009-01-01

Teaching and learning approaches in ecology very often follow linear conceptions of ecosystems. Empirical studies with an ecological focus consistent with existing syllabi and focusing on cognitive achievement are scarce. Consequently, we concentrated on a classroom unit that offers learning materials and highlights the existing complexity rather…

Preparing Teachers to Lead Mathematics Discussions

ERIC Educational Resources Information Center

Boerst, Timothy A.; Sleep, Laurie; Ball, Deborah Loewenberg; Bass, Hyman

2011-01-01

Background/Context: Discussion is central to mathematics teaching and learning, as well as to mathematics as an academic discipline. Studies have shown that facilitating discussions is complex work that is not easily done or learned. To make such complex aspects of the work of teaching learnable by beginners, recent research has focused on…

A Digital Ecosystems Model of Assessment Feedback on Student Learning

ERIC Educational Resources Information Center

Gomez, Stephen; Andersson, Holger; Park, Julian; Maw, Stephen; Crook, Anne; Orsmond, Paul

2013-01-01

The term ecosystem has been used to describe complex interactions between living organisms and the physical world. The principles underlying ecosystems can also be applied to complex human interactions in the digital world. As internet technologies make an increasing contribution to teaching and learning practice in higher education, the…

Fast and Epsilon-Optimal Discretized Pursuit Learning Automata.

PubMed

Zhang, JunQi; Wang, Cheng; Zhou, MengChu

2015-10-01

Learning automata (LA) are powerful tools for reinforcement learning. A discretized pursuit LA is the most popular one among them. During an iteration its operation consists of three basic phases: 1) selecting the next action; 2) finding the optimal estimated action; and 3) updating the state probability. However, when the number of actions is large, the learning becomes extremely slow because there are too many updates to be made at each iteration. The increased updates are mostly from phases 1 and 3. A new fast discretized pursuit LA with assured ε -optimality is proposed to perform both phases 1 and 3 with the computational complexity independent of the number of actions. Apart from its low computational complexity, it achieves faster convergence speed than the classical one when operating in stationary environments. This paper can promote the applications of LA toward the large-scale-action oriented area that requires efficient reinforcement learning tools with assured ε -optimality, fast convergence speed, and low computational complexity for each iteration.

Challenges in the Verification of Reinforcement Learning Algorithms

NASA Technical Reports Server (NTRS)

Van Wesel, Perry; Goodloe, Alwyn E.

2017-01-01

Machine learning (ML) is increasingly being applied to a wide array of domains from search engines to autonomous vehicles. These algorithms, however, are notoriously complex and hard to verify. This work looks at the assumptions underlying machine learning algorithms as well as some of the challenges in trying to verify ML algorithms. Furthermore, we focus on the specific challenges of verifying reinforcement learning algorithms. These are highlighted using a specific example. Ultimately, we do not offer a solution to the complex problem of ML verification, but point out possible approaches for verification and interesting research opportunities.

Comparative psychology and the great apes - Their competence in learning, language, and numbers

NASA Technical Reports Server (NTRS)

Rumbaugh, Duane M.

1990-01-01

An overview of comparative studies conducted for the past three decades is presented. These studies have led to the establishment of the Language Research Center that provides facilities for research into questions of primate behavior and cognition. Several experiments conducted among chimpanzees are discussed and comparative analyses with the lesser apes, monkeys, and humans are offered. Among the primates, brain complexity varies widely and the evidence is strong that encephalization and enhanced brain complexity facilitate the learning of concepts, the transfer of learning to an advantage, and mediational and observational learning.

A Study of Complex Deep Learning Networks on High Performance, Neuromorphic, and Quantum Computers

DOE Office of Scientific and Technical Information (OSTI.GOV)

Potok, Thomas E; Schuman, Catherine D; Young, Steven R

Current Deep Learning models use highly optimized convolutional neural networks (CNN) trained on large graphical processing units (GPU)-based computers with a fairly simple layered network topology, i.e., highly connected layers, without intra-layer connections. Complex topologies have been proposed, but are intractable to train on current systems. Building the topologies of the deep learning network requires hand tuning, and implementing the network in hardware is expensive in both cost and power. In this paper, we evaluate deep learning models using three different computing architectures to address these problems: quantum computing to train complex topologies, high performance computing (HPC) to automatically determinemore » network topology, and neuromorphic computing for a low-power hardware implementation. Due to input size limitations of current quantum computers we use the MNIST dataset for our evaluation. The results show the possibility of using the three architectures in tandem to explore complex deep learning networks that are untrainable using a von Neumann architecture. We show that a quantum computer can find high quality values of intra-layer connections and weights, while yielding a tractable time result as the complexity of the network increases; a high performance computer can find optimal layer-based topologies; and a neuromorphic computer can represent the complex topology and weights derived from the other architectures in low power memristive hardware. This represents a new capability that is not feasible with current von Neumann architecture. It potentially enables the ability to solve very complicated problems unsolvable with current computing technologies.« less

How Do Hunter-Gatherer Children Learn Subsistence Skills? : A Meta-Ethnographic Review.

PubMed

Lew-Levy, Sheina; Reckin, Rachel; Lavi, Noa; Cristóbal-Azkarate, Jurgi; Ellis-Davies, Kate

2017-12-01

Hunting and gathering is, evolutionarily, the defining subsistence strategy of our species. Studying how children learn foraging skills can, therefore, provide us with key data to test theories about the evolution of human life history, cognition, and social behavior. Modern foragers, with their vast cultural and environmental diversity, have mostly been studied individually. However, cross-cultural studies allow us to extrapolate forager-wide trends in how, when, and from whom hunter-gatherer children learn their subsistence skills. We perform a meta-ethnography, which allows us to systematically extract, summarize, and compare both quantitative and qualitative literature. We found 58 publications focusing on learning subsistence skills. Learning begins early in infancy, when parents take children on foraging expeditions and give them toy versions of tools. In early and middle childhood, children transition into the multi-age playgroup, where they learn skills through play, observation, and participation. By the end of middle childhood, most children are proficient food collectors. However, it is not until adolescence that adults (not necessarily parents) begin directly teaching children complex skills such as hunting and complex tool manufacture. Adolescents seek to learn innovations from adults, but they themselves do not innovate. These findings support predictive models that find social learning should occur before individual learning. Furthermore, these results show that teaching does indeed exist in hunter-gatherer societies. And, finally, though children are competent foragers by late childhood, learning to extract more complex resources, such as hunting large game, takes a lifetime.

Sport and Exercise Pedagogy and Questions about Learning

ERIC Educational Resources Information Center

Quennerstedt, Mikael; Öhman, Marie; Armour, Kathleen

2014-01-01

One important challenge ahead for sport and exercise pedagogy (SEP) researchers is to consider afresh questions about learning. Learning in the fields of sport, physical activity and physical education (PE) is a particularly complex business. Most existing theories of learning are defined cognitively, yet learning in sport and physical activity…

Exhibiting the Field for Learning: Telling New York's Stories

ERIC Educational Resources Information Center

Saunders, Angharad

2011-01-01

This paper explores the challenges of engaging and assessing students in residential field learning. Fieldwork presents students with complex learning environments, wherein they are asked to participate in a variety of learning activities. Difficulties arise, however, over how to sustain engagement in field learning while simultaneously capturing…

Strategies for Better Learning of English Grammar: Chinese vs. Thais

ERIC Educational Resources Information Center

Supakorn, Patnarin; Feng, Min; Limmun, Wanida

2018-01-01

The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach…

Framework for robot skill learning using reinforcement learning

NASA Astrophysics Data System (ADS)

Wei, Yingzi; Zhao, Mingyang

2003-09-01

Robot acquiring skill is a process similar to human skill learning. Reinforcement learning (RL) is an on-line actor critic method for a robot to develop its skill. The reinforcement function has become the critical component for its effect of evaluating the action and guiding the learning process. We present an augmented reward function that provides a new way for RL controller to incorporate prior knowledge and experience into the RL controller. Also, the difference form of augmented reward function is considered carefully. The additional reward beyond conventional reward will provide more heuristic information for RL. In this paper, we present a strategy for the task of complex skill learning. Automatic robot shaping policy is to dissolve the complex skill into a hierarchical learning process. The new form of value function is introduced to attain smooth motion switching swiftly. We present a formal, but practical, framework for robot skill learning and also illustrate with an example the utility of method for learning skilled robot control on line.

Incremental learning of skill collections based on intrinsic motivation

PubMed Central

Metzen, Jan H.; Kirchner, Frank

2013-01-01

Life-long learning of reusable, versatile skills is a key prerequisite for embodied agents that act in a complex, dynamic environment and are faced with different tasks over their lifetime. We address the question of how an agent can learn useful skills efficiently during a developmental period, i.e., when no task is imposed on him and no external reward signal is provided. Learning of skills in a developmental period needs to be incremental and self-motivated. We propose a new incremental, task-independent skill discovery approach that is suited for continuous domains. Furthermore, the agent learns specific skills based on intrinsic motivation mechanisms that determine on which skills learning is focused at a given point in time. We evaluate the approach in a reinforcement learning setup in two continuous domains with complex dynamics. We show that an intrinsically motivated, skill learning agent outperforms an agent which learns task solutions from scratch. Furthermore, we compare different intrinsic motivation mechanisms and how efficiently they make use of the agent's developmental period. PMID:23898265

Nursing students learning the pharmacology of diabetes mellitus with complexity-based computerized models: A quasi-experimental study.

PubMed

Dubovi, Ilana; Dagan, Efrat; Sader Mazbar, Ola; Nassar, Laila; Levy, Sharona T

2018-02-01

Pharmacology is a crucial component of medications administration in nursing, yet nursing students generally find it difficult and self-rate their pharmacology skills as low. To evaluate nursing students learning pharmacology with the Pharmacology Inter-Leaved Learning-Cells environment, a novel approach to modeling biochemical interactions using a multiscale, computer-based model with a complexity perspective based on a small set of entities and simple rules. This environment represents molecules, organelles and cells to enhance the understanding of cellular processes, and combines these cells at a higher scale to obtain whole-body interactions. Sophomore nursing students who learned the pharmacology of diabetes mellitus with the Pharmacology Inter-Leaved Learning-Cells environment (experimental group; n=94) or via a lecture-based curriculum (comparison group; n=54). A quasi-experimental pre- and post-test design was conducted. The Pharmacology-Diabetes-Mellitus questionnaire and the course's final exam were used to evaluate students' knowledge of the pharmacology of diabetes mellitus. Conceptual learning was significantly higher for the experimental than for the comparison group for the course final exam scores (unpaired t=-3.8, p<0.001) and for the Pharmacology-Diabetes-Mellitus questionnaire (U=942, p<0.001). The largest effect size for the Pharmacology-Diabetes-Mellitus questionnaire was for the medication action subscale. Analysis of complex-systems component reasoning revealed a significant difference for micro-macro transitions between the levels (F(1, 82)=6.9, p<0.05). Learning with complexity-based computerized models is highly effective and enhances the understanding of moving between micro and macro levels of the biochemical phenomena, this is then related to better understanding of medication actions. Moreover, the Pharmacology Inter-Leaved Learning-Cells approach provides a more general reasoning scheme for biochemical processes, which enhances pharmacology learning beyond the specific topic learned. The present study implies that deeper understanding of pharmacology will support nursing students' clinical decisions and empower their proficiency in medications administration. Copyright © 2017 Elsevier Ltd. All rights reserved.

Managing Contextual Complexity in an Experiential Learning Course: A Dynamic Systems Approach through the Identification of Turning Points in Students' Emotional Trajectories

PubMed Central

Nogueiras, Gloria; Kunnen, E. Saskia; Iborra, Alejandro

2017-01-01

This study adopts a dynamic systems approach to investigate how individuals successfully manage contextual complexity. To that end, we tracked individuals' emotional trajectories during a challenging training course, seeking qualitative changes–turning points—and we tested their relationship with the perceived complexity of the training. The research context was a 5-day higher education course based on process-oriented experiential learning, and the sample consisted of 17 students. The students used a five-point Likert scale to rate the intensity of 16 emotions and the complexity of the training on 8 measurement points. Monte Carlo permutation tests enabled to identify 30 turning points in the 272 emotional trajectories analyzed (17 students * 16 emotions each). 83% of the turning points indicated a change of pattern in the emotional trajectories that consisted of: (a) increasingly intense positive emotions or (b) decreasingly intense negative emotions. These turning points also coincided with particularly complex periods in the training as perceived by the participants (p = 0.003, and p = 0.001 respectively). The relationship between positively-trended turning points in the students' emotional trajectories and the complexity of the training may be interpreted as evidence of a successful management of the cognitive conflict arising from the clash between the students' prior ways of meaning-making and the challenging demands of the training. One of the strengths of this study is that it provides a relatively simple procedure for identifying turning points in developmental trajectories, which can be applied to various longitudinal experiences that are very common in educational and developmental contexts. Additionally, the findings contribute to sustaining that the assumption that complex contextual demands lead unfailingly to individuals' learning is incomplete. Instead, it is how individuals manage complexity which may or may not lead to learning. Finally, this study can also be considered a first step in research on the developmental potential of process-oriented experiential learning training. PMID:28515703

Sampling from complex networks using distributed learning automata

NASA Astrophysics Data System (ADS)

Rezvanian, Alireza; Rahmati, Mohammad; Meybodi, Mohammad Reza

2014-02-01

A complex network provides a framework for modeling many real-world phenomena in the form of a network. In general, a complex network is considered as a graph of real world phenomena such as biological networks, ecological networks, technological networks, information networks and particularly social networks. Recently, major studies are reported for the characterization of social networks due to a growing trend in analysis of online social networks as dynamic complex large-scale graphs. Due to the large scale and limited access of real networks, the network model is characterized using an appropriate part of a network by sampling approaches. In this paper, a new sampling algorithm based on distributed learning automata has been proposed for sampling from complex networks. In the proposed algorithm, a set of distributed learning automata cooperate with each other in order to take appropriate samples from the given network. To investigate the performance of the proposed algorithm, several simulation experiments are conducted on well-known complex networks. Experimental results are compared with several sampling methods in terms of different measures. The experimental results demonstrate the superiority of the proposed algorithm over the others.

Situated learning theory: adding rate and complexity effects via Kauffman's NK model.

PubMed

Yuan, Yu; McKelvey, Bill

2004-01-01

For many firms, producing information, knowledge, and enhancing learning capability have become the primary basis of competitive advantage. A review of organizational learning theory identifies two approaches: (1) those that treat symbolic information processing as fundamental to learning, and (2) those that view the situated nature of cognition as fundamental. After noting that the former is inadequate because it focuses primarily on behavioral and cognitive aspects of individual learning, this paper argues the importance of studying learning as interactions among people in the context of their environment. It contributes to organizational learning in three ways. First, it argues that situated learning theory is to be preferred over traditional behavioral and cognitive learning theories, because it treats organizations as complex adaptive systems rather than mere information processors. Second, it adds rate and nonlinear learning effects. Third, following model-centered epistemology, it uses an agent-based computational model, in particular a "humanized" version of Kauffman's NK model, to study the situated nature of learning. Using simulation results, we test eight hypotheses extending situated learning theory in new directions. The paper ends with a discussion of possible extensions of the current study to better address key issues in situated learning.

The Flight from Experience to Representation: Seeing Relational Complexity in Teacher Education

ERIC Educational Resources Information Center

Latta, M.M.; Field, J.C.

2005-01-01

Gaining access to the inherent relational complexity of teaching/learning situations is essential to learning to teach. As teacher educators our work with prospective teachers indicates that opportunities to develop the capacity for relational knowing are increasingly being denied and dismissed. Specifically, we are concerned with what we perceive…

Educational Data Mining and Learning Analytics: Applications to Constructionist Research

ERIC Educational Resources Information Center

Berland, Matthew; Baker, Ryan S.; Blikstein, Paulo

2014-01-01

Constructionism can be a powerful framework for teaching complex content to novices. At the core of constructionism is the suggestion that by enabling learners to build creative artifacts that require complex content to function, those learners will have opportunities to learn this content in contextualized, personally meaningful ways. In this…

Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains

ERIC Educational Resources Information Center

Reif, Frederick

2008-01-01

Many students find it difficult to learn the kinds of knowledge and thinking required by college or high school courses in mathematics, science, or other complex domains. Thus they often emerge with significant misconceptions, fragmented knowledge, and inadequate problem-solving skills. Most instructors or textbook authors approach their teaching…

Systems for Teaching Complex Texts: A Proof-of-Concept Investigation

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2016-01-01

In this article we investigate the systems that need to be in place for students to learn from increasingly complex texts. Our concept, drawn from past research, includes clear learning targets, teacher modeling, collaborative conversations, close reading, small group reading, and wide reading. Using a "proof of concept" model, we follow…

Are Agile and Lean Manufacturing Systems Employing Sustainability, Complexity and Organizational Learning?

ERIC Educational Resources Information Center

Flumerfelt, Shannon; Siriban-Manalang, Anna Bella; Kahlen, Franz-Josef

2012-01-01

Purpose: This paper aims to peruse theories and practices of agile and lean manufacturing systems to determine whether they employ sustainability, complexity and organizational learning. Design/methodology/approach: The critical review of the comparative operational similarities and difference of the two systems was conducted while the new views…

Evaluating Action Learning: A Critical Realist Complex Network Theory Approach

ERIC Educational Resources Information Center

Burgoyne, John G.

2010-01-01

This largely theoretical paper will argue the case for the usefulness of applying network and complex adaptive systems theory to an understanding of action learning and the challenge it is evaluating. This approach, it will be argued, is particularly helpful in the context of improving capability in dealing with wicked problems spread around…

Designing and Developing Assessments of Complex Thinking in Mathematics for the Middle Grades

ERIC Educational Resources Information Center

Graf, Edith Aurora; Arieli-Attali, Meirav

2015-01-01

Designing an assessment system for complex thinking in mathematics involves decisions at every stage, from how to represent the target competencies to how to interpret evidence from student performances. Beyond learning to solve particular problems in a particular area, learning mathematics with understanding involves comprehending connections…

Criteria for the Development of Complex Teaching-Learning Environments.

ERIC Educational Resources Information Center

Achtenhagen, Frank

2001-01-01

Relates aspects of the didactic tradition, especially the German didactic tradition, to the theory and practice of instructional design. Focuses on processes that are necessary to the modeling of reality and describes the design and development of a virtual enterprise as a complex teaching-learning environment in a German business school.…

Environmental Factors Affecting Computer Assisted Language Learning Success: A Complex Dynamic Systems Conceptual Model

ERIC Educational Resources Information Center

Marek, Michael W.; Wu, Wen-Chi Vivian

2014-01-01

This conceptual, interdisciplinary inquiry explores Complex Dynamic Systems as the concept relates to the internal and external environmental factors affecting computer assisted language learning (CALL). Based on the results obtained by de Rosnay ["World Futures: The Journal of General Evolution", 67(4/5), 304-315 (2011)], who observed…

Sustainability Learning through Gaming: An Exploratory Study

ERIC Educational Resources Information Center

Fabricatore, Carlo; Lopez, Ximena

2012-01-01

This study explored the potential of digital games as learning environments to develop mindsets capable of dealing with complexity in the domain of sustainability. Building sustainable futures requires the ability to deal with the complex dynamics that characterize the world in which we live. As central elements in this system, we must develop the…

Preparing the Next IT Leaders: Financial Management

ERIC Educational Resources Information Center

Goldstein, Karen L.

2007-01-01

The next generation of IT leaders must learn to navigate the complexities of higher education financial planning and negotiation. Technology infrastructure, hardware, software, and services are very expensive to provide and will continue to be so for some time to come. Most CIOs have learned about complex IT finances the hard way--they were handed…

Investigating Engagement in a Blended Learning Course

ERIC Educational Resources Information Center

Tay, Hui Yong

2016-01-01

Proponents of a blended course paint an ideal picture of participants leisurely learning and reflecting on how they can apply their new knowledge. The reality is of course much more complex, especially in the lives of working adults. This study sought to understand the complexity better through analysing the experience of 123 participants enrolled…

Chaordic Systems Thinking: Some Suggestions for a Complexity Framework to Inform a Learning Organization

ERIC Educational Resources Information Center

van Eijnatten, Frans M.

2004-01-01

This contribution suggests a conceptual framework for using complexity to understand human interactions in learning organizations. The particular lens adopted for this purpose is that of the Chaos perspective. The following general concepts are described: discontinuous growth, attractors: their basins and landscapes, the chaordic properties of…

Learning-Related Shifts in Generalization Gradients for Complex Sounds

PubMed Central

Wisniewski, Matthew G.; Church, Barbara A.; Mercado, Eduardo

2010-01-01

Learning to discriminate stimuli can alter how one distinguishes related stimuli. For instance, training an individual to differentiate between two stimuli along a single dimension can alter how that individual generalizes learned responses. In this study, we examined the persistence of shifts in generalization gradients after training with sounds. University students were trained to differentiate two sounds that varied along a complex acoustic dimension. Students subsequently were tested on their ability to recognize a sound they experienced during training when it was presented among several novel sounds varying along this same dimension. Peak shift was observed in Experiment 1 when generalization tests immediately followed training, and in Experiment 2 when tests were delayed by 24 hours. These findings further support the universality of generalization processes across species, modalities, and levels of stimulus complexity. They also raise new questions about the mechanisms underlying learning-related shifts in generalization gradients. PMID:19815929

Honeybees Learn Odour Mixtures via a Selection of Key Odorants

PubMed Central

Reinhard, Judith; Sinclair, Michael; Srinivasan, Mandyam V.; Claudianos, Charles

2010-01-01

Background The honeybee has to detect, process and learn numerous complex odours from her natural environment on a daily basis. Most of these odours are floral scents, which are mixtures of dozens of different odorants. To date, it is still unclear how the bee brain unravels the complex information contained in scent mixtures. Methodology/Principal Findings This study investigates learning of complex odour mixtures in honeybees using a simple olfactory conditioning procedure, the Proboscis-Extension-Reflex (PER) paradigm. Restrained honeybees were trained to three scent mixtures composed of 14 floral odorants each, and then tested with the individual odorants of each mixture. Bees did not respond to all odorants of a mixture equally: They responded well to a selection of key odorants, which were unique for each of the three scent mixtures. Bees showed less or very little response to the other odorants of the mixtures. The bees' response to mixtures composed of only the key odorants was as good as to the original mixtures of 14 odorants. A mixture composed of the other, non-key-odorants elicited a significantly lower response. Neither an odorant's volatility or molecular structure, nor learning efficiencies for individual odorants affected whether an odorant became a key odorant for a particular mixture. Odorant concentration had a positive effect, with odorants at high concentration likely to become key odorants. Conclusions/Significance Our study suggests that the brain processes complex scent mixtures by predominantly learning information from selected key odorants. Our observations on key odorant learning lend significant support to previous work on olfactory learning and mixture processing in honeybees. PMID:20161714

Neuronal avalanches and learning

NASA Astrophysics Data System (ADS)

de Arcangelis, Lucilla

2011-05-01

Networks of living neurons represent one of the most fascinating systems of biology. If the physical and chemical mechanisms at the basis of the functioning of a single neuron are quite well understood, the collective behaviour of a system of many neurons is an extremely intriguing subject. Crucial ingredient of this complex behaviour is the plasticity property of the network, namely the capacity to adapt and evolve depending on the level of activity. This plastic ability is believed, nowadays, to be at the basis of learning and memory in real brains. Spontaneous neuronal activity has recently shown features in common to other complex systems. Experimental data have, in fact, shown that electrical information propagates in a cortex slice via an avalanche mode. These avalanches are characterized by a power law distribution for the size and duration, features found in other problems in the context of the physics of complex systems and successful models have been developed to describe their behaviour. In this contribution we discuss a statistical mechanical model for the complex activity in a neuronal network. The model implements the main physiological properties of living neurons and is able to reproduce recent experimental results. Then, we discuss the learning abilities of this neuronal network. Learning occurs via plastic adaptation of synaptic strengths by a non-uniform negative feedback mechanism. The system is able to learn all the tested rules, in particular the exclusive OR (XOR) and a random rule with three inputs. The learning dynamics exhibits universal features as function of the strength of plastic adaptation. Any rule could be learned provided that the plastic adaptation is sufficiently slow.

The Ethics of Clinical Care and the Ethics of Clinical Research: Yin and Yang.

PubMed

Kowalski, Charles J; Hutchinson, Raymond J; Mrdjenovich, Adam J

2017-02-01

The Belmont Report's distinction between research and the practice of accepted therapy has led various authors to suggest that these purportedly distinct activities should be governed by different ethical principles. We consider some of the ethical consequences of attempts to separate the two and conclude that separation fails along ontological, ethical, and epistemological dimensions. Clinical practice and clinical research, as with yin and yang, can be thought of as complementary forces interacting to form a dynamic system in which the whole exceeds the sum of its parts. Just as effective clinical practice cannot exist without clinical research, meaningful clinical research requires the context of clinical practice. We defend this thesis by triangulation, that is, by outlining how multiple investigators have reached this conclusion on the basis of varied theoretical and applied approaches. More confidence can be placed in a result if different methods/viewpoints have led to that result. © The Author 2017. Published by Oxford University Press, on behalf of the Journal of Medicine and Philosophy Inc. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

What deserves our respect? Reexamination of respect for autonomy in the context of the management of chronic conditions.

PubMed

Enzo, Aya; Okita, Taketoshi; Asai, Atsushi

2018-05-29

The global increase in patients with chronic conditions has led to increased interest in ethical issues regarding such conditions. A basic biomedical principle-respect for autonomy-is being reexamined more critically in its clinical implications. New accounts of this basic principle are being proposed. While new accounts of respect for autonomy do underpin the design of many public programs and policies worldwide, addressing both chronic disease management and health promotion, the risk of applying such new accounts to clinical setting remain understudied. However, the application of new accounts of respect for autonomy to clinical settings could support disrespectful attitudes toward or undue interference with patients with chronic conditions. Reconsidering autonomy and respect using Kantian accounts, this paper proposes respect for persons as an alternative basic bioethical principle to respect for autonomy. Unlike the principle of respect for persons in the Belmont Report, our principle involves respecting any patient's decisions, behaviors, emotions, or life-style regardless of his or her "autonomous" capabilities. Thus, attitudes toward patients should be no different irrespective of the assessment of their decisional or executive capabilities.

Modelling of low-temperature/large-area distributed antenna array microwave-plasma reactor used for nanocrystalline diamond deposition

NASA Astrophysics Data System (ADS)

Bénédic, Fabien; Baudrillart, Benoit; Achard, Jocelyn

2018-02-01

In this paper we investigate a distributed antenna array Plasma Enhanced Chemical Vapor Deposition system, composed of 16 microwave plasma sources arranged in a 2D matrix, which enables the growth of 4-in. diamond films at low pressure and low substrate temperature by using H2/CH4/CO2 gas chemistry. A self-consistent two-dimensional plasma model developed for hydrogen discharges is used to study the discharge behavior. Especially, the gas temperature is estimated close to 350 K at a position corresponding to the substrate location during the growth, which is suitable for low temperature deposition. Multi-source discharge modeling evidences that the uniformity of the plasma sheet formed by the individual plasmas ignited around each elementary microwave source strongly depends on the distance to the antennas. The radial profile of the film thickness homogeneity may be thus linked to the local variations of species density. Contribution to the topical issue "Plasma Sources and Plasma Processes (PSPP)", edited by Luis Lemos Alves, Thierry Belmonte and Tibeinea Minea.

Designing text-messaging (SMS) in HIV programs: ethics-framed recommendations from the field

PubMed Central

Pérez, Guillermo Martínez; Hwang, Bella; Bygrave, Helen; Venables, Emilie

2015-01-01

Text messages (SMS) are being increasingly integrated into HIV programs across Southern Africa to improve patient adherence, linkage to care and provide psycho-social support. Careful attention needs to be paid to the design of SMS-based interventions for clients of HIV-care services to ensure that any potential harm, such as unwanted disclosure of HIV status, is minimized. In this article we propose a set of best practice recommendations to ensure that any SMS-based intervention considers ethical principles to safeguard safety, autonomy and confidentiality of its targeted HIV-positive beneficiaries. This analysis draws from our operational experience in Southern Africa in the design and conduct of mHealth interventions in the frame of HIV projects. The recommendations, framed in the context of the Belmont Report's three ethical pillars, may contribute to more safely operationalize any SMS service integrated into an HIV program if adopted by mHealth planners and implementers. We encourage actors to report on the ethical and methodological pathways followed when conducting SMS-based innovations to improve the wellbeing and quality provision of HIV-care for their targeted clients. PMID:26421096

Opposing effects of dopamine antagonism in a motor sequence task—tiapride increases cortical excitability and impairs motor learning

PubMed Central

Lissek, Silke; Vallana, Guido S.; Schlaffke, Lara; Lenz, Melanie; Dinse, Hubert R.; Tegenthoff, Martin

2014-01-01

The dopaminergic system is involved in learning and participates in the modulation of cortical excitability (CE). CE has been suggested as a marker of learning and use-dependent plasticity. However, results from separate studies on either motor CE or motor learning challenge this notion, suggesting opposing effects of dopaminergic modulation upon these parameters: while agonists decrease and antagonists increase CE, motor learning is enhanced by agonists and disturbed by antagonists. To examine whether this discrepancy persists when complex motor learning and motor CE are measured in the same experimental setup, we investigated the effects of dopaminergic (DA) antagonism upon both parameters and upon task-associated brain activation. Our results demonstrate that DA-antagonism has opposing effects upon motor CE and motor sequence learning. Tiapride did not alter baseline CE, but increased CE post training of a complex motor sequence while simultaneously impairing motor learning. Moreover, tiapride reduced activation in several brain regions associated with motor sequence performance, i.e., dorsolateral PFC (dlPFC), supplementary motor area (SMA), Broca's area, cingulate and caudate body. Blood-oxygenation-level-dependent (BOLD) intensity in anterior cingulate and caudate body, but not CE, correlated with performance across groups. In summary, our results do not support a concept of CE as a general marker of motor learning, since they demonstrate that a straightforward relation of increased CE and higher learning success does not apply to all instances of motor learning. At least for complex motor tasks that recruit a network of brain regions outside motor cortex, CE in primary motor cortex is probably no central determinant for learning success. PMID:24994972

Perceptual learning modules in mathematics: enhancing students' pattern recognition, structure extraction, and fluency.

PubMed

Kellman, Philip J; Massey, Christine M; Son, Ji Y

2010-04-01

Learning in educational settings emphasizes declarative and procedural knowledge. Studies of expertise, however, point to other crucial components of learning, especially improvements produced by experience in the extraction of information: perceptual learning (PL). We suggest that such improvements characterize both simple sensory and complex cognitive, even symbolic, tasks through common processes of discovery and selection. We apply these ideas in the form of perceptual learning modules (PLMs) to mathematics learning. We tested three PLMs, each emphasizing different aspects of complex task performance, in middle and high school mathematics. In the MultiRep PLM, practice in matching function information across multiple representations improved students' abilities to generate correct graphs and equations from word problems. In the Algebraic Transformations PLM, practice in seeing equation structure across transformations (but not solving equations) led to dramatic improvements in the speed of equation solving. In the Linear Measurement PLM, interactive trials involving extraction of information about units and lengths produced successful transfer to novel measurement problems and fraction problem solving. Taken together, these results suggest (a) that PL techniques have the potential to address crucial, neglected dimensions of learning, including discovery and fluent processing of relations; (b) PL effects apply even to complex tasks that involve symbolic processing; and (c) appropriately designed PL technology can produce rapid and enduring advances in learning. Copyright © 2009 Cognitive Science Society, Inc.

Student Cognitive Difficulties and Mental Model Development of Complex Earth and Environmental Systems

NASA Astrophysics Data System (ADS)

Sell, K.; Herbert, B.; Schielack, J.

2004-05-01

Students organize scientific knowledge and reason about environmental issues through manipulation of mental models. The nature of the environmental sciences, which are focused on the study of complex, dynamic systems, may present cognitive difficulties to students in their development of authentic, accurate mental models of environmental systems. The inquiry project seeks to develop and assess the coupling of information technology (IT)-based learning with physical models in order to foster rich mental model development of environmental systems in geoscience undergraduate students. The manipulation of multiple representations, the development and testing of conceptual models based on available evidence, and exposure to authentic, complex and ill-constrained problems were the components of investigation utilized to reach the learning goals. Upper-level undergraduate students enrolled in an environmental geology course at Texas A&M University participated in this research which served as a pilot study. Data based on rubric evaluations interpreted by principal component analyses suggest students' understanding of the nature of scientific inquiry is limited and the ability to cross scales and link systems proved problematic. Results categorized into content knowledge and cognition processes where reasoning, critical thinking and cognitive load were driving factors behind difficulties in student learning. Student mental model development revealed multiple misconceptions and lacked complexity and completeness to represent the studied systems. Further, the positive learning impacts of the implemented modules favored the physical model over the IT-based learning projects, likely due to cognitive load issues. This study illustrates the need to better understand student difficulties in solving complex problems when using IT, where the appropriate scaffolding can then be implemented to enhance student learning of the earth system sciences.

Sleep Consolidates Motor Learning of Complex Movement Sequences in Mice.

PubMed

Nagai, Hirotaka; de Vivo, Luisa; Bellesi, Michele; Ghilardi, Maria Felice; Tononi, Giulio; Cirelli, Chiara

2017-02-01

Sleep-dependent consolidation of motor learning has been extensively studied in humans, but it remains unclear why some, but not all, learned skills benefit from sleep. Here, we compared 2 different motor tasks, both requiring the mice to run on an accelerating device. In the rotarod task, mice learn to maintain balance while running on a small rod, while in the complex wheel task, mice run on an accelerating wheel with an irregular rung pattern. In the rotarod task, performance improved to the same extent after sleep or after sleep deprivation (SD). Overall, using 7 different experimental protocols (41 sleep deprived mice, 26 sleeping controls), we found large interindividual differences in the learning and consolidation of the rotarod task, but sleep before/after training did not account for this variability. By contrast, using the complex wheel, we found that sleep after training, relative to SD, led to better performance from the beginning of the retest session, and longer sleep was correlated with greater subsequent performance. As in humans, the effects of sleep showed large interindividual variability and varied between fast and slow learners, with sleep favoring the preservation of learned skills in fast learners and leading to a net offline gain in the performance in slow learners. Using Fos expression as a proxy for neuronal activation, we also found that complex wheel training engaged motor cortex and hippocampus more than the rotarod training. Sleep specifically consolidates a motor skill that requires complex movement sequences and strongly engages both motor cortex and hippocampus. © Sleep Research Society 2016. Published by Oxford University Press on behalf of the Sleep Research Society. All rights reserved. For permissions, please e-mail journals.permissions@oup.com.

Integrating Model-Driven and Data-Driven Techniques for Analyzing Learning Behaviors in Open-Ended Learning Environments

ERIC Educational Resources Information Center

Kinnebrew, John S.; Segedy, James R.; Biswas, Gautam

2017-01-01

Research in computer-based learning environments has long recognized the vital role of adaptivity in promoting effective, individualized learning among students. Adaptive scaffolding capabilities are particularly important in open-ended learning environments, which provide students with opportunities for solving authentic and complex problems, and…

CC-LR: Providing Interactive, Challenging and Attractive Collaborative Complex Learning Resources

ERIC Educational Resources Information Center

Caballé, S.; Mora, N.; Feidakis, M.; Gañán, D.; Conesa, J.; Daradoumis, T.; Prieto, J.

2014-01-01

Many researchers argue that students must be meaningfully engaged in the learning resources for effective learning to occur. However, current online learners still report a problematic lack of attractive and challenging learning resources that engage them in the learning process. This endemic problem is even more evident in online collaborative…

Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

ERIC Educational Resources Information Center

Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido

2017-01-01

Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…

Ways of Knowing as Learning Styles: Learning MAGIC with a Partner.

ERIC Educational Resources Information Center

Galotti, Kathleen M.; Drebus, David W.; Reimer, Rebecca L.

2001-01-01

College student pairs learned a complex card game using a scripted set of turns and written explanations, played the game, rated perceptions of and reactions to the learning session and their partner, and completed the Attitudes Toward Thinking and Learning Scale. Significant differences in perceptions of partners and sessions related to…

Multimodal Learning Analytics and Education Data Mining: Using Computational Technologies to Measure Complex Learning Tasks

ERIC Educational Resources Information Center

Blikstein, Paulo; Worsley, Marcelo

2016-01-01

New high-frequency multimodal data collection technologies and machine learning analysis techniques could offer new insights into learning, especially when students have the opportunity to generate unique, personalized artifacts, such as computer programs, robots, and solutions engineering challenges. To date most of the work on learning analytics…

Using Scenarios to Design Complex Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; van Joolingen, Wouter R.; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C.

2012-01-01

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire…

Modeling Learning in Doubly Multilevel Binary Longitudinal Data Using Generalized Linear Mixed Models: An Application to Measuring and Explaining Word Learning.

PubMed

Cho, Sun-Joo; Goodwin, Amanda P

2016-04-01

When word learning is supported by instruction in experimental studies for adolescents, word knowledge outcomes tend to be collected from complex data structure, such as multiple aspects of word knowledge, multilevel reader data, multilevel item data, longitudinal design, and multiple groups. This study illustrates how generalized linear mixed models can be used to measure and explain word learning for data having such complexity. Results from this application provide deeper understanding of word knowledge than could be attained from simpler models and show that word knowledge is multidimensional and depends on word characteristics and instructional contexts.

Operant conditioning: a minimal components requirement in artificial spiking neurons designed for bio-inspired robot's controller

PubMed Central

Cyr, André; Boukadoum, Mounir; Thériault, Frédéric

2014-01-01

In this paper, we investigate the operant conditioning (OC) learning process within a bio-inspired paradigm, using artificial spiking neural networks (ASNN) to act as robot brain controllers. In biological agents, OC results in behavioral changes learned from the consequences of previous actions, based on progressive prediction adjustment from rewarding or punishing signals. In a neurorobotics context, virtual and physical autonomous robots may benefit from a similar learning skill when facing unknown and unsupervised environments. In this work, we demonstrate that a simple invariant micro-circuit can sustain OC in multiple learning scenarios. The motivation for this new OC implementation model stems from the relatively complex alternatives that have been described in the computational literature and recent advances in neurobiology. Our elementary kernel includes only a few crucial neurons, synaptic links and originally from the integration of habituation and spike-timing dependent plasticity as learning rules. Using several tasks of incremental complexity, our results show that a minimal neural component set is sufficient to realize many OC procedures. Hence, with the proposed OC module, designing learning tasks with an ASNN and a bio-inspired robot context leads to simpler neural architectures for achieving complex behaviors. PMID:25120464

Operant conditioning: a minimal components requirement in artificial spiking neurons designed for bio-inspired robot's controller.

PubMed

Cyr, André; Boukadoum, Mounir; Thériault, Frédéric

2014-01-01

In this paper, we investigate the operant conditioning (OC) learning process within a bio-inspired paradigm, using artificial spiking neural networks (ASNN) to act as robot brain controllers. In biological agents, OC results in behavioral changes learned from the consequences of previous actions, based on progressive prediction adjustment from rewarding or punishing signals. In a neurorobotics context, virtual and physical autonomous robots may benefit from a similar learning skill when facing unknown and unsupervised environments. In this work, we demonstrate that a simple invariant micro-circuit can sustain OC in multiple learning scenarios. The motivation for this new OC implementation model stems from the relatively complex alternatives that have been described in the computational literature and recent advances in neurobiology. Our elementary kernel includes only a few crucial neurons, synaptic links and originally from the integration of habituation and spike-timing dependent plasticity as learning rules. Using several tasks of incremental complexity, our results show that a minimal neural component set is sufficient to realize many OC procedures. Hence, with the proposed OC module, designing learning tasks with an ASNN and a bio-inspired robot context leads to simpler neural architectures for achieving complex behaviors.

Optimizing the number of steps in learning tasks for complex skills.

PubMed

Nadolski, Rob J; Kirschner, Paul A; van Merriënboer, Jeroen J G

2005-06-01

Carrying out whole tasks is often too difficult for novice learners attempting to acquire complex skills. The common solution is to split up the tasks into a number of smaller steps. The number of steps must be optimized for efficient and effective learning. The aim of the study is to investigate the relation between the number of steps provided to learners and the quality of their learning of complex skills. It is hypothesized that students receiving an optimized number of steps will learn better than those receiving either the whole task in only one step or those receiving a large number of steps. Participants were 35 sophomore law students studying at Dutch universities, mean age=22.8 years (SD=3.5), 63% were female. Participants were randomly assigned to 1 of 3 computer-delivered versions of a multimedia programme on how to prepare and carry out a law plea. The versions differed only in the number of learning steps provided. Videotaped plea-performance results were determined, various related learning measures were acquired and all computer actions were logged and analyzed. Participants exposed to an intermediate (i.e. optimized) number of steps outperformed all others on the compulsory learning task. No differences in performance on a transfer task were found. A high number of steps proved to be less efficient for carrying out the learning task. An intermediate number of steps is the most effective, proving that the number of steps can be optimized for improving learning.

Diagnostic imaging learning resources evaluated by students and recent graduates.

PubMed

Alexander, Kate; Bélisle, Marilou; Dallaire, Sébastien; Fernandez, Nicolas; Doucet, Michèle

2013-01-01

Many learning resources can help students develop the problem-solving abilities and clinical skills required for diagnostic imaging. This study explored veterinary students' perceptions of the usefulness of a variety of learning resources. Perceived resource usefulness was measured for different levels of students and for academic versus clinical preparation. Third-year (n=139) and final (fifth) year (n=105) students and recent graduates (n=56) completed questionnaires on perceived usefulness of each resource. Resources were grouped for comparison: abstract/low complexity (e.g., notes, multimedia presentations), abstract/high complexity (e.g., Web-based and film case repositories), concrete/low complexity (e.g., large-group "clicker" workshops), and concrete/high complexity (e.g., small-group interpretation workshops). Lower-level students considered abstract/low-complexity resources more useful for academic preparation and concrete resources more useful for clinical preparation. Higher-level students/recent graduates also considered abstract/low-complexity resources more useful for academic preparation. For all levels, lecture notes were considered highly useful. Multimedia slideshows were an interactive complement to notes. The usefulness of a Web-based case repository was limited by accessibility problems and difficulty. Traditional abstract/low-complexity resources were considered useful for more levels and contexts than expected. Concrete/high-complexity resources need to better represent clinical practice to be considered more useful for clinical preparation.

Knowledge Visualization for Self-Regulated Learning

ERIC Educational Resources Information Center

Wang, Minhong; Peng, Jun; Cheng, Bo; Zhou, Hance; Liu, Jie

2011-01-01

The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study…

Messy Collaboration: Learning from a Learning Study

ERIC Educational Resources Information Center

Adamson, Bob; Walker, Elizabeth

2011-01-01

Messy collaboration refers to complexity, unpredictability and management dilemmas when educators work together. Such messiness was evident in a Hong Kong English Learning Study, a structured cyclical process in which teachers and researcher-participants from a teacher education institution work collaboratively on effective student learning. This…

Learning in Complex Environments: The Effects of Background Speech on Early Word Learning

ERIC Educational Resources Information Center

McMillan, Brianna T. M.; Saffran, Jenny R.

2016-01-01

Although most studies of language learning take place in quiet laboratory settings, everyday language learning occurs under noisy conditions. The current research investigated the effects of background speech on word learning. Both younger (22- to 24-month-olds; n = 40) and older (28- to 30-month-olds; n = 40) toddlers successfully learned novel…

Theorizing Learning Process: An Experiential, Constructivist Approach to Young People's Learning about Global Poverty and Development

ERIC Educational Resources Information Center

Brown, Kate

2015-01-01

Learning processes in global education have not been significantly theorized, with the notable exception of the application of transformative learning theory. No theory of learning is complete, and to understand the complexity of learning, multiple theoretical lenses must be applied. This article looks at Jarvis's (2006) model of lifelong learning…

Assessment "as" Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice

ERIC Educational Resources Information Center

Dann, Ruth

2014-01-01

This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment "as" learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage…

Social cognitive theory, metacognition, and simulation learning in nursing education.

PubMed

Burke, Helen; Mancuso, Lorraine

2012-10-01

Simulation learning encompasses simple, introductory scenarios requiring response to patients' needs during basic hygienic care and during situations demanding complex decision making. Simulation integrates principles of social cognitive theory (SCT) into an interactive approach to learning that encompasses the core principles of intentionality, forethought, self-reactiveness, and self-reflectiveness. Effective simulation requires an environment conducive to learning and introduces activities that foster symbolic coding operations and mastery of new skills; debriefing builds self-efficacy and supports self-regulation of behavior. Tailoring the level of difficulty to students' mastery level supports successful outcomes and motivation to set higher standards. Mindful selection of simulation complexity and structure matches course learning objectives and supports progressive development of metacognition. Theory-based facilitation of simulated learning optimizes efficacy of this learning method to foster maturation of cognitive processes of SCT, metacognition, and self-directedness. Examples of metacognition that are supported through mindful, theory-based implementation of simulation learning are provided. Copyright 2012, SLACK Incorporated.

Implications of complex adaptive systems theory for interpreting research about health care organizations.

PubMed

Jordon, Michelle; Lanham, Holly Jordan; Anderson, Ruth A; McDaniel, Reuben R

2010-02-01

Data about health care organizations (HCOs) are not useful until they are interpreted. Such interpretations are influenced by the theoretical lenses used by the researcher. Our purpose was to suggest the usefulness of theories of complex adaptive systems (CASs) in guiding research interpretation. Specifically, we addressed two questions: (1) What are the implications for interpreting research observations in HCOs of the fact that we are observing relationships among diverse agents? (2) What are the implications for interpreting research observations in HCOs of the fact that we are observing relationships among agents that learn? We defined diversity and learning and the implications of the non-linear relationships among agents from a CAS perspective. We then identified some common analytical practices that were problematic and may lead to conceptual and methodological errors. Then we described strategies for interpreting the results of research observations. We suggest that the task of interpreting research observations of HCOs could be improved if researchers take into account that the systems they study are CASs with non-linear relationships among diverse, learning agents. Our analysis points out how interpretation of research results might be shaped by the fact that HCOs are CASs. We described how learning is, in fact, the result of interactions among diverse agents and that learning can, by itself, reduce or increase agent diversity. We encouraged researchers to be persistent in their attempts to reason about complex systems and learn to attend not only to structures, but also to processes and functions of complex systems.

Developmental song learning as a model to understand neural mechanisms that limit and promote the ability to learn.

PubMed

London, Sarah E

2017-11-20

Songbirds famously learn their vocalizations. Some species can learn continuously, others seasonally, and still others just once. The zebra finch (Taeniopygia guttata) learns to sing during a single developmental "Critical Period," a restricted phase during which a specific experience has profound and permanent effects on brain function and behavioral patterns. The zebra finch can therefore provide fundamental insight into features that promote and limit the ability to acquire complex learned behaviors. For example, what properties permit the brain to come "on-line" for learning? How does experience become encoded to prevent future learning? What features define the brain in receptive compared to closed learning states? This piece will focus on epigenomic, genomic, and molecular levels of analysis that operate on the timescales of development and complex behavioral learning. Existing data will be discussed as they relate to Critical Period learning, and strategies for future studies to more directly address these questions will be considered. Birdsong learning is a powerful model for advancing knowledge of the biological intersections of maturation and experience. Lessons from its study not only have implications for understanding developmental song learning, but also broader questions of learning potential and the enduring effects of early life experience on neural systems and behavior. Copyright © 2017. Published by Elsevier B.V.

Self-Disclosure and Adults with Learning Disabilities: Practical Ideas about a Complex Process

ERIC Educational Resources Information Center

Gerber, Paul J.; Price, Lynda A.

2008-01-01

Self-disclosure for adults with learning disabilities is very complex after the beyond-school years. The issues of invisibility, risk/benefit, and the multiple contexts of adult functioning create many challenges in the process of disclosure. Moreover, self-disclosure, one element of the larger issue of self-determination, is viewed as an entry…

Encountering Productive Forms of Complexity in Learning Modern Physics

ERIC Educational Resources Information Center

Levrini, Olivia; Fantini, Paola

2013-01-01

This paper aims at supporting the claim that some forms of hyper-simplification, by making physics seem easy, are at risk of dangerously distorting the content as well as the process of learning physics. The paper presents examples of dangerous simplifications in the teaching of quantum physics. Then, examples of productive forms of complexity are…

Music, Policy, and Place-Centered Education: Finding Space for Adaptability

ERIC Educational Resources Information Center

Schmidt, Patrick K.

2012-01-01

As a volatile educative space, musical education must be interwoven with other concerns and other more encompassing constructs if it is to build robust, meaningful, and complex learning outcomes. This paper attempts to do this by placing music education and a complex understanding of policy side by side, and outlining what people can learn from…

Patterns, Probabilities, and People: Making Sense of Quantitative Change in Complex Systems

ERIC Educational Resources Information Center

Wilkerson-Jerde, Michelle Hoda; Wilensky, Uri J.

2015-01-01

The learning sciences community has made significant progress in understanding how people think and learn about complex systems. But less is known about how people make sense of the quantitative patterns and mathematical formalisms often used to study these systems. In this article, we make a case for attending to and supporting connections…

Semantic Features, Perceptual Expectations, and Frequency as Factors in the Learning of Polar Spatial Adjective Concepts.

ERIC Educational Resources Information Center

Dunckley, Candida J. Lutes; Radtke, Robert C.

Two semantic theories of word learning, a perceptual complexity hypothesis (H. Clark, 1970) and a quantitative complexity hypothesis (E. Clark, 1972) were tested by teaching 24 preschoolers and 16 college students CVC labels for five polar spatial adjective concepts having single word representations in English, and for three having no direct…

How Students Combine Resources to Build Understanding of Complex Topics

ERIC Educational Resources Information Center

Richards, Alan J.

2013-01-01

The field of Physics Education Research (PER) seeks to investigate how students learn physics and how instructors can help students learn more effectively. The process by which learners create understanding about a complex physics concept is an active area of research. My study explores this process, using solar cells as the context. To understand…

Collaborative Modelling of the Vascular System--Designing and Evaluating a New Learning Method for Secondary Students

ERIC Educational Resources Information Center

Haugwitz, Marion; Sandmann, Angela

2010-01-01

Understanding biological structures and functions is often difficult because of their complexity and micro-structure. For example, the vascular system is a complex and only partly visible system. Constructing models to better understand biological functions is seen as a suitable learning method. Models function as simplified versions of real…

Small-Group Problem-Based Learning as a Complex Adaptive System

ERIC Educational Resources Information Center

Mennin, Stewart

2007-01-01

Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of…

"I Want to Listen to My Students' Lives": Developing an Ecological Perspective in Learning to Teach

ERIC Educational Resources Information Center

Cook-Sather, Alison; Curl, Heather

2014-01-01

Preparing teachers who want to "listen to their students' lives"requires creating opportunities for prospective teachers to perceive and learn about their students' lives and how those unfold within and as part of complex systems. That means supporting prospective teachers not only in understanding students as complex beings who have to…

Modeling the Stress Complexities of Teaching and Learning of School Physics in Nigeria

ERIC Educational Resources Information Center

Emetere, Moses E.

2014-01-01

This study was designed to investigate the validity of the stress complexity model (SCM) to teaching and learning of school physics in Abuja municipal area council of Abuja, North. About two hundred students were randomly selected by a simple random sampling technique from some schools within the Abuja municipal area council. A survey research…

Board Games and Board Game Design as Learning Tools for Complex Scientific Concepts: Some Experiences

ERIC Educational Resources Information Center

Chiarello, Fabio; Castellano, Maria Gabriella

2016-01-01

In this paper the authors report different experiences in the use of board games as learning tools for complex and abstract scientific concepts such as Quantum Mechanics, Relativity or nano-biotechnologies. In particular we describe "Quantum Race," designed for the introduction of Quantum Mechanical principles, "Lab on a chip,"…

The Effects of Gender Variety and Power Disparity on Group Cognitive Complexity in Collaborative Learning Groups

ERIC Educational Resources Information Center

Curseu, Petru Lucian; Sari, Kimzana

2015-01-01

This study sets up to test the extent to which gender variety moderates the impact of power disparity on group cognitive complexity (GCC) and satisfaction with the group in a collaborative learning setting. Using insights from gender differences in perceptions, orientations and conflict handling behavior in negotiation, as well as gender…

An Investigation of Human-Computer Interaction Approaches Beneficial to Weak Learners in Complex Animation Learning

ERIC Educational Resources Information Center

Yeh, Yu-Fang

2016-01-01

Animation is one of the useful contemporary educational technologies in teaching complex subjects. There is a growing interest in proper use of learner-technology interaction to promote learning quality for different groups of learner needs. The purpose of this study is to investigate if an interaction approach supports weak learners, who have…

Preschoolers' Preference for Syntactic Complexity Varies by Socioeconomic Status

ERIC Educational Resources Information Center

Corriveau, Kathleen H.; Kurkul, Katelyn; Arunachalam, Sudha

2016-01-01

Two experiments investigated whether 4- and 5-year-old children choose to learn from informants who use more complex syntax (passive voice) over informants using more simple syntax (active voice). In Experiment 1 (N = 30), children viewed one informant who consistently used the passive voice and another who used active voice. When learning novel…

Restructuring, Partnership and the Learning Agenda: A Review.

ERIC Educational Resources Information Center

Greenwood, Ian; Stuart, Mark

This review develops a more systematic understanding of the contemporary significance of learning in Europe by considering the complex connections between the processes of economic restructuring, lifelong learning and partnerships. A brief introduction describes the contested terrain surrounding concepts such as lifelong learning, human capital,…

TRAINING IN INDUSTRY--THE MANAGEMENT OF LEARNING.

ERIC Educational Resources Information Center

BASS, BERNARD M.; VAUGHAN, JAMES A.

THE PRINCIPLES OF LEARNING BEHAVIOR DERIVED THROUGH LABORATORY STUDY CAN BE EXTENDED TO EXPLAIN MUCH OF THE COMPLEX LEARNING REQUIRED IN INDUSTRIAL TRAINING PROGRAMS. A REVIEW OF THE BASIC PRINCIPLES OF HUMAN LEARNING INTRODUCES FOUR BASIC CONCEPTS--DRIVE, STIMULUS, RESPONSE, AND REINFORCER--AND DISCUSSES CLASSICAL AND INSTRUMENTAL CONDITIONING…

Leveraging Collaborative, Thematic Problem-Based Learning to Integrate Curricula

ERIC Educational Resources Information Center

Sroufe, Robert; Ramos, Diane P.

2015-01-01

This study chronicles learning from faculty who designed and delivered collaborative, problem-based learning courses that anchor a one-year MBA emphasizing sustainability. While cultivating the application of learning across the curriculum, the authors engaged MBA students in solving complex, real-world sustainability challenges using a…

M-Learning--On Path to Integration with Organisation Systems

ERIC Educational Resources Information Center

Srivastava, Shilpa; Gulati, Ved Prakash

2014-01-01

Learning is essential in organizations for them to survive. However, given the changing environment owing to global inter-connectedness, mobile workforce, global unpredictability and complexities, the learning approach must also change. Today the Learning and Development unit must be able to facilitate collaborative work, develop learning…

Efficacy of Simulation-Based Learning of Electronics Using Visualization and Manipulation

ERIC Educational Resources Information Center

Chen, Yu-Lung; Hong, Yu-Ru; Sung, Yao-Ting; Chang, Kuo-En

2011-01-01

Software for simulation-based learning of electronics was implemented to help learners understand complex and abstract concepts through observing external representations and exploring concept models. The software comprises modules for visualization and simulative manipulation. Differences in learning performance of using the learning software…

Learning Radiological Appearances of Diseases: Does Comparison Help?

ERIC Educational Resources Information Center

Kok, Ellen M.; de Bruin, Anique B. H.; Robben, Simon G. F.; van Merrienboer, Jeroen J. G.

2013-01-01

Comparison learning is a promising approach for learning complex real-life visual tasks. When medical students study radiological appearances of diseases, comparison of images showing diseases with images showing no abnormalities could help them learn to discriminate relevant, disease-related information. Medical students studied 12 diseases on…

Learning Analytics for 21st Century Competencies

ERIC Educational Resources Information Center

Buckingham Shum, Simon; Crick, Ruth Deakin

2016-01-01

Many educational institutions are shifting their teaching and learning towards equipping students with knowledge, skills, and dispositions that prepare them for lifelong learning, in a complex and uncertain world. These have been termed "21st century competencies." Learning analytics (LA) approaches in general offer different kinds of…

Contextual Interference in Complex Bimanual Skill Learning Leads to Better Skill Persistence

PubMed Central

Pauwels, Lisa; Swinnen, Stephan P.; Beets, Iseult A. M.

2014-01-01

The contextual interference (CI) effect is a robust phenomenon in the (motor) skill learning literature. However, CI has yielded mixed results in complex task learning. The current study addressed whether the CI effect is generalizable to bimanual skill learning, with a focus on the temporal evolution of memory processes. In contrast to previous studies, an extensive training schedule, distributed across multiple days of practice, was provided. Participants practiced three frequency ratios across three practice days following either a blocked or random practice schedule. During the acquisition phase, better overall performance for the blocked practice group was observed, but this difference diminished as practice progressed. At immediate and delayed retention, the random practice group outperformed the blocked practice group, except for the most difficult frequency ratio. Our main finding is that the random practice group showed superior performance persistence over a one week time interval in all three frequency ratios compared to the blocked practice group. This study contributes to our understanding of learning, consolidation and memory of complex motor skills, which helps optimizing training protocols in future studies and rehabilitation settings. PMID:24960171

The effects of cholesterol on learning and memory.

PubMed

Schreurs, Bernard G

2010-07-01

Cholesterol is vital to normal brain function including learning and memory but that involvement is as complex as the synthesis, metabolism and excretion of cholesterol itself. Dietary cholesterol influences learning tasks from water maze to fear conditioning even though cholesterol does not cross the blood brain barrier. Excess cholesterol has many consequences including peripheral pathology that can signal brain via cholesterol metabolites, pro-inflammatory mediators and antioxidant processes. Manipulations of cholesterol within the central nervous system through genetic, pharmacological, or metabolic means circumvent the blood brain barrier and affect learning and memory but often in animals already otherwise compromised. The human literature is no less complex. Cholesterol reduction using statins improves memory in some cases but not others. There is also controversy over statin use to alleviate memory problems in Alzheimer's disease. Correlations of cholesterol and cognitive function are mixed and association studies find some genetic polymorphisms are related to cognitive function but others are not. In sum, the field is in flux with a number of seemingly contradictory results and many complexities. Nevertheless, understanding cholesterol effects on learning and memory is too important to ignore.

Dealing with complex and ill-structured problems: results of a Plan-Do-Check-Act experiment in a business engineering semester

NASA Astrophysics Data System (ADS)

Riis, Jens Ove; Achenbach, Marlies; Israelsen, Poul; Kyvsgaard Hansen, Poul; Johansen, John; Deuse, Jochen

2017-07-01

Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training student in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year's semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process.

ComplexContact: a web server for inter-protein contact prediction using deep learning.

PubMed

Zeng, Hong; Wang, Sheng; Zhou, Tianming; Zhao, Feifeng; Li, Xiufeng; Wu, Qing; Xu, Jinbo

2018-05-22

ComplexContact (http://raptorx2.uchicago.edu/ComplexContact/) is a web server for sequence-based interfacial residue-residue contact prediction of a putative protein complex. Interfacial residue-residue contacts are critical for understanding how proteins form complex and interact at residue level. When receiving a pair of protein sequences, ComplexContact first searches for their sequence homologs and builds two paired multiple sequence alignments (MSA), then it applies co-evolution analysis and a CASP-winning deep learning (DL) method to predict interfacial contacts from paired MSAs and visualizes the prediction as an image. The DL method was originally developed for intra-protein contact prediction and performed the best in CASP12. Our large-scale experimental test further shows that ComplexContact greatly outperforms pure co-evolution methods for inter-protein contact prediction, regardless of the species.

Through Alice's Looking Glass: Studying Ourselves To Learn More about Our Students.

ERIC Educational Resources Information Center

Abernathy, Tammy V.; Agey, Teresa

A teacher of a graduate course in severe learning disabilities developed a guided self-study project designed to move her students from a vocabulary-laden understanding of disability to an understanding of their students' unique and complex ways of learning. Self-study activities included learning about one's own learning style and how that…

Design and Development of an Interactive Multimedia Simulation for Augmenting the Teaching and Learning of Programming Concepts

ERIC Educational Resources Information Center

Baloyi, Leonah L.; Ojo, Sunday O.; Van Wyk, Etienne A.

2017-01-01

Teaching and learning programming has presented many challenges in institutions of higher learning worldwide. Teaching and learning programming require cognitive reasoning, mainly due to the fundamental reality that the underlying concepts are complex and abstract. As a result, many institutions of higher learning are faced with low success rates…

Learning Spaces and Pedagogy: Towards the Development of a Shared Understanding

ERIC Educational Resources Information Center

McNeil, Jane; Borg, Michaela

2018-01-01

Although there is considerable interest in learning spaces in higher education, the relationship between spaces and learning is complex and not well-understood. Despite challenges, such as the lack of comparability between studies, we need to learn more about the interaction of space design and learning. A crucial step towards this is the creation…

Academic Workload Implications of Assessing Student Learning in Work-Integrated Learning

ERIC Educational Resources Information Center

Bilgin, Ayse A.; Rowe, Anna D.; Clark, Lindie

2017-01-01

Assessment of student learning is a crucial part of quality work—integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases)…

Seamless Connection between Learning and Assessment--Applying Progressive Learning Tasks in Mobile Ecology Inquiry

ERIC Educational Resources Information Center

Hung, Pi-Hsia; Hwang, Gwo-Jen; Lin, Yu-Fen; Wu, Tsung-Hsun; Su, I-Hsiang

2013-01-01

Mobile learning has been recommended for motivating students on field trips; nevertheless, owing to the complexity and the richness of the learning resources from both the real-world and the digital-world environments, information overload remains one of the major concerns. Most mobile learning designs provide feedback only for multiple choice…

The Impact of Presentation Format on Younger and Older Adults' Self-Regulated Learning.

PubMed

Price, Jodi

2017-01-01

Background/Study Context: Self-regulated learning involves deciding what to study and for how long. Debate surrounds whether individuals' selections are influenced more by item complexity, point values, or if instead people select in a left-to-right reading order, ignoring item complexity and value. The present study manipulated whether point values and presentation format favored selection of simple or complex Chinese-English pairs to assess the impact on younger and older adults' selection behaviors. One hundred and five younger (M age  = 20.26, SD = 2.38) and 102 older adults (M age  = 70.28, SD = 6.37) participated in the experiment. Participants studied four different 3 × 3 grids (two per trial), each containing three simple, three medium, and three complex Chinese-English vocabulary pairs presented in either a simple-first or complex-first order, depending on condition. Point values were assigned in either a 2-4-8 or 8-4-2 order so that either simple or complex items were favored. Points did not influence the order in which either age group selected items, whereas presentation format did. Younger and older adults selected more simple or complex items when they appeared in the first column. However, older adults selected and allocated more time to simpler items but recalled less overall than did younger adults. Memory beliefs and working memory capacity predicted study time allocation, but not item selection, behaviors. Presentation format must be considered when evaluating which theory of self-regulated learning best accounts for younger and older adults' study behaviors and whether there are age-related differences in self-regulated learning. The results of the present study combine with others to support the importance of also considering the role of external factors (e.g., working memory capacity and memory beliefs) in each age group's self-regulated learning decisions.

Asymmetric kinetic equilibria: Generalization of the BAS model for rotating magnetic profile and non-zero electric field

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dorville, Nicolas, E-mail: nicolas.dorville@lpp.polytechnique.fr; Belmont, Gérard; Aunai, Nicolas

Finding kinetic equilibria for non-collisional/collisionless tangential current layers is a key issue as well for their theoretical modeling as for our understanding of the processes that disturb them, such as tearing or Kelvin Helmholtz instabilities. The famous Harris equilibrium [E. Harris, Il Nuovo Cimento Ser. 10 23, 115–121 (1962)] assumes drifting Maxwellian distributions for ions and electrons, with constant temperatures and flow velocities; these assumptions lead to symmetric layers surrounded by vacuum. This strongly particular kind of layer is not suited for the general case: asymmetric boundaries between two media with different plasmas and different magnetic fields. The standard methodmore » for constructing more general kinetic equilibria consists in using Jeans theorem, which says that any function depending only on the Hamiltonian constants of motion is a solution to the steady Vlasov equation [P. J. Channell, Phys. Fluids (1958–1988) 19, 1541 (1976); M. Roth et al., Space Sci. Rev. 76, 251–317 (1996); and F. Mottez, Phys. Plasmas 10, 1541–1545 (2003)]. The inverse implication is however not true: when using the motion invariants as variables instead of the velocity components, the general stationary particle distributions keep on depending explicitly of the position, in addition to the implicit dependence introduced by these invariants. The standard approach therefore strongly restricts the class of solutions to the problem and probably does not select the most physically reasonable. The BAS (Belmont-Aunai-Smets) model [G. Belmont et al., Phys. Plasmas 19, 022108 (2012)] used for the first time the concept of particle accessibility to find new solutions: considering the case of a coplanar-antiparallel magnetic field configuration without electric field, asymmetric solutions could be found while the standard method can only lead to symmetric ones. These solutions were validated in a hybrid simulation [N. Aunai et al., Phys. Plasmas (1994-present) 20, 110702 (2013)], and more recently in a fully kinetic simulation as well [J. Dargent and N. Aunai, Phys. Plasmas (submitted)]. Nevertheless, in most asymmetric layers like the terrestrial magnetopause, one would indeed expect a magnetic field rotation from one direction to another without going through zero [J. Berchem and C. T. Russell, J. Geophys. Res. 87, 8139–8148 (1982)], and a non-zero normal electric field. In this paper, we propose the corresponding generalization: in the model presented, the profiles can be freely imposed for the magnetic field rotation (although restricted to a 180 rotation hitherto) and for the normal electric field. As it was done previously, the equilibrium is tested with a hybrid simulation.« less

A neural learning classifier system with self-adaptive constructivism for mobile robot control.

PubMed

Hurst, Jacob; Bull, Larry

2006-01-01

For artificial entities to achieve true autonomy and display complex lifelike behavior, they will need to exploit appropriate adaptable learning algorithms. In this context adaptability implies flexibility guided by the environment at any given time and an open-ended ability to learn appropriate behaviors. This article examines the use of constructivism-inspired mechanisms within a neural learning classifier system architecture that exploits parameter self-adaptation as an approach to realize such behavior. The system uses a rule structure in which each rule is represented by an artificial neural network. It is shown that appropriate internal rule complexity emerges during learning at a rate controlled by the learner and that the structure indicates underlying features of the task. Results are presented in simulated mazes before moving to a mobile robot platform.

Deep Learning through Concept-Based Inquiry

ERIC Educational Resources Information Center

Donham, Jean

2010-01-01

Learning in the library should present opportunities to enrich student learning activities to address concerns of interest and cognitive complexity, but these must be tasks that call for in-depth analysis--not merely gathering facts. Library learning experiences need to demand enough of students to keep them interested and also need to be…

The Effect of Metacognitive Training and Prompting on Learning Success in Simulation-Based Physics Learning

ERIC Educational Resources Information Center

Moser, Stephanie; Zumbach, Joerg; Deibl, Ines

2017-01-01

Computer-based simulations are of particular interest to physics learning because they allow learners to actively manipulate graphical visualizations of complex phenomena. However, learning with simulations requires supportive elements to scaffold learners' activities. Thus, our motivation was to investigate whether direct or indirect…

Cognitive Tools for Assessment and Learning in a High Information Flow Environment.

ERIC Educational Resources Information Center

Lajoie, Susanne P.; Azevedo, Roger; Fleiszer, David M.

1998-01-01

Describes the development of a simulation-based intelligent tutoring system for nurses working in a surgical intensive care unit. Highlights include situative learning theories and models of instruction, modeling expertise, complex decision making, linking theories of learning to the design of computer-based learning environments, cognitive task…

Learning and Classroom Preferences of Gifted Eighth Graders: A Qualitative Study

ERIC Educational Resources Information Center

Samardzija, Nadine; Peterson, Jean Sunde

2015-01-01

The purpose of this phenomenological qualitative study was to explore how academically gifted eighth graders experience learning, with special attention to learning and classroom preferences. Twenty-three students were interviewed individually. The central phenomenon was that their learning preferences were complex, nuanced, and idiosyncratic, and…

Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

ERIC Educational Resources Information Center

Montrezor, Luís H.

2016-01-01

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…

Improving the Design of Workplace E-Learning Research

ERIC Educational Resources Information Center

Dubois, Cathy; Long, Lori

2012-01-01

E-learning researchers face considerable challenges in creating meaningful and generalizable studies due to the complex nature of this dynamic training medium. Our experience in conducting workplace e-learning research led us to create this guide for planning research on e-learning. We share the unanticipated complications we encountered in our…

Neurodevelopmental Variation as a Framework for Thinking about the Twice Exceptional

ERIC Educational Resources Information Center

Gilger, Jeffrey W.; Hynd, George W.

2008-01-01

Developmental exceptionalities span the range of learning abilities and encompass children with both learning disorders and learning gifts. The purpose of this article is to stimulate thinking about these exceptionalities, particularly the complexities and variations within and across people. Investigators tend to view learning disabilities or…

Employees' and Managers' Accounts of Interactive Workplace Learning: A Grounded Theory of "Complex Integrative Learning"

ERIC Educational Resources Information Center

Armson, Genevieve; Whiteley, Alma

2010-01-01

Purpose: The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning. Design/methodology/approach: The approach taken was a constructivist/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory…

Learning and Working in Groups.

ERIC Educational Resources Information Center

1999

This document contains three symposium papers on learning and working in groups. "Collaborating in Public with the Opposition: A Study of the Complex Meaning of Learning in a Cross Boundary Work Group" (Marjorie H. Carkhuff) reports on a study demonstrating that great personal, professional, and team member learning is foundational to the work…

Integrative Learning: Making Liberal Education Purposeful, Personal, and Practical

ERIC Educational Resources Information Center

Ferren, Ann S.; Anderson, Chad B.

2016-01-01

This chapter explores three key features of integrative learning practice that play a vital role in fostering student success: guidance and support through critical transitions; entire development of the student; and engagement in project-based learning that connects learning to complex, real-world problems, and opportunities that can have…

Circle and Lines: Complexities of Learning in Community

ERIC Educational Resources Information Center

Schupack, Sara

2013-01-01

Following is a study that explores learning in community in a fully-integrated, team taught course at a community college in New England. These classes, Learning Communities (LCs) represent rich opportunities for exploring and practicing democratic education. From a theoretical grounding in social learning theories and an exploration into learning…

Connecting Instances to Promote Children's Relational Reasoning

ERIC Educational Resources Information Center

Son, Ji Y.; Smith, Linda B.; Goldstone, Robert L.

2011-01-01

The practice of learning from multiple instances seems to allow children to learn about relational structure. The experiments reported here focused on two issues regarding relational learning from multiple instances: (a) what kind of perceptual situations foster such learning and (b) how particular object properties, such as complexity and…

Transforming Professional Learning and Practice in Assessment for Learning

ERIC Educational Resources Information Center

Poskitt, Jenny

2014-01-01

Assessing student learning is a complex process requiring teachers to have deep knowledge of the curriculum, assessment, and pedagogy. Changing political climates mean that teachers are expected to respond to new approaches or systems and adjust their classroom practice accordingly. Teachers often engage in professional learning (PL) to assist…

Conceptual Learning with Multiple Graphical Representations: Intelligent Tutoring Systems Support for Sense-Making and Fluency-Building Processes

ERIC Educational Resources Information Center

Rau, Martina A.

2013-01-01

Most learning environments in the STEM disciplines use multiple graphical representations along with textual descriptions and symbolic representations. Multiple graphical representations are powerful learning tools because they can emphasize complementary aspects of complex learning contents. However, to benefit from multiple graphical…

Reconceptualizing Design Research in the Age of Mobile Learning

ERIC Educational Resources Information Center

Bannan, Brenda; Cook, John; Pachler, Norbert

2016-01-01

The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning environments. To fully conceptualize and reconceptualize design research in mobile learning, the…

Inferring interventional predictions from observational learning data.

PubMed

Meder, Bjorn; Hagmayer, York; Waldmann, Michael R

2008-02-01

Previous research has shown that people are capable of deriving correct predictions for previously unseen actions from passive observations of causal systems (Waldmann & Hagmayer, 2005). However, these studies were limited, since learning data were presented as tabulated data only, which may have turned the task more into a reasoning rather than a learning task. In two experiments, we therefore presented learners with trial-by-trial observational learning input referring to a complex causal model consisting of four events. To test the robustness of the capacity to derive correct observational and interventional inferences, we pitted causal order against the temporal order of learning events. The results show that people are, in principle, capable of deriving correct predictions after purely observational trial-by-trial learning, even with relatively complex causal models. However, conflicting temporal information can impair performance, particularly when the inferences require taking alternative causal pathways into account.

Variable learning performance: the levels of behaviour organization.

PubMed

Csányi, V; Altbäcker, V

1990-01-01

Our experiments were focused on some special aspects of learning in the paradise fish. Passive avoidance conditioning method was used with different success depending on the complexity of the learning tasks. In the case of simple behavioural elements various "constrains" on avoidance learning were found. In a small, covered place the fish were ready to perform freezing reaction and mild punishment increased the frequency and duration of the freezing bouts very substantially. However, it was very difficult to enhance the frequency of freezing by punishment in a tank with transparent walls, where the main response to punishment was escape. The most easily learned tasks were the complex ones which had several different solutions. The fish learned to avoid either side of an aquarium very easily because they could use various behavioural elements to solve the problem. These findings could be interpreted within the framework of different organizational levels of behaviour.

Learning invariance from natural images inspired by observations in the primary visual cortex.

PubMed

Teichmann, Michael; Wiltschut, Jan; Hamker, Fred

2012-05-01

The human visual system has the remarkable ability to largely recognize objects invariant of their position, rotation, and scale. A good interpretation of neurobiological findings involves a computational model that simulates signal processing of the visual cortex. In part, this is likely achieved step by step from early to late areas of visual perception. While several algorithms have been proposed for learning feature detectors, only few studies at hand cover the issue of biologically plausible learning of such invariance. In this study, a set of Hebbian learning rules based on calcium dynamics and homeostatic regulations of single neurons is proposed. Their performance is verified within a simple model of the primary visual cortex to learn so-called complex cells, based on a sequence of static images. As a result, the learned complex-cell responses are largely invariant to phase and position.

Does Variability Across Events Affect Verb Learning in English, Mandarin and Korean?

PubMed Central

Childers, Jane B.; Paik, Jae H.; Flores, Melissa; Lai, Gabrielle; Dolan, Megan

2016-01-01

Extending new verbs is important to becoming a productive speaker of a language. Prior results show children have difficulty extending verbs when they have seen events with varied agents. This paper further examines the impact of variability on verb learning, and asks whether this interacts with event complexity or differs by language. Children (aged 2 ½- to 3-years) in the U.S., China, Korea and Singapore learned verbs linked to simple and complex events. Sets of events included one or three agents, and children were asked to extend the verb at test. Children learning verbs linked to simple movements performed similarly across conditions. However, children learning verbs linked to events with multiple objects were less successful if those events were enacted by multiple agents. A follow-up study rules out an influence of event order. Overall, similar patterns of results emerged across languages, suggesting common cognitive processes support children’s verb learning. PMID:27457679

Strategies and Rubrics for Teaching Complex Systems Theory to Novices (Invited)

NASA Astrophysics Data System (ADS)

Fichter, L. S.

2010-12-01

Bifurcation. Self-similarity. Fractal. Sensitive dependent. Agents. Self-organized criticality. Avalanche behavior. Power laws. Strange attractors. Emergence. The language of complexity is fundamentally different from the language of equilibrium. If students do not know these phenomena, and what they tell us about the pulse of dynamic systems, complex systems will be opaque. A complex system is a group of agents. (individual interacting units, like birds in a flock, sand grains in a ripple, or individual friction units along a fault zone), existing far from equilibrium, interacting through positive and negative feedbacks, following simple rules, forming interdependent, dynamic, evolutionary networks. Complex systems produce behaviors that cannot be predicted deductively from knowledge of the behaviors of the individual components themselves; they must be experienced. What complexity theory demonstrates is that, by following simple rules, all the agents end up coordinating their behavior—self organizing—so that what emerges is not chaos, but meaningful patterns. How can we introduce Freshman, non-science, general education students to complex systems theories, in 3 to 5 classes; in a way they really get it, and can use the principles to understand real systems? Complex systems theories are not a series of unconnected or disconnected equations or models; they are developed as narratives that makes sense of how all the pieces and properties are interrelated. The principles of complex systems must be taught as deliberately and systematically as the equilibrium principles normally taught; as, say, the systematic training from pre-algebra and geometry to algebra. We have developed a sequence of logically connected narratives (strategies and rubrics) that introduce complex systems principles using models that can be simulated in a computer, in class, in real time. The learning progression has a series of 12 models (e.g. logistic system, bifurcation diagrams, genetic algorithms, etc.) leading to 19 learning outcomes that encompass most of the universality properties that characterize complex systems. They are developed in a specific order to achieve specific ends of understanding. We use these models in various depths and formats in courses ranging from gened courses, to evolutionary systems and environmental systems, to upper level geology courses. Depending on the goals of a course, the learning outcomes can be applied to understanding many other complex systems; e.g. oscillating chemical reactions (reaction-diffusion and activator-inhibitor systems), autocatalytic networks, hysteresis (bistable) systems, networks, and the rise/collapse of complex societies. We use these and other complex systems concepts in various classes to talk about the origin of life, ecosystem organization, game theory, extinction events, and environmental system behaviors. The applications are almost endless. The complete learning progression with models, computer programs, experiments, and learning outcomes is available at: www.jmu.edu/geology/ComplexEvolutionarySystems/

Tissue Plasminogen Activator Induction in Purkinje Neurons After Cerebellar Motor Learning

NASA Astrophysics Data System (ADS)

Seeds, Nicholas W.; Williams, Brian L.; Bickford, Paula C.

1995-12-01

The cerebellar cortex is implicated in the learning of complex motor skills. This learning may require synaptic remodeling of Purkinje cell inputs. An extracellular serine protease, tissue plasminogen activator (tPA), is involved in remodeling various nonneural tissues and is associated with developing and regenerating neurons. In situ hybridization showed that expression of tPA messenger RNA was increased in the Purkinje neurons of rats within an hour of their being trained for a complex motor task. Antibody to tPA also showed the induction of tPA protein associated with cerebellar Purkinje cells. Thus, the induction of tPA during motor learning may play a role in activity-dependent synaptic plasticity.

Complex learning: the role of knowledge, intelligence, motivation and learning strategies.

PubMed

Castejón, Juan L; Gilar, Raquel; Pérez, Antonio M

2006-11-01

This work presents the main theories and models formulated with the purpose of offering a global overview on the acquisition of knowledge and skills involved in the initial development of expert competence. Setting from this background, we developed an empirical work whose main purpose is to define those factors in a complex learning situation such as chapter-sized in a knowledge-rich domain. The results obtained in a sample of Master students reveal that the several variables intervening, such as the qualitative organization of knowledge, intellectual ability, motivation, the deliberate use of strategies, and a rich learning environment, contribute in an independent way to provide an explanation for the acquired knowledge.

Adaptive learning in complex reproducing kernel Hilbert spaces employing Wirtinger's subgradients.

PubMed

Bouboulis, Pantelis; Slavakis, Konstantinos; Theodoridis, Sergios

2012-03-01

This paper presents a wide framework for non-linear online supervised learning tasks in the context of complex valued signal processing. The (complex) input data are mapped into a complex reproducing kernel Hilbert space (RKHS), where the learning phase is taking place. Both pure complex kernels and real kernels (via the complexification trick) can be employed. Moreover, any convex, continuous and not necessarily differentiable function can be used to measure the loss between the output of the specific system and the desired response. The only requirement is the subgradient of the adopted loss function to be available in an analytic form. In order to derive analytically the subgradients, the principles of the (recently developed) Wirtinger's calculus in complex RKHS are exploited. Furthermore, both linear and widely linear (in RKHS) estimation filters are considered. To cope with the problem of increasing memory requirements, which is present in almost all online schemes in RKHS, the sparsification scheme, based on projection onto closed balls, has been adopted. We demonstrate the effectiveness of the proposed framework in a non-linear channel identification task, a non-linear channel equalization problem and a quadrature phase shift keying equalization scheme, using both circular and non circular synthetic signal sources.

Deep learning for healthcare: review, opportunities and challenges.

PubMed

Miotto, Riccardo; Wang, Fei; Wang, Shuang; Jiang, Xiaoqian; Dudley, Joel T

2017-05-06

Gaining knowledge and actionable insights from complex, high-dimensional and heterogeneous biomedical data remains a key challenge in transforming health care. Various types of data have been emerging in modern biomedical research, including electronic health records, imaging, -omics, sensor data and text, which are complex, heterogeneous, poorly annotated and generally unstructured. Traditional data mining and statistical learning approaches typically need to first perform feature engineering to obtain effective and more robust features from those data, and then build prediction or clustering models on top of them. There are lots of challenges on both steps in a scenario of complicated data and lacking of sufficient domain knowledge. The latest advances in deep learning technologies provide new effective paradigms to obtain end-to-end learning models from complex data. In this article, we review the recent literature on applying deep learning technologies to advance the health care domain. Based on the analyzed work, we suggest that deep learning approaches could be the vehicle for translating big biomedical data into improved human health. However, we also note limitations and needs for improved methods development and applications, especially in terms of ease-of-understanding for domain experts and citizen scientists. We discuss such challenges and suggest developing holistic and meaningful interpretable architectures to bridge deep learning models and human interpretability. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Chaos, complexity and complicatedness: lessons from rocket science.

PubMed

Norman, Geoff

2011-06-01

Recently several authors have drawn parallels between educational research and some theories of natural science, in particular complexity theory and chaos theory. The central claim is that both the natural science theories are useful metaphors for education research in that they deal with phenomena that involve many variables interacting in complex, non-linear and unstable ways, and leading to effects that are neither reproducible nor comprehensible. This paper presents a counter-argument. I begin by carefully examining the concepts of uncertainty, complexity and chaos, as described in physical science. I distinguish carefully between systems that are, respectively, complex, chaotic and complicated. I demonstrate that complex and chaotic systems have highly specific characteristics that are unlikely to be present in education systems. I then suggest that, in fact, there is ample evidence that human learning can be understood adequately with conventional linear models. The implications of these opposing world views are substantial. If education science has the properties of complex or chaotic systems, we should abandon any attempt at control or understanding. However, as I point out, to do so would ignore a number of recent developments in our understanding of learning that hold promise to yield substantial improvements in effectiveness and efficiency of learning. © Blackwell Publishing Ltd 2011.

Feature selection and classification of protein-protein complexes based on their binding affinities using machine learning approaches.

PubMed

Yugandhar, K; Gromiha, M Michael

2014-09-01

Protein-protein interactions are intrinsic to virtually every cellular process. Predicting the binding affinity of protein-protein complexes is one of the challenging problems in computational and molecular biology. In this work, we related sequence features of protein-protein complexes with their binding affinities using machine learning approaches. We set up a database of 185 protein-protein complexes for which the interacting pairs are heterodimers and their experimental binding affinities are available. On the other hand, we have developed a set of 610 features from the sequences of protein complexes and utilized Ranker search method, which is the combination of Attribute evaluator and Ranker method for selecting specific features. We have analyzed several machine learning algorithms to discriminate protein-protein complexes into high and low affinity groups based on their Kd values. Our results showed a 10-fold cross-validation accuracy of 76.1% with the combination of nine features using support vector machines. Further, we observed accuracy of 83.3% on an independent test set of 30 complexes. We suggest that our method would serve as an effective tool for identifying the interacting partners in protein-protein interaction networks and human-pathogen interactions based on the strength of interactions. © 2014 Wiley Periodicals, Inc.

Efficient dual approach to distance metric learning.

PubMed

Shen, Chunhua; Kim, Junae; Liu, Fayao; Wang, Lei; van den Hengel, Anton

2014-02-01

Distance metric learning is of fundamental interest in machine learning because the employed distance metric can significantly affect the performance of many learning methods. Quadratic Mahalanobis metric learning is a popular approach to the problem, but typically requires solving a semidefinite programming (SDP) problem, which is computationally expensive. The worst case complexity of solving an SDP problem involving a matrix variable of size D×D with O(D) linear constraints is about O(D(6.5)) using interior-point methods, where D is the dimension of the input data. Thus, the interior-point methods only practically solve problems exhibiting less than a few thousand variables. Because the number of variables is D(D+1)/2, this implies a limit upon the size of problem that can practically be solved around a few hundred dimensions. The complexity of the popular quadratic Mahalanobis metric learning approach thus limits the size of problem to which metric learning can be applied. Here, we propose a significantly more efficient and scalable approach to the metric learning problem based on the Lagrange dual formulation of the problem. The proposed formulation is much simpler to implement, and therefore allows much larger Mahalanobis metric learning problems to be solved. The time complexity of the proposed method is roughly O(D(3)), which is significantly lower than that of the SDP approach. Experiments on a variety of data sets demonstrate that the proposed method achieves an accuracy comparable with the state of the art, but is applicable to significantly larger problems. We also show that the proposed method can be applied to solve more general Frobenius norm regularized SDP problems approximately.

Explicit pre-training instruction does not improve implicit perceptual-motor sequence learning

PubMed Central

Sanchez, Daniel J.; Reber, Paul J.

2012-01-01

Memory systems theory argues for separate neural systems supporting implicit and explicit memory in the human brain. Neuropsychological studies support this dissociation, but empirical studies of cognitively healthy participants generally observe that both kinds of memory are acquired to at least some extent, even in implicit learning tasks. A key question is whether this observation reflects parallel intact memory systems or an integrated representation of memory in healthy participants. Learning of complex tasks in which both explicit instruction and practice is used depends on both kinds of memory, and how these systems interact will be an important component of the learning process. Theories that posit an integrated, or single, memory system for both types of memory predict that explicit instruction should contribute directly to strengthening task knowledge. In contrast, if the two types of memory are independent and acquired in parallel, explicit knowledge should have no direct impact and may serve in a “scaffolding” role in complex learning. Using an implicit perceptual-motor sequence learning task, the effect of explicit pre-training instruction on skill learning and performance was assessed. Explicit pre-training instruction led to robust explicit knowledge, but sequence learning did not benefit from the contribution of pre-training sequence memorization. The lack of an instruction benefit suggests that during skill learning, implicit and explicit memory operate independently. While healthy participants will generally accrue parallel implicit and explicit knowledge in complex tasks, these types of information appear to be separately represented in the human brain consistent with multiple memory systems theory. PMID:23280147

Correlations Between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room.

PubMed

Hallin, Karin; Haggstrom, Marie; Backstrom, Britt; Kristiansen, Lisbeth Porskrog

2015-09-28

Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students' team achievements in clinical judgement and emotional, sociological and physiological learning style preferences. A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012-2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed. Three significant correlations were found between the team achievements and the students' learning style preferences: significant negative correlation with 'Structure' and 'Kinesthetic' at the individual level, and positive correlation with the 'Tactile' variable. No significant correlations with students' 'Motivation', 'Persistence', 'Wish to learn alone' and 'Wish for an authoritative person present' were seen. There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences, cognitive learning outcomes and group processes.

Failure Analysis of a Complex Learning Framework Incorporating Multi-Modal and Semi-Supervised Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pullum, Laura L; Symons, Christopher T

2011-01-01

Machine learning is used in many applications, from machine vision to speech recognition to decision support systems, and is used to test applications. However, though much has been done to evaluate the performance of machine learning algorithms, little has been done to verify the algorithms or examine their failure modes. Moreover, complex learning frameworks often require stepping beyond black box evaluation to distinguish between errors based on natural limits on learning and errors that arise from mistakes in implementation. We present a conceptual architecture, failure model and taxonomy, and failure modes and effects analysis (FMEA) of a semi-supervised, multi-modal learningmore » system, and provide specific examples from its use in a radiological analysis assistant system. The goal of the research described in this paper is to provide a foundation from which dependability analysis of systems using semi-supervised, multi-modal learning can be conducted. The methods presented provide a first step towards that overall goal.« less

Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education

ERIC Educational Resources Information Center

Paas, Fred; Ayres, Paul

2014-01-01

According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has…

Optimizing The Number Of Steps In Learning Tasks For Complex Skills

ERIC Educational Resources Information Center

Nadolski, Rob J.; Kirschner, Paul A.; van Merrienboer, Jeroen J.G.

2005-01-01

Background: Carrying out whole tasks is often too difficult for novice learners attempting to acquire complex skills. The common solution is to split up the tasks into a number of smaller steps. The number of steps must be optimized for efficient and effective learning. Aim: The aim of the study is to investigate the relation between the number of…

Human Aided Reinforcement Learning in Complex Environments

DTIC Science & Technology

learn to solve tasks through a trial -and- error process. As an agent takes ...task faster andmore accurately, a human expert can be added to the system to guide an agent in solving the task. This project seeks to expand on current...theenvironment, which works particularly well for reactive tasks . In more complex tasks , these systems do not work as intended. The manipulation

Developing a Service Management Strategy Facilitated by Action Learning: An Empirical Study from the UK Health & Fitness Industry

ERIC Educational Resources Information Center

Oliver, John

2006-01-01

One of the principle tenets of action learning is that it provides the potential to explore and solve complex organisational problems. The question of how best to develop a future business strategy is such a problem. Existing literature on strategy making presents a multi-faceted debate, suggesting that the complexity of competitive environments…

Social Media in the Classroom: A Simple yet Complex Hybrid Environment for Students

ERIC Educational Resources Information Center

Casey, Gail

2013-01-01

This article reports on part of the author's PhD action research study. It examines the complexity of features that social media and Web 2.0 offer when combined with face-to-face teaching and learning. Action research was used to help redesign the learning programs of XXX's thirteen Middle Years classes over an eighteen month period. These…

Cognitive and Motivational Impacts of Learning Game Design on Middle School Children

ERIC Educational Resources Information Center

Akcaoglu, Mete

2013-01-01

In today`s complex and fast-evolving world, problem solving is an important skill to possess. For young children to be successful at their future careers, they need to have the "skill" and the "will" to solve complex problems that are beyond the well-defined problems that they learn to solve at schools. One promising approach…

Effect of episodic and working memory impairments on semantic and cognitive procedural learning at alcohol treatment entry.

PubMed

Pitel, Anne Lise; Witkowski, Thomas; Vabret, François; Guillery-Girard, Bérengère; Desgranges, Béatrice; Eustache, Francis; Beaunieux, Hélène

2007-02-01

Chronic alcoholism is known to impair the functioning of episodic and working memory, which may consequently reduce the ability to learn complex novel information. Nevertheless, semantic and cognitive procedural learning have not been properly explored at alcohol treatment entry, despite its potential clinical relevance. The goal of the present study was therefore to determine whether alcoholic patients, immediately after the weaning phase, are cognitively able to acquire complex new knowledge, given their episodic and working memory deficits. Twenty alcoholic inpatients with episodic memory and working memory deficits at alcohol treatment entry and a control group of 20 healthy subjects underwent a protocol of semantic acquisition and cognitive procedural learning. The semantic learning task consisted of the acquisition of 10 novel concepts, while subjects were administered the Tower of Toronto task to measure cognitive procedural learning. Analyses showed that although alcoholic subjects were able to acquire the category and features of the semantic concepts, albeit slowly, they presented impaired label learning. In the control group, executive functions and episodic memory predicted semantic learning in the first and second halves of the protocol, respectively. In addition to the cognitive processes involved in the learning strategies invoked by controls, alcoholic subjects seem to attempt to compensate for their impaired cognitive functions, invoking capacities of short-term passive storage. Regarding cognitive procedural learning, although the patients eventually achieved the same results as the controls, they failed to automate the procedure. Contrary to the control group, the alcoholic groups' learning performance was predicted by controlled cognitive functions throughout the protocol. At alcohol treatment entry, alcoholic patients with neuropsychological deficits have difficulty acquiring novel semantic and cognitive procedural knowledge. Compared with controls, they seem to use more costly learning strategies, which are nonetheless less efficient. These learning disabilities need to be considered when treatment requiring the acquisition of complex novel information is envisaged.

Internet-Mediated Learning in Public Affairs Programs: Issues and Implications.

ERIC Educational Resources Information Center

Rahm, Dianne; Reed, B. J.; Rydl, Teri L.

1999-01-01

An overview of Internet-mediated learning in public affairs programs identifies issues for faculty, students, and administrators, including intellectual property rights, instructional issues, learning approaches, student expectations, logistics and support, complexity of coordination, and organizational control. (DB)

Regional Differences in Brain Volume Predict the Acquisition of Skill in a Complex Real-Time Strategy Videogame

PubMed Central

Basak, Chandramallika; Voss, Michelle W.; Erickson, Kirk I.; Boot, Walter R.; Kramer, Arthur F.

2015-01-01

Previous studies have found that differences in brain volume among older adults predict performance in laboratory tasks of executive control, memory, and motor learning. In the present study we asked whether regional differences in brain volume as assessed by the application of a voxel-based morphometry technique on high resolution MRI would also be useful in predicting the acquisition of skill in complex tasks, such as strategy-based video games. Twenty older adults were trained for over 20 hours to play Rise of Nations, a complex real-time strategy game. These adults showed substantial improvements over the training period in game performance. MRI scans obtained prior to training revealed that the volume of a number of brain regions, which have been previously associated with subsets of the trained skills, predicted a substantial amount of variance in learning on the complex game. Thus, regional differences in brain volume can predict learning in complex tasks that entail the use of a variety of perceptual, cognitive and motor processes. PMID:21546146

Regional differences in brain volume predict the acquisition of skill in a complex real-time strategy videogame.

PubMed

Basak, Chandramallika; Voss, Michelle W; Erickson, Kirk I; Boot, Walter R; Kramer, Arthur F

2011-08-01

Previous studies have found that differences in brain volume among older adults predict performance in laboratory tasks of executive control, memory, and motor learning. In the present study we asked whether regional differences in brain volume as assessed by the application of a voxel-based morphometry technique on high resolution MRI would also be useful in predicting the acquisition of skill in complex tasks, such as strategy-based video games. Twenty older adults were trained for over 20 h to play Rise of Nations, a complex real-time strategy game. These adults showed substantial improvements over the training period in game performance. MRI scans obtained prior to training revealed that the volume of a number of brain regions, which have been previously associated with subsets of the trained skills, predicted a substantial amount of variance in learning on the complex game. Thus, regional differences in brain volume can predict learning in complex tasks that entail the use of a variety of perceptual, cognitive and motor processes. Copyright © 2011 Elsevier Inc. All rights reserved.

Quest to Learn: Developing the School for Digital Kids

ERIC Educational Resources Information Center

Salen, Katie; Torres, Robert; Wolozin, Loretta; Rufo-Tepper, Rebecca; Shapiro, Arana

2011-01-01

Quest to Learn, an innovative school for grades 6 to 12 in New York City, grew out of the idea that gaming and game design offer a promising new paradigm for curriculum and learning. The designers of Quest to Learn developed an approach to learning that draws from what games do best: drop kids into inquiry-based, complex problem spaces that are…

Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study

PubMed Central

Hägg-Martinell, A; Hult, H; Henriksson, P; Kiessling, A

2017-01-01

Objectives To optimise medical students’ early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students’ perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture. Design and setting Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice. Participants 21 medical students and 30 supervisors participated. Results Two themes were identified: Nervousness and curiosity—students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved—students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives. Conclusions This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the potential to be involved differed in a wide variety of ways. PMID:28196948

Is Statistical Learning Constrained by Lower Level Perceptual Organization?

PubMed Central

Emberson, Lauren L.; Liu, Ran; Zevin, Jason D.

2013-01-01

In order for statistical information to aid in complex developmental processes such as language acquisition, learning from higher-order statistics (e.g. across successive syllables in a speech stream to support segmentation) must be possible while perceptual abilities (e.g. speech categorization) are still developing. The current study examines how perceptual organization interacts with statistical learning. Adult participants were presented with multiple exemplars from novel, complex sound categories designed to reflect some of the spectral complexity and variability of speech. These categories were organized into sequential pairs and presented such that higher-order statistics, defined based on sound categories, could support stream segmentation. Perceptual similarity judgments and multi-dimensional scaling revealed that participants only perceived three perceptual clusters of sounds and thus did not distinguish the four experimenter-defined categories, creating a tension between lower level perceptual organization and higher-order statistical information. We examined whether the resulting pattern of learning is more consistent with statistical learning being “bottom-up,” constrained by the lower levels of organization, or “top-down,” such that higher-order statistical information of the stimulus stream takes priority over the perceptual organization, and perhaps influences perceptual organization. We consistently find evidence that learning is constrained by perceptual organization. Moreover, participants generalize their learning to novel sounds that occupy a similar perceptual space, suggesting that statistical learning occurs based on regions of or clusters in perceptual space. Overall, these results reveal a constraint on learning of sound sequences, such that statistical information is determined based on lower level organization. These findings have important implications for the role of statistical learning in language acquisition. PMID:23618755

Rhesus monkey (Macaca mulatta) complex learning skills reassessed

NASA Technical Reports Server (NTRS)

Washburn, David A.; Rumbaugh, Duane M.

1991-01-01

An automated computerized testing facility is employed to study basic learning and transfer in rhesus monkeys including discrimination learning set and mediational learning. The data show higher performance levels than those predicted from other tests that involved compromised learning with analogous conditions. Advanced transfer-index ratios and positive transfer of learning are identified, and indications of mediational learning strategies are noted. It is suggested that these data are evidence of the effectiveness of the present experimental apparatus for enhancing learning in nonhuman primates.

Learning predictive statistics from temporal sequences: Dynamics and strategies

PubMed Central

Wang, Rui; Shen, Yuan; Tino, Peter; Welchman, Andrew E.; Kourtzi, Zoe

2017-01-01

Human behavior is guided by our expectations about the future. Often, we make predictions by monitoring how event sequences unfold, even though such sequences may appear incomprehensible. Event structures in the natural environment typically vary in complexity, from simple repetition to complex probabilistic combinations. How do we learn these structures? Here we investigate the dynamics of structure learning by tracking human responses to temporal sequences that change in structure unbeknownst to the participants. Participants were asked to predict the upcoming item following a probabilistic sequence of symbols. Using a Markov process, we created a family of sequences, from simple frequency statistics (e.g., some symbols are more probable than others) to context-based statistics (e.g., symbol probability is contingent on preceding symbols). We demonstrate the dynamics with which individuals adapt to changes in the environment's statistics—that is, they extract the behaviorally relevant structures to make predictions about upcoming events. Further, we show that this structure learning relates to individual decision strategy; faster learning of complex structures relates to selection of the most probable outcome in a given context (maximizing) rather than matching of the exact sequence statistics. Our findings provide evidence for alternate routes to learning of behaviorally relevant statistics that facilitate our ability to predict future events in variable environments. PMID:28973111

Learning predictive statistics from temporal sequences: Dynamics and strategies.

PubMed

Wang, Rui; Shen, Yuan; Tino, Peter; Welchman, Andrew E; Kourtzi, Zoe

2017-10-01

Human behavior is guided by our expectations about the future. Often, we make predictions by monitoring how event sequences unfold, even though such sequences may appear incomprehensible. Event structures in the natural environment typically vary in complexity, from simple repetition to complex probabilistic combinations. How do we learn these structures? Here we investigate the dynamics of structure learning by tracking human responses to temporal sequences that change in structure unbeknownst to the participants. Participants were asked to predict the upcoming item following a probabilistic sequence of symbols. Using a Markov process, we created a family of sequences, from simple frequency statistics (e.g., some symbols are more probable than others) to context-based statistics (e.g., symbol probability is contingent on preceding symbols). We demonstrate the dynamics with which individuals adapt to changes in the environment's statistics-that is, they extract the behaviorally relevant structures to make predictions about upcoming events. Further, we show that this structure learning relates to individual decision strategy; faster learning of complex structures relates to selection of the most probable outcome in a given context (maximizing) rather than matching of the exact sequence statistics. Our findings provide evidence for alternate routes to learning of behaviorally relevant statistics that facilitate our ability to predict future events in variable environments.

Distributed learning automata-based algorithm for community detection in complex networks

NASA Astrophysics Data System (ADS)

Khomami, Mohammad Mehdi Daliri; Rezvanian, Alireza; Meybodi, Mohammad Reza

2016-03-01

Community structure is an important and universal topological property of many complex networks such as social and information networks. The detection of communities of a network is a significant technique for understanding the structure and function of networks. In this paper, we propose an algorithm based on distributed learning automata for community detection (DLACD) in complex networks. In the proposed algorithm, each vertex of network is equipped with a learning automation. According to the cooperation among network of learning automata and updating action probabilities of each automaton, the algorithm interactively tries to identify high-density local communities. The performance of the proposed algorithm is investigated through a number of simulations on popular synthetic and real networks. Experimental results in comparison with popular community detection algorithms such as walk trap, Danon greedy optimization, Fuzzy community detection, Multi-resolution community detection and label propagation demonstrated the superiority of DLACD in terms of modularity, NMI, performance, min-max-cut and coverage.

Robotic partial nephrectomy shortens warm ischemia time, reducing suturing time kinetics even for an experienced laparoscopic surgeon: a comparative analysis.

PubMed

Faria, Eliney F; Caputo, Peter A; Wood, Christopher G; Karam, Jose A; Nogueras-González, Graciela M; Matin, Surena F

2014-02-01

Laparoscopic and robotic partial nephrectomy (LPN and RPN) are strongly related to influence of tumor complexity and learning curve. We analyzed a consecutive experience between RPN and LPN to discern if warm ischemia time (WIT) is in fact improved while accounting for these two confounding variables and if so by which particular aspect of WIT. This is a retrospective analysis of consecutive procedures performed by a single surgeon between 2002-2008 (LPN) and 2008-2012 (RPN). Specifically, individual steps, including tumor excision, suturing of intrarenal defect, and parenchyma, were recorded at the time of surgery. Multivariate and univariate analyzes were used to evaluate influence of learning curve, tumor complexity, and time kinetics of individual steps during WIT, to determine their influence in WIT. Additionally, we considered the effect of RPN on the learning curve. A total of 146 LPNs and 137 RPNs were included. Considering renal function, WIT, suturing time, renorrhaphy time were found statistically significant differences in favor of RPN (p < 0.05). In the univariate analysis, surgical procedure, learning curve, clinical tumor size, and RENAL nephrometry score were statistically significant predictors for WIT (p < 0.05). RPN decreased the WIT on average by approximately 7 min compared to LPN even when adjusting for learning curve, tumor complexity, and both together (p < 0.001). We found RPN was associated with a shorter WIT when controlling for influence of the learning curve and tumor complexity. The time required for tumor excision was not shortened but the time required for suturing steps was significantly shortened.

Inside Out: Detecting Learners' Confusion to Improve Interactive Digital Learning Environments

ERIC Educational Resources Information Center

Arguel, Amaël; Lockyer, Lori; Lipp, Ottmar V.; Lodge, Jason M.; Kennedy, Gregor

2017-01-01

Confusion is an emotion that is likely to occur while learning complex information. This emotion can be beneficial to learners in that it can foster engagement, leading to deeper understanding. However, if learners fail to resolve confusion, its effect can be detrimental to learning. Such detrimental learning experiences are particularly…

Experiential Learning Methods, Simulation Complexity and Their Effects on Different Target Groups

ERIC Educational Resources Information Center

Kluge, Annette

2007-01-01

This article empirically supports the thesis that there is no clear and unequivocal argument in favor of simulations and experiential learning. Instead the effectiveness of simulation-based learning methods depends strongly on the target group's characteristics. Two methods of supporting experiential learning are compared in two different complex…

Kinesiology and Learning: Implications for Turkish School Curriculum

ERIC Educational Resources Information Center

Ozar, Mirac

2013-01-01

Learning is a complex phenomenon and multi-faceted in nature. There are a number of parameters which influence learning cycle and the process in general. Physical exercise is thought to be one of the variants that affect the learning phenomenon. Accumulated scientific evidence can be found in the literature showing high correlations between…

Teachers as Designers of Collaborative Distance Learning.

ERIC Educational Resources Information Center

Spector, J. Michael

There is an obvious growth in the use of distributed and online learning environments. There is some evidence to believe that collaborative learning environments can be effective, especially when using advanced technology to support learning in and about complex domains. There is also an extensive body of research literature in the areas of…

A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

ERIC Educational Resources Information Center

Shieh, Chich-Jen; Yu, Lean

2016-01-01

In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

A Theory-to-Practice Leadership Learning Arrangement in a University Context

ERIC Educational Resources Information Center

Franken, Margaret; Branson, Christopher; Penney, Dawn

2018-01-01

Higher education institutions are increasingly recognizing the importance of organizational change as they face complex challenges. Leadership learning has been identified as an important way of supporting change management. We describe a leadership learning arrangement that arose in the context of two of the authors needing to learn how to become…

Teaching, Learning and Leading in Today's Complex World: Reaching New Heights with a Developmental Approach

ERIC Educational Resources Information Center

Drago-Severson, Eleanor

2016-01-01

"What is happening in education today?" and "What is most needed for the future of teaching, learning and leading?" This article presents a developmental approach to learning, leadership and advancing professional learning--one that takes into account adults' diverse meaning making processes--that can help educators build the…

Developing an International Distance Education Program: A Blended Learning Approach

ERIC Educational Resources Information Center

Mathur, Ravisha; Oliver, Lisa

2007-01-01

Building a dynamic international distance education program can be a complex operation. The purpose of this paper is to discuss a model for global learning that utilizes a blended learning approach. This paper will describe how a blended learning approach was implemented in an international instructional technology Master's program to the benefit…

The Development of Logical Structures for E-Learning Evaluation

ERIC Educational Resources Information Center

Tudevdagva, Uranchimeg; Hardt, Wolfram; Dolgor, Jargalmaa

2013-01-01

This paper deals with development of logical structures for e-learning evaluation. Evaluation is a complex task into which many different groups of people are involved. As a rule these groups have different understanding and varying expectations on e-learning evaluation. Using logical structures for e-learning evaluation we can join the different…

Self-Organising Navigational Support in Lifelong Learning: How Predecessors Can Lead the Way

ERIC Educational Resources Information Center

Janssen, Jose; Tattersall, Colin; Waterink, Wim; van den Berg, Bert; van Es, Rene; Bolman, Catherine; Koper, Rob

2007-01-01

Increased flexibility and modularisation in higher education complicates the process of learners finding their way through the offerings of higher education institutions. In lifelong learning, where learning opportunities are diverse and reach beyond institutional boundaries, it becomes even more complex to decide on a learning path. However,…

Team-Based Learning in Honors Science Education: The Benefit of Complex Writing Assignments

ERIC Educational Resources Information Center

Wiegant, Fred; Boonstra, Johannes; Peeters, Anton; Scager, Karin

2012-01-01

Cooperative learning and team-based learning have been widely recognized as beneficial strategies to improve all levels of education, including higher education. Just forming groups, however, does not automatically lead to better learning and motivation; cooperation flourishes only under appropriate conditions (Fink; Gillies; Parmelee et al.).…

When Is It Better to Learn Together? Insights from Research on Collaborative Learning

ERIC Educational Resources Information Center

Nokes-Malach, Timothy J.; Richey, J. Elizabeth; Gadgil, Soniya

2015-01-01

Although collaboration is often considered a beneficial learning strategy, research examining the claim suggests a much more complex picture. Critically, the question is not whether collaboration is beneficial to learning, but instead how and when collaboration improves outcomes. In this paper, we first discuss the mechanisms hypothesized to…

The Socialization of Newcomers into Organizations: Integrating Learning and Social Exchange Processes

ERIC Educational Resources Information Center

Korte, Russell F.

2007-01-01

Traditional views of socialization focus primarily on the passive learning by the newcomer of the expectations of the organization. Theorizing and research on cognitive learning and social exchange indicate that the socialization process is vastly more complex. This paper views socialization through the lenses of cognitive learning and social…

U.S. Army Research Institute Program in Basic Research-FY 2010

DTIC Science & Technology

2010-11-01

2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction ...73 Achievement in Complex Learning Environments as a Function of Information Processing Ability ...Development and Validation of a Situational Judgment Test to Predict Attrition Incrementally Over General Cognitive Ability and a Forced-Choice

The Effectiveness of Using a Student Response System on Baccalaureate Nursing Student Dominant Learning Approach

ERIC Educational Resources Information Center

Rebeschi, Lisa M.

2013-01-01

Professional nurses are challenged to provide high quality, evidence-based care in today's increasingly complex healthcare environment. Thus, nurses need to develop an appreciation for life-long learning. Understanding student approach to learning may provide nurse educators with empirical evidence to support specific teaching/learning strategies…

Flipping the Script: When Service-Learning Recipients become Service-Learning Givers

ERIC Educational Resources Information Center

Reed, Pam; Butler, Tamara

2015-01-01

Urban education is a complex system that is often shrouded in stereotypes, labels, and barriers. Service-learning is well-entrenched in suburban institutions, but is a fledgling or grassroots organization in the urban education community. Often, suburban service-learning initiatives have taken the tone of community service in that it is often…

Generative Learning: Adults Learning within Ambiguity

ERIC Educational Resources Information Center

Nicolaides, Aliki

2015-01-01

This study explored the extent to which ambiguity can serve as a catalyst for adult learning. The purpose of this study is to understand learning that is generated when encountering ambiguity agitated by the complexity of liquid modernity. "Ambiguity," in this study, describes an encounter with an appearance of reality that is at first…

Learning Styles and Vocational Education Practice. Practice Application Brief.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Learning styles and the creation of effective learning environments are of emerging significance in education as the changing nature of work requires higher-order thinking skills. Although learning style may be simply defined as the way people come to understand and remember information, the literature is filled with more complex definitions of…

From Teaching Assistant (TA) Training to Workplace Learning

ERIC Educational Resources Information Center

Korpan, Cynthia

2014-01-01

In this paper, I propose a renewed look at how teaching assistants (TAs) are being prepared to fulfill their duties in higher education. I argue that the apprenticeship model of learning that is currently in use be replaced by the more holistic workplace learning approach. Workplace learning theories take into consideration the complexity of the…

SLCE Partnering with Social Justice Collectives to Dismantle the Status Quo

ERIC Educational Resources Information Center

Augustine, Sarah; Lopez, Daniela; McNaron, Harold; Starke, Elizabeth; Van Gund, Brian

2017-01-01

"Service-learning" is a multilayered term with a complex historical evolution. In the last two decades, service-learning and community engagement (SLCE) have flourished in higher education as staff, faculty, and students have realized it can be a high-impact teaching and learning practice to promote student learning and development.…

How to Personalize Learning in K-12 Schools: Five Essential Design Features

ERIC Educational Resources Information Center

Lee, Dabae

2014-01-01

Personalized learning (PL) is spotlighted as a way to transform K-12 educational systems. PL customizes learning pace, instructional methods, and learning content to individual students. As much as PL sounds promising and complex, little guidance is available to educators and policymakers about how to effectively design PL. Five essential features…

Learning to Cook: Production Learning Environment in Kitchens

ERIC Educational Resources Information Center

James, Susan

2006-01-01

Learning in workplaces is neither ad hoc nor informal. Such labels are a misnomer and do not do justice to the highly-structured nature and complexity of many workplaces where learning takes place. This article discusses the organisational and structural framework developed from a three-year doctoral study into how apprentice chefs construct their…

An Integration Architecture of Virtual Campuses with External e-Learning Tools

ERIC Educational Resources Information Center

Navarro, Antonio; Cigarran, Juan; Huertas, Francisco; Rodriguez-Artacho, Miguel; Cogolludo, Alberto

2014-01-01

Technology enhanced learning relies on a variety of software architectures and platforms to provide different kinds of management service and enhanced instructional interaction. As e-learning support has become more complex, there is a need for virtual campuses that combine learning management systems with the services demanded by educational…

An Investigation of the Role of Contingent Metacognitive Behavior in Self-Regulated Learning

ERIC Educational Resources Information Center

Binbasaran Tuysuzoglu, Banu; Greene, Jeffrey Alan

2015-01-01

Studies have shown that, to achieve a conceptual understanding of complex science topics, learners need to use self-regulated learning (SRL) skills, particularly when learning with Hypermedia Learning Environments (HLEs). Winne and Hadwin (2008) claimed that metacognition is a key aspect of SRL, particularly metacognitive monitoring and control.…

Complexity-Based Learning--An Alternative Learning Design for the Twenty-First Century

ERIC Educational Resources Information Center

Ng, Foo Seong David

2014-01-01

In programme delivery, while the international trend in education has seen a shift from teacher-centred to student-centred learning and from transmission to reflective approaches, most leadership programmes have remained heavily teacher-centred. A key feature of teacher-centred learning relies on practices of course-driven programmes. This feature…

Using Radar Charts with Qualitative Evaluation: Techniques to Assess Change in Blended Learning

ERIC Educational Resources Information Center

Kaczynski, Dan; Wood, Leigh; Harding, Ansie

2008-01-01

When university academics implement changes in learning, such as introducing blended learning, it is conventional practice to examine and evaluate the impact of the resulting curriculum reform. Judging the worth and impact of an educational development is a complex task involving subtle differences in learning. Qualitative methods to explore these…

Exploring the Complex Relations between Achievement Emotions and Self-Regulated Learning Behaviors in Online Learning

ERIC Educational Resources Information Center

Artino, Anthony R., Jr.; Jones, Kenneth D., II

2012-01-01

Online learning continues to grow, but there is limited empirical research on the personal factors that influence success in online contexts. This investigation addresses this research gap by exploring the relations between several discrete achievement-related emotions (boredom, frustration, and enjoyment) and self-regulated learning behaviors…

Reinforcement learning agents providing advice in complex video games

NASA Astrophysics Data System (ADS)

Taylor, Matthew E.; Carboni, Nicholas; Fachantidis, Anestis; Vlahavas, Ioannis; Torrey, Lisa

2014-01-01

This article introduces a teacher-student framework for reinforcement learning, synthesising and extending material that appeared in conference proceedings [Torrey, L., & Taylor, M. E. (2013)]. Teaching on a budget: Agents advising agents in reinforcement learning. {Proceedings of the international conference on autonomous agents and multiagent systems}] and in a non-archival workshop paper [Carboni, N., &Taylor, M. E. (2013, May)]. Preliminary results for 1 vs. 1 tactics in StarCraft. {Proceedings of the adaptive and learning agents workshop (at AAMAS-13)}]. In this framework, a teacher agent instructs a student agent by suggesting actions the student should take as it learns. However, the teacher may only give such advice a limited number of times. We present several novel algorithms that teachers can use to budget their advice effectively, and we evaluate them in two complex video games: StarCraft and Pac-Man. Our results show that the same amount of advice, given at different moments, can have different effects on student learning, and that teachers can significantly affect student learning even when students use different learning methods and state representations.

Student Satisfaction with Asynchronous Learning

ERIC Educational Resources Information Center

Dziuban, Charles; Moskal, Patsy; Brophy, Jay; Shea, Peter

2007-01-01

The authors discuss elements that potentially impact student satisfaction with asynchronous learning: the media culture, digital, personal and mobile technologies, student learning preferences, pedagogy, complexities of measurement, and the digital generation. They describe a pilot study to identify the underlying dimensions of student…

Block Play and Mathematics Learning in Preschool: The Effects of Building Complexity, Peer and Teacher Interactions in the Block Area, and Replica Play Materials

ERIC Educational Resources Information Center

Trawick-Smith, Jeffrey; Swaminathan, Sudha; Baton, Brooke; Danieluk, Courtney; Marsh, Samantha; Szarwacki, Monika

2017-01-01

Block play has been included in early childhood classrooms for over a century, yet few studies have examined its effects on learning. Several previous investigations indicate that the complexity of block building is associated with math ability, but these studies were often conducted in adult-guided, laboratory settings. In the present…

Complex Dynamic Systems View on Conceptual Change: How a Picture of Students' Intuitive Conceptions Accrue from Dynamically Robust Task Dependent Learning Outcomes

ERIC Educational Resources Information Center

Koponen, Ismo T.; Kokkonen, Tommi; Nousiainen, Maiji

2017-01-01

We discuss here conceptual change and the formation of robust learning outcomes from the viewpoint of complex dynamic systems (CDS). The CDS view considers students' conceptions as context dependent and multifaceted structures which depend on the context of their application. In the CDS view the conceptual patterns (i.e. intuitive conceptions…

Effect of Chunk Strength on the Performance of Children with Developmental Dyslexia on Artificial Grammar Learning Task May Be Related to Complexity

ERIC Educational Resources Information Center

Schiff, Rachel; Katan, Pesia; Sasson, Ayelet; Kahta, Shani

2017-01-01

There is a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched…

Postural complexity influences development in infants born preterm with brain injury: relating perception-action theory to 3 cases.

PubMed

Dusing, Stacey C; Izzo, Theresa; Thacker, Leroy R; Galloway, James Cole

2014-10-01

Perception-action theory suggests a cyclical relationship between movement and perceptual information. In this case series, changes in postural complexity were used to quantify an infant's action and perception during the development of early motor behaviors. Three infants born preterm with periventricular white matter injury were included. Longitudinal changes in postural complexity (approximate entropy of the center of pressure), head control, reaching, and global development, measured with the Test of Infant Motor Performance and the Bayley Scales of Infant and Toddler Development, were assessed every 0.5 to 3 months during the first year of life. All 3 infants demonstrated altered postural complexity and developmental delays. However, the timing of the altered postural complexity and the type of delays varied among the infants. For infant 1, reduced postural complexity or limited action while learning to control her head in the midline position may have contributed to her motor delay. However, her ability to adapt her postural complexity eventually may have supported her ability to learn from her environment, as reflected in her relative cognitive strength. For infant 2, limited early postural complexity may have negatively affected his learning through action, resulting in cognitive delay. For infant 3, an increase in postural complexity above typical levels was associated with declining neurological status. Postural complexity is proposed as a measure of perception and action in the postural control system during the development of early behaviors. An optimal, intermediate level of postural complexity supports the use of a variety of postural control strategies and enhances the perception-action cycle. Either excessive or reduced postural complexity may contribute to developmental delays in infants born preterm with white matter injury. © 2014 American Physical Therapy Association.

Life history, cognition and the evolution of complex foraging niches.

PubMed

Schuppli, Caroline; Graber, Sereina M; Isler, Karin; van Schaik, Carel P

2016-03-01

Animal species that live in complex foraging niches have, in general, improved access to energy-rich and seasonally stable food sources. Because human food procurement is uniquely complex, we ask here which conditions may have allowed species to evolve into such complex foraging niches, and also how niche complexity is related to relative brain size. To do so, we divided niche complexity into a knowledge-learning and a motor-learning dimension. Using a sample of 78 primate and 65 carnivoran species, we found that two life-history features are consistently correlated with complex niches: slow, conservative development or provisioning of offspring over extended periods of time. Both act to buffer low energy yields during periods of learning, and may thus act as limiting factors for the evolution of complex niches. Our results further showed that the knowledge and motor dimensions of niche complexity were correlated with pace of development in primates only, and with the length of provisioning in only carnivorans. Accordingly, in primates, but not carnivorans, living in a complex foraging niche requires enhanced cognitive abilities, i.e., a large brain. The patterns in these two groups of mammals show that selection favors evolution into complex niches (in either the knowledge or motor dimension) in species that either develop more slowly or provision their young for an extended period of time. These findings help to explain how humans constructed by far the most complex niche: our ancestors managed to combine slow development (as in other primates) with systematic provisioning of immatures and even adults (as in carnivorans). This study also provides strong support for the importance of ecological factors in brain size evolution. Copyright © 2015 Elsevier Ltd. All rights reserved.

Boundary Crossings in Research: Towards a Cultural Understanding of the Research Project "Transforming Learning Cultures in Further Education"

ERIC Educational Resources Information Center

Postlethwaite, Keith

2007-01-01

To achieve its aim of deepening understanding of the complexities of learning in Further Education (FE), the Transforming Learning Cultures in FE (TLC) project developed a model of learning as a cultural activity. The purpose of this paper is to explore the implications of taking a cultural view, not of learning, but of the research itself. The…

A Knowledge Acquisition Approach to Developing Mindtools for Organizing and Sharing Differentiating Knowledge in a Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chu, Hui-Chun; Lin, Yu-Shih; Tsai, Chin-Chung

2011-01-01

Previous studies have reported the importance and benefits of situating students in a real-world learning environment with access to digital-world resources. At the same time, researchers have indicated the need to develop learning guidance mechanisms or tools for assisting students to learn in such a complex learning scenario. In this study, a…

Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity.

PubMed

Schiff, Rachel; Katan, Pesia; Sasson, Ayelet; Kahta, Shani

2017-07-01

There's a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched control participants' performance reflected equivalent influence of chunk strength in the two topological entropy conditions, as typically found in artificial grammar learning experiments. By contrast, dyslexic children and reading-level-matched controls' performance reflected knowledge of chunk strength only under the low topological entropy condition. In the low topological entropy grammar system, they appeared completely unable to utilize chunk strength to make appropriate test item selections. In line with previous research, this study suggests that for typically developing children, it is the chunks that are attended during artificial grammar learning and create a foundation on which implicit associative learning mechanisms operate, and these chunks are unitized to different strengths. However, for children with dyslexia, it is complexity that may influence the subsequent memorability of chunks, independently of their strength.

Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task.

PubMed

Wirzberger, Maria; Esmaeili Bijarsari, Shirin; Rey, Günter Daniel

2017-09-01

Cognitive processes related to schema acquisition comprise an essential source of demands in learning situations. Since the related amount of cognitive load is supposed to change over time, plausible temporal models of load progression based on different theoretical backgrounds are inspected in this study. A total of 116 student participants completed a basal symbol sequence learning task, which provided insights into underlying cognitive dynamics. Two levels of task complexity were determined by the amount of elements within the symbol sequence. In addition, interruptions due to an embedded secondary task occurred at five predefined stages over the task. Within the resulting 2x5-factorial mixed between-within design, the continuous monitoring of efficiency in learning performance enabled assumptions on relevant resource investment. From the obtained results, a nonlinear change of learning efficiency over time seems most plausible in terms of cognitive load progression. Moreover, different effects of the induced interruptions show up in conditions of task complexity, which indicate the activation of distinct cognitive mechanisms related to structural aspects of the task. Findings are discussed in the light of evidence from research on memory and information processing. Copyright © 2017 Elsevier B.V. All rights reserved.

Four Single-Page Learning Models.

ERIC Educational Resources Information Center

Hlynka, Denis

1979-01-01

Identifies four models of single-page learning systems that can streamline lengthy, complex prose: Information Mapping, Focal Press Model, Behavioral Objectives Model, and School Mathematics Model. (CMV)

Deficits of long-term memory in ecstasy users are related to cognitive complexity of the task.

PubMed

Brown, John; McKone, Elinor; Ward, Jeff

2010-03-01

Despite animal evidence that methylenedioxymethamphetamine (ecstasy) causes lasting damage in brain regions related to long-term memory, results regarding human memory performance have been variable. This variability may reflect the cognitive complexity of the memory tasks. However, previous studies have tested only a limited range of cognitive complexity. Furthermore, comparisons across different studies are made difficult by regional variations in ecstasy composition and patterns of use. The objective of this study is to evaluate ecstasy-related deficits in human verbal memory over a wide range of cognitive complexity using subjects drawn from a single geographical population. Ecstasy users were compared to non-drug using controls on verbal tasks with low cognitive complexity (stem completion), moderate cognitive complexity (stem-cued recall and word list learning) and high cognitive complexity (California Verbal Learning Test, Verbal Paired Associates and a novel Verbal Triplet Associates test). Where significant differences were found, both groups were also compared to cannabis users. More cognitively complex memory tasks were associated with clearer ecstasy-related deficits than low complexity tasks. In the most cognitively demanding task, ecstasy-related deficits remained even after multiple learning opportunities, whereas the performance of cannabis users approached that of non-drug using controls. Ecstasy users also had weaker deliberate strategy use than both non-drug and cannabis controls. Results were consistent with the proposal that ecstasy-related memory deficits are more reliable on tasks with greater cognitive complexity. This could arise either because such tasks require a greater contribution from the frontal lobe or because they require greater interaction between multiple brain regions.

On learning navigation behaviors for small mobile robots with reservoir computing architectures.

PubMed

Antonelo, Eric Aislan; Schrauwen, Benjamin

2015-04-01

This paper proposes a general reservoir computing (RC) learning framework that can be used to learn navigation behaviors for mobile robots in simple and complex unknown partially observable environments. RC provides an efficient way to train recurrent neural networks by letting the recurrent part of the network (called reservoir) be fixed while only a linear readout output layer is trained. The proposed RC framework builds upon the notion of navigation attractor or behavior that can be embedded in the high-dimensional space of the reservoir after learning. The learning of multiple behaviors is possible because the dynamic robot behavior, consisting of a sensory-motor sequence, can be linearly discriminated in the high-dimensional nonlinear space of the dynamic reservoir. Three learning approaches for navigation behaviors are shown in this paper. The first approach learns multiple behaviors based on the examples of navigation behaviors generated by a supervisor, while the second approach learns goal-directed navigation behaviors based only on rewards. The third approach learns complex goal-directed behaviors, in a supervised way, using a hierarchical architecture whose internal predictions of contextual switches guide the sequence of basic navigation behaviors toward the goal.

Managing Investment in Teaching and Learning Technologies

ERIC Educational Resources Information Center

Coen, Michael; Nicol, David

2007-01-01

Information and communications technologies are radically changing the way that teaching and learning activities are organised and delivered within higher education (HE) institutions. A wide range of technologies is being deployed in quite complex and interactive ways, including virtual learning environments (VLEs), mobile communication…

Causal Learning with Local Computations

ERIC Educational Resources Information Center

Fernbach, Philip M.; Sloman, Steven A.

2009-01-01

The authors proposed and tested a psychological theory of causal structure learning based on local computations. Local computations simplify complex learning problems via cues available on individual trials to update a single causal structure hypothesis. Structural inferences from local computations make minimal demands on memory, require…

Preparing for Complexity and Wicked Problems through Transformational Learning Approaches

ERIC Educational Resources Information Center

Yukawa, Joyce

2015-01-01

As the information environment becomes increasingly complex and challenging, Library and Information Studies (LIS) education is called upon to nurture innovative leaders capable of managing complex situations and "wicked problems." While disciplinary expertise remains essential, higher levels of mental complexity and adaptive…

SCScore: Synthetic Complexity Learned from a Reaction Corpus.

PubMed

Coley, Connor W; Rogers, Luke; Green, William H; Jensen, Klavs F

2018-02-26

Several definitions of molecular complexity exist to facilitate prioritization of lead compounds, to identify diversity-inducing and complexifying reactions, and to guide retrosynthetic searches. In this work, we focus on synthetic complexity and reformalize its definition to correlate with the expected number of reaction steps required to produce a target molecule, with implicit knowledge about what compounds are reasonable starting materials. We train a neural network model on 12 million reactions from the Reaxys database to impose a pairwise inequality constraint enforcing the premise of this definition: that on average, the products of published chemical reactions should be more synthetically complex than their corresponding reactants. The learned metric (SCScore) exhibits highly desirable nonlinear behavior, particularly in recognizing increases in synthetic complexity throughout a number of linear synthetic routes.

A study of the effect of dyad practice versus that of individual practice on simulation-based complex skills learning and of students' perceptions of how and why dyad practice contributes to learning.

PubMed

Räder, Sune B E W; Henriksen, Ann-Helen; Butrymovich, Vitalij; Sander, Mikael; Jørgensen, Erik; Lönn, Lars; Ringsted, Charlotte V

2014-09-01

The aims of this study were (1) to explore the effectiveness of dyad practice compared with individual practice on a simulator for learning a complex clinical skill and (2) to explore medical students' perceptions of how and why dyad practice on a simulator contributes to learning a complex skill. In 2011, the authors randomly assigned 84 medical students to either the dyad or the individual practice group to learn coronary angiography skills using instruction videos and a simulator. Two weeks later, participants each performed two video-recorded coronary angiographies on the simulator. Two raters used a rating scale to assess the participants' video-recorded performance. The authors then interviewed the participants in the dyad practice group. Seventy-two (86%) participants completed the study. The authors found no significant difference between the performance scores of the two groups (mean±standard deviation, 68%±13% for individual versus 63%±16% for dyad practice; P=.18). Dyad practice participants noted that several key factors contributed to their learning: being equal-level novices, the quality of the cooperation between partners, observational learning and overt communication, social aspects and motivation, and meta-cognition. Dyad practice is more efficient and thus more cost-effective than individual practice and can be used for costly virtual reality simulator training. However, dyad practice may not apply to clinical training involving real patients because learning from errors and overt communication, both keys to dyad practice, do not transfer to clinical practice.

Correlations between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room

PubMed Central

Hallin, Karin; Häggström, Marie; Bäckström, Britt; Kristiansen, Lisbeth Porskrog

2016-01-01

Background: Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students’ team achievements in clinical judgement and emotional, sociological and physiological learning style preferences. Methods: A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012-2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed. Results: Three significant correlations were found between the team achievements and the students’ learning style preferences: significant negative correlation with ‘Structure’ and ‘Kinesthetic’ at the individual level, and positive correlation with the ‘Tactile’ variable. No significant correlations with students’ ‘Motivation’, ‘Persistence’, ‘Wish to learn alone’ and ‘Wish for an authoritative person present’ were seen. Discussion and Conclusion: There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences, cognitive learning outcomes and group processes. PMID:26755461

Maintenance and Exchange of Learning Objects in a Web Services Based e-Learning System

ERIC Educational Resources Information Center

Vossen, Gottfried; Westerkamp, Peter

2004-01-01

"Web services" enable partners to exploit applications via the Internet. Individual services can be composed to build new and more complex ones with additional and more comprehensive functionality. In this paper, we apply the Web service paradigm to electronic learning, and show how to exchange and maintain learning objects is a…

Managing the Complexity of Design Problems through Studio-Based Learning

ERIC Educational Resources Information Center

Cennamo, Katherine; Brandt, Carol; Scott, Brigitte; Douglas, Sarah; McGrath, Margarita; Reimer, Yolanda; Vernon, Mitzi

2011-01-01

The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class,…

Selecting Learning Tasks: Effects of Adaptation and Shared Control on Learning Efficiency and Task Involvement

ERIC Educational Resources Information Center

Corbalan, Gemma; Kester, Liesbeth; van Merrienboer, Jeroen J. G.

2008-01-01

Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. "Science, 255", 556-559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner's competence level and perceived task…

Case-Based Learning in Virtual Groups--Collaborative Problem Solving Activities and Learning Outcomes in a Virtual Professional Training Course

ERIC Educational Resources Information Center

Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz

2014-01-01

This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To…

Using Activity Theory to Evaluate a Professional Learning and Development Initiative in the Use of Narrative Assessment

ERIC Educational Resources Information Center

Bourke, Roseanna; Mentis, Mandia; O'Neill, John

2013-01-01

Analysis of the impact of professional learning and development (PLD) programmes for educators is complex. This article presents an analysis of a PLD initiative in which classroom teachers learned to use narrative assessment for students with "high" and "very high" learning needs. Using Cultural Historical Activity Theory…

Analysis of Learning Behavior in a Flipped Programing Classroom Adopting Problem-Solving Strategies

ERIC Educational Resources Information Center

Chiang, Tosti Hsu-Cheng

2017-01-01

Programing is difficult for beginners because they need to learn the new language of computers. Developing software, especially complex software, is bound to result in problems, frustration, and the need to think in new ways. Identifying the learning behavior behind programing by way of empirical studies can help beginners learn more easily. In…

Investigating Mathematics Teacher Learning within an In-Service Community of Practice: The Centrality of Confidence

ERIC Educational Resources Information Center

Graven, Mellony

2004-01-01

This paper is part of a broader study that draws on Wenger's (Wenger, E.: 1998, "Communities of Practice: Learning, Meaning, and Identity", Cambridge University Press, New Work) social practice perspective to investigate teacher learning. The study extends Wenger's complex model of interrelated components of learning (as meaning, practice,…

The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

ERIC Educational Resources Information Center

Engeness, Irina; Edwards, Anne

2017-01-01

The relationship between the different mediational means for supporting students' learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin's conceptualisation of learning processes.…

Awareness among Teachers of Learning Disabilities in Students at Different Board Levels

ERIC Educational Resources Information Center

Mehta, Deepti

2006-01-01

Learning disability is a complex phenomenon to understand. There are many connotations of learning disabilities thus even today it creates confusion in the mind of the general public and the professionals. Learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written…

Evaluation of Health Profession Student Attitudes toward an Online Nutrition Education Problem-Based Learning Module

ERIC Educational Resources Information Center

Gould, Kathleen; Sadera, William

2015-01-01

The intent of problem-based learning (PBL) is to increase student motivation to learn, to promote critical thinking and to teach students to learn with complexity. PBL encourages students to understand that there are no straightforward answers and that problem solutions depend on context. This paper discusses the experience of undergraduate health…

4SPPIces: A Case Study of Factors in a Scripted Collaborative-Learning Blended Course across Spatial Locations

ERIC Educational Resources Information Center

Perez-Sanagustin, Mar; Santos, Patricia; Hernandez-Leo, Davinia; Blat, Josep

2012-01-01

Computer-Supported Collaborative Blended Learning (CSCBL) scripts are complex learning situations in which formal and informal activities conducted at different spatial locations are coordinated and integrated into one unique learning setting through the use of technology. We define a conceptual model identifying four factors to be considered when…

Effects of the ISIS Recommender System for Navigation Support in Self-Organised Learning Networks

ERIC Educational Resources Information Center

Drachsler, Hendrik; Hummel, Hans; van den Berg, Bert; Eshuis, Jannes; Waterink, Wim; Nadolski, Rob; Berlanga, Adriana; Boers, Nanda; Koper, Rob

2009-01-01

The need to support users of the Internet with the selection of information is becoming more important. Learners in complex, self-organising Learning Networks have similar problems and need guidance to find and select most suitable learning activities, in order to attain their lifelong learning goals in the most efficient way. Several research…