International health IT benchmarking: learning from cross-country comparisons.

PubMed

Zelmer, Jennifer; Ronchi, Elettra; Hyppönen, Hannele; Lupiáñez-Villanueva, Francisco; Codagnone, Cristiano; Nøhr, Christian; Huebner, Ursula; Fazzalari, Anne; Adler-Milstein, Julia

2017-03-01

To pilot benchmark measures of health information and communication technology (ICT) availability and use to facilitate cross-country learning. A prior Organization for Economic Cooperation and Development-led effort involving 30 countries selected and defined functionality-based measures for availability and use of electronic health records, health information exchange, personal health records, and telehealth. In this pilot, an Organization for Economic Cooperation and Development Working Group compiled results for 38 countries for a subset of measures with broad coverage using new and/or adapted country-specific or multinational surveys and other sources from 2012 to 2015. We also synthesized country learnings to inform future benchmarking. While electronic records are widely used to store and manage patient information at the point of care-all but 2 pilot countries reported use by at least half of primary care physicians; many had rates above 75%-patient information exchange across organizations/settings is less common. Large variations in the availability and use of telehealth and personal health records also exist. Pilot participation demonstrated interest in cross-national benchmarking. Using the most comparable measures available to date, it showed substantial diversity in health ICT availability and use in all domains. The project also identified methodological considerations (e.g., structural and health systems issues that can affect measurement) important for future comparisons. While health policies and priorities differ, many nations aim to increase access, quality, and/or efficiency of care through effective ICT use. By identifying variations and describing key contextual factors, benchmarking offers the potential to facilitate cross-national learning and accelerate the progress of individual countries. © The Author 2016. Published by Oxford University Press on behalf of the American Medical Informatics Association.

Identifying STEM Concepts Associated with Junior Livestock Projects

ERIC Educational Resources Information Center

Wooten, Kate; Rayfield, John; Moore, Lori L.

2013-01-01

Science, technology, engineering, and mathematics (STEM) education is intended to provide students with a cross-subject, contextual learning experience. To more fully prepare our nation's students to enter the globally competitive workforce, STEM integration allows students to make connections between the abstract concepts learned in core subject…

The Organisation for Economic Co-Operation and Development's International Early Learning Study: Opening for Debate and Contestation

ERIC Educational Resources Information Center

Moss, Peter; Dahlberg, Gunilla; Grieshaber, Susan; Mantovani, Susanna; May, Helen; Pence, Alan; Rayna, Sylvie; Swadener, Beth Blue; Vandenbroeck, Michel

2016-01-01

The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to…

CrossTalk, The Journal of Defense Software Engineering. Volume 26, Number 2. March/April 2013

DTIC Science & Technology

2013-04-01

standards and best practices. “Software and hardware are at risk of being tam - pered with even before they are linked together in an operational system...because of their role in national and global security and the variety of valuable lessons learned and best practices they can provide because they are...Management. GAO said DoD’s efforts to implement SCRM can be a learning tool for others in the Federal government. DoD is currently imple- CrossTalk

International Immersion in the Classroom: A New Paradigm

ERIC Educational Resources Information Center

White, Marta Szabo

2006-01-01

Business, language and cultural eccentricities are the cornerstones of nation-state sovereignty. Cultural diversity presents a myriad of challenges for academia and business. Cross-cultural frameworks serve to transcend barriers and promote classroom learning to an immersion category. In this paper, notable cross-cultural frameworks are explored,…

Texturing Space-Times in the Australian Curriculum: Cross-Curriculum Priorities

ERIC Educational Resources Information Center

Peacock, David; Lingard, Robert; Sellar, Sam

2015-01-01

The Australian curriculum, as a policy imagining what learning should take place in schools, and what that learning should achieve, involves the imagining and rescaling of social relations amongst students, their schools, the nation-state and the globe. Following David Harvey's theorisations of space-time and Norman Fairclough's operationalisation…

Toward a Multilingual, Experiential Environment for Learning Decision Technology.

ERIC Educational Resources Information Center

Yeo, Gee Kin; Tan, Seng Teen

1999-01-01

Describes work at the National University of Singapore on the Internet in expanding a simulation game used in supporting a course in decision technology. Topics include decision support systems, multilingual support for cross-cultural decision studies, process support in a World Wide Web-enhanced multiuser domain (MUD) learning environment, and…

Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. UIL Publication Series on Lifelong Learning Policies and Strategies. No. 1

ERIC Educational Resources Information Center

Walters, Shirley; Yang, Jim; Roslander, Peter

2014-01-01

This cross-national study focuses on key issues and policy considerations in promoting lifelong learning in Ethiopia, Kenya, Namibia, Rwanda, and Tanzania (the five African countries that took part in a pilot workshop on "Developing Capacity for Establishing Lifelong Learning Systems in UNESCO Member States: at the UNESCO Institute for…

Patterns of Parental Involvement in Selected OECD Countries: Cross-National Analyses of PISA

ERIC Educational Resources Information Center

Hartas, Dimitra

2015-01-01

Using data from the Programme for International Student Assessment (PISA), patterns of parental involvement were examined in selected OECD countries. The findings showed that, irrespective of educational qualifications, parents were frequently involved in their children's learning at the start of primary school and at age 15. Cross-national…

Organizational Learning and the Transnationalization of Further Education: Pedagogical Research on Cross-Border Organizations

ERIC Educational Resources Information Center

Göhlich, Michael; Engel, Nicolas; Höhne, Thomas

2014-01-01

With the processes of migration, globalization and (in our research context: especially) European unification, not only territorial borders but also cultural traditions become fragile (Eberhard et al., 2009). The daily challenges, as well as the opportunities afforded by crossing national, cultural, and linguistic borders, are growing (Beyer &…

An Investigation into the Culture-Loaded Words Learning by English Majors in a Vocational College in China

ERIC Educational Resources Information Center

Yuewu, Lin; Qin, Yang

2015-01-01

Culture-loaded words and expressions are loaded with specific national cultural information and indicate deep national culture. They are the direct and indirect reflection of national culture in the structure of words and expressions. The improper use of culture-loaded words often leads to misunderstanding in cross-cultural communication. However,…

Chapter 2: Cross-National Explorations of Sociocultural Research on Learning

ERIC Educational Resources Information Center

Vasquez, Olga A.

2006-01-01

Scholars, practitioners, and laypeople at one time or another have questioned what learning is and how it can be measured once it is defined. Many use the term interchangeably with growth, change, development, knowledge, education, cognition, or acquisition as it is commonly considered in educational practice. However, most generally assume a…

A Cross-National CAI Tool To Support Learning Operations Decision-Making and Market Analysis.

ERIC Educational Resources Information Center

Mockler, Robert J.; Afanasiev, Mikhail Y.; Dologite, Dorothy G.

1999-01-01

Describes bicultural (United States and Russia) development of a computer-aided instruction (CAI) tool to learn management decision-making using information systems technologies. The program has been used with undergraduate and graduate students in both countries; it integrates free and controlled market concepts and combines traditional computer…

Lifelong Learning, Income Inequality and Social Mobility in Singapore

ERIC Educational Resources Information Center

Lee, Millie; Morris, Paul

2016-01-01

Singapore has been assigned the role of a "model" nation state primarily for two reasons: its rapid rate of economic growth and its outstanding performance on cross-national tests of educational achievement, such as PISA. This has resulted in advocates of reform citing it as illustrating "best practices", especially in the…

A Cross-National Comparison of Attributional Patterns toward Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Woodcock, Stuart; Jiang, Han

2018-01-01

Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese…

Adult learning and social inequalities: Processes of equalisation or cumulative disadvantage?

NASA Astrophysics Data System (ADS)

Kilpi-Jakonen, Elina; Vono de Vilhena, Daniela; Blossfeld, Hans-Peter

2015-08-01

Adult learning is an increasingly important form of education in globalised and aging societies. While current policy recommendations tend to focus on increasing participation rates, the authors of this article argue that higher participation rates do not necessarily lead to lower social/educational inequalities in participation. The aim of this paper is to examine the relationship between social inequalities and adult learning by exploring cross-national patterns of participation in different adult learning activities and the consequences of participation on individual labour market trajectories. The empirical basis of the paper is an analysis of 13 country studies (as well as two cross-national analyses) brought together by the international comparative research project "Education as a lifelong process - comparing educational trajectories in modern societies" ( eduLIFE). Despite wide variations in participation rates across countries, mechanisms of social/educational inequality in engagement in job-related adult learning tend to be relatively similar across countries, in particular with regard to non-formal learning. Effects tend most frequently to be a presence of cumulative advantage, though in some countries a certain degree of equalisation is noticeable with regard to formal adult education. The authors conclude that it is relatively clear that currently almost no country is truly able to reduce social inequalities through adult learning. Their recommendation is that public policy makers should place greater emphasis on making adult learning more accessible (in terms of entry requirements, affordability as well as motivation) to underrepresented groups, in particular those who are educationally disadvantaged.

The Building of Knowledge, Language, and Decision-Making about Climate Change Science: A Cross-National Program for Secondary Students

ERIC Educational Resources Information Center

Arya, Diana; Maul, Andrew

2016-01-01

The United Nations' declaration on climate change education in December 2014 has sparked a renewal of policies and programs initiated during the "Decade of Education for Sustainable Development" (DESD, 2005-2014), aimed at promoting awareness, understanding, and civic action for environmental sustainability within learning communities…

National Income, Income Inequality, and the Importance of Schools: A Hierarchical Cross-National Comparison

ERIC Educational Resources Information Center

Chudgar, Amita; Luschei, Thomas F.

2009-01-01

The international and comparative education literature is not in agreement over the role of schools in student learning. The authors reexamine this debate across 25 diverse countries participating in the fourth-grade application of the 2003 Trends in International Mathematics and Science Study. The authors find the following: (a) In most cases,…

The Context Is the Message?! Learning about the Israeli-Palestinian Conflict through Computerized Simulations in Different National Contexts

ERIC Educational Resources Information Center

Kampf, Ronit

2016-01-01

Two cross-national experimental studies examined the effects of PeaceMaker and Global Conflicts on knowledge acquisition and attitude change regarding the Israeli-Palestinian conflict. PeaceMaker and Global Conflicts are role-playing computerized simulations of this conflict. 248 undergraduate students from Turkey, Israel, Palestine and the US…

The Effect of Audio Tours on Learning and Social Interaction: An Evaluation at Carlsbad Caverns National Park

ERIC Educational Resources Information Center

Novey, Levi T.; Hall, Troy E.

2007-01-01

Auditory forms of nonpersonal communication have rarely been evaluated in informal settings like parks and museums. This study evaluated the effect of an interpretive audio tour on visitor knowledge and social behavior at Carlsbad Caverns National Park. A cross-sectional pretest/posttest quasi-experimental design compared the responses of audio…

Developing a Cross-Platform Web Application for Online EFL Vocabulary Learning Courses

ERIC Educational Resources Information Center

Enokida, Kazumichi; Sakaue, Tatsuya; Morita, Mitsuhiro; Kida, Shusaku; Ohnishi, Akio

2017-01-01

In this paper, the development of a web application for self-access English vocabulary courses at a national university in Japan will be reported upon. Whilst the basic concepts are inherited from an old Flash-based online vocabulary learning system that had been long used at the university, the new HTML5-based app comes with several new features…

Cross-Informant Agreement of Children's Social-Emotional Skills: An Investigation of Ratings by Teachers, Parents, and Students from a Nationally Representative Sample

ERIC Educational Resources Information Center

Gresham, Frank M.; Elliott, Stephen N.; Metallo, Sarah; Byrd, Shelby; Wilson, Elizabeth; Cassidy, Kaitlan

2018-01-01

This study examines the agreement across informant pairs of teachers, parents, and students regarding the students' social-emotional learning (SEL) competencies. Two student subsamples representative of the social skills improvement system (SSIS) SEL edition rating forms national standardization sample were examined: first, 168 students (3rd to…

Potential Teaching Model for Applying Novel Approaches of Renewed Estonian National Curriculum into Visual Art Classes in Primary School

ERIC Educational Resources Information Center

Vahter, Edna

2015-01-01

In 2010, the renewed national curriculum was legislated in Estonia. Major changes include a new list of cross-curricular topics, increased importance of integration and specification of the components of the art learning process. In this situation, the question arises--how to fully implement the challenges of the renewed curriculum in primary…

Pushing the Child Centred Approach in Myanmar: The Role of Cross National Policy Networks and the Effects in the Classroom

ERIC Educational Resources Information Center

Lall, Marie

2011-01-01

In Myanmar schools, rote learning is the norm. International aid and education organisations based in the country have been trying to promote the child centred approach (CCA) as a much more progressive form of teaching and learning. The CCA is being rolled out principally through monastic school networks aided by international and national…

Learning Disabilities in Guatemala and Spain: A Cross-National Study of the Prevalence and Cognitive Processes Associated with Reading and Spelling Disabilities

ERIC Educational Resources Information Center

Jimenez, Juan E.; de la Cadena, Claudia Garcia

2007-01-01

The main purposes of this research were twofold. We examined the samenesses about learning disabilities (LD) in Guatemala and Spain, two countries with the same language but cultural, political, and educational differences, first analyzing data about the prevalence of reading and spelling disabilities in Guatemala City and the Spanish region of…

Capabilities for Learning to Read: An Investigation of Social and Economic Effects for Grade 6 Learners in Southern and East Africa

ERIC Educational Resources Information Center

Smith, Michele; Barrett, Angeline M.

2011-01-01

This paper considers what multilevel modelling approaches to analysing large scale cross-national surveys of education quality can tell us about the capabilities that support primary school children in learning to read. The impact of pupil background characteristics on achievement in reading towards the end of the primary cycle in sub-Saharan…

A comparison of how four countries use health IT to support care for people with chronic conditions.

PubMed

Adler-Milstein, Julia; Sarma, Nandini; Woskie, Liana R; Jha, Ashish K

2014-09-01

Countries around the globe are investing in health information and communications technologies (ICTs) as critical tools for improving care for chronically ill patients. We profiled four high-income nations with varied health ICT strategies--Australia, Canada, Denmark, and the United States--to describe their use of ICTs to improve chronic care. Our goal was to identify common challenges and opportunities for cross-national learning. We found four key themes. First, although all four countries have a national strategy for health ICT adoption, strategies are implemented and adapted to chronic care needs regionally, which creates the challenge of spreading successful efforts across regions. Second, each country struggles with how to ensure that clinical information follows patients seamlessly between care settings. Third, although each nation is pursuing telehealth solutions as a component of chronic care, the telehealth initiatives are usually stand-alone efforts that are not well integrated into other ICT solutions, such as electronic health records. Finally, countries have made progress in improving patients' access to their clinical data but have not fully succeeded in engaging patients to apply the data to improve care. These common themes suggest that although the four nations have different health care systems and ICT strategies, all of them face a similar set of challenges, creating an opportunity for cross-national learning. Project HOPE—The People-to-People Health Foundation, Inc.

One World, Two Classrooms, "Thirteen Days": Film as an Active-Teaching and Learning Tool in Cross-National Perspective

ERIC Educational Resources Information Center

Inoue, Cristina Yumie Aoki; Krain, Matthew

2014-01-01

This study assesses the pedagogical value of film as case material, and whether that value is affected by the different national and institutional contexts of the students engaging that text. We test whether students in two different Theories of International Relations (IR) classrooms--one in Brazil and one in the United States--demonstrated a…

Approaches to Conflict Resolution between Ethnic and National Groups in Israel: Arab/Jewish and Western/Middle-Eastern Jewish Youth.

ERIC Educational Resources Information Center

Amir, Yehuda; Ben-Ari, Rachel

This paper discusses the means by which youth of conflicting nationalities may be taught to live together in Israel with mutual understanding and respect. The first part of the paper focuses on relations between Jewish and Arab youth, and suggests guidelines for designing a cross-cultural learning project to improve the relations between these…

Older Australian's Motivation for University Enrollment and Their Perception of the Role of Tertiary Education in Promoting Healthy Aging: A National Cross-Sectional Study

ERIC Educational Resources Information Center

Brownie, Sonya

2014-01-01

The aims of this study were to describe the characteristics of older Australian university students (aged 60+ years); to identify the factors that motivate late-life, tertiary-level learning; and to capture older students' views about the role of tertiary-level learning in promoting healthy aging. In 2012, an invitation to participate in the study…

Building a Lattice for School Leadership: The Top-to-Bottom Rethinking of Leadership Development in England and What It Might Mean for American Education. Research Report #RR-83

ERIC Educational Resources Information Center

Supovitz, Jonathan

2014-01-01

This report examines the educational leadership development system in England over the last 15 years to identify ideas American leaders and policymakers might learn from looking cross-nationally. The report describes the rise of the National College for School Leadership in England, which spearheaded much of the early policy development and…

Sector activities and lessons learned around initial implementation of the United States national physical activity plan.

PubMed

Evenson, Kelly R; Satinsky, Sara B

2014-08-01

National plans are increasingly common but infrequently evaluated. The 2010 United States National Physical Activity Plan (NPAP) provided strategies to increase population levels of physical activity. This paper describes (i) the initial accomplishments of the NPAP sector teams, and (ii) results from a process evaluation to determine how the sectors operated, their cross-sector collaboration, challenges encountered, and positive experiences. During 2011, a quarterly reporting system was developed to capture sector-level activities. A year-end interview derived more detailed information. Interviews with 12 sector leads were recorded, transcribed verbatim, and analyzed for common themes. The 6 sectors worked on goals from the implementation plan that focused broadly on education, promotion, intervention, policy, collaboration, and evaluation. Through year-end interviews, themes were generated around operations, goal setting, and cross-sector collaboration. Challenges to the NPAP work included lack of funding and time, the need for marketing and promotion, and organizational support. Positive experiences included collaboration, efficiency of work, enhanced community dynamic, and accomplishments toward NPAP goals. These initial results on the NPAP sector teams can be used as a baseline assessment for future monitoring. The lessons learned may be useful to other practitioners developing evaluations around state- or national-level plans.

Sector Activities and Lessons Learned Around Initial Implementation of the United States National Physical Activity Plan

PubMed Central

Evenson, Kelly R.; Satinsky, Sara B.

2016-01-01

Background National plans are increasingly common but infrequently evaluated. The 2010 United States National Physical Activity Plan (NPAP) provided strategies to increase population levels of physical activity. This paper describes (i) the initial accomplishments of the NPAP sector teams, and (ii) results from a process evaluation to determine how the sectors operated, their cross-sector collaboration, challenges encountered, and positive experiences. Methods During 2011, a quarterly reporting system was developed to capture sector-level activities. A year-end interview derived more detailed information. Interviews with 12 sector leads were recorded, transcribed verbatim, and analyzed for common themes. Results The 6 sectors worked on goals from the implementation plan that focused broadly on education, promotion, intervention, policy, collaboration, and evaluation. Through year-end interviews, themes were generated around operations, goal setting, and cross-sector collaboration. Challenges to the NPAP work included lack of funding and time, the need for marketing and promotion, and organizational support. Positive experiences included collaboration, efficiency of work, enhanced community dynamic, and accomplishments toward NPAP goals. Conclusions These initial results on the NPAP sector teams can be used as a baseline assessment for future monitoring. The lessons learned may be useful to other practitioners developing evaluations around state- or national-level plans. PMID:24176800

Dinocenters

ERIC Educational Resources Information Center

Patrick, Patricia; Barnes-Lucas, Karen; Brown, Dorothy

2010-01-01

Like peanut butter and jelly, kindergarteners and dinosaurs go well together. Therefore, the authors developed a cross-curricular unit based on the books "All Aboard the Dinotrain" (Lund and Fine 2006) and "Dinosailors" (Lund and Fine 2003). Dinosaur learning centers were used to engage students and address the National Science Education Standards…

How Cultural Assumptions May Affect Teaching, Learning, and Communication in the Nation's Prisons.

ERIC Educational Resources Information Center

Franklin, Godfrey; Platt, John S.

1994-01-01

A Multicultural Communications model includes factors that influence human interactions and communications among correctional staff and inmates. To be competent cross-cultural, intercultural, or multicultural communicators, educators must be aware of their knowledge of out-group members. (Author/JOW)

Integrating Economics into the Curriculum: Teaching Ideas from England.

ERIC Educational Resources Information Center

Waite, Patrick; And Others

1991-01-01

Reviews economics teaching methods in England in light of curriculum reform there. Explains economics' cross-curricular status in England's national curriculum. Stresses students' experiential learning in simulations, interview projects, and a minienterprise approach in which students produce and market goods. Describes one elementary school's…

Educating and Organizing Globally: Perspectives on the Internet and Higher Education.

ERIC Educational Resources Information Center

Allport, Carolyn

2001-01-01

Explores benefits and dangers of electronic learning and the globalization of higher education, focusing on the strategic response of Australian institutions to international cartels in partnership arrangements that cross national boundaries and involve for-profit media or information technology companies in curriculum development and delivery.…

Chinese Number Words, Culture, and Mathematics Learning

ERIC Educational Resources Information Center

Ng, Sharon Sui Ngan; Rao, Nirmala

2010-01-01

This review evaluates the role of language--specifically, the Chinese-based system of number words and the simplicity of Chinese mathematical terms--in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. Relevant research is critically reviewed focusing on…

Bridging Student Leadership Assessment across a Three-Institution Consortium

ERIC Educational Resources Information Center

Ostrom-Blonigen, Jean; Bornsen, Susan E.; Larson-Casselton, Cindy; Erickson, Sheri L.

2010-01-01

Throughout the nation, training students for leadership roles is a primary cross-disciplinary bridge from coursework to career or from service learning to community service. Student leadership training has been linked to communication traits of goal setting, decision making, conflict resolution, concern for community, and increased understanding…

Early Childhood Education: Society and Culture

ERIC Educational Resources Information Center

Anning, Angela, Ed.; Cullen, Joy, Ed.; Fleer, Marilyn, Ed.

2004-01-01

This book aims to provide research-based evidence that links theory and research to practice in early childhood settings. Different ways of constructing learning in contrasting settings are explored through the analysis of research in early childhood contexts in the United Kingdom, Australia and New Zealand. The cross-national focus extends the…

Measurement Invariance of the UTAUT Constructs in the Caribbean

ERIC Educational Resources Information Center

Thomas, Troy D.; Singh, Lenandlar; Gaffar, Kemuel; Thakur, Dhanaraj; Jackman, Grace-Ann; Thomas, Michael; Gajraj, Roger; Allen, Claudine; Tooma, Keron

2014-01-01

This article employs confirmatory factor analysis to evaluate the factorial validity and the cross-national comparability of the UTAUT constructs with respect to mobile learning in higher education in four Caribbean countries. Except for the measurement of one factor, the UTAUT constructs exhibit adequate reliability and validity. Though full…

Behavioural Indicators of Ineffective Managerial Coaching: A Cross-National Study

ERIC Educational Resources Information Center

Ellinger, Andrea D.; Hamlin, Robert G.; Beattie, Rona S.

2008-01-01

Purpose: The concept of managers assuming developmental roles such as coaches and learning facilitators has received considerable attention in recent years. Yet, despite the growing body of expert opinion that suggests that coaching is an essential core activity of everyday management and leadership, the literature base remains largely…

Crossing boundaries to improve mental health in the Americas: international collaborative authorship.

PubMed

Killion, Chery M

2007-01-01

A nurse anthropologist with a background in international collaborations attended Project LEAD for two years, which enabled her to continue to serve as an advocate for the mentally ill in Belize. The anthropologist collaborated with a psychiatrist from Belize to develop a cross-cultural, cross-discipline publication, "Mental Health in Belize: A National Priority, " which highlights the work of psychiatric nurse practitioners in the country. The researcher learned to collaborate with her peer in Belize through face to face discussions and e-mail and overcame technological difficulties and cultural barriers to produce an international publication. Project LEAD gave the author a sense of self-discovery and self-knowledge, reinforced core values, and developed a frame of reference for leadership. The author also benefited from discussions by local, national, and international leaders on leadership in terms of its key components, contexts, challenges, triumphs, and styles.

Concussion classification via deep learning using whole-brain white matter fiber strains

PubMed Central

Cai, Yunliang; Wu, Shaoju; Zhao, Wei; Li, Zhigang; Wu, Zheyang

2018-01-01

Developing an accurate and reliable injury predictor is central to the biomechanical studies of traumatic brain injury. State-of-the-art efforts continue to rely on empirical, scalar metrics based on kinematics or model-estimated tissue responses explicitly pre-defined in a specific brain region of interest. They could suffer from loss of information. A single training dataset has also been used to evaluate performance but without cross-validation. In this study, we developed a deep learning approach for concussion classification using implicit features of the entire voxel-wise white matter fiber strains. Using reconstructed American National Football League (NFL) injury cases, leave-one-out cross-validation was employed to objectively compare injury prediction performances against two baseline machine learning classifiers (support vector machine (SVM) and random forest (RF)) and four scalar metrics via univariate logistic regression (Brain Injury Criterion (BrIC), cumulative strain damage measure of the whole brain (CSDM-WB) and the corpus callosum (CSDM-CC), and peak fiber strain in the CC). Feature-based machine learning classifiers including deep learning, SVM, and RF consistently outperformed all scalar injury metrics across all performance categories (e.g., leave-one-out accuracy of 0.828–0.862 vs. 0.690–0.776, and .632+ error of 0.148–0.176 vs. 0.207–0.292). Further, deep learning achieved the best cross-validation accuracy, sensitivity, AUC, and .632+ error. These findings demonstrate the superior performances of deep learning in concussion prediction and suggest its promise for future applications in biomechanical investigations of traumatic brain injury. PMID:29795640

Concussion classification via deep learning using whole-brain white matter fiber strains.

PubMed

Cai, Yunliang; Wu, Shaoju; Zhao, Wei; Li, Zhigang; Wu, Zheyang; Ji, Songbai

2018-01-01

Developing an accurate and reliable injury predictor is central to the biomechanical studies of traumatic brain injury. State-of-the-art efforts continue to rely on empirical, scalar metrics based on kinematics or model-estimated tissue responses explicitly pre-defined in a specific brain region of interest. They could suffer from loss of information. A single training dataset has also been used to evaluate performance but without cross-validation. In this study, we developed a deep learning approach for concussion classification using implicit features of the entire voxel-wise white matter fiber strains. Using reconstructed American National Football League (NFL) injury cases, leave-one-out cross-validation was employed to objectively compare injury prediction performances against two baseline machine learning classifiers (support vector machine (SVM) and random forest (RF)) and four scalar metrics via univariate logistic regression (Brain Injury Criterion (BrIC), cumulative strain damage measure of the whole brain (CSDM-WB) and the corpus callosum (CSDM-CC), and peak fiber strain in the CC). Feature-based machine learning classifiers including deep learning, SVM, and RF consistently outperformed all scalar injury metrics across all performance categories (e.g., leave-one-out accuracy of 0.828-0.862 vs. 0.690-0.776, and .632+ error of 0.148-0.176 vs. 0.207-0.292). Further, deep learning achieved the best cross-validation accuracy, sensitivity, AUC, and .632+ error. These findings demonstrate the superior performances of deep learning in concussion prediction and suggest its promise for future applications in biomechanical investigations of traumatic brain injury.

Variation in beliefs about ‘fracking’ between the UK and US

NASA Astrophysics Data System (ADS)

Evensen, Darrick; Stedman, Richard; O'Hara, Sarah; Humphrey, Mathew; Andersson-Hudson, Jessica

2017-12-01

In decision-making on the politically-contentious issue of unconventional gas development, the UK Government and European Commission are attempting to learn from the US experience. Although economic, environmental, and health impacts and regulatory contexts have been compared cross-nationally, public perceptions and their antecedents have not. We conducted similar online panel surveys of national samples of UK and US residents simultaneously in September 2014 to compare public perceptions and beliefs affecting such perceptions. The US sample was more likely to associate positive impacts with development (i.e. production of clean energy, cheap energy, and advancing national energy security). The UK sample was more likely to associate negative impacts (i.e. water contamination, higher carbon emissions, and earthquakes). Multivariate analyses reveal divergence cross-nationally in the relationship between beliefs about impacts and support/opposition—especially for beliefs about energy security. People who associated shale gas development with increased energy security in the UK were over three times more likely to support development than people in the US with this same belief. We conclude with implications for policy and communication, discussing communication approaches that could be successful cross-nationally and policy foci to which the UK might need to afford more attention in its continually evolving regulatory environment.

Parental Involvement and Children's Readiness for School in China

ERIC Educational Resources Information Center

Lau, Eva Y. H.; Li, Hui; Rao, Nirmala

2011-01-01

Background: The remarkable academic advancement of Asian students in cross-national studies has been attributed to numerous factors, including the value placed on education by Chinese parents. However, there is a dearth of research on how exactly Chinese parents are involved in children's early learning. Purpose: This study has two major research…

Honoring Villanova University for winning the 2009 National Collegiate Athletic Association championships in Division I women's cross country and Football Championship Subdivision (formerly I-AA) and for other accomplishments.

THOMAS, 111th Congress

Rep. Sestak, Joe [D-PA-7

2010-01-21

House - 02/23/2010 Referred to the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Forming an Institutional Culture with Multinational Administrators and Teachers at Effat College, Saudi Arabia

ERIC Educational Resources Information Center

Glowacki-Dudka, Michelle; Treff, Marjorie

2011-01-01

This article describes the teaching and learning culture of a newly established women's college in Jeddah, Saudi Arabia. The academic culture at Effat College in 2002 included administrators and teachers from many nations, which created unique challenges in cross-cultural communication. These challenges, in turn, affected the development and…

Learning Vietnamese as a Heritage Language in Taiwan

ERIC Educational Resources Information Center

Yeh, Yu-Ching; Ho, Hsiang-Ju; Chen, Ming-Chung

2015-01-01

In 2011, the Taiwanese Government began a campaign to encourage new immigrants to teach their native languages (heritage languages) to their children. However, these heritage languages are seldom used in cross-national families and the effectiveness of formal heritage language courses in Taiwan has yet to be explored. The present study examines…

Extending Traditional Explanations of Illiteracy: Historical and Cross-Cultural Perspectives

ERIC Educational Resources Information Center

Whitescarver, Keith; Kalman, Judith

2009-01-01

Providing a richer understanding of why the populations of economically underdeveloped countries are less literate than those who live in wealthier nations is the goal of this paper. Our analysis relies primarily on insights from our own research: ethnographic studies concerning literacy learning and use among unschooled and under-schooled women…

Heads, Shoulders, Knees and … Beaks?

ERIC Educational Resources Information Center

Barber, Ruth

2017-01-01

For many years teachers have been planning cross-curricular lessons to develop children's knowledge and understanding in two or more subjects at the same time, with the aim of showing children how to transfer skills from one subject to another and give greater purpose to their learning. However, following the revisions to the National Curriculum…

A Mountain Child: An Active Learning Pack for 9-13 Year Olds.

ERIC Educational Resources Information Center

Lyle, Sue; Jenkins, Alyson

This resource packet includes a teacher's guide, reproducible student activity sheets, a simulation game: "Life with the Incas", and a poster. The resource presents a cross-curricular thematic approach to the United Kingdom's National Curriculum. The materials look at the Andes and the Andean people, the Quechuan, who live in the…

Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross-National Analysis Using PISA 2006

ERIC Educational Resources Information Center

McConney, Andrew; Oliver, Mary C.; Woods-McConney, Amanda; Schibeci, Renato; Maor, Dorit

2014-01-01

In this study, we examine patterns of students' literacy and engagement in science associated with different levels of "inquiry-oriented" learning reported by students in Australia, Canada, and New Zealand. To achieve this, we analyzed data from the Organisation for Economic Co-operation and Development's 2006 Programme for International…

Literacy Skills Gaps: A Cross-Level Analysis on International and Intergenerational Variations

ERIC Educational Resources Information Center

Kim, Suehye

2018-01-01

The global agenda for sustainable development has centred lifelong learning on UNESCO's Education 2030 Framework for Action. The study described in this article aimed to examine international and intergenerational variations in literacy skills gaps within the context of the United Nations Sustainable Development Goals (SDGs). For this purpose, the…

Majoring in Money: How American College Students Manage Their Finances

ERIC Educational Resources Information Center

Sallie Mae Bank, 2016

2016-01-01

Sallie Mae, the nation's saving, planning, and paying for college company, along with Ipsos, one of the world's largest, independent market research companies, surveyed 800 college students to learn more about how they are managing their finances and using credit. The online survey, completed in December 2015, comprised a cross-section of key…

Negotiating Meaning in Cross-National Studies of Mathematics Teaching: Kissing Frogs to Find Princes

ERIC Educational Resources Information Center

Andrews, Paul

2007-01-01

This paper outlines the iterative processes by which a multinational team of researchers developed a low-inference framework for the analysis of video recordings of mathematics lessons drawn from Flemish Belgium, England, Finland, Hungary and Spain. Located within a theoretical framework concerning learning as the negotiation of meaning, we…

Frontiers Of Education: Japan As ``Global Model'' Or ``Nation At Risk''?

NASA Astrophysics Data System (ADS)

Willis, David Blake; Yamamura, Satoshi; Rappleye, Jeremy

2008-07-01

The Japanese educational system is undergoing extensive change, affecting all stages from pre-school programmes to higher education. As Japan has moved from a nation at the top to "A Nation at Risk," certain dichotomies have been highlighted. Viewing Japan as either educational super-power or educational tragedy, depending on the era of research or background of the researchers, has been especially provocative for educators and policy-makers. At the same time, the controversies in America surrounding the report A Nation at Risk (National Commission on Excellence in Education) are well known, a major impetus for the report of course being Japan. Central to the question of whether Japan is best understood as a Global Model or A Nation at Risk are themes of cross-national attraction and educational transfer. What can the world learn from Japan? What does Japan need to learn from the world? The answers to these questions have particular significance for Japanese higher education, which we take up as a case study here, with its urgent task to innovate in the face of a steep demographic downward trend. For those in Japan who feel that Japanese education is in a dismal state, what are the origins of this serious decline? For observers in other national contexts who envisage Japan as a model, how do the calls to ‹learn from Japan' reflect genuine attempts to improve practice at home? Or are they simply rhetorical tools in support of domestic political projects?

Barriers to Implementing a Reporting and Learning Patient Safety System: Pediatric Chiropractic Perspective.

PubMed

Pohlman, Katherine A; Carroll, Linda; Hartling, Lisa; Tsuyuki, Ross T; Vohra, Sunita

2016-04-01

A reporting and learning system is a method of monitoring the occurrence of incidents that affect patient safety. This cross-sectional survey asked pediatric chiropractors about factors that may limit their participation in such a system. The list of potential barriers for participation was developed using a systematic approach. All members of the 2 pediatric councils associated with US national chiropractic organizations were invited to complete the survey (N = 400). The cross-sectional survey was created using an online survey tool (REDCap) and sent directly to member emails addressed by the respective executive committees. Of the 400 potential respondents, 81 responded (20.3%). The most common limitations to participating were identified as time pressure (96%) and patient concerns (81%). Reporting and learning systems have been utilized to increase safety awareness in many high-risk industries. To be successful, future patient safety studies with pediatric chiropractors need to ensure these barriers are understood and addressed. © The Author(s) 2015.

Cross-National Educational Inequalities and Opportunities to Learn: Conflicting Views of Instructional Time

ERIC Educational Resources Information Center

Long, Daniel A.

2014-01-01

Educational reformers use international evidence to argue that increasing the number of days in school and the length of the school day will improve academic achievement. However, the international data used to support these claims (1999 Third International Math and Science Survey and 2000 Program for International Student Assessment) show no…

Expanding Excellence: Teachers Cross District Lines to Learn with Peers

ERIC Educational Resources Information Center

Owens, Ben; Strahan, David

2016-01-01

This article provides a vignette which demonstrates some of the outcomes that occur when teachers collaborate across school district lines. The project began as an idea from Ben Owens, a 2014 Hope Street Group National Teacher Fellow. The basic notion was that good teaching doesn't happen in isolation. As someone who came into teaching after a…

Pennsylvania Teachers' Perceptions and Use of Social Media Communication Technologies as a Pedagogical Tool

ERIC Educational Resources Information Center

Tozer, Brett C.

2017-01-01

A number of states and organizations have begun to add cross-content technology elements to their educational standards, providing teachers opportunities to use social media communication (SMC) technology in teaching and learning. Specifically, in the Commonwealth of Pennsylvania, the PA Core Standards, which are adapted from the national Common…

Exploring Differences in the Distribution of Teacher Qualifications across Mexico and South Korea: Evidence from the Teaching and Learning International Survey

ERIC Educational Resources Information Center

Luschei, Thomas F.; Chudgar, Amita; Rew, W. Joshua

2013-01-01

Background/Context: Although substantial evidence from the United States indicates that more qualified teachers are disproportionately concentrated among academically and economically advantaged children, little cross-national research has examined the distribution of teacher qualifications across schools and students. As a result, we know little…

Agricultural Education Competencies: A Comparison of Master's Students at Texas Tech and Texas A&M Universities.

ERIC Educational Resources Information Center

Lindner, James R.; Baker, Matt

2003-01-01

A survey of 69 agriculture master's students at Texas Tech and Texas A & M universities received 46 responses. Students rated perceived competence highest in the areas of enhancing teaching and learning, ability to focus attention and deliver information, and content skills. Lowest ratings were in cross-national agriculture, effective use of…

Professional Learning for Math Teachers Is a Plus for Students. Lessons from Research

ERIC Educational Resources Information Center

Killion, Joellen

2015-01-01

Using 4th- and 8th-grade mathematics data from 2003, 2007, and 2011 Third International Mathematics and Science Study (TIMSS) assessments, researchers conducted a cross-national empirical study to examine teacher participation in professional development and its impact on student achievement. Findings from the research show that, although 4th- and…

National board certification as professional development: What are teachers learning?

NASA Astrophysics Data System (ADS)

Lustick, David Scott

This study investigated the National Board for Professional Teaching Standards' (NBPTS) assessment process in order to identify, quantify, and substantiate possible learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a 2-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes both between and within group means. Multiple assessors scored transcripts of structured interviews with each teacher using the NBPTS' assessment framework according to the 13 standards accomplished science teaching. The scores (aggregated to the group level) provided the quantitative evidence of teacher learning in this study. Significant changes in mean scores from pre to post are reported at the overall, standard group, and individual standard levels. Findings suggest that the intervention had an overall effect size of .475 upon candidates' understanding of science teaching related knowledge. More specifically, most learning was associated with the standards of Scientific Inquiry and Assessment. The results support the hypothesis that the certification process is an effective standards based professional learning opportunity. The learning outcomes discussed in this report (including the identification of Dynamic, Technical, and Deferred Learning categories) should inform debate between educational stakeholders regarding the financial and ideological support of National Board certification as a means of improving teacher quality, provide suggestions for the improvement of the assessment process, and contribute insight into the current divisive state of science education in public education.

The learning environment and resident burnout: a national study.

PubMed

van Vendeloo, Stefan N; Prins, David J; Verheyen, Cees C P M; Prins, Jelle T; van den Heijkant, Fleur; van der Heijden, Frank M M A; Brand, Paul L P

2018-04-01

Concerns exist about the negative impact of burnout on the professional and personal lives of residents. It is suggested that the origins of burnout among residents are rooted in the learning environment. We aimed to evaluate the association between the learning environment and burnout in a national sample of Dutch residents. We conducted a cross-sectional online survey among all Dutch residents in September 2015. We measured the learning environment using the three domain scores on content, organization, and atmosphere from the Scan of Postgraduate Educational Environment Domains (SPEED) and burnout using the Dutch version of the Maslach Burnout Inventory (UBOS-C). Of 1,231 responding residents (33 specialties), 185 (15.0%) met criteria for burnout. After adjusting for demographic (age, gender and marital status) and work-related factors (year of training, type of teaching hospital and type of specialty), we found a consistent inverse association between SPEED scores and the risk of burnout (aOR 0.54, 95% CI 0.46 to 0.62, p < 0.001). We found a strong and consistent inverse association between the perceived quality of the learning environment and burnout among residents. This suggests that the learning environment is of key importance in preventing resident burnout.

Multiple approaches to understanding and preventing elder abuse: Introduction to the cross-disciplinary National Institutes of Health workshop.

PubMed

Saylor, Katherine Witte

2016-01-01

On October 30, 2015, the National Institutes of Health (NIH) convened a workshop, "Multiple Approaches to Understanding and Preventing Elder Abuse," in Bethesda, Maryland. The workshop brought together experts from across disciplines to discuss research challenges, opportunities, and lessons learned from other fields. Participants included experts in elder abuse, child abuse, intimate partner violence (IPV), emergency medicine, and neuroscience. In this special issue of the Journal of Elder Abuse and Neglect, participants address topics explored before, during, and after the day-long workshop.

Civic Education Curriculum Reform in Hong Kong: What Should Be the Direction under Chinese Sovereignty?

ERIC Educational Resources Information Center

Fairbrother, Gregory P.; Kennedy, Kerry J.

2011-01-01

This article uses results from a cross-national analysis of the impact of varying approaches to civic education curriculum delivery on three learning outcomes, to draw conclusions about the value of a government-mandated compulsory, independent subject of civic education in the school curriculum. It starts from the context of Hong Kong, where…

Communicating Chemical Risks for Social Learning: Findings from an Expert Opinion Survey

ERIC Educational Resources Information Center

Lyytimaki, Jari; Assmuth, Timo; Hilden, Mikael

2009-01-01

Environmental and health risks caused by chemical substances have been intensively debated in various arenas of science and policy, and in news media. The impacts of risk debates on the public have been widely studied, while less attention has been paid to expert views. We present results from a cross-national survey charting expert views on the…

A World Transformed: How Other Countries Are Preparing Students for the Interconnected World of the 21st Century

ERIC Educational Resources Information Center

Stewart, Vivien

2005-01-01

Whether by incorporating the study of other nations and cultures into the school curriculum, requiring students to learn foreign languages, or encouraging cross-cultural exchanges, countries around the world are preparing their students for life in the global era. Vivien Stewart describes efforts in Europe, Australia, and Asia and assesses how the…

The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan

NASA Astrophysics Data System (ADS)

Chiu, Mei-Shiu

2016-12-01

The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without prior learning experiences of trigonometry in mathematics. The perspectives of three curriculum developers, 22 mathematics and physics teachers, two principals, and 45 science students were obtained by interview. The results of qualitative data analysis revealed six challenges and suggested likely solutions. The national level includes political and social challenges, resolved by respecting teachers as professionals; the teacher level includes knowledge and teaching challenges, resolved by increasing teacher trans-literal capacities; and the student level includes learning and justice challenges, resolved by focusing on students' diverse developments in cross-domain learning.

Content Analysis of Essays from a Cross-National Survey: Implications for Teaching Strategies in Holocaust Studies.

ERIC Educational Resources Information Center

McRoy, James J.

The content of essays written by randomly selected samples of 1500 U.S. and 500 British secondary students on the topic "What have I learned about Adolf Hitler?" were partitioned into theme-related assertions and analyzed. An experimental group of 150 9th- and 11th-grade male students who had studied the Holocaust also contributed papers…

Educating the World: Teachers and Their Work as Defined by the United Nations Educational, Scientific and Cultural Organization (UNESCO)

ERIC Educational Resources Information Center

Harper, Helen; Dunkerly, Judith

2009-01-01

In our times globalization and cosmopolitanism are terms that speak to the intensification of border-crossing, and in connection to education, to the global conditions and possibilities that are directing change in learning and teaching. Much of this change demands a rethinking of the identity of the teacher and a revisioning of the work of…

Instructional Models for the Acquisition of English as Bridges into School Science: Effects on the Science Achievement of U.S. Hispanic English Language Learners

ERIC Educational Resources Information Center

McEneaney, Elizabeth H.; López, Francesca; Nieswandt, Martina

2014-01-01

Science educators have suggested that, for minority and low-income students, gaps between home and school science cultures necessitate "border crossing" for successful learning in science. Our analysis used National Assessment of Educational Progress 2000 and 2005 data to assess the impact of U.S. state-level policy regarding…

Preschool Achievement in Finland and Estonia: Cross-Cultural Comparison between the Cities of Helsinki and Tallinn

ERIC Educational Resources Information Center

Ojala, Mikko; Talts, Leida

2007-01-01

Each child In Finland and in Estonia receives preschool training for a year before going to school, based on a new national framework curriculum of preschool education. The aim of the present study was to compare children's learning achievements in nine target areas, based on the teacher's evaluations at the end of the preschool year, in both…

Students as Water Monitoring Experts--New Forms of Environmental Learning in the 'Schools for a Living River Elbe' Project.

ERIC Educational Resources Information Center

Bosler, Ulrich; Lehmann, Jurgen

2001-01-01

Describes the cross-national educational network, Schools for a Living River Elbe. The project is thought to be the largest educational water-quality project in the world. The establishment of the project and the results of an initial survey show that the project is in a position to develop instructional and ecologically stimulating activities.…

Building National Capacity for Climate Change Interpretation: The Role of Leaders, Partnerships, and Networks

NASA Astrophysics Data System (ADS)

Spitzer, W.

2015-12-01

Since 2007, the New England Aquarium has led a national effort to increase the capacity of informal science venues to effectively communicate about climate change. We are now leading the NSF-funded National Network for Ocean and Climate Change Interpretation (NNOCCI), partnering with the Association of Zoos and Aquariums, FrameWorks Institute, Woods Hole Oceanographic Institution, Monterey Bay Aquarium, and National Aquarium, with evaluation conducted by the New Knowledge Organization, Pennsylvania State University, and Ohio State University. NNOCCI enables teams of informal science interpreters across the country to serve as "communication strategists" - beyond merely conveying information they can influence public perceptions, given their high level of commitment, knowledge, public trust, social networks, and visitor contact. We provide in-depth training as well as an alumni network for ongoing learning, implementation support, leadership development, and coalition building. Our goals are to achieve a systemic national impact, embed our work within multiple ongoing regional and national climate change education networks, and leave an enduring legacy. Our project represents a cross-disciplinary partnership among climate scientists, social and cognitive scientists, and informal education practitioners. We have built a growing national network of more than 250 alumni, including approximately 15-20 peer leaders who co-lead both in-depth training programs and introductory workshops. We have found that this alumni network has been assuming increasing importance in providing for ongoing learning, support for implementation, leadership development, and coalition building. As we look toward the future, we are exploring potential partnerships with other existing networks, both to sustain our impact and to expand our reach. This presentation will address what we have learned in terms of network impacts, best practices, factors for success, and future directions.

Vertical interventions and system effects; have we learned anything from past experiences?

PubMed Central

Oliveira, Charlotte; Russo, Giuliano

2015-01-01

The recent Ebola Virus Outbreak had a devastating effect on West Africa's already feeble national health systems. We suggest that such an impact turned out to be catastrophic because it hit particularly hard human resources for health and the delivery of primary healthcare services, which are cross-sectional to any health system. National and international interventions failed to understand the nature of this interaction, and concentrated on attending urgent specific vertical functions to fight the outbreak - the pillars - such as surveillance, logistics, safe burials etc. Such patchwork and vertical intervention strategy was always going to fail to tackle a system-wide problem, particularly in already fragile systems. We suggest that future interventions will have to learn from the experience of past initiatives for the introduction of HIV-AIDS services, which started as vertical programs and ended up including ever growing health system strengthening components. PMID:26523197

Competitive Processes in Cross-Situational Word Learning

PubMed Central

Yurovsky, Daniel; Yu, Chen; Smith, Linda B.

2013-01-01

Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. But the information that learners pick up from these regularities is dependent on their learning mechanism. This paper investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input, and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple scales – both within and across trials/situations –learners could implement competition at either or both of these scales. A series of four experiments demonstrate that cross-situational learning involves competition at both levels of scale, and that these mechanisms interact to support rapid learning. The impact of both of these mechanisms is then considered from the perspective of a process-level understanding of cross-situational learning. PMID:23607610

Competitive processes in cross-situational word learning.

PubMed

Yurovsky, Daniel; Yu, Chen; Smith, Linda B

2013-07-01

Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. However, the information that learners pick up from these regularities is dependent on their learning mechanism. This article investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple scales-both within and across trials/situations-learners could implement competition at either or both of these scales. A series of four experiments demonstrate that cross-situational learning involves competition at both levels of scale, and that these mechanisms interact to support rapid learning. The impact of both of these mechanisms is considered from the perspective of a process-level understanding of cross-situational learning. Copyright © 2013 Cognitive Science Society, Inc.

Exploring the Robustness of Cross-Situational Learning under Zipfian Distributions

ERIC Educational Resources Information Center

Vogt, Paul

2012-01-01

Cross-situational learning has recently gained attention as a plausible candidate for the mechanism that underlies the learning of word-meaning mappings. In a recent study, Blythe and colleagues have studied how many trials are theoretically required to learn a human-sized lexicon using cross-situational learning. They show that the level of…

Epilepsy, comorbid conditions in Canadian children: analysis of cross-sectional data from cycle 3 of the National Longitudinal Study of Children and Youth.

PubMed

Prasad, Asuri N; Burneo, Jorge G; Corbett, Bradley

2014-11-01

The purpose of this study was to analyze national survey data to provide estimates of prevalence of epilepsy and associated developmental disabilities and comorbid conditions. We analyzed data from Cycle 3 of Canada's National Longitudinal Survey of Children and Youth. The NLSCY captured, socio-demographic information, as well as age, sex, education, ethnicity, household income, chronic health related conditions from birth to 15 years old. The main survey question intended to identify "epilepsy", "cerebral palsy", "intellectual disability", "learning disability", and "emotional and nervous difficulties" in the population of children surveyed. Prevalence was based on the national cross-sectional sample and used 1000 bootstrap weights to account for survey design factors. Cycle 3 of the NLSCY had the largest number of patients with diagnosed epilepsy. Prevalence figures (n/1000) for epilepsy and cerebral palsy (EPI_CP), epilepsy and intellectual disability (EPI_ID), epilepsy and learning disability (EPI_LD), and epilepsy and emotional nervous difficulties (EPI_EMO_NERV) were 1.1, 1.17, 2.58 and 1.34 respectively. Amongst children with epilepsy, 43.17% reported the presence of one or more of the above comorbid conditions. These results provide an initial prevalence estimate of comorbid conditions with epilepsy in Canadian children. In a high proportion of children with epilepsy, the PMK had reported at least one comorbid disorder. These findings carry implications for health care utilization and long-term outcomes. We discuss methodological aspects related to the ascertainment of epilepsy in both surveys, and to the validity and implications of our findings. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

Clinical learning environment and supervision of international nursing students: A cross-sectional study.

PubMed

Mikkonen, Kristina; Elo, Satu; Miettunen, Jouko; Saarikoski, Mikko; Kääriäinen, Maria

2017-05-01

Previously, it has been shown that the clinical learning environment causes challenges for international nursing students, but there is a lack of empirical evidence relating to the background factors explaining and influencing the outcomes. To describe international and national students' perceptions of their clinical learning environment and supervision, and explain the related background factors. An explorative cross-sectional design was used in a study conducted in eight universities of applied sciences in Finland during September 2015-May 2016. All nursing students studying English language degree programs were invited to answer a self-administered questionnaire based on both the clinical learning environment, supervision and nurse teacher scale and Cultural and Linguistic Diversity scale with additional background questions. Participants (n=329) included international (n=231) and Finnish (n=98) nursing students. Binary logistic regression was used to identify background factors relating to the clinical learning environment and supervision. International students at a beginner level in Finnish perceived the pedagogical atmosphere as worse than native speakers. In comparison to native speakers, these international students generally needed greater support from the nurse teacher at their university. Students at an intermediate level in Finnish reported two times fewer negative encounters in cultural diversity at their clinical placement than the beginners. To facilitate a successful learning experience, international nursing students require a sufficient level of competence in the native language when conducting clinical placements. Educational interventions in language education are required to test causal effects on students' success in the clinical learning environment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Benchmarking health IT among OECD countries: better data for better policy

PubMed Central

Adler-Milstein, Julia; Ronchi, Elettra; Cohen, Genna R; Winn, Laura A Pannella; Jha, Ashish K

2014-01-01

Objective To develop benchmark measures of health information and communication technology (ICT) use to facilitate cross-country comparisons and learning. Materials and methods The effort is led by the Organisation for Economic Co-operation and Development (OECD). Approaches to definition and measurement within four ICT domains were compared across seven OECD countries in order to identify functionalities in each domain. These informed a set of functionality-based benchmark measures, which were refined in collaboration with representatives from more than 20 OECD and non-OECD countries. We report on progress to date and remaining work to enable countries to begin to collect benchmark data. Results The four benchmarking domains include provider-centric electronic record, patient-centric electronic record, health information exchange, and tele-health. There was broad agreement on functionalities in the provider-centric electronic record domain (eg, entry of core patient data, decision support), and less agreement in the other three domains in which country representatives worked to select benchmark functionalities. Discussion Many countries are working to implement ICTs to improve healthcare system performance. Although many countries are looking to others as potential models, the lack of consistent terminology and approach has made cross-national comparisons and learning difficult. Conclusions As countries develop and implement strategies to increase the use of ICTs to promote health goals, there is a historic opportunity to enable cross-country learning. To facilitate this learning and reduce the chances that individual countries flounder, a common understanding of health ICT adoption and use is needed. The OECD-led benchmarking process is a crucial step towards achieving this. PMID:23721983

Benchmarking health IT among OECD countries: better data for better policy.

PubMed

Adler-Milstein, Julia; Ronchi, Elettra; Cohen, Genna R; Winn, Laura A Pannella; Jha, Ashish K

2014-01-01

To develop benchmark measures of health information and communication technology (ICT) use to facilitate cross-country comparisons and learning. The effort is led by the Organisation for Economic Co-operation and Development (OECD). Approaches to definition and measurement within four ICT domains were compared across seven OECD countries in order to identify functionalities in each domain. These informed a set of functionality-based benchmark measures, which were refined in collaboration with representatives from more than 20 OECD and non-OECD countries. We report on progress to date and remaining work to enable countries to begin to collect benchmark data. The four benchmarking domains include provider-centric electronic record, patient-centric electronic record, health information exchange, and tele-health. There was broad agreement on functionalities in the provider-centric electronic record domain (eg, entry of core patient data, decision support), and less agreement in the other three domains in which country representatives worked to select benchmark functionalities. Many countries are working to implement ICTs to improve healthcare system performance. Although many countries are looking to others as potential models, the lack of consistent terminology and approach has made cross-national comparisons and learning difficult. As countries develop and implement strategies to increase the use of ICTs to promote health goals, there is a historic opportunity to enable cross-country learning. To facilitate this learning and reduce the chances that individual countries flounder, a common understanding of health ICT adoption and use is needed. The OECD-led benchmarking process is a crucial step towards achieving this.

Organizational culture in cardiovascular care in Chinese hospitals: a descriptive cross-sectional study.

PubMed

Yin, Emily S; Downing, Nicholas S; Li, Xi; Singer, Sara J; Curry, Leslie A; Li, Jing; Krumholz, Harlan M; Jiang, Lixin

2015-12-21

Organizational learning, the process by which a group changes its behavior in response to newly acquired knowledge, is critical to outstanding organizational performance. In hospitals, strong organizational learning culture is linked with improved health outcomes for patients. This study characterizes the organizational learning culture of hospitals in China from the perspective of a cardiology service. Using a modified Abbreviated Learning Organization Survey (27 questions), we characterized organizational learning culture in a nationally representative sample of 162 Chinese hospitals, selecting 2 individuals involved with cardiovascular care at each hospital. Responses were analyzed at the hospital level by calculating the average of the two responses to each question. Responses were categorized as positive if they were 5+ on a 7-point scale or 4+ on a 5-point scale. Univariate and multiple regression analyses were used to assess the relationship between selected hospital characteristics and perceptions of organizational learning culture. Of the 324 participants invited to take the survey, 316 responded (98 % response rate). Perceptions of organizational learning culture varied among items, among domains, and both among and within hospitals. Overall, the median proportion of positive responses was 82 % (interquartile range = 59 % to 93 %). "Training," "Performance Monitoring," and "Leadership that Reinforces Learning" were characterized as the most favorable domains, while "Time for Reflection" was the least favorable. Multiple regression analyses showed that region was the only factor significantly correlated with overall positive response rate. This nationally representative survey demonstrated variation in hospital organizational learning culture among hospitals in China. The variation was not substantially explained by hospital characteristics. Organizational learning culture domains with lower positive response rates reveal important areas for improvement.

Summary of Planned Implementation for the HTGR Lessons Learned Applicable to the NGNP

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

Ian Mckirdy

2011-09-01

This document presents a reconciliation of the lessons learned during a 2010 comprehensive evaluation of pertinent lessons learned from past and present high temperature gas-cooled reactors that apply to the Next Generation Nuclear Plant Project along with current and planned activities. The data used are from the latest Idaho National Laboratory research and development plans, the conceptual design report from General Atomics, and the pebble bed reactor technology readiness study from AREVA. Only those lessons related to the structures, systems, and components of the Next Generation Nuclear Plant (NGNP), as documented in the recently updated lessons learned report are addressed.more » These reconciliations are ordered according to plant area, followed by the affected system, subsystem, or component; lesson learned; and finally an NGNP implementation statement. This report (1) provides cross references to the original lessons learned document, (2) describes the lesson learned, (3) provides the current NGNP implementation status with design data needs associated with the lesson learned, (4) identifies the research and development being performed related to the lesson learned, and (5) summarizes with a status of how the lesson learned has been addressed by the NGNP Project.« less

Cross-Cultural Learning: The Language Connection.

ERIC Educational Resources Information Center

Axelrod, Joseph

1981-01-01

If foreign language acquisition is disconnected from the cultural life of the foreign speech community, the learning yield is low. Integration of affective learning, cultural learning, and foreign language learning are essential to a successful cross-cultural experience. (MSE)

Evolution of a Collaborative Model between Nursing and Computer Science Faculty and a Community Service Organization to Develop an Information System

PubMed Central

Carson, Anne; Troy, Douglas

2007-01-01

Nursing and computer science students and faculty worked with the American Red Cross to investigate the potential for information technology to provide Red Cross disaster services nurses with improved access to accurate community resources in times of disaster. Funded by a national three-year grant, this interdisciplinary partnership led to field testing of an information system to support local community disaster preparedness at seven Red Cross chapters across the United States. The field test results demonstrate the benefits of the technology and the value of interdisciplinary research. The work also created a sustainable learning and research model for the future. This paper describes the collaborative model employed in this interdisciplinary research and exemplifies the benefits to faculty and students of well-timed interdisciplinary and community collaboration. PMID:18600129

Korean Social Studies Preservice Teachers' Cross-Cultural Learning and Global Perspective Development: Crossing Borders between Korea and the United States

ERIC Educational Resources Information Center

Choi, Yoonjung; Choi, Minsik

2012-01-01

This study investigated the influence of cross-cultural learning experiences on Korean preservice social studies teachers' global perspectives development. Social studies preservice teachers in a large woman's university in Korea participated in a cross-cultural learning course, which focused on critical understanding of globalization and global…

A Shared Focus: Comparing the Australian, Canadian, United Kingdom and United States Pharmacy Learning Outcome Frameworks and the Global Competency Framework.

PubMed

Stupans, Ieva; Atkinson, Jeffrey; Meštrović, Arijana; Nash, Rose; Rouse, Michael J

2016-09-10

This paper presents an analysis of the end of degree expectations, expressed as learning outcomes, for pharmacy graduates from Australia, Canada, United Kingdom and United States. The authors compare the end of degree expectations, through mapping these requirements to the International Pharmaceutical Federation (FIP) Global Competency Framework (GbCF). The anticipated end of degree expectations are similar but also reveal some individual characteristics. Irrespective of degree title, achievement of learning outcomes specified in any one of the four jurisdictions should enable students to become pharmacists who are patient-orientated medicines experts. The mapping provides impetus for cross-border institutional networking to generate a dependable set of assessment tools across national borders developing a common metric for outcome assessment irrespective of different program delivery.

Contested Domains of Science and Science Learning in Contemporary Native American Communities: Three Case Studies from a National Science Foundation grant titled, "Archaeology Pathways for Native Learners"

NASA Astrophysics Data System (ADS)

Parent, Nancy Brossard

This dissertation provides a critical analysis of three informal science education partnerships that resulted from a 2003-2006 National Science Foundation grant titled, "Archaeology Pathways for Native Learners" (ESI-0307858), hosted by the Mashantucket Pequot Museum and Research Center. This dissertation is designed to contribute to understandings of learning processes that occur within and at the intersection of diverse worldviews and knowledge systems, by drawing upon experiences derived from three disparate contexts: 1) The Navajo Nation Museum in Window Rock, Arizona; 2) The A:shiwi A:wan Museum and Heritage Center on the Zuni Reservation in Zuni, New Mexico; and 3) Science learning camps at the Mashantucket Pequot Museum and Research Center for Native youth of southern New England. While informal science education is increasingly moving toward decolonizing and cross-cutting institutional boundaries of learning through critical thinking and real-world applications, the construction of "science" (even within diverse contexts) continues to be framed within a homogenous, predominantly Euro-American perspective. This study analyzes the language of Western science employed in these partnerships, with particular attention to the use of Western/Native binaries that shape perceptions of Native peoples and communities, real or imagined. Connections are drawn to broader nation-state interests in education, science, and the global economy. The role of educational evaluation in these case studies is also critically analyzed, by questioning the ways in which it is constructed, conducted, and evaluated for the purposes of informing future projects and subsequent funding. This study unpacks problems of the dominant language of "expert" knowledge embedded in Western science discourse, and highlights the possibilities of indigenous knowledge systems that can inform Western science frameworks of education and evaluation. Ultimately, this study suggests that research methodologies and epistemologies that acknowledge and integrate indigenous ways of knowing can advance and broaden Western constructions of science, the academy, and educational research and praxis on a national and global scale.

Public Health Adaptation to Climate Change in OECD Countries

PubMed Central

Austin, Stephanie E.; Biesbroek, Robbert; Berrang-Ford, Lea; Ford, James D.; Parker, Stephen; Fleury, Manon D.

2016-01-01

Climate change is a major challenge facing public health. National governments play a key role in public health adaptation to climate change, but there are competing views on what responsibilities and obligations this will—or should—include in different nations. This study aims to: (1) examine how national-level public health adaptation is occurring in Organization for Economic Cooperation and Development (OECD) countries; (2) examine the roles national governments are taking in public health adaptation; and (3) critically appraise three key governance dimensions of national-level health adaptation—cross-sectoral collaboration, vertical coordination and national health adaptation planning—and identify practical examples suited to different contexts. We systematically reviewed publicly available public health adaptation to climate change documents and webpages by national governments in ten OECD countries using systematic web searches, assessment of self-reporting, and content analysis. Our findings suggest national governments are primarily addressing infectious disease and heat-related risks posed by climate change, typically emphasizing capacity building or information-based groundwork initiatives. We find national governments are taking a variety of approaches to public health adaptation to climate change that do not follow expected convergence and divergence by governance structure. We discuss practical options for incorporating cross-sectoral collaboration, vertical coordination and national health adaptation planning into a variety of contexts and identify leaders national governments can look to to inform their public health adaptation planning. Following the adoption of the Paris Agreement and subsequent increased momentum for adaptation, research tracking adaptation is needed to define what health adaptation looks like in practice, reveal insights that can be taken up across states and sectors, and ensure policy orientated learning. PMID:27618074

Public Health Adaptation to Climate Change in OECD Countries.

PubMed

Austin, Stephanie E; Biesbroek, Robbert; Berrang-Ford, Lea; Ford, James D; Parker, Stephen; Fleury, Manon D

2016-09-07

Climate change is a major challenge facing public health. National governments play a key role in public health adaptation to climate change, but there are competing views on what responsibilities and obligations this will-or should-include in different nations. This study aims to: (1) examine how national-level public health adaptation is occurring in Organization for Economic Cooperation and Development (OECD) countries; (2) examine the roles national governments are taking in public health adaptation; and (3) critically appraise three key governance dimensions of national-level health adaptation-cross-sectoral collaboration, vertical coordination and national health adaptation planning-and identify practical examples suited to different contexts. We systematically reviewed publicly available public health adaptation to climate change documents and webpages by national governments in ten OECD countries using systematic web searches, assessment of self-reporting, and content analysis. Our findings suggest national governments are primarily addressing infectious disease and heat-related risks posed by climate change, typically emphasizing capacity building or information-based groundwork initiatives. We find national governments are taking a variety of approaches to public health adaptation to climate change that do not follow expected convergence and divergence by governance structure. We discuss practical options for incorporating cross-sectoral collaboration, vertical coordination and national health adaptation planning into a variety of contexts and identify leaders national governments can look to to inform their public health adaptation planning. Following the adoption of the Paris Agreement and subsequent increased momentum for adaptation, research tracking adaptation is needed to define what health adaptation looks like in practice, reveal insights that can be taken up across states and sectors, and ensure policy orientated learning.

Cross-situational statistical word learning in young children.

PubMed

Suanda, Sumarga H; Mugwanya, Nassali; Namy, Laura L

2014-10-01

Recent empirical work has highlighted the potential role of cross-situational statistical word learning in children's early vocabulary development. In the current study, we tested 5- to 7-year-old children's cross-situational learning by presenting children with a series of ambiguous naming events containing multiple words and multiple referents. Children rapidly learned word-to-object mappings by attending to the co-occurrence regularities across these ambiguous naming events. The current study begins to address the mechanisms underlying children's learning by demonstrating that the diversity of learning contexts affects performance. The implications of the current findings for the role of cross-situational word learning at different points in development are discussed along with the methodological implications of employing school-aged children to test hypotheses regarding the mechanisms supporting early word learning. Copyright © 2014 Elsevier Inc. All rights reserved.

Organizing Project-Based Learning in Work Contexts: A Cross-Cultural Cross Analysis of Data from Two Projects

ERIC Educational Resources Information Center

Poell, Rob F.; Yorks, Lyle; Marsick, Victoria J.

2009-01-01

The authors describe research aimed at developing a more comprehensive framework for project-based learning in work contexts. This grows out of a cross-cultural reanalysis of data from two previous studies using two different frameworks: actor-centered learning network theory and a critical pragmatist lens on action reflection learning. Findings…

Development and evaluation of a teaching and learning approach in cross-cultural care and antidiscrimination in university nursing students.

PubMed

Allen, Jacqui; Brown, Lucinda; Duff, Carmel; Nesbitt, Pat; Hepner, Anne

2013-12-01

Cross-cultural care and antidiscrimination are vital to ethical effective health systems. Nurses require quality educational preparation in cross-cultural care and antidiscrimination. Limited evidence-based research is available to guide teachers. To develop, implement and evaluate an evidence-based teaching and learning approach in cross-cultural care and antidiscrimination for undergraduate nursing students. A quantitative design using pre- and post-survey measures was used to evaluate the teaching and learning approach. The Bachelor of Nursing program in an Australian university. Academics and second year undergraduate nursing students. A literature review and consultation with academics informed the development of the teaching and learning approach. Thirty-three students completed a survey at pre-measures and following participation in the teaching and learning approach at post-measures about their confidence to practice cross-cultural nursing (Transcultural Self-efficacy Tool) and about their discriminatory attitudes (Quick Discrimination Index). The literature review found that educational approaches that solely focus on culture might not be sufficient in addressing discrimination and racism. During consultation, academics emphasised the importance of situating cross-cultural nursing and antidiscrimination as social determinants of health. Therefore, cross-cultural nursing was contextualised within primary health care and emphasised care for culturally diverse communities. Survey findings supported the effectiveness of this strategy in promoting students' confidence regarding knowledge about cross-cultural nursing. There was no reported change in discriminatory attitudes. The teaching and learning approach was modified to include stronger experiential learning and role playing. Nursing education should emphasise cross-cultural nursing and antidiscrimination. The study describes an evaluated teaching and learning approach and demonstrates how evaluation research can be used to develop cross-cultural nursing education interventions. Copyright © 2012 Elsevier Ltd. All rights reserved.

A cross-national study to objectively evaluate the quality of diverse simulation approaches for undergraduate nursing students.

PubMed

Kable, Ashley K; Levett-Jones, Tracy L; Arthur, Carol; Reid-Searl, Kerry; Humphreys, Melanie; Morris, Sara; Walsh, Pauline; Witton, Nicola J

2018-01-01

The aim of this paper is to report the results of a cross-national study that evaluated a range of simulation sessions using an observation schedule developed from evidence-based quality indicators. Observational data were collected from 17 simulation sessions conducted for undergraduate nursing students at three universities in Australia and the United Kingdom. The observation schedule contained 27 questions that rated simulation quality. Data were collected by direct observation and from video recordings of the simulation sessions. Results indicated that the highest quality scores were for provision of learning objectives prior to the simulation session (90%) and debriefing (72%). Student preparatiosn and orientation (67%) and perceived realism and fidelity (67%) were scored lower than other components of the simulation sessions. This observational study proved to be an effective strategy to identify areas of strength and those needing further development to improve simulation sessions. Copyright © 2017 Elsevier Ltd. All rights reserved.

The opportunities and challenges of multi-site evaluations: lessons from the jail diversion and trauma recovery national cross-site evaluation.

PubMed

Stainbrook, Kristin; Penney, Darby; Elwyn, Laura

2015-06-01

Multi-site evaluations, particularly of federally funded service programs, pose a special set of challenges for program evaluation. Not only are there contextual differences related to project location, there are often relatively few programmatic requirements, which results in variations in program models, target populations and services. The Jail Diversion and Trauma Recovery-Priority to Veterans (JDTR) National Cross-Site Evaluation was tasked with conducting a multi-site evaluation of thirteen grantee programs that varied along multiple domains. This article describes the use of a mixed methods evaluation design to understand the jail diversion programs and client outcomes for veterans with trauma, mental health and/or substance use problems. We discuss the challenges encountered in evaluating diverse programs, the benefits of the evaluation in the face of these challenges, and offer lessons learned for other evaluators undertaking this type of evaluation. Copyright © 2015 Elsevier Ltd. All rights reserved.

Female babies and risk-aversion: Causal evidence from hospital wards.

PubMed

Pogrebna, Ganna; Oswald, Andrew J; Haig, David

2018-03-01

Using ultrasound scan data from paediatric hospitals, and the exogenous 'shock' of learning the gender of an unborn baby, the paper documents the first causal evidence that offspring gender affects adult risk-aversion. On a standard Holt-Laury criterion, parents of daughters, whether unborn or recently born, become almost twice as risk-averse as parents of sons. The study demonstrates this in longitudinal and cross-sectional data, for fathers and mothers, for babies in the womb and new-born children, and in a West European nation and East European nation. These findings may eventually aid our understanding of risky health behaviors and gender inequalities. Copyright © 2018 The Authors. Published by Elsevier B.V. All rights reserved.

Learning-Based Research: The Re-Integration of Learning Styles into STEM Research Through the Context of Solar Energy and Climate Literacy

NASA Astrophysics Data System (ADS)

Bosman, L.

2014-12-01

This presentation will provide an overview of a NASA NICE-T funded research project at the College of Menominee Nation, a small federally recognized Tribal College located in northern Wisconsin. One main objective of the research project is to provide an experiential learning opportunity for 4-6 STEM students to construct a user friendly solar energy system evaluation tool, incorporating the real-world performance of different solar modules at Argonne National Laboratory, NASA weather and solar irradiation data, and detailed cost analysis and investment payback period. A natural connection exists between Native Americans and renewable energy. The generally clean character of renewable energies provides a great synergy and complimentary attribute for Native Americans' respect and pride for the environment and the overarching concern for future generations (Council, Pierce et al. 2000). Furthermore, Native American cultures have a strong creative and artistic focus, often motivated by their respect and appreciation for nature. The purpose of this learning-based research is to apply a cross-disciplinary approach to integrate the humanities with STEM research within the context of solar energy and climate literacy. Using 7 different learning styles (visual, aural, verbal, physical, logical, social, and solitary), students have the opportunity to showcase their research efforts through a variety of modes and artifacts including graphic novel development (Visual), spoken word poetry (Aural), conference presentation (Verbal), experiential display and demonstration (Physical), debate (Logical), social media and viral messaging (Social), and article submission (Solitary).

A Statewide Service Learning Network Ignites Teachers and Students.

ERIC Educational Resources Information Center

Monsour, Florence

Service learning, curriculum-linked community service, has proved remarkably effective in igniting students' desire to learn. In 1997, the Wisconsin Partnership in Service Learning was initiated as a cross-disciplinary, cross-institutional endeavor. Supported by a grant from Learn and Serve America, the partnership created a network throughout…

The Next Generation of Learning Teams

ERIC Educational Resources Information Center

Carroll, Tom

2009-01-01

Cross-generational learning teams that bring together novice teachers with veteran teachers would address problems at both ends of the teacher pipeline--and benefit student learning at the same time. In this cross-generational learning team, each member brings different skills to support a child's learning--some bring deep science content…

Cross-platform learning: on the nature of children's learning from multiple media platforms.

PubMed

Fisch, Shalom M

2013-01-01

It is increasingly common for an educational media project to span several media platforms (e.g., TV, Web, hands-on materials), assuming that the benefits of learning from multiple media extend beyond those gained from one medium alone. Yet research typically has investigated learning from a single medium in isolation. This paper reviews several recent studies to explore cross-platform learning (i.e., learning from combined use of multiple media platforms) and how such learning compares to learning from one medium. The paper discusses unique benefits of cross-platform learning, a theoretical mechanism to explain how these benefits might arise, and questions for future research in this emerging field. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

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.

Trust and Reflection in Primary Care Practice Redesign.

PubMed

Lanham, Holly Jordan; Palmer, Raymond F; Leykum, Luci K; McDaniel, Reuben R; Nutting, Paul A; Stange, Kurt C; Crabtree, Benjamin F; Miller, William L; Jaén, Carlos Roberto

2016-08-01

To test a conceptual model of relationships, reflection, sensemaking, and learning in primary care practices transitioning to patient-centered medical homes (PCMH). Primary data were collected as part of the American Academy of Family Physicians' National Demonstration Project of the PCMH. We conducted a cross-sectional survey of clinicians and staff from 36 family medicine practices across the United States. Surveys measured seven characteristics of practice relationships (trust, diversity, mindfulness, heedful interrelation, respectful interaction, social/task relatedness, and rich and lean communication) and three organizational attributes (reflection, sensemaking, and learning) of practices. We surveyed 396 clinicians and practice staff. We performed a multigroup path analysis of the data. Parameter estimates were calculated using a Bayesian estimation method. Trust and reflection were important in explaining the characteristics of practice relationships and their associations with sensemaking and learning. The strongest associations between relationships, sensemaking, and learning were found under conditions of high trust and reflection. The weakest associations were found under conditions of low trust and reflection. Trust and reflection appear to play a key role in moderating relationships, sensemaking, and learning in practices undergoing practice redesign. © Health Research and Educational Trust.

A Cross-Cultural Comparison of Singaporean and Taiwanese Eighth Graders' Science Learning Self-Efficacy from a Multi-Dimensional Perspective

NASA Astrophysics Data System (ADS)

Lin, Tzung-Jin; Tan, Aik Ling; Tsai, Chin-Chung

2013-05-01

Due to the scarcity of cross-cultural comparative studies in exploring students' self-efficacy in science learning, this study attempted to develop a multi-dimensional science learning self-efficacy (SLSE) instrument to measure 316 Singaporean and 303 Taiwanese eighth graders' SLSE and further to examine the differences between the two student groups. Moreover, within-culture comparisons were made in terms of gender. The results showed that, first, the SLSE instrument was valid and reliable for measuring the Singaporean and Taiwanese students' SLSE. Second, through a two-way multivariate analysis of variance analysis (nationality by gender), the main result indicated that the SLSE held by the Singaporean eighth graders was significantly higher than that of their Taiwanese counterparts in all dimensions, including 'conceptual understanding and higher-order cognitive skills', 'practical work (PW)', 'everyday application', and 'science communication'. In addition, the within-culture gender comparisons indicated that the male Singaporean students tended to possess higher SLSE than the female students did in all SLSE dimensions except for the 'PW' dimension. However, no gender differences were found in the Taiwanese sample. The findings unraveled in this study were interpreted from a socio-cultural perspective in terms of the curriculum differences, societal expectations of science education, and educational policies in Singapore and Taiwan.

Toward a science of learning systems: a research agenda for the high-functioning Learning Health System.

PubMed

Friedman, Charles; Rubin, Joshua; Brown, Jeffrey; Buntin, Melinda; Corn, Milton; Etheredge, Lynn; Gunter, Carl; Musen, Mark; Platt, Richard; Stead, William; Sullivan, Kevin; Van Houweling, Douglas

2015-01-01

The capability to share data, and harness its potential to generate knowledge rapidly and inform decisions, can have transformative effects that improve health. The infrastructure to achieve this goal at scale--marrying technology, process, and policy--is commonly referred to as the Learning Health System (LHS). Achieving an LHS raises numerous scientific challenges. The National Science Foundation convened an invitational workshop to identify the fundamental scientific and engineering research challenges to achieving a national-scale LHS. The workshop was planned by a 12-member committee and ultimately engaged 45 prominent researchers spanning multiple disciplines over 2 days in Washington, DC on 11-12 April 2013. The workshop participants collectively identified 106 research questions organized around four system-level requirements that a high-functioning LHS must satisfy. The workshop participants also identified a new cross-disciplinary integrative science of cyber-social ecosystems that will be required to address these challenges. The intellectual merit and potential broad impacts of the innovations that will be driven by investments in an LHS are of great potential significance. The specific research questions that emerged from the workshop, alongside the potential for diverse communities to assemble to address them through a 'new science of learning systems', create an important agenda for informatics and related disciplines. © The Author 2014. Published by Oxford University Press on behalf of the American Medical Informatics Association.

Toward a science of learning systems: a research agenda for the high-functioning Learning Health System

PubMed Central

Friedman, Charles; Rubin, Joshua; Brown, Jeffrey; Buntin, Melinda; Corn, Milton; Etheredge, Lynn; Gunter, Carl; Musen, Mark; Platt, Richard; Stead, William; Sullivan, Kevin; Van Houweling, Douglas

2015-01-01

Objective The capability to share data, and harness its potential to generate knowledge rapidly and inform decisions, can have transformative effects that improve health. The infrastructure to achieve this goal at scale—marrying technology, process, and policy—is commonly referred to as the Learning Health System (LHS). Achieving an LHS raises numerous scientific challenges. Materials and methods The National Science Foundation convened an invitational workshop to identify the fundamental scientific and engineering research challenges to achieving a national-scale LHS. The workshop was planned by a 12-member committee and ultimately engaged 45 prominent researchers spanning multiple disciplines over 2 days in Washington, DC on 11–12 April 2013. Results The workshop participants collectively identified 106 research questions organized around four system-level requirements that a high-functioning LHS must satisfy. The workshop participants also identified a new cross-disciplinary integrative science of cyber-social ecosystems that will be required to address these challenges. Conclusions The intellectual merit and potential broad impacts of the innovations that will be driven by investments in an LHS are of great potential significance. The specific research questions that emerged from the workshop, alongside the potential for diverse communities to assemble to address them through a ‘new science of learning systems’, create an important agenda for informatics and related disciplines. PMID:25342177

Literacy skills gaps: A cross-level analysis on international and intergenerational variations

NASA Astrophysics Data System (ADS)

Kim, Suehye

2018-02-01

The global agenda for sustainable development has centred lifelong learning on UNESCO's Education 2030 Framework for Action. The study described in this article aimed to examine international and intergenerational variations in literacy skills gaps within the context of the United Nations Sustainable Development Goals (SDGs). For this purpose, the author examined the trend of literacy gaps in different countries using multilevel and multisource data from the OECD's Programme for the International Assessment of Adult Competencies (PIAAC) and UNESCO Institute for Lifelong Learning survey data from the third edition of the Global Report on Adult Learning and Education (GRALE III). In this article, particular attention is paid to exploring the specific effects of education systems on literacy skills gaps among different age groups. Key findings of this study indicate substantial intergenerational literacy gaps within countries as well as different patterns of literacy gaps across countries. Young generations generally outscore older adults in literacy skills, but feature bigger gaps when examined by gender and social origin. In addition, this study finds an interesting tendency for young generations to benefit from a system of Recognition, Validation and Accreditation (RVA) in closing literacy gaps by formal schooling at country level. This implies the potential of an RVA system for tackling educational inequality in initial schooling. The article concludes with suggestions for integrating literacy skills as a foundation of lifelong learning into national RVA frameworks and mechanisms at system level.

Issues in practice based learning in nursing in the United Kingdom and the Republic of Ireland: Results from a multi professional scoping exercise.

PubMed

Mallik, Maggie; McGowan, Brian

2007-01-01

The first year (2003-2004) of a three year nationally funded project focused on completing a scoping exercise on the nature of practice education in five selected health care professions: Dietetics, Nursing, Occupational Therapy, Physiotherapy and Radiography (). A survey questionnaire, focus groups and secondary sources were used to collect data. Profession specific contributors completed the analysis of results. Resulting case studies were combined to produce a cross-professional overview of current issues in practice-based learning. The nursing case study identified areas of good practice such as; the mentorship model; the development of new support roles; and joint responsibility between Higher Education Institutes (HEIs) and Health Service areas for practice assessment. However, there were variations in the application of these areas of good practice throughout the United Kingdom (UK). Issues included; an inadequate supply of qualified mentors; formal recognition of the mentor role; and lack of knowledge of the relative impact of the differing mentor preparation programmes. In comparing the five professions, all had statutory requirements regarding the nature of practice learning but each profession differed in how this was managed and organised. The need for formal preparation, recognition and reward for the mentor/practice educator role was recognised with collaborative working across the professions a recommendation in order to achieve national improvement in the quality of practice learning support for health care professions.

Mission-Based Serious Games for Cross-Cultural Communication Training

NASA Technical Reports Server (NTRS)

Schrider, Peter J.; Friedland, LeeEllen; Valente, Andre; Camacho, Joseph

2011-01-01

Appropriate cross-cultural communication requires a critical skill set that is increasingly being integrated into regular military training regimens. By enabling a higher order of communication skills, military personnel are able to interact more effectively in situations that involve local populations, host nation forces, and multinational partners. The Virtual Cultural Awareness Trainer (VCAT) is specifically designed to help address these needs. VCAT is deployed by Joint Forces Command (JFCOM) on Joint Knowledge Online (JKO) as a means to provide online, mission-based culture and language training to deploying and deployed troops. VCAT uses a mix of game-based learning, storytelling, tutoring, and remediation to assist in developing the component skills required for successful intercultural communication in mission-based settings.

National GDP, Science Interest and Science Achievement: A Person-by-Nation Interaction

PubMed Central

Drob, Elliot M. Tucker; Cheung, Amanda K.; Briley, Daniel A.

2014-01-01

Maximizing science achievement is a critical target of educational policy, with important implications for national and international economic and technological competitiveness. Previous research has identified both science interest and socioeconomic status (SES) as robust predictors of science achievement, but little research has examined their joint effects. In a dataset drawn from approximately 400,000 high school students from 57 countries, we document large interest by SES and interest by per capita gross domestic product (GDP) interactions in the prediction of science achievement. Student interest in science is a substantially stronger predictor of science achievement in higher socioeconomic contexts and in higher GDP nations. Our results are consistent with the hypothesis that, in higher opportunity contexts, motivational factors play larger roles in learning and achievement. They add to the growing body of evidence indicating that substantial cross national differences in psychological effect sizes are not simply a logical possibility, but in many cases, an empirical reality. PMID:25304883

Virtual library

NASA Astrophysics Data System (ADS)

Carlowicz, Michael

If you have a computer and a grasp of algebra, you can learn physics. That is one of the messages behind the release of Physics—The Root Science, a new full-text version of a physics textbook available at no cost on the World Wide Web.The interactive textbook is the work of the International Institute of Theoretical and Applied Physics (IITAP) at Iowa State University, which was established in 1993 as a partnership with the United Nations Education, Scientific, and Cultural Organization (UNESCO). With subject matter equivalent to that of a 400-page volume, the text is designed to be completed in one school year. The textbook also will eventually include video clips of experiments and interactive learning modules, as well as links to appropriate cross-references about fundamental principles of physics.

Patient safety content and delivery in pre-registration nursing curricula: A national cross-sectional survey study.

PubMed

Usher, Kim; Woods, Cindy; Conway, Jane; Lea, Jackie; Parker, Vicki; Barrett, Fiona; O'Shea, Eilish; Jackson, Debra

2018-07-01

Patient safety is a core principle of health professional practice and as such requires significant attention within undergraduate curricula. However, patient safety practice is complex requiring a broad range of skills and behaviours including the application of sound clinical knowledge within a range of health care contexts and cultures. There is very little research that explores how this is taught within Australian nursing curricula. To examine how Australian nursing curricula address patient safety; identify where and how patient safety learning occurs; and describe who is responsible for facilitating this learning. A cross-sectional study. Eighteen universities across seven Australian States and Territories. The sample consisted of 18 nursing course coordinators or those responsible for the inclusion of patient safety content within a Bachelor of Nursing course at Australian universities. An online survey was conducted to evaluate the patient safety content included and teaching methods used in Australian pre-registration nursing curricula. Approaches to teaching patient safety vary considerably between universities where patient safety tended to be integrated within undergraduate nursing course subjects rather than explicitly taught in separate, stand-alone subjects. Three-quarters of the surveyed staff believed patient safety was currently being adequately covered in their undergraduate nursing curricula. Although there is consensus in relation to the importance of patient safety across universities, and similarity in views about what knowledge, skills and attitudes should be taught, there were differences in: the amount of time allocated, who was responsible for the teaching and learning, and in which setting the learning occurred and was assessed. There was little indication of the existence of a systematic approach to learning patient safety, with most participants reporting emphasis on learning applied to infection control and medication safety. Copyright © 2018. Published by Elsevier Ltd.

77 FR 68722 - National Highway-Rail Crossing Inventory Reporting Requirements

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-16

...-0007, Notice No. 2] RIN 2130-AC26 National Highway-Rail Crossing Inventory Reporting Requirements... Notice of Proposed Rulemaking (NPRM) on National Highway-Rail Crossing Inventory Reporting Requirements... National Highway-Rail Crossing Inventory (Crossing Inventory). This notice announces the scheduling of the...

Cross-Disciplinary Contributions to E-Learning Design: A Tripartite Design Model

ERIC Educational Resources Information Center

Hutchins, Holly M.; Hutchison, Dennis

2008-01-01

Purpose: The purpose of this paper is to review cross-disciplinary research on e-learning from workplace learning, educational technology, and instructional communication disciplines to identify relevant e-learning design principles. It aims to use these principles to propose an e-learning model that can guide the design of instructionally sound,…

Associative learning changes cross-modal representations in the gustatory cortex

PubMed Central

Vincis, Roberto; Fontanini, Alfredo

2016-01-01

A growing body of literature has demonstrated that primary sensory cortices are not exclusively unimodal, but can respond to stimuli of different sensory modalities. However, several questions concerning the neural representation of cross-modal stimuli remain open. Indeed, it is poorly understood if cross-modal stimuli evoke unique or overlapping representations in a primary sensory cortex and whether learning can modulate these representations. Here we recorded single unit responses to auditory, visual, somatosensory, and olfactory stimuli in the gustatory cortex (GC) of alert rats before and after associative learning. We found that, in untrained rats, the majority of GC neurons were modulated by a single modality. Upon learning, both prevalence of cross-modal responsive neurons and their breadth of tuning increased, leading to a greater overlap of representations. Altogether, our results show that the gustatory cortex represents cross-modal stimuli according to their sensory identity, and that learning changes the overlap of cross-modal representations. DOI: http://dx.doi.org/10.7554/eLife.16420.001 PMID:27572258

Cross-modal learning to rank via latent joint representation.

PubMed

Wu, Fei; Jiang, Xinyang; Li, Xi; Tang, Siliang; Lu, Weiming; Zhang, Zhongfei; Zhuang, Yueting

2015-05-01

Cross-modal ranking is a research topic that is imperative to many applications involving multimodal data. Discovering a joint representation for multimodal data and learning a ranking function are essential in order to boost the cross-media retrieval (i.e., image-query-text or text-query-image). In this paper, we propose an approach to discover the latent joint representation of pairs of multimodal data (e.g., pairs of an image query and a text document) via a conditional random field and structural learning in a listwise ranking manner. We call this approach cross-modal learning to rank via latent joint representation (CML²R). In CML²R, the correlations between multimodal data are captured in terms of their sharing hidden variables (e.g., topics), and a hidden-topic-driven discriminative ranking function is learned in a listwise ranking manner. The experiments show that the proposed approach achieves a good performance in cross-media retrieval and meanwhile has the capability to learn the discriminative representation of multimodal data.

Exploring the Effects of Intercultural Learning on Cross-Cultural Adaptation in a Study Abroad Context

ERIC Educational Resources Information Center

Tsai, Yau

2011-01-01

This study targets Asian students studying abroad and explores the effects of intercultural learning on their cross-cultural adaptation by drawing upon a questionnaire survey. On the one hand, the results of this study find that under the influence of intercultural learning, students respond differently in their cross-cultural adaptation and no…

Learning Discriminative Binary Codes for Large-scale Cross-modal Retrieval.

PubMed

Xu, Xing; Shen, Fumin; Yang, Yang; Shen, Heng Tao; Li, Xuelong

2017-05-01

Hashing based methods have attracted considerable attention for efficient cross-modal retrieval on large-scale multimedia data. The core problem of cross-modal hashing is how to learn compact binary codes that construct the underlying correlations between heterogeneous features from different modalities. A majority of recent approaches aim at learning hash functions to preserve the pairwise similarities defined by given class labels. However, these methods fail to explicitly explore the discriminative property of class labels during hash function learning. In addition, they usually discard the discrete constraints imposed on the to-be-learned binary codes, and compromise to solve a relaxed problem with quantization to obtain the approximate binary solution. Therefore, the binary codes generated by these methods are suboptimal and less discriminative to different classes. To overcome these drawbacks, we propose a novel cross-modal hashing method, termed discrete cross-modal hashing (DCH), which directly learns discriminative binary codes while retaining the discrete constraints. Specifically, DCH learns modality-specific hash functions for generating unified binary codes, and these binary codes are viewed as representative features for discriminative classification with class labels. An effective discrete optimization algorithm is developed for DCH to jointly learn the modality-specific hash function and the unified binary codes. Extensive experiments on three benchmark data sets highlight the superiority of DCH under various cross-modal scenarios and show its state-of-the-art performance.

Undergraduate medical students' perspectives of skills, uses and preferences of information technology in medical education: A cross-sectional study in a Saudi Medical College.

PubMed

Khamis, Nehal; Aljumaiah, Rawabi; Alhumaid, Alla; Alraheem, Hiba; Alkadi, Dalal; Koppel, Cristina; Abdulghani, Hamza Mohammad

2018-05-07

Information technology (IT) is widely used in medical education. However, there are not enough studies about IT uses and preferences among traditional and problem-based learning (PBL) medical students. To compare IT skills, uses and preferences for education between traditional and PBL medical students'. A cross-sectional study; a modified Educause Center for Analysis and Research online survey was sent to traditional curriculum 5th and PBL 4th year medical students of King Saud University. Most of the responding 176 students prefer mobile devices and moderate amount of IT in education. Fourth and fifth year students perceived high academic value of Google (94.2 vs. 86.7%, p = 0.34), YouTube (90.7 vs. 92.2%, p = 0.83) and PubMed (83.7 vs. 86.7%, p = 0.06). More 4th year than 5th year students rated themselves as skilled in learning management system (54.7 vs. 21.1%, p = 0.0001) and Smartboard use (40.7 vs. 23.3%, p = 0.04). Most students rated faculty IT skills as effective. Students agreed that technology helps working faster (95.5%) and make learning creative (85.9%). More integration of information literacy and IT training in medical curricula is needed to enhance better utilization of full features of IT resources available for learning and problem solving. National multi-institutional studies are recommended.

Integrating research, clinical care, and education in academic health science centers.

PubMed

King, Gillian; Thomson, Nicole; Rothstein, Mitchell; Kingsnorth, Shauna; Parker, Kathryn

2016-10-10

Purpose One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue. Design/methodology/approach This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs. Findings An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge. Practical implications The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs. Originality/value The model's potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.

Cross-Situational Word Learning in the Right Situations

ERIC Educational Resources Information Center

Dautriche, Isabelle; Chemla, Emmanuel

2014-01-01

Upon hearing a novel word, language learners must identify its correct meaning from a diverse set of situationally relevant options. Such referential ambiguity could be reduced through "repetitive" exposure to the novel word across diverging learning situations, a learning mechanism referred to as "cross-situational learning."…

36 CFR 1501.1 - Cross reference to National Park Service regulations.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 36 Parks, Forests, and Public Property 3 2012-07-01 2012-07-01 false Cross reference to National... NATIONAL MEMORIAL TRUST GENERAL PROVISIONS § 1501.1 Cross reference to National Park Service regulations... (the Trust) adopts by cross reference the provisions of the National Park Service in 36 CFR chapter I...

36 CFR 1501.1 - Cross reference to National Park Service regulations.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 36 Parks, Forests, and Public Property 3 2014-07-01 2014-07-01 false Cross reference to National... NATIONAL MEMORIAL TRUST GENERAL PROVISIONS § 1501.1 Cross reference to National Park Service regulations... (the Trust) adopts by cross reference the provisions of the National Park Service in 36 CFR chapter I...

National mass care strategy: a national integrated approach.

PubMed

Mintz, Amy; Gonzalez, Waddy

2013-01-01

Mass care refers to a wide range of humanitarian activities that collectively provide life- sustaining services, such as emergency sheltering, feeding, reunification, distribution of emergency supplies and recovery information, before or in the aftermath of an emergency or disaster. Most services are coordinated and provided by non-governmental organisations and/or local government. Based on the lessons learned in the aftermath of Hurricanes Katrina and Rita in 2005, the American Red Cross, the Federal Emergency Management Agency and the National Voluntary Organizations Active in Disasters joined efforts to expand national mass care capabilities in order to support survivors in the wake of catastrophic events, as well as to enhance the integration of volunteers and non-governmental organisations into the broader national effort. These efforts resulted in the creation of the National Mass Care Council in 2010, with representatives of Federal and State agencies, voluntary organisations and the private sector working together to develop a unified approach to mass care and to ensure the provision of consistent and uniform services across the USA, regardless of the magnitude of the event.

Bridging the Learning Gap: Cross-Cultural Learning and Teaching through Distance

ERIC Educational Resources Information Center

Mullings, Delores V.

2015-01-01

This project engaged students, practitioners, and educators from University of Labor and Social Affairs, Cau Giay District, Hanoi and Newfoundland and Labrador, Canada, in a cross-cultural distance learning and teaching collaboration. Two groups met simultaneously through Skype videoconferencing to discuss and learn about field supervision and…

Contextualizing Obesity and Diabetes Policy: Exploring a Nested Statistical and Constructivist Approach at the Cross-National and Subnational Government Level in the United States and Brazil

PubMed Central

Gómez, Eduardo J.

2017-01-01

Background: This article conducts a comparative national and subnational government analysis of the political, economic, and ideational constructivist contextual factors facilitating the adoption of obesity and diabetes policy. Methods: We adopt a nested analytical approach to policy analysis, which combines cross-national statistical analysis with subnational case study comparisons to examine theoretical prepositions and discover alternative contextual factors; this was combined with an ideational constructivist approach to policy-making. Results: Contrary to the existing literature, we found that with the exception of cross-national statistical differences in access to healthcare infrastructural resources, the growing burden of obesity and diabetes, rising healthcare costs and increased citizens’ knowledge had no predictive affect on the adoption of obesity and diabetes policy. We then turned to a subnational comparative analysis of the states of Mississippi in the United States and Rio Grande do Norte in Brazil to further assess the importance of infrastructural resources, at two units of analysis: the state governments versus rural municipal governments. Qualitative evidence suggests that differences in subnational healthcare infrastructural resources were insufficient for explaining policy reform processes, highlighting instead other potentially important factors, such as state-civil societal relationships and policy diffusion in Mississippi, federal policy intervention in Rio Grande do Norte, and politicians’ social construction of obesity and the resulting differences in policy roles assigned to the central government. Conclusion: We conclude by underscoring the complexity of subnational policy responses to obesity and diabetes, the importance of combining resource and constructivist analysis for better understanding the context of policy reform, while underscoring the potential lessons that the United States can learn from Brazil. PMID:29179290

Problem-Based Learning across the Curriculum: Exploring the Efficacy of a Cross-Curricular Application of Preparation for Future Learning

ERIC Educational Resources Information Center

Swan, Karen; Vahey, Philip; van 't Hooft, Mark; Kratcoski, Annette; Rafanan, Ken; Stanford, Tina; Yarnall, Louise; Cook, Dale

2013-01-01

The research reported in this paper explores the applicability and efficacy of a variant of problem-based learning, the Preparation for Future Learning (PFL) approach, to teaching and learning within the context of a cross-curricular, middle school data literacy unit called "Thinking with Data" (TWD). A quasi-experimental design was used…

36 CFR § 1501.1 - Cross reference to National Park Service regulations.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 36 Parks, Forests, and Public Property 3 2013-07-01 2012-07-01 true Cross reference to National... NATIONAL MEMORIAL TRUST GENERAL PROVISIONS § 1501.1 Cross reference to National Park Service regulations... (the Trust) adopts by cross reference the provisions of the National Park Service in 36 CFR chapter I...

Learning cooking skills at different ages: a cross-sectional study.

PubMed

Lavelle, Fiona; Spence, Michelle; Hollywood, Lynsey; McGowan, Laura; Surgenor, Dawn; McCloat, Amanda; Mooney, Elaine; Caraher, Martin; Raats, Monique; Dean, Moira

2016-11-14

Cooking skills are increasingly included in strategies to prevent and reduce chronic diet-related diseases and obesity. While cooking interventions target all age groups (Child, Teen and Adult), the optimal age for learning these skills on: 1) skills retention, 2) cooking practices, 3) cooking attitudes, 4) diet quality and 5) health is unknown. Similarly, although the source of learning cooking skills has been previously studied, the differences in learning from these different sources has not been considered. This research investigated the associations of the age and source of learning with the aforementioned five factors. A nationally representative (Northern/Republic of Ireland) cross-sectional survey was undertaken with 1049 adults aged between 20-60 years. The survey included both measures developed and tested by the researchers as well as validated measures of cooking (e.g. chopping) and food skills (e.g. budgeting), cooking practices (e.g. food safety), cooking attitudes, diet quality and health. Respondents also stated when they learnt the majority of their skills and their sources of learning. The data was analysed using ANOVAs with post-hoc analysis and Chi 2 crosstabs with a significance level of 0.05. Results showed that child (<12 years) and/or teen (13-18 years) learners had significantly greater numbers of, and confidence in, their cooking and food skills, cooking practices, cooking attitudes, diet quality (with the exception of fibre intake where adult learners were higher) and health. Mother was the primary source of learning and those who learnt only from this source had significantly better outcomes on 12 of the 23 measures. This research highlights the importance of learning cooking skills at an early age for skill retention, confidence, cooking practices, cooking attitude and diet quality. Mother remained the primary source of learning, however, as there is a reported deskilling of domestic cooks, mothers may no longer have the ability to teach cooking skills to the next generation. A focus on alternative sources including practical cooking skills education starting at an early age is required. This study also highlights the need for further longitudinal research on the impact of age and source of learning on cooking skills.

Sentence-Based Attentional Mechanisms in Word Learning: Evidence from a Computational Model

PubMed Central

Alishahi, Afra; Fazly, Afsaneh; Koehne, Judith; Crocker, Matthew W.

2012-01-01

When looking for the referents of novel nouns, adults and young children are sensitive to cross-situational statistics (Yu and Smith, 2007; Smith and Yu, 2008). In addition, the linguistic context that a word appears in has been shown to act as a powerful attention mechanism for guiding sentence processing and word learning (Landau and Gleitman, 1985; Altmann and Kamide, 1999; Kako and Trueswell, 2000). Koehne and Crocker (2010, 2011) investigate the interaction between cross-situational evidence and guidance from the sentential context in an adult language learning scenario. Their studies reveal that these learning mechanisms interact in a complex manner: they can be used in a complementary way when context helps reduce referential uncertainty; they influence word learning about equally strongly when cross-situational and contextual evidence are in conflict; and contextual cues block aspects of cross-situational learning when both mechanisms are independently applicable. To address this complex pattern of findings, we present a probabilistic computational model of word learning which extends a previous cross-situational model (Fazly et al., 2010) with an attention mechanism based on sentential cues. Our model uses a framework that seamlessly combines the two sources of evidence in order to study their emerging pattern of interaction during the process of word learning. Simulations of the experiments of (Koehne and Crocker, 2010, 2011) reveal an overall pattern of results that are in line with their findings. Importantly, we demonstrate that our model does not need to explicitly assign priority to either source of evidence in order to produce these results: learning patterns emerge as a result of a probabilistic interaction between the two clue types. Moreover, using a computational model allows us to examine the developmental trajectory of the differential roles of cross-situational and sentential cues in word learning. PMID:22783211

Boundary Crossing in R&D Projects in Schools: Learning through Cross-Professional Collaboration

ERIC Educational Resources Information Center

Schenke, Wouter; van Driel, Jan; Geijsel, Femke P.; Volman, Monique L. L.

2017-01-01

Background/Context: School leaders, teachers, and researchers are increasingly involved in collaborative research and development (R&D) projects in schools, which encourage crossing boundaries between the fields of school and research. It is not clear, however, what and how professionals in these projects learn through cross-professional…

Global Connectedness in Higher Education: Student Voices on the Value of Cross-Cultural Learning Dialogue

ERIC Educational Resources Information Center

Lehtomäki, Elina; Moate, Josephine; Posti-Ahokas, Hanna

2016-01-01

The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students' reflections on their learning during an international seminar was used to identify students' significant learning experiences. The…

Gavagai Is as Gavagai Does: Learning Nouns and Verbs from Cross-Situational Statistics

ERIC Educational Resources Information Center

Monaghan, Padraic; Mattock, Karen; Davies, Robert A. I.; Smith, Alastair C.

2015-01-01

Learning to map words onto their referents is difficult, because there are multiple possibilities for forming these mappings. Cross-situational learning studies have shown that word-object mappings can be learned across multiple situations, as can verbs when presented in a syntactic context. However, these previous studies have presented either…

Language Learning Strategies of Turkish and Arabic Students: A Cross-Cultural Study

ERIC Educational Resources Information Center

Köksal, Dinçay; Ulum, Ömer Gökhan

2016-01-01

This study investigates the language learning strategy use of Turkish and Arabic students enrolled in middle schools and having different cultural and linguistic backgrounds. Using a strategy inventory for language learning, the study examines the cross-cultural differences in strategy use of the mentioned students while learning English as a…

Conversational Moves That Matter: Bridging Learning Outcomes and Patterns of Speech in Informal Cross-Organizational Conversations Among Top-Level Leaders

ERIC Educational Resources Information Center

Hartung, Kyle John; Wilson, Daniel Gray

2016-01-01

Cross-organizational "learning conversations" are an important source of informal learning among professionals, though little is known about whether specific characteristics of conversational interaction contribute to different learning outcomes in such conversations. This mixed-methods study examined the relationship between…

Gross domestic product, science interest, and science achievement: a person × nation interaction.

PubMed

Tucker-Drob, Elliot M; Cheung, Amanda K; Briley, Daniel A

2014-11-01

Maximizing science achievement is a critical target of educational policy and has important implications for national and international economic and technological competitiveness. Previous research has identified both science interest and socioeconomic status (SES) as robust predictors of science achievement, but little research has examined their joint effects. In a data set drawn from approximately 400,000 high school students from 57 countries, we documented large Science Interest × SES and Science Interest × Per Capita Gross Domestic Product (GDP) interactions in the prediction of science achievement. Student interest in science is a substantially stronger predictor of science achievement in higher socioeconomic contexts and in higher-GDP nations. Our results are consistent with the hypothesis that in higher-opportunity contexts, motivational factors play larger roles in learning and achievement. They add to the growing body of evidence indicating that substantial cross-national differences in psychological effect sizes are not simply a logical possibility but, in many cases, an empirical reality. © The Author(s) 2014.

A regulatory governance perspective on health technology assessment (HTA) in France: the contextual mediation of common functional pressures.

PubMed

Barron, Anthony J G; Klinger, Corinna; Shah, Sara Mehmood Birchall; Wright, John S F

2015-02-01

The new regulatory governance perspective has introduced several insights to the study of health technology assessment (HTA): it has broadened the scope for the analysis of HTA; it has provided a more sophisticated account of national diversity and the potential for cross-border policy learning; and, it has dissolved the distinction between HTA assessment and appraisal processes. In this paper, we undertake a qualitative study of the French process for HTA with a view to introducing a fourth insight: that the emergence and continuing function of national agencies for HTA follows a broadly evolutionary pattern in which contextual factors play an important mediating role. We demonstrate that the French process for HTA is characterised by distinctive institutions, processes and evidential requirements. Consistent with the mediating role of this divergent policy context, we argue that even initiatives for the harmonisation of national approaches to HTA are likely to meet with divergent national policy responses. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Lessons Learned from Cosmic Serpent: A Professional Development Project for Informal Educators on Science and Native Ways of Knowing

NASA Astrophysics Data System (ADS)

Peticolas, L. M.; Maryboy, N.; Begay, D.; Paglierani, R.; Frappier, R.; Teren, A.

2011-09-01

How can one engage native communities and the public alike in understanding nature and our universe? Our approach has been to bring together practitioners at informal science centers, cultural museums, and tribal museums to develop relationships cross-culturally, to learn about different ways of studying and learning about nature and our universe, and to start to develop informal education programs or exhibits at their institution through their new understandings and peer networks. The design of this National Science Foundation (NSF) grant has been to provide an initial week-long professional development workshop in a region in the Western U.S. with a follow-up workshop in that region the following year, culminating in a final conference for all participants. We focus on three regions: the southwest (Utah, Arizona, New Mexico, and Colorado), the northwest (Alaska, Washington, and Oregon); and California. We are in our third year of our four-year grant and have in this time organized and run three regional week-long workshops and a follow-up workshop in the southwest. We have learned many lessons through this work, including: the importance of incorporating workshop participants as presenters in the workshop agenda; how the content of astronomy, ecology, and health resonates with these museum professionals and can easily be discussed with different world views in this type of cross-cultural science education; and how to best present different ways of knowing how nature and our universe work (science) in a manner that provides a context for science educators and museum professionals. In this article, we share these and other lessons we have learned from the leadership perspective of bringing together such a diverse and under-represented-in-science group of educators.

[Significance of cross-cultural experience for young psychiatrists--learning from "The Joint Workshop for Psychiatric Residents of Korea and Japan"].

PubMed

kato, Takahiro

2006-01-01

Korea and Japan are geographically very close, and a variety of cultural exchanges have taken place in recorded history. However, Korea and Japan have been enriched by the influence of Western cultures along with modernization, and mutual exchanges between the two countries have thus decreased in numerous fields including mental health and psychiatry. Prof. Masahisa Nishizono and Prof. Byun-Kun Min, who are leaders in the field of psychiatry in both Japan and Korea, have established "The Joint Workshop for Psychiatric Residents of Korea and Japan", which has been held alternately in Fukuoka or Seoul every summer since 2000. This Joint Workshop provides young psychiatrists with real experiences and many opportunities to learn about transcultural psychiatry regarding both countries. The participants are able to obtain a better mutual understanding of psychiatric epidemiology, recent developments in biological psychiatry while also learning about different concepts regarding the stigma of mental disorders. All participants could also increase their knowledge about the traditional culture and social changes related to the field of psychiatry in both countries. The workshop has helped to build friendship and mutual cooperation between both nations. Contemporary societies are continually becoming more and more diversified and complicated. For young psychiatrists who have to treat patients with modern difficulties and various complicated problems, such cross-cultural experiences may be useful for establishing potentially new and effective treatments for such patients. Psychiatrists and mental health experts have tried to reduce of stigma and discrimination against people with mental disorders, but even today such stigma and discrimination continues to strongly exist. The author thinks that such cross-cultural experiences by the psychiatrists themselves may help to reduce such notions. The author would like to explore the role of cross-cultural experiences in the field of psychiatry.

Design and evaluation of interprofessional cross-cultural communication sessions.

PubMed

Liu, Min; Poirier, Therese; Butler, Lakesha; Comrie, Rhonda; Pailden, Junvie

2015-01-01

The 2013 National Standards for Culturally and Linguistically Appropriate Services (CLAS) call for healthcare professionals to provide quality care and services that are responsive to diverse cultural health beliefs and practices. Accreditation organizations for health professional programs require their curriculum to adequately prepare future practitioners for serving culturally and linguistically diverse populations. Another common curricular need of health professional programs is interprofessional education (IPE). This study presents data that evaluates two IPE culturally competent communication sessions designed for pharmacy and nursing students. Teams of nursing and pharmacy students (n = 160) engaged in case studies focused on developing cross-cultural communication skills, using the LEARN model. Quantitative survey data collected pre-test and post-test measured cultural competency (including subscales of perceived skills, perceived knowledge, confidence in encounter, and attitude) and knowledge related to culturally competent communication. Univariate ANOVA results indicate that actual knowledge as measured by the test and all four Clinical Cultural Competency Questionnaire (CCCQ) subscales significantly increased after the IPE sessions. Pharmacy students scored higher than nursing students on the knowledge pre-test, and nursing students had a more positive attitude at pre-test. The IPE sessions effectively addressed all learning outcomes and will continue in future course offerings. Using cross-cultural communication as a thematic area for IPE program development resulted in educational benefits for the students. To further strengthen nursing and pharmacy students' interprofessional practice, additional IPE opportunities are to be explored.

The Effect of Cross-Curricular Instruction on Reading Comprehension

ERIC Educational Resources Information Center

Aslan, Yasin

2016-01-01

Cross-curricular objectives serve as a kind of "safety net" for core objectives. Firstly, cross-curricular objectives refer to competencies that do not pertain to the content of one or more subjects, but that can be taught, practised and applied in it, such as learning to learn and social skills. Secondly, certain cross-curricular final…

The World as Functional Learning Environment: An Intercultural Learning Network. Interactive Technology Laboratory Report #7.

ERIC Educational Resources Information Center

Cohen, Moshe; And Others

Electronic networks provide new opportunities to create functional learning environments which allow students in many different locations to carry out joint educational activities. A set of participant observation studies was conducted in the context of a cross-cultural, cross-language network called the Intercultural Learning Network in order to…

Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

ERIC Educational Resources Information Center

Zainuba, Mohamed; Rahal, Ahmad

2012-01-01

This article proposes an approach for using cross-cultural dimensions exercises to improve and measure learning outcomes in international business courses. The following key issues are highlighted: (a) what are the targeted learning outcomes to be assessed, (b) how to measure the accomplishment of these learning outcomes, (c) the input measures…

Cross-Situational Learning with Bayesian Generative Models for Multimodal Category and Word Learning in Robots

PubMed Central

Taniguchi, Akira; Taniguchi, Tadahiro; Cangelosi, Angelo

2017-01-01

In this paper, we propose a Bayesian generative model that can form multiple categories based on each sensory-channel and can associate words with any of the four sensory-channels (action, position, object, and color). This paper focuses on cross-situational learning using the co-occurrence between words and information of sensory-channels in complex situations rather than conventional situations of cross-situational learning. We conducted a learning scenario using a simulator and a real humanoid iCub robot. In the scenario, a human tutor provided a sentence that describes an object of visual attention and an accompanying action to the robot. The scenario was set as follows: the number of words per sensory-channel was three or four, and the number of trials for learning was 20 and 40 for the simulator and 25 and 40 for the real robot. The experimental results showed that the proposed method was able to estimate the multiple categorizations and to learn the relationships between multiple sensory-channels and words accurately. In addition, we conducted an action generation task and an action description task based on word meanings learned in the cross-situational learning scenario. The experimental results showed that the robot could successfully use the word meanings learned by using the proposed method. PMID:29311888

More Limitations to Monolingualism: Bilinguals Outperform Monolinguals in Implicit Word Learning.

PubMed

Escudero, Paola; Mulak, Karen E; Fu, Charlene S L; Singh, Leher

2016-01-01

To succeed at cross-situational word learning, learners must infer word-object mappings by attending to the statistical co-occurrences of novel objects and labels across multiple encounters. While past studies have investigated this as a learning mechanism for infants and monolingual adults, bilinguals' cross-situational word learning abilities have yet to be tested. Here, we compared monolinguals' and bilinguals' performance on a cross-situational word learning paradigm that featured phonologically distinct word pairs (e.g., BON-DEET) and phonologically similar word pairs that varied by a single consonant or vowel segment (e.g., BON-TON, DEET-DIT, respectively). Both groups learned the novel word-referent mappings, providing evidence that cross-situational word learning is a learning strategy also available to bilingual adults. Furthermore, bilinguals were overall more accurate than monolinguals. This supports that bilingualism fosters a wide range of cognitive advantages that may benefit implicit word learning. Additionally, response patterns to the different trial types revealed a relative difficulty for vowel minimal pairs than consonant minimal pairs, replicating the pattern found in monolinguals by Escudero et al. (2016) in a different English accent. Specifically, all participants failed to learn vowel contrasts differentiated by vowel height. We discuss evidence for this bilingual advantage as a language-specific or general advantage.

More Limitations to Monolingualism: Bilinguals Outperform Monolinguals in Implicit Word Learning

PubMed Central

Escudero, Paola; Mulak, Karen E.; Fu, Charlene S. L.; Singh, Leher

2016-01-01

To succeed at cross-situational word learning, learners must infer word-object mappings by attending to the statistical co-occurrences of novel objects and labels across multiple encounters. While past studies have investigated this as a learning mechanism for infants and monolingual adults, bilinguals’ cross-situational word learning abilities have yet to be tested. Here, we compared monolinguals’ and bilinguals’ performance on a cross-situational word learning paradigm that featured phonologically distinct word pairs (e.g., BON-DEET) and phonologically similar word pairs that varied by a single consonant or vowel segment (e.g., BON-TON, DEET-DIT, respectively). Both groups learned the novel word-referent mappings, providing evidence that cross-situational word learning is a learning strategy also available to bilingual adults. Furthermore, bilinguals were overall more accurate than monolinguals. This supports that bilingualism fosters a wide range of cognitive advantages that may benefit implicit word learning. Additionally, response patterns to the different trial types revealed a relative difficulty for vowel minimal pairs than consonant minimal pairs, replicating the pattern found in monolinguals by Escudero et al. (2016) in a different English accent. Specifically, all participants failed to learn vowel contrasts differentiated by vowel height. We discuss evidence for this bilingual advantage as a language-specific or general advantage. PMID:27574513

2.5-year-olds use cross-situational consistency to learn verbs under referential uncertainty.

PubMed

Scott, Rose M; Fisher, Cynthia

2012-02-01

Recent evidence shows that children can use cross-situational statistics to learn new object labels under referential ambiguity (e.g., Smith & Yu, 2008). Such evidence has been interpreted as support for proposals that statistical information about word-referent co-occurrence plays a powerful role in word learning. But object labels represent only a fraction of the vocabulary children acquire, and arguably represent the simplest case of word learning based on observations of world scenes. Here we extended the study of cross-situational word learning to a new segment of the vocabulary, action verbs, to permit a stronger test of the role of statistical information in word learning. In two experiments, on each trial 2.5-year-olds encountered two novel intransitive (e.g., "She's pimming!"; Experiment 1) or transitive verbs (e.g., "She's pimming her toy!"; Experiment 2) while viewing two action events. The consistency with which each verb accompanied each action provided the only source of information about the intended referent of each verb. The 2.5-year-olds used cross-situational consistency in verb learning, but also showed significant limits on their ability to do so as the sentences and scenes became slightly more complex. These findings help to define the role of cross-situational observation in word learning. Copyright © 2011 Elsevier B.V. All rights reserved.

2.5-year-olds use cross-situational consistency to learn verbs under referential uncertainty

PubMed Central

Scott, Rose M.; Fisher, Cynthia

2011-01-01

Recent evidence shows that children can use cross-situational statistics to learn new object labels under referential ambiguity (e.g., Smith & Yu, 2008). Such evidence has been interpreted as support for proposals that statistical information about word-referent co-occurrence plays a powerful role in word learning. But object labels represent only a fraction of the vocabulary children acquire, and arguably represent the simplest case of word learning based on observations of world scenes. Here we extended the study of cross-situational word learning to a new segment of the vocabulary, action verbs, to permit a stronger test of the role of statistical information in word learning. In two experiments, on each trial 2.5-year-olds encountered two novel intransitive (e.g., “She’s pimming!”; Experiment 1) or transitive verbs (e.g., “She’s pimming her toy!”; Experiment 2) while viewing two action events. The consistency with which each verb accompanied each action provided the only source of information about the intended referent of each verb. The 2.5-year-olds used cross-situational consistency in verb learning, but also showed significant limits on their ability to do so as the sentences and scenes became slightly more complex. These findings help to define the role of cross-situational observation in word learning. PMID:22104489

Medicaid medical directors quality improvement studies: a case study of evolving methods for a research network.

PubMed

Fairbrother, Gerry; Trudnak, Tara; Griffith, Katherine

2014-01-01

To describe the evolution of methods and share lessons learned from conducting multi-state studies with Medicaid Medical Directors (MMD) using state administrative data. There was a great need for these studies, but also much to be learned about conducting network-based research and ensuring comparability of results. This was a network-level case study. The findings were drawn from the experience developing and executing network analyses with the MMDs, as well as from participant feedback on lessons learned. For the latter, nine interviews with MMD project leads, state data analysts, and outside researchers involved with the projects were conducted. Interviews were transcribed, coded and analyzed using NVivo 10.0 analytic software. MMD study methodology involved many steps: developing research questions, defining data specifications, organizing an aggregated data collection spreadsheet form, assuring quality through review, and analyzing and reporting state data at the national level. State analysts extracted the data from their state Medicaid administrative (claims) databases (and sometimes other datasets). Analysis at the national level aggregated state data overall, by demographics and other sub groups, and displayed descriptive statistics and cross-tabs. Projects in the MMD multi-state network address high-priority clinical issues in Medicaid and impact quality of care through sharing of data and policies among states. Further, these studies contribute not only to high-quality, cost-effective health care for Medicaid beneficiaries, but also add to our knowledge of network-based research. Continuation of these studies requires funding for a permanent research infrastructure nationally, as well as at the state-level to strengthen capacity.

Lessons Learned and Technical Standards: A Logical Marriage

NASA Technical Reports Server (NTRS)

Gill, Paul; Vaughan, William W.; Garcia, Danny; Gill, Maninderpal S. (Technical Monitor)

2001-01-01

A comprehensive database of lessons learned that corresponds with relevant technical standards would be a boon to technical personnel and standards developers. The authors discuss the emergence of one such database within NASA, and show how and why the incorporation of lessons learned into technical standards databases can be an indispensable tool for government and industry. Passed down from parent to child, teacher to pupil, and from senior to junior employees, lessons learned have been the basis for our accomplishments throughout the ages. Government and industry, too, have long recognized the need to systematically document And utilize the knowledge gained from past experiences in order to avoid the repetition of failures and mishaps. The use of lessons learned is a principle component of any organizational culture committed to continuous improvement. They have formed the foundation for discoveries, inventions, improvements, textbooks, and technical standards. Technical standards are a very logical way to communicate these lessons. Using the time-honored tradition of passing on lessons learned while utilizing the newest in information technology, the National Aeronautics and Space Administration (NASA) has launched an intensive effort to link lessons learned with specific technical standards through various Internet databases. This article will discuss the importance of lessons learned to engineers, the difficulty in finding relevant lessons learned while engaged in an engineering project, and the new NASA project that can help alleviate this difficulty. The article will conclude with recommendations for more expanded cross-sectoral uses of lessons learned with reference to technical standards.

Toward More Accurate Iris Recognition Using Cross-Spectral Matching.

PubMed

Nalla, Pattabhi Ramaiah; Kumar, Ajay

2017-01-01

Iris recognition systems are increasingly deployed for large-scale applications such as national ID programs, which continue to acquire millions of iris images to establish identity among billions. However, with the availability of variety of iris sensors that are deployed for the iris imaging under different illumination/environment, significant performance degradation is expected while matching such iris images acquired under two different domains (either sensor-specific or wavelength-specific). This paper develops a domain adaptation framework to address this problem and introduces a new algorithm using Markov random fields model to significantly improve cross-domain iris recognition. The proposed domain adaptation framework based on the naive Bayes nearest neighbor classification uses a real-valued feature representation, which is capable of learning domain knowledge. Our approach to estimate corresponding visible iris patterns from the synthesis of iris patches in the near infrared iris images achieves outperforming results for the cross-spectral iris recognition. In this paper, a new class of bi-spectral iris recognition system that can simultaneously acquire visible and near infra-red images with pixel-to-pixel correspondences is proposed and evaluated. This paper presents experimental results from three publicly available databases; PolyU cross-spectral iris image database, IIITD CLI and UND database, and achieve outperforming results for the cross-sensor and cross-spectral iris matching.

Students Around the World Engaged in Climate Science (Invited)

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Kopplin, M.; Boger, R.; Jaroensutasinee, K.; Jaroensutasinee, M.; Yoshikawa, K.; Morris, K.; Gordon, L. S.; Yule, S.

2013-12-01

One of the GLOBE (Global Learning and Observations to Benefit the Environment) earth system science projects, Monitoring Seasons Through Global Learning Communities also called Seasons and Biomes, has engaged primary and secondary teachers and their students in weather and climate studies in collaboration with scientists and community experts. In this worldwide inquiry- and project-based initiative, students have been monitoring indicators of interannual variability in seasons, such as green-up and green-down of plants, air and soil temperature, soil moisture, precipitation, cloud types, percent cloud cover, as well as learning the difference between weather and climate. They have used standardized scientific measurements developed in GLOBE for investigations on atmosphere, soils, hydrology, land cover and phenology as well as those developed in Seasons and Biomes, such as ice seasonality protocols, frost tube and mosquito protocols. Studies have ranged from individuals to small groups of students, classes to schools, local to regional to global reach and involvement. Global learning communities have formed through professional development workshops conducted by Seasons and Biomes in the U.S. and other countries (more than 1600 educators in 51 countries) as well as through collaborative projects like the cross-continent videoconferences, GS-Pals project facilitated by GLOBE Alumni, the Mt Kilimanjaro expeditions, Mosquito studies in Thailand, and Permafrost and Active Layer Monitoring (over 22,000 students). Seasons and Biomes and GLOBE have provided the tools and infrastructure for observing, measuring, recording, archiving, and analysis of data, including venues for communicating results. Students have presented their projects locally, nationally and internationally and have contributed to climate studies and cross-cultural enrichment.

National CrossTalk. Volume 18, Number 1

ERIC Educational Resources Information Center

National Center for Public Policy and Higher Education, 2010

2010-01-01

"National CrossTalk" is a publication of the National Center for Public Policy and Higher Education. The National Center promotes public policies that enhance opportunities for quality education and training beyond high school. The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher…

National CrossTalk. Volume 17, Number 2

ERIC Educational Resources Information Center

Trombley, William, Ed.

2009-01-01

"National CrossTalk" is a publication of the National Center for Public Policy and Higher Education. The National Center promotes public policies that enhance opportunities for quality education and training beyond high school. The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher…

National CrossTalk. Volume 12, Number 1, Winter 2004

ERIC Educational Resources Information Center

Trombley, William, Ed.

2004-01-01

"National CrossTalk" is a publication of the National Center for Public Policy and Higher Education. The National Center promotes public policies that enhance opportunities for quality education and training beyond high school. The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher…

National CrossTalk. Volume 19, Number 1

ERIC Educational Resources Information Center

National Center for Public Policy and Higher Education, 2011

2011-01-01

"National CrossTalk" is a publication of the National Center for Public Policy and Higher Education. The National Center promotes public policies that enhance opportunities for quality education and training beyond high school. The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher…

National CrossTalk. Volume 18, Number 2

ERIC Educational Resources Information Center

National Center for Public Policy and Higher Education, 2010

2010-01-01

"National CrossTalk" is a publication of the National Center for Public Policy and Higher Education. The National Center promotes public policies that enhance opportunities for quality education and training beyond high school. The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher…

Learning at Trade Vocational School and Learning at Work: Boundary Crossing in Apprentices' Everyday Life

ERIC Educational Resources Information Center

Tanggaard, Lene

2007-01-01

This article argues in favour of a situated approach to understanding learning in practice at trade vocational school and at trade in vocational education. Boundary crossing is regarded as contributing to expansive situated learning by apprentices across trade vocational school and the trade. The purpose of the article is to show that the…

Pragmatically Framed Cross-Situational Noun Learning Using Computational Reinforcement Models

PubMed Central

Najnin, Shamima; Banerjee, Bonny

2018-01-01

Cross-situational learning and social pragmatic theories are prominent mechanisms for learning word meanings (i.e., word-object pairs). In this paper, the role of reinforcement is investigated for early word-learning by an artificial agent. When exposed to a group of speakers, the agent comes to understand an initial set of vocabulary items belonging to the language used by the group. Both cross-situational learning and social pragmatic theory are taken into account. As social cues, joint attention and prosodic cues in caregiver's speech are considered. During agent-caregiver interaction, the agent selects a word from the caregiver's utterance and learns the relations between that word and the objects in its visual environment. The “novel words to novel objects” language-specific constraint is assumed for computing rewards. The models are learned by maximizing the expected reward using reinforcement learning algorithms [i.e., table-based algorithms: Q-learning, SARSA, SARSA-λ, and neural network-based algorithms: Q-learning for neural network (Q-NN), neural-fitted Q-network (NFQ), and deep Q-network (DQN)]. Neural network-based reinforcement learning models are chosen over table-based models for better generalization and quicker convergence. Simulations are carried out using mother-infant interaction CHILDES dataset for learning word-object pairings. Reinforcement is modeled in two cross-situational learning cases: (1) with joint attention (Attentional models), and (2) with joint attention and prosodic cues (Attentional-prosodic models). Attentional-prosodic models manifest superior performance to Attentional ones for the task of word-learning. The Attentional-prosodic DQN outperforms existing word-learning models for the same task. PMID:29441027

Lifelong Learning: Making It Work. An Adult Learning Australia Discussion Paper.

ERIC Educational Resources Information Center

Brown, Tony, Ed.

This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for…

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2010 CFR

2010-07-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2013 CFR

2013-07-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2011 CFR

2011-01-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2012 CFR

2012-01-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2014 CFR

2014-01-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

Revisiting a Theory-Supported Approach to Teaching Cross-Cultural Management Skills

ERIC Educational Resources Information Center

Sizoo, Steve; Serrie, Hendrick; Shapero, Morris

2007-01-01

Cross-cultural skills are a major criterion for success in the global business environment. For American managers in multinational organizations, this means learning to manage cultural difference at three levels: self, interpersonal, and organizational. Since literature indicates that training programs based on cross-cultural and learning theories…

Murder They Wrote. A Cross-Curricular Cooperative Learning Experience.

ERIC Educational Resources Information Center

Gaither, Linda

This document contains a cross-curricular cooperative learning experience that is designed to give high school students career and technical educational experiences in the areas of forensic sciences and criminalistics by doing the forensic work to "solve" a fictitious murder. The activities included in the cooperative learning experience…

The Strategies To Advance the Internationalization of Learning (SAIL) Program.

ERIC Educational Resources Information Center

Ebert, Kenneth B.; Burnett, Jane

This report documents the Strategies to Advance the Internalization of Learning (SAIL) program developed at Michigan State University (MSU) to promote international, comparative, and cross-cultural learning and cross-cultural understanding in the university community. A total of 350 foreign and U.S. students who had international experience…

Globally Networked Collaborative Learning in Industrial Design

ERIC Educational Resources Information Center

Bohemia, Erik; Ghassan, Aysar

2012-01-01

This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities. The focus of this article relates to a project-based learning activity named "The Gift". At each institution the…

Fostering Autonomy in EFL Cross-Cultural Distance Learning

ERIC Educational Resources Information Center

Lee, Hikyoung

2008-01-01

The Korea Waseda Cross Cultural Distance Learning Project (KWCCDLP) is an endeavor to promote awareness of linguistic and cultural differences of speakers from different backgrounds through the medium of English. The project fully utilizes a student centered approach to learning where learners are the agents. This project aimed at university level…

Drug-related police encounters across the globe: How do they compare?

PubMed

Hughes, Caitlin E; Barratt, Monica J; Ferris, Jason A; Maier, Larissa J; Winstock, Adam R

2018-06-01

Drug law enforcement subsumes the majority of drug policy expenditure across the globe. Fuelled by knowledge that much of this investment is ineffective or counter-productive there have been increasing calls for cross-national comparisons to identify where policing approaches differ and what types of approaches may be more effective. Yet, to date cross-national comparison of drug law enforcement has proven a methodologically hazardous affair. Using a new drug policing module added to the 2017 Global Drug Survey, this study seeks to provide the first cross-national comparison of the incidence, nature and intensity of illicit drug-related police encounters amongst people who use drugs. The Global Drug Survey was administered in late 2016. Across 26 countries including Australia, Germany, Italy, Mexico, Switzerland, the UK and the USA a total of 45,942 people who had recently used drugs completed the drug policing module. Key variables assessed included the incidence and frequency of drug-related police encounters in the last 12 months that involved: a) being stopped and searched; b) encountering a drug detection dog; c) being given a caution or warning; d) being charged and arrested; and e) paying a bribe. Multi-level models were used to control for pre-existing national differences in drug use prevalence and non-drug specific policing (including the total number of police personnel in each country). Drug-related police encounters were most commonly reported in Italy and Scotland. Conversely, police encounters were most likely to lead to arrest in Norway, Finland and Sweden. The type and locations of encounters further differed across countries, with for example stop and search most reported in Greece and Colombia, and encounters with drug detection dogs most reported in Scotland, Italy, UK and Australia. Multi-level models showed that the incidence of reported policing encounters continued to differ significantly across countries after controlling for pre-existing national differences in drug use prevalence and policing, and that drug policing encounters were 4 to 14 times more common in some nations than others. The findings unearth significant cross-national differences in the incidence and nature of drug-related policing of people who use drugs. This suggests that there may be opportunities for countries to learn from each other about how and why they differ, and the potential benefits of switching to lower intensity modes of drug policing. Copyright © 2018 Elsevier B.V. All rights reserved.

Inclusive jet cross sections in proton-proton collisions at 7.0 TeV center-of-mass energy with the ATLAS detector at the Large Hadron Collider

NASA Astrophysics Data System (ADS)

Park-Martinez, Jayne Irene

The purpose of this study was to assess the effects of node-link mapping on students' meaningful learning and conceptual change in a 1-semester introductory life-science course. This study used node-link mapping to integrate and apply the National Research Council's (NRC, 2005) three principles of human learning: engaging students' prior knowledge, fostering their metacognition, and supporting their formulation of a scientific conceptual framework. The study was a quasi-experimental, pretest-posttest, control group design. The sample consisted of 68 primarily freshmen non-science majors enrolled in two intact sections of the targeted course. Both groups received the same teacher-centered instruction and student-centered activities designed to promote meaningful learning and conceptual change; however, the activity format differed. Control group activities were written; treatment group activities were node-link mapped. Prior to instruction, both groups demonstrated equivalent knowledge and misconceptions associated with genetics and evolution (GE), and ecology and environmental science (EE). Mean differences, pre-to-post instruction, on the GE and EE meaningful learning exam scores and the EE conceptual change inventory scores between the writing group (control) and the node-link mapping group (treatment) were analyzed using repeated measures MANOVAs. There were no significant mean pre-to-post differences between groups with respect to meaningful learning in the GE or EE units, or conceptual change in the EE unit. However, independent of group membership, the overall mean pre-to-post increases in meaningful learning and conceptual change were significant. These findings suggest that both node-link mapping and writing, when used in conjunction with the National Research Council's (NRC, 2005) three principles of human learning, can promote meaningful learning and conceptual change. The only significant interaction found with respect to meaningful learning, conceptual change, and learning styles (Kolb, 2005) was a positive effect of node-link mapping on converger's meaningful learning. However, that result was probably an artifact of small sample size rather than a true treatment effect. No other significant interactions were found. These results suggest that all students, regardless of their learning style, can benefit from either node-link mapping or writing to promote meaningful learning and conceptual change in general life-science courses.

Incomplete Multisource Transfer Learning.

PubMed

Ding, Zhengming; Shao, Ming; Fu, Yun

2018-02-01

Transfer learning is generally exploited to adapt well-established source knowledge for learning tasks in weakly labeled or unlabeled target domain. Nowadays, it is common to see multiple sources available for knowledge transfer, each of which, however, may not include complete classes information of the target domain. Naively merging multiple sources together would lead to inferior results due to the large divergence among multiple sources. In this paper, we attempt to utilize incomplete multiple sources for effective knowledge transfer to facilitate the learning task in target domain. To this end, we propose an incomplete multisource transfer learning through two directional knowledge transfer, i.e., cross-domain transfer from each source to target, and cross-source transfer. In particular, in cross-domain direction, we deploy latent low-rank transfer learning guided by iterative structure learning to transfer knowledge from each single source to target domain. This practice reinforces to compensate for any missing data in each source by the complete target data. While in cross-source direction, unsupervised manifold regularizer and effective multisource alignment are explored to jointly compensate for missing data from one portion of source to another. In this way, both marginal and conditional distribution discrepancy in two directions would be mitigated. Experimental results on standard cross-domain benchmarks and synthetic data sets demonstrate the effectiveness of our proposed model in knowledge transfer from incomplete multiple sources.

Learning of Cross-Sectional Anatomy Using Clay Models

ERIC Educational Resources Information Center

Oh, Chang-Seok; Kim, Ji-Young; Choe, Yeon Hyeon

2009-01-01

We incorporated clay modeling into gross anatomy and neuro-anatomy courses to help students understand cross-sectional anatomy. By making clay models, cutting them and comparing cut surfaces to CT and MR images, students learned how cross-sectional two-dimensional images were created from three-dimensional structure of human organs. Most students…

Crossing Borders: Evaluating a Work Integrated Learning Project Involving Australian and Vietnamese Students

ERIC Educational Resources Information Center

Welch, Bernadette; Vo-Tran, Huan; Pittayachawan, Siddhi; Reynolds, Sue

2012-01-01

The value of work integrated learning (WIL) is well-established in the education of information management (IM) professionals. Adding value to WIL through cross-cultural or cross-disciplinary experiences is considered in this article. Using online communication, simulation activities, and onsite work, students from RMIT Melbourne and RMIT Ho Chi…

Engaging Karen Refugee Students in Science Learning through a Cross-Cultural Learning Community

ERIC Educational Resources Information Center

Harper, Susan G.

2017-01-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as…

Evaluating Experiential Learning in the Business Context: Contributions to Group-Based and Cross-Functional Working

ERIC Educational Resources Information Center

Piercy, Niall

2013-01-01

The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting…

Bridging Spaces: Cross-Cultural Perspectives on Promoting Positive Online Learning Experiences

ERIC Educational Resources Information Center

Luyt, Ilka

2013-01-01

The globalization of online courses has transformed online learning into cross-cultural learning spaces. Students from non-English backgrounds are enrolling in credit-bearing courses and must adjust their thinking and writing to adapt to online practices. Online courses have as their aim the construction of knowledge, but students' perceptions of…

A Pilot Study: Facilitating Cross-Cultural Understanding with Project-Based Collaborative Learning in an Online Environment

ERIC Educational Resources Information Center

Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min

2015-01-01

This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach…

Reflections on Online Learning Designs and Cross-Institutional Research Collaborations: Revisiting "Classrooms without Walls" in Two Australian Universities

ERIC Educational Resources Information Center

Rossi, Dolene; van Rensburg, Henriette; Clark, Damien; Harreveld, R. E.; Beer, Colin; Danaher, P. A.

2015-01-01

The article on which this paper reflects ["Exploring a Cross-Institutional Research Collaboration and Innovation: Deploying Social Software and Web 2.0 Technologies to Investigate Online Learning Designs and Interactions in Two Australian Universities"] presented elements of a research project investigating learning interactions in…

Triple-Loop Learning in a Cross-Sector Partnership: The DC Central Kitchen Partnership

ERIC Educational Resources Information Center

Ameli, Patrizia; Kayes, D. Christopher

2011-01-01

Purpose: This paper aims to build on notions of a higher level of organizational learning to suggest another dimension: interorganizational learning that emerges in a cross-sector partnership. Design/methodology/approach: A case study was conducted with the DC Central Kitchen (DCCK) partnership with for-profit and governmental entities. Research…

Social and Emotional Learning around Technology in a Cross-Cultural, Elementary Classroom

ERIC Educational Resources Information Center

Iaosanurak, Chuanpob; Chanchalor, Sumalee; Murphy, Elizabeth

2016-01-01

The purpose of the study reported on in this paper was to design and test an intervention with elementary-aged children to promote social and emotional learning around technology. The intervention structured learning around technology as a catalyst and scaffolding tool that engages learners in cross-cultural, collaborative interaction, dialogue,…

Cross-modal interaction between visual and olfactory learning in Apis cerana.

PubMed

Zhang, Li-Zhen; Zhang, Shao-Wu; Wang, Zi-Long; Yan, Wei-Yu; Zeng, Zhi-Jiang

2014-10-01

The power of the small honeybee brain carrying out behavioral and cognitive tasks has been shown repeatedly to be highly impressive. The present study investigates, for the first time, the cross-modal interaction between visual and olfactory learning in Apis cerana. To explore the role and molecular mechanisms of cross-modal learning in A. cerana, the honeybees were trained and tested in a modified Y-maze with seven visual and five olfactory stimulus, where a robust visual threshold for black/white grating (period of 2.8°-3.8°) and relatively olfactory threshold (concentration of 50-25%) was obtained. Meanwhile, the expression levels of five genes (AcCREB, Acdop1, Acdop2, Acdop3, Actyr1) related to learning and memory were analyzed under different training conditions by real-time RT-PCR. The experimental results indicate that A. cerana could exhibit cross-modal interactions between visual and olfactory learning by reducing the threshold level of the conditioning stimuli, and that these genes may play important roles in the learning process of honeybees.

A Comprehensive Approach of E-learning Design for Effective Learning Transfer

ERIC Educational Resources Information Center

Lim, Doo Hun

2012-01-01

Literature indicates that there is limited research on the national and organizational level decision processes to develop and deliver e-learning programs. In this paper, existing e-learning literature is analyzed in terms of national level factors (national culture, readiness for new technology, and infrastructure), organizational level factors…

Analysis of Indonesian educational system standard with KSIM cross-impact method

NASA Astrophysics Data System (ADS)

Arridjal, F.; Aldila, D.; Bustamam, A.

2017-07-01

The Result of The Programme of International Student Assessment (PISA) on 2012 shows that Indonesia is on 64'th position from 65 countries in Mathematics Mean Score. The 2013 Learning Curve Mapping, Indonesia is included in the 10th category of countries with the lowest performance on cognitive skills aspect, i.e. 37'th position from 40 countries. Competency is built by 3 aspects, one of them is cognitive aspect. The low result of mapping on cognitive aspect, describe the low of graduate competences as an output of Indonesia National Education System (INES). INES adopting a concept Eight Educational System Standards (EESS), one of them is graduate competency standard which connected directly with Indonesia's students. This research aims is to model INES by using KSIM cross-impact. Linear regression models of EESS constructed using the accreditation national data of Senior High Schools in Indonesia. The results then interpreted as impact value on the construction of KSIM cross-impact INES. The construction is used to analyze the interaction of EESS and doing numerical simulation for possible public policy in the education sector, i.e. stimulate the growth of education staff standard, content, process and infrastructure. All simulations of public policy has been done with 2 methods i.e with a multiplier impact method and with constant intervention method. From numerical simulation result, it is shown that stimulate the growth standard of content in the construction KSIM cross-impact EESS is the best option for public policy to maximize the growth of graduate competency standard.

Comparative studies and healthcare policy: learning and mislearning across borders.

PubMed

Okma, Kieke G H; Marmor, Theodore R

2013-10-01

This article addresses the vocabulary of cross-national analysis and commentary about health care, health policy and health politics. We conclude there is a large gap between promise and performance in comparative policy commentary and point to major sources of confusion, such as the lack of generally agreed vocabulary, vague language and the use of faddish and misleading terms and aspirational labels (illustrated by a selection of widely used expressions in comparative reports). We next examine the basic purposes of international policy comparison, distinguish three useful and two misleading approaches and frame defensible ground rules for comparative work.

A pilot project of an online cross-age tutoring program: crescent school virtual learning (vLearning).

PubMed

Chow, Ronald

2016-11-01

Traditional classroom teaching is the standard of education. However, there may be some students who feel uncomfortable approaching their teachers and may feel more at ease if they ask for assistance from their peers. There are two types of student-to-student tutoring methods that are supplements to classroom learning: peer tutoring between same-age students and cross-age tutoring between different-age children. Cross-age tutoring programs in which the tutor is 2-3 years older than the tutee have been reported to be more effective than those between same-age students in promoting student responsibility, empowerment and academic performance. A pilot online cross-age tutoring program was launched in September 2014 at Crescent School. A new website was designed, created and implemented with the permission and regular monitoring of the Student Services faculty for the online program - Crescent School Virtual Learning (vLearning). The program was well received and will undergo evaluation in the future.

Strength Performance Assessment in a Simulated Men’s Gymnastics Still Rings Cross

PubMed Central

Dunlavy, Jennifer K.; Sands, William A.; McNeal, Jeni R.; Stone, Michael H.; Smith, Sarah L.; Jemni, Monem; Haff, G. Gregory

2007-01-01

Athletes in sports such as the gymnastics who perform the still rings cross position are disadvantaged due to a lack of objective and convenient measurement methods. The gymnastics “cross ”is a held isometric strength position considered fundamental to all still rings athletes. The purpose of this investigation was to determine if two small force platforms (FPs) placed on supports to simulate a cross position could demonstrate the fidelity necessary to differentiate between athletes who could perform a cross from those who could not. Ten gymnasts (5 USA Gymnastics, Senior National Team, and 5 Age Group Level Gymnasts) agreed to participate. The five Senior National Team athletes were grouped as cross Performers; the Age Group Gymnasts could not successfully perform the cross position and were grouped as cross Non- Performers. The two small FPs were first tested for reliability and validity and were then used to obtain a force-time record of a simulated cross position. The simulated cross test consisted of standing between two small force platforms placed on top of large solid gymnastics spotting blocks. The gymnasts attempted to perform a cross position by placing their hands at the center of the FPs and pressing downward with sufficient force that they could remove the support of their feet from the floor. Force-time curves (100 Hz) were obtained and analyzed for the sum of peak and mean arm ground reaction forces. The summed arm forces, mean and peak, were compared to body weight to determine how close the gymnasts came to achieving forces equal to body weight and thus the ability to perform the cross. The mean and peak summed arm forces were able to statistically differentiate between athletes who could perform the cross from those who could not (p < 0.05). The force-time curves and small FPs showed sufficient fidelity to differentiate between Performer and Non- Performer groups. This experiment showed that small and inexpensive force platforms may serve as useful adjuncts to athlete performance measurement such as the gymnastics still rings cross. Key pointsStrength-related skills are difficult to assess in some sports and thus require special means.Small force platforms have sufficient fidelity to assess the differences between gymnasts who can perform a still rings cross from those who cannot.Strength assessment via small force platforms may serve as a means of assessing skill readiness, strength symmetry, and progress in learning a still rings cross. PMID:24149230

How to use The National Gallery as a cross curricular approach to weather and climate studies at primary level.

NASA Astrophysics Data System (ADS)

Hansen, P. J. K.

2009-09-01

How to use The National Gallery as a cross curricular approach to weather and climate studies at primary level. Pål J. Kirkeby Hansen Faculty of Education and International Studies, Oslo University College (PalKirkeby.Hansen@lui.hio.no) Weather and climate are topics in natural science and geography in primary and secondary education in most countries. The pupils are often doing own weather observations and measurements and are presenting the results oral, by posters or with digital aids. They also use the Internet with all its relevant resources in their studies to develop vocabulary, practical and conceptual knowledge. Knowledge about weather and climate is parts of liberal education and could be projected to other topics in science and to topics in other subjects, for instance: history, social geography, literature and arts. This article reports from a case study in grade 3 classes (age 9 year) during their Weather Week. Their science teacher was, quite untypical, also educated in art history. She arranged a visited to The National Gallery with the double agenda: 1. To introduce the pupils to Norwegian canon paintings from the national romantic period, our so-called "golden age”. 2. To look for and discuss weather elements in this paintings. For one hour the museum curator guided the pupils around the water cycle by using the paintings. While the pupils' own observations of weather, clouds and wind and measurements of temperature and precipitation during the Weather Week only are point checks, the guided tour in The National Gallery gave literally "the whole picture” of the Norwegian weather and climate and of the water cycle. During the tour, the curator constantly invited the pupils to tell about and discuss what weather and water elements they were looking at when standing in front of a painting. The pupils were responsive and interested all the time. Back at school, they demonstrated that they had learned much about both weather elements, the water cycle as a hole and about our golden age painters. The presentation will, with some golden-age-paintings as backdrop (literally), discuss this particular cross curricular approach, and cross curricular approaches in weather and climate education in general.

Are school meals a viable and sustainable tool to improve the healthiness and sustainability of children´s diet and food consumption? A cross-national comparative perspective.

PubMed

Oostindjer, Marije; Aschemann-Witzel, Jessica; Wang, Qing; Skuland, Silje Elisabeth; Egelandsdal, Bjørg; Amdam, Gro V; Schjøll, Alexander; Pachucki, Mark C; Rozin, Paul; Stein, Jarrett; Lengard Almli, Valerie; Van Kleef, Ellen

2017-12-12

There is little agreement among governments, institutions, scientists and food activists as to how to best tackle the challenging issues of health and sustainability in the food sector. This essay discusses the potential of school meals as a platform to promote healthy and sustainable food behavior. School meal programs are of particular interest for improving public diet because they reach children at a population scale across socio-economic classes and for over a decade of their lives, and because food habits of children are more malleable than those of adults. Current research on the history and health implications of school meal programs is reviewed in a cross-national comparative framework, and arguments explored that speak for the need of a new developmental phase of school meals as an integrative learning platform for healthy and sustainable food behavior. Nutritional, social, practical, educational, economical, political, and cultural perspectives and challenges linked to the implementation of healthy and sustainable school meals are discussed. Finally, the need for long-term interventions and evaluations is highlighted and new research directions are proposed.

Creating collaborative learning environments for transforming primary care practices now.

PubMed

Miller, William L; Cohen-Katz, Joanne

2010-12-01

The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

English Learning Strategies of Various Nations: A Study in Military Context

ERIC Educational Resources Information Center

Solak, Ekrem

2014-01-01

How successful learners learn English has been one of the primary interest of scientists and researchers in recent years. Therefore, this study aimed to determine what language learning strategies the military personnel from different nations used while learning English. 56 subjects from 14 different nations deployed in three different military…

Enhancing Integrative Experiences: Evidence of Student Perceptions of Learning Gains from Cross-Course Interactions

ERIC Educational Resources Information Center

Wingert, Jason R.; Wasileski, Sally A.; Peterson, Karin; Mathews, Leah Greden; Lanou, Amy Joy; Clarke, David

2011-01-01

This article offers food for thought on a strategy used by seven faculty to enhance students' integrative learning by offering cross-course, cross-disciplinary projects and shared activities focused on food. The faculty teach a cluster of ten courses in natural sciences, health sciences, social sciences and humanities that address food themes.…

Cross Dressing and Gender Dysphoria in People with Learning Disabilities: A Descriptive Study

ERIC Educational Resources Information Center

Parkes, Georgina; Hall, Ian; Wilson, Daniel

2009-01-01

We aimed to determine the characteristics of people with learning disability who cross-dress or who have gender dysphoria. Using a retrospective review of anonymised data from clinical records about people referred to a specialist service. All 13 participants cross-dressed and 12 were biological males. Only one person was in a core transsexual…

The Research Interview as Discourses Crossing Swords: The Researcher and Apprentice on Crossing Roads

ERIC Educational Resources Information Center

Tanggaard, Lene

2007-01-01

This article presents a conception of the qualitative research interview as discourses crossing swords. The article draws on examples showing how the researchers' view on learning is challenged by the interviewed apprentices. The apprentices do not assume learning in itself to be an important aspect of their lives. They consider the process of…

Enhancing Cross-Cultural Competence in Multicultural Teacher Education: Transformation in Global Learning

ERIC Educational Resources Information Center

Seeberg, Vilma; Minick, Theresa

2012-01-01

Teacher education needs to engage teacher candidates in developing cross-cultural competence so that they may be able to transmit global learning to their future students. This study theorizes cross-cultural competence (CCC) from the perspectives of multicultural and global education. During a four-year project at a mid-western US university,…

Broadening Student Learning Experiences via a Novel Cross-Disciplinary Art and Anatomy Education Program--A Case Study

ERIC Educational Resources Information Center

Speed, Caroline J.; Kleiner, Adina; Macaulay, Janet O.

2015-01-01

This study explored student learning and engagement in a novel cross-disciplinary education program, in particular whether medical students learning experiences can be enhanced through interaction and exchange of knowledge with students of varying disciplines. The program, entitled AnaRtomy, studies the historical relationship between art and…

Cross-Sectional Evaluation of Distance Education Students' Learning Styles and Critical Thinking Dispositions in Turkey

ERIC Educational Resources Information Center

Yüksel, Ismail; Türkses, Ercüment

2015-01-01

This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and…

Developmental Changes in Cross-Situational Word Learning: The Inverse Effect of Initial Accuracy

ERIC Educational Resources Information Center

Fitneva, Stanka A.; Christiansen, Morten H.

2017-01-01

Intuitively, the accuracy of initial word-referent mappings should be positively correlated with the outcome of learning. Yet recent evidence suggests an inverse effect of initial accuracy in adults, whereby greater accuracy of initial mappings is associated with poorer outcomes in a cross-situational learning task. Here, we examine the impact of…

Cross-Cultural Learning and Mentoring: Autoethnographical Narrative Inquiry with Dr. Malcolm Shepherd Knowles

ERIC Educational Resources Information Center

Han, Pi-Chi; Henschke, John A.

2012-01-01

Dr. Malcolm Shepherd Knowles popularized andragogy as the theory of adult learning and was referred to as the Father of Adult Education in the United States (US). As his doctoral students, the authors had extensive personal contacts with him. This paper utilizes the method of autoethnography to explore how cross-cultural learning and…

2.5-Year-Olds Use Cross-Situational Consistency to Learn Verbs under Referential Uncertainty

ERIC Educational Resources Information Center

Scott, Rose M.; Fisher, Cynthia

2012-01-01

Recent evidence shows that children can use cross-situational statistics to learn new object labels under referential ambiguity (e.g., Smith & Yu, 2008). Such evidence has been interpreted as support for proposals that statistical information about word-referent co-occurrence plays a powerful role in word learning. But object labels represent only…

Vocal Learning in Grey Parrots: A Brief Review of Perception, Production, and Cross-Species Comparisons

ERIC Educational Resources Information Center

Pepperberg, Irene M.

2010-01-01

This chapter briefly reviews what is known-and what remains to be understood--about Grey parrot vocal learning. I review Greys' physical capacities--issues of auditory perception and production--then discuss how these capacities are used in vocal learning and can be recruited for referential communication with humans. I discuss cross-species…

Role-Playing and Problem-Based Learning: The Use of Cross-Functional Student Teams in Business Application Development

ERIC Educational Resources Information Center

Pike, Jacqueline C.; Spangler, William; Williams, Valerie; Kollar, Robert

2017-01-01

To create a learning experience which replicates the process by which consultants, systems developers and business end users collaborate to design and implement a business application, a cross-functional student team project was developed and is described. The overall learning experience was distinguished by specific components and characteristics…

The Effectiveness of Using Cloud-Based Cross-Device IRS to Support Classical Chinese Learning

ERIC Educational Resources Information Center

Wang, Yi-Hsuan

2017-01-01

The purpose of the present study was to examine the effects of integrating a cloud-based cross-device interactive response system (CCIRS) on enhancing students' classical Chinese learning. The system is a cloud-based IRS system which provides instructors and learners with an environment in which to achieve immediate interactive learning and…

Crossing the Digital Divide Safely and Trustingly: How Ecologies of Learning Scaffold the Journey

ERIC Educational Resources Information Center

Henning, Elizabeth; Van der Westhuizen, Duan

2004-01-01

The article addresses the issue of "learning to elearn" in borderless programs in a globalised learning landscape and the associated problems of scaffolding the journey across the digital divide. The authors argue that the assumption underlying such courses is that cross-cultural programs are viable because they are conceived and…

The McBride Honors Program in Public Affairs for Scientists and Engineers

NASA Astrophysics Data System (ADS)

Harrison, W. J.; Miller, R. L.; Olds, B. M.; Sacks, A. B.

2006-12-01

The McBride Honors Program in Public Affairs at The Colorado School of Mines (CSM), instituted in 1978, is an award-winning exemplar in the liberal arts which provides a select number of CSM engineering students an opportunity to cross the boundaries of their technical expertise in engineering and applied science, and to gain the understanding and appreciation of the contexts in which engineering and applied science and all human systems reside, and specifically to explore and integrate the social, cultural, ethical and environmental implications of their future professional judgments and their roles as citizens in varied and complex settings. The 27 semester-hour program of seminars, courses, and off-campus activities features small seminars; a cross-disciplinary approach; and opportunities for one-on-one faculty tutorials, instruction and practice in oral and written communication, a Washington, D.C. public policy seminar, a practicum experience (internship or foreign study). Circumstances external to the McBride Program itself, which include the development and growth of the field of Public Affairs nationally and the persistence of legacy courses, have created the need to revitalize and refocus the historically cross-departmental Program. A recent curriculum reform effort has achieved a more thoroughly interdisciplinary learning experience to educate engineers and scientists who, as called for in the National Academy of Engineering's The Engineer of 2020 "will assume leadership positions from which they can serve as positive influences in the making of public policy and in the administration of government and industry". In this presentation we showcase best practices in curriculum reform, exemplified by a seminar in National policy analysis where students and faculty have recently investigated federal science funding decisions in support of natural hazards including earthquakes, tsunamis, wildland fires, and pandemic disease.

Neuronal Correlates of Cross-Modal Transfer in the Cerebellum and Pontine Nuclei

PubMed Central

Campolattaro, Matthew M.; Kashef, Alireza; Lee, Inah; Freeman, John H.

2011-01-01

Cross-modal transfer occurs when learning established with a stimulus from one sensory modality facilitates subsequent learning with a new stimulus from a different sensory modality. The current study examined neuronal correlates of cross-modal transfer of Pavlovian eyeblink conditioning in rats. Neuronal activity was recorded from tetrodes within the anterior interpositus nucleus (IPN) of the cerebellum and basilar pontine nucleus (PN) during different phases of training. After stimulus pre-exposure and unpaired training sessions with a tone conditioned stimulus (CS), light CS, and periorbital stimulation unconditioned stimulus (US), rats received associative training with one of the CSs and the US (CS1-US). Training then continued on the same day with the other CS to assess cross-modal transfer (CS2-US). The final training session included associative training with both CSs on separate trials to establish stronger cross-modal transfer (CS1/CS2). Neurons in the IPN and PN showed primarily unimodal responses during pre-training sessions. Learning-related facilitation of activity correlated with the conditioned response (CR) developed in the IPN and PN during CS1-US training. Subsequent CS2-US training resulted in acquisition of CRs and learning-related neuronal activity in the IPN but substantially less little learning-related activity in the PN. Additional CS1/CS2 training increased CRs and learning-related activity in the IPN and PN during CS2-US trials. The findings suggest that cross-modal neuronal plasticity in the PN is driven by excitatory feedback from the IPN to the PN. Interacting plasticity mechanisms in the IPN and PN may underlie behavioral cross-modal transfer in eyeblink conditioning. PMID:21411647

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

None, None

The LEDS Global Partnership (LEDS GP) strives to advance climate-resilient, low-emission development through catalyzing collaboration, information exchange, and action on the ground. The Government of Kenya is a key LEDS GP member and offers an inspiring example of how LEDS GP is having an impact globally. The 2012 LEDS Collaboration in Action workshop in London provided an interactive space for members to share experiences on cross-ministerial LEDS leadership and to learn about concrete development impacts of LEDS around the world. Inspired by these stories, the Kenya's Ministry of State for Planning, National Development and Vision 2030 (MPND) began to collaboratemore » closely with the Ministry of Environment and Mineral Resources to create strong links between climate change action and development in the country, culminating in the integration of Kenya's National Climate Change Action Plan and the country's Medium Term Development Plan.« less

Virtual Reality and Active Videogame-Based Practice, Learning Needs, and Preferences: A Cross-Canada Survey of Physical Therapists and Occupational Therapists.

PubMed

Levac, Danielle; Glegg, Stephanie; Colquhoun, Heather; Miller, Patricia; Noubary, Farzad

2017-08-01

Describe the clinical use of virtual reality (VR)/active videogaming (AVG) by physical therapists (PTs) and occupational therapists (OTs) in Canada, identify usage barriers and facilitators, evaluate factors that predict intention to use VR/AVGs, and determine therapists' learning needs. Cross-sectional survey. Online survey of therapists in Canada who were members of 1 of 26 professional PT or OT colleges or associations using the Assessing Determinants Of Prospective Take-up of Virtual Reality (ADOPT-VR2) Instrument. We received 1071 (506 PTs, 562 OTs, 3 dual-trained) responses. Forty-six percent had clinical VR/AVG experience; only 12% reported current use, with the Wii being the most clinically accessible (41%) system. Therapists used VR/AVGs primarily in rehabilitation (32%) and hospital (29%) settings, preferentially targeting balance (39.3%) and physical activity (19.8%) outcomes. Stroke (25.8%), brain injury (15.3%), musculoskeletal (14.9%), and cerebral palsy (10.5%) populations were most frequently treated. Therapists with VR/AVG experience rated all ADOPT-VR2 constructs more highly than did those without experience (P < 0.001). Factors predictive of intention to use VR included the technology's perceived usefulness and therapist self-efficacy in VR/AVG use (P < 0.001). Highest-rated barriers to VR/AVG use were lack of funds, space, time, support staff, and appropriate clients, whereas facilitators included client motivation, therapist knowledge, and management support. Most (76%) respondents were interested in learning more. Understanding use, predictors of use, and learning needs is essential for developing knowledge translation initiatives to support clinical integration of VR/AVGs. Results of this first national survey will inform the creation of resources to support therapists in this field.

A needs assessment of education research topics among surgical educators in the United States.

PubMed

Phitayakorn, R; Salles, A; Falcone, J L; Jensen, A R; Steinemann, S; Torbeck, L

2017-02-01

There are currently no courses that focus specifically on surgical education research. A needs assessment of surgical educators is required to best design these courses. A cross-sectional survey-based study on all faculty members of the Association for Surgical Education was done to determine their education research needs. The overall response rate was 15% and the majority of the 78 respondents were physicians (63%) in their mid- to late career stage (65%). Participants thought research topics should be taught at an advanced level in a workshop format. Senior educators were less interested than junior educators in learning to create conceptual frameworks (p = 0.038) and presenting their research at national meetings (p = 0.014). Surgical educators desire more training in education research techniques that are taught in a workshop format at a national surgical education meeting. These workshops may lay the groundwork for a nationally recognized certificate in surgical education research. Copyright © 2016 Elsevier Inc. All rights reserved.

Cross-cultural Comparison of Learning in Human Hunting : Implications for Life History Evolution.

PubMed

MacDonald, Katharine

2007-12-01

This paper is a cross-cultural examination of the development of hunting skills and the implications for the debate on the role of learning in the evolution of human life history patterns. While life history theory has proven to be a powerful tool for understanding the evolution of the human life course, other schools, such as cultural transmission and social learning theory, also provide theoretical insights. These disparate theories are reviewed, and alternative and exclusive predictions are identified. This study of cross-cultural regularities in how children learn hunting skills, based on the ethnographic literature on traditional hunters, complements existing empirical work and highlights future areas for investigation.

CrossSim

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

Plimpton, Steven J.; Agarwal, Sapan; Schiek, Richard

2016-09-02

CrossSim is a simulator for modeling neural-inspired machine learning algorithms on analog hardware, such as resistive memory crossbars. It includes noise models for reading and updating the resistances, which can be based on idealized equations or experimental data. It can also introduce noise and finite precision effects when converting values from digital to analog and vice versa. All of these effects can be turned on or off as an algorithm processes a data set and attempts to learn its salient attributes so that it can be categorized in the machine learning training/classification context. CrossSim thus allows the robustness, accuracy, andmore » energy usage of a machine learning algorithm to be tested on simulated hardware.« less

Using speakers' referential intentions to model early cross-situational word learning.

PubMed

Frank, Michael C; Goodman, Noah D; Tenenbaum, Joshua B

2009-05-01

Word learning is a "chicken and egg" problem. If a child could understand speakers' utterances, it would be easy to learn the meanings of individual words, and once a child knows what many words mean, it is easy to infer speakers' intended meanings. To the beginning learner, however, both individual word meanings and speakers' intentions are unknown. We describe a computational model of word learning that solves these two inference problems in parallel, rather than relying exclusively on either the inferred meanings of utterances or cross-situational word-meaning associations. We tested our model using annotated corpus data and found that it inferred pairings between words and object concepts with higher precision than comparison models. Moreover, as the result of making probabilistic inferences about speakers' intentions, our model explains a variety of behavioral phenomena described in the word-learning literature. These phenomena include mutual exclusivity, one-trial learning, cross-situational learning, the role of words in object individuation, and the use of inferred intentions to disambiguate reference.

Not just another multi-professional course! Part 1. Rationale for a transformative curriculum.

PubMed

Duncan, Madeleine; Alperstein, Melanie; Mayers, Pat; Olckers, Lorna; Gibbs, Trevor

2006-02-01

Undergraduate inter- and multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn from and about each other through comparisons of roles, responsibilities, powers, duties and perspectives in order to promote integrated service. Described here is the educational rationale of a multi-professional course with a difference; one that injects value to undergraduate health professional education through the development of critical cross-field knowledge, skills and attitudes that unite rather than differentiate professions. The aim of this course, offered at the Faculty of Health Sciences, University of Cape Town, is to lay an integrated, pan-professional foundation for the advancement of collective commitment to and understanding of national health and social development objectives such as primary health care, human rights and professionalism. Pan-professional refers to curriculum content that is core and of critical relevance to all participating professions. What is learned, how it is learned, how learning is facilitated and how it is applied, has been co-constructed by a multi-professional design team representing a range of health professions (audiology, medicine, occupational therapy, nursing, physiotherapy and speech therapy) and academic disciplines (anthropology, sociology, psychology, history, African studies and social development, information technology and language literacy). Education specialists facilitate the ongoing design process ensuring that the structure and content of the curriculum complies with contemporary adult learning principles and national higher education imperatives. Designing the original curriculum required the deconstruction of intra-professional and disciplinary canons of knowledge and ways of 'doing things' in order to identify and develop shared interpretations of critical epistemology and axiology for health professional practice in the South African context. This enabled the alignment of the learning objectives, at first year level, of all the represented professions. The educational rationale guiding the curriculum design process is discussed in Part 1 of two articles. Part 2 describes the 'nuts and bolts' or practicalities of the curriculum design process.

The orthopaedic error index: development and application of a novel national indicator for assessing the relative safety of hospital care using a cross-sectional approach.

PubMed

Panesar, Sukhmeet S; Netuveli, Gopalakrishnan; Carson-Stevens, Andrew; Javad, Sundas; Patel, Bhavesh; Parry, Gareth; Donaldson, Liam J; Sheikh, Aziz

2013-11-21

The Orthopaedic Error Index for hospitals aims to provide the first national assessment of the relative safety of provision of orthopaedic surgery. Cross-sectional study (retrospective analysis of records in a database). The National Reporting and Learning System is the largest national repository of patient-safety incidents in the world with over eight million error reports. It offers a unique opportunity to develop novel approaches to enhancing patient safety, including investigating the relative safety of different healthcare providers and specialties. We extracted all orthopaedic error reports from the system over 1 year (2009-2010). The Orthopaedic Error Index was calculated as a sum of the error propensity and severity. All relevant hospitals offering orthopaedic surgery in England were then ranked by this metric to identify possible outliers that warrant further attention. 155 hospitals reported 48 971 orthopaedic-related patient-safety incidents. The mean Orthopaedic Error Index was 7.09/year (SD 2.72); five hospitals were identified as outliers. Three of these units were specialist tertiary hospitals carrying out complex surgery; the remaining two outlier hospitals had unusually high Orthopaedic Error Indexes: mean 14.46 (SD 0.29) and 15.29 (SD 0.51), respectively. The Orthopaedic Error Index has enabled identification of hospitals that may be putting patients at disproportionate risk of orthopaedic-related iatrogenic harm and which therefore warrant further investigation. It provides the prototype of a summary index of harm to enable surveillance of unsafe care over time across institutions. Further validation and scrutiny of the method will be required to assess its potential to be extended to other hospital specialties in the UK and also internationally to other health systems that have comparable national databases of patient-safety incidents.

Exploring students' conceptions of science learning via drawing: a cross-sectional analysis

NASA Astrophysics Data System (ADS)

Hsieh, Wen-Min; Tsai, Chin-Chung

2017-02-01

This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence of specified attributes. Data analysis showed that the majority of students pictured science learning as school-based, involving certain types of experiment or teacher lecturing. In addition, notable cross-sectional differences were found in the 'Activity' and 'Emotions and attitudes' categories in students' drawings. Three major findings were made: (1) lower grade level students conceptualised science learning with a didactic approach, while higher graders might possess a quantitative view of science learning (i.e. how much is learned, not how well it is learned), (2) students' positive and negative emotions and attitudes toward science learning reversed around middle school, and (3) female students expressed significantly more positive emotions and attitudes than their male counterparts. In conclusion, higher graders' unfruitful conceptions of science learning warrant educators' attention. Moreover, further investigation of girls' more positive emotions and attitudes found in this study is needed.

45 CFR 2515.10 - What are the service-learning programs of the Corporation for National and Community Service?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false What are the service-learning programs of the... Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SERVICE-LEARNING PROGRAM PURPOSES § 2515.10 What are the service-learning programs of the Corporation for National and Community...

45 CFR 2515.10 - What are the service-learning programs of the Corporation for National and Community Service?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false What are the service-learning programs of the... Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SERVICE-LEARNING PROGRAM PURPOSES § 2515.10 What are the service-learning programs of the Corporation for National and Community...

46 CFR 11.201 - General requirements for national and STCW officer endorsements.

Code of Federal Regulations, 2014 CFR

2014-10-01

...) The American National Red Cross; (ii) The American Heart Association; or (iii) A Coast Guard-approved... than 1 year from the date of application of — (i) The American National Red Cross Standard First Aid course or American National Red Cross Community First Aid & Safety course; or (ii) A Coast Guard-approved...

Reliability in Cross-National Content Analysis.

ERIC Educational Resources Information Center

Peter, Jochen; Lauf, Edmund

2002-01-01

Investigates how coder characteristics such as language skills, political knowledge, coding experience, and coding certainty affected inter-coder and coder-training reliability. Shows that language skills influenced both reliability types. Suggests that cross-national researchers should pay more attention to cross-national assessments of…

Exploring Students' Conceptions of Science Learning via Drawing: A Cross-Sectional Analysis

ERIC Educational Resources Information Center

Hsieh, Wen-Min; Tsai, Chin-Chung

2017-01-01

This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence…

Ethical Oversight of Student Data in Learning Analytics: A Typology Derived from a Cross-Continental, Cross-Institutional Perspective

ERIC Educational Resources Information Center

Willis, James E.; Slade, Sharon; Prinsloo, Paul

2016-01-01

The growth of learning analytics as a means to improve student learning outcomes means that student data is being collected, analyzed, and applied in previously unforeseen ways. As the use of this data continues to shape academic and support interventions, there is increasing need for ethical reflection on "operational" approvals for…

A Cross-Cultural Comparison of Singaporean and Taiwanese Eighth Graders' Science Learning Self-Efficacy from a Multi-Dimensional Perspective

ERIC Educational Resources Information Center

Lin, Tzung-Jin; Tan, Aik Ling; Tsai, Chin-Chung

2013-01-01

Due to the scarcity of cross-cultural comparative studies in exploring students' self-efficacy in science learning, this study attempted to develop a multi-dimensional science learning self-efficacy (SLSE) instrument to measure 316 Singaporean and 303 Taiwanese eighth graders' SLSE and further to examine the differences between the two student…

Cross-informant and cross-national equivalence using item-response theory (IRT) linking: A case study using the behavioral assessment for children of African heritage in the United States and Jamaica.

PubMed

Lambert, Michael Canute; Ferguson, Gail M; Rowan, George T

2016-03-01

Cross-national study of adolescents' psychological adjustment requires measures that permit reliable and valid assessment across informants and nations, but such measures are virtually nonexistent. Item-response-theory-based linking is a promising yet underutilized methodological procedure that permits more accurate assessment across informants and nations. To demonstrate this procedure, the Resilience Scale of the Behavioral Assessment for Children of African Heritage (Lambert et al., 2005) was administered to 250 African American and 294 Jamaican nonreferred adolescents and their caregivers. Multiple items without significant differential item functioning emerged, allowing scale linking across informants and nations. Calibrating item parameters via item response theory linking can permit cross-informant cross-national assessment of youth. (c) 2016 APA, all rights reserved).

Disseminating Innovations in Teaching Value-Based Care Through an Online Learning Network.

PubMed

Gupta, Reshma; Shah, Neel T; Moriates, Christopher; Wallingford, September; Arora, Vineet M

2017-08-01

A national imperative to provide value-based care requires new strategies to teach clinicians about high-value care. We developed a virtual online learning network aimed at disseminating emerging strategies in teaching value-based care. The online Teaching Value in Health Care Learning Network includes monthly webinars that feature selected innovators, online discussion forums, and a repository for sharing tools. The learning network comprises clinician-educators and health system leaders across North America. We conducted a cross-sectional online survey of all webinar presenters and the active members of the network, and we assessed program feasibility. Six months after the program launched, there were 277 learning community members in 22 US states. Of the 74 active members, 50 (68%) completed the evaluation. Active members represented independently practicing physicians and trainees in 7 specialties, nurses, educators, and health system leaders. Nearly all speakers reported that the learning network provided them with a unique opportunity to connect with a different audience and achieve greater recognition for their work. Of the members who were active in the learning network, most reported that strategies gleaned from the network were helpful, and some adopted or adapted these innovations at their home institutions. One year after the program launched, the learning network had grown to 364 total members. The learning network helped participants share and implement innovations to promote high-value care. The model can help disseminate innovations in emerging areas of health care transformation, and is sustainable without ongoing support after a period of start-up funding.

47 CFR 0.387 - Other national security and emergency preparedness delegations; cross reference.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Preparedness Delegations § 0.387 Other national security and emergency preparedness delegations; cross... 47 Telecommunication 1 2010-10-01 2010-10-01 false Other national security and emergency preparedness delegations; cross reference. 0.387 Section 0.387 Telecommunication FEDERAL COMMUNICATIONS...

Cross-National Invariance of Children's Temperament

ERIC Educational Resources Information Center

Benson, Nicholas; Oakland, Thomas; Shermis, Mark

2009-01-01

Measurement of temperament is an important endeavor with international appeal; however, cross-national invariance (i.e., equivalence of test scores across countries as established by empirical comparisons) of temperament tests has not been established in published research. This study examines the cross-national invariance of school-aged…

Pediatric residents' learning styles and temperaments and their relationships to standardized test scores.

PubMed

Tuli, Sanjeev Y; Thompson, Lindsay A; Saliba, Heidi; Black, Erik W; Ryan, Kathleen A; Kelly, Maria N; Novak, Maureen; Mellott, Jane; Tuli, Sonal S

2011-12-01

Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that 5 affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P  =  .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents.

Pediatric Residents' Learning Styles and Temperaments and Their Relationships to Standardized Test Scores

PubMed Central

Tuli, Sanjeev Y.; Thompson, Lindsay A.; Saliba, Heidi; Black, Erik W.; Ryan, Kathleen A.; Kelly, Maria N.; Novak, Maureen; Mellott, Jane; Tuli, Sonal S.

2011-01-01

Background Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that 5 affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. Methods This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. Results The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P  =  .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. Conclusions The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents. PMID:23205211

Cross-cultural communication: Tools for working with families and children.

PubMed

Ladha, Tehseen; Zubairi, Mohammad; Hunter, Andrea; Audcent, Tobey; Johnstone, Julie

2018-02-01

The ability to communicate effectively with patients and families is paramount for good patient care. This practice point reviews the importance of communicating effectively in cross-cultural encounters. The concept of cultural competence is introduced, along with the LEARN (Listen, Explain, Acknowledge, Recommend, Negotiate) model for cross-cultural communication. Three vignettes, one each in Indigenous, global, and newcomer child health, are used to illustrate challenges in cross-cultural communication and effective application of the LEARN model. Practical tips are provided for communicating across cultures.

Involving migrants in the development of guidelines for communication in cross-cultural general practice consultations: a participatory learning and action research project

PubMed Central

O'Reilly-de Brún, Mary; MacFarlane, Anne; de Brún, Tomas; Okonkwo, Ekaterina; Bonsenge Bokanga, Jean Samuel; Manuela De Almeida Silva, Maria; Ogbebor, Florence; Mierzejewska, Aga; Nnadi, Lovina; van den Muijsenbergh, Maria; van Weel-Baumgarten, Evelyn; van Weel, Chris

2015-01-01

Objective The aim of this research was to involve migrants and other key stakeholders in a participatory dialogue to develop a guideline for enhancing communication in cross-cultural general practice consultations. In this paper, we focus on findings about the use of formal versus informal interpreters because dialogues about these issues emerged as central to the identification of recommendations for best practice. Design This qualitative case study involved a Participatory Learning and Action (PLA) research methodology. Participants The sample comprised 80 stakeholders: 51 from migrant communities; 15 general practitioners (GPs) and general practice staff; 7 established migrants as peer researchers; 5 formal, trained interpreters; and 2 service planners from the national health authority. Setting Galway, Ireland. Results There was 100% consensus across stakeholder groups that while informal interpreters have uses for migrants and general practice staff, they are not considered acceptable as best practice. There was also 100% consensus that formal interpreters who are trained and working as per a professional code of practice are acceptable as best practice. Conclusions Policymakers and service planners need to work in partnership with service providers and migrants to progress the implementation of professional, trained interpreters as a routine way of working in general practice. PMID:26391628

Cross-situational word learning in aphasia.

PubMed

Peñaloza, Claudia; Mirman, Daniel; Cardona, Pedro; Juncadella, Montserrat; Martin, Nadine; Laine, Matti; Rodríguez-Fornells, Antoni

2017-08-01

Human learners can resolve referential ambiguity and discover the relationships between words and meanings through a cross-situational learning (CSL) strategy. Some people with aphasia (PWA) can learn word-referent pairings under referential uncertainty supported by online feedback. However, it remains unknown whether PWA can learn new words cross-situationally and if such learning ability is supported by statistical learning (SL) mechanisms. The present study examined whether PWA can learn novel word-referent mappings in a CSL task without feedback. We also studied whether CSL is related to SL in PWA and neurologically healthy individuals. We further examined whether aphasia severity, phonological processing and verbal short-term memory (STM) predict CSL in aphasia, and also whether individual differences in verbal STM modulate CSL in healthy older adults. Sixteen people with chronic aphasia underwent a CSL task that involved exposure to a series of individually ambiguous learning trials and a SL task that taps speech segmentation. Their learning ability was compared to 18 older controls and 39 young adults recruited for task validation. CSL in the aphasia group was below the older controls and young adults and took place at a slower rate. Importantly, we found a strong association between SL and CSL performance in all three groups. CSL was modulated by aphasia severity in the aphasia group, and by verbal STM capacity in the older controls. Our findings indicate that some PWA can preserve the ability to learn new word-referent associations cross-situationally. We suggest that both PWA and neurologically intact individuals may rely on SL mechanisms to achieve CSL and that verbal STM also influences CSL. These findings contribute to the ongoing debate on the cognitive mechanisms underlying this learning ability. Copyright © 2017 Elsevier Ltd. All rights reserved.

Building Learning Communities for Research Collaboration and Cross-Cultural Enrichment in Science Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.

2003-12-01

The GLOBE program has provided opportunities for environmental science research and education collaborations among scientists, teachers and K-12 students, and for cross-cultural enrichment nationally and abroad. In Alaska, GLOBE has also provided funding leverage in some cases, and a base for several other science education programs that share a common goal of increasing student interest, understanding, process skills and achievement in science, through involvement in ongoing research investigations. These programs that use GLOBE methodologies (standardized scientific measurements and learning activities developed by scientists and educators) are: Global Change Education Using Western Science and Native Knowledge also known as "Observing Locally, Connecting Globally" (OLCG); Alaska Earth System Science Education Alliance: Improving Understanding of Climate Variability and Its Relevance to Rural Alaska; Schoolyard Long Term Ecological Research; Alaska Rural Research Partnership; Alaska Partnership for Teacher Enhancement; Alaska Lake Ice and Snow Observatory Network; Alaska Boreal Forest Council Education Outreach; Calypso Farm and Ecology Center; Environmental Education Outreach; and also GLOBE Arctic POPs (persistent organic pollutants) a program that involves countries in the circumpolar North. The University of Alaska GLOBE Partnership has collaborated with the BLM Campbell Creek Science Center Globe Partnership in facilitating GLOBE Training Workshops and providing teacher support. GLOBE's extensive website including data entry, archive, analysis and visualization capabilities; GLOBE Teacher Guide, videos and other materials provided; excellent GLOBE science research and education staff, training support office, GLOBE help desk, alignment of GLOBE curriculum with national science education standards and GLOBE certification of teachers trained on even just one GLOBE investigation, have made it easier to implement GLOBE in the classroom. Using GLOBE, whole classes of students have engaged in and contributed data to science investigations. In Alaska, classes and individual students have conducted their own inquiry studies and have successfully presented their investigations and competed at science fairs and statewide high school science symposium and international conferences. Two students presented their research investigations at the GLOBE Learning Expedition in Croatia and four students presented their study at the GLOBE Arctic POPs Conference in Sweden. These students increased not only their understanding and knowledge of science but also in appreciation of people in other countries and their cultures. Friendships have also bloomed. The learning community in Alaska has expanded to include family and community members including Native elders (using OLCG), teachers, scientists and students from other countries. The following challenges remain: 1) getting funds to be able to provide GLOBE equipment and continuous support to GLOBE teachers and students throughout the year, 2) reaching teachers and students in remote areas, 3) rapid teacher turn-over rate in rural areas, 4) using inquiry-based pedagogies during GLOBE professional development workshops including the opportunity for teacher participants to conduct their own inquiries during the workshop, 5) time, school curriculum and national education requirement constraints, 6) involving school administrators, and more local scientists and community members, and 7) providing culturally relevant and responsive science education programs and life-long learning communities.

Weaving Action Learning into the Fabric of Manufacturing: The Impact of Humble Inquiry and Structured Reflection in a Cross-Cultural Context

ERIC Educational Resources Information Center

Luckman, Elizabeth A.

2017-01-01

This account of practice examines the implementation of and reactions to action learning through the Lean methodology in a unique, cross-cultural context. I review my time spent as a Lean coach; engaging with, training, and using action learning with employees in a garment manufacturing facility located in Bali, Indonesia. This research addresses…

Identity and Its Construal: Learning from Luxembourg.

PubMed

Murdock, Elke

2017-06-01

This article examines national identity construal processes within the case study context of Luxembourg. Building on research highlighting the modalities of generalization from case studies, I present the country case that is Luxembourg. This social universe has a foreign population percentage of 47% and what is considered majority and minority becomes increasingly fluid. The migration process itself is fluid, ranging from daily migration, to medium-term stays, return visits and permanent immigration including uptake of citizenship. Within such a fluid environment, where national borders are permeable at the physical level of crossing borders and (national) societies are nested within societies, culture contact is a permanent feature in daily life. Nationality becomes a salient feature as culture contact tends to prompt reflection, resulting in questioning and (re-)negotiation of national identity. This affects the native population as well as the diverse immigrant population - with diversity going beyond the level of country of origin. Many individuals are also of mixed nationality and some examples for the construal process of national identity will be provided, illustrating how national identity is negotiated at individual level. Like a periscope, this country let s us adjust mirrors, permitting us to observe modes of identity construal which would otherwise be obstructed from the field of view. The case study that is Luxembourg allows us to look at the micro-setting of the construction, potentially of something new.

Using place-based concepts, multicultural lenses, and hands-on experience to broaden participation in the sciences for native youth

NASA Astrophysics Data System (ADS)

Flick, K. C.; Keepseagle, L.

2013-12-01

Broadening the participation of Native Americans in the geosciences is an important yet challenging goal. The perspectives of native and typically underserved populations can contribute to pushing the geosciences to address emerging scientific, social, and cultural issues that are relevant for questions geoscience fields ask, as well as their future applications. We will discuss the multicultural learning processes implemented in a sustainability and bioenergy education project which is centered in science and culture and characterized by cross-institutional partnerships. The Place-Based Opportunities for Sustainable Outcomes and High Hopes (POSOH) project seeks to develop strategies for preparing all learners--including typically underserved youth from non-mainstream cultures--to pursue bioenergy- and sustainability-related studies and careers, while exploring the contributions of traditional and scientific ways of knowing to our understanding of ecosystems and sustainability. The project serves the Northeastern WI bioregion, which includes three nearby Menominee, Oneida, and Stockbridge-Munsee reservations; the College of Menominee Nation, an accredited tribally controlled community college; and the surrounding community. It also encompasses cross-institutional partnerships spanning several large education and research institutions across Northeastern United States. We will provide an overview of the project and detail more specifically our experiences with the high school Sustainability Leadership Cohort model to discuss our learning process and the successes and gaps we have discovered along the way. The learning framework includes (a) collaborative curriculum design and development, (b) high school sustainability engagement activities, and (c) undergraduate internship opportunities. The High School Sustainability Leadership Cohort (SLC) is led by the College of Menominee Nation's Sustainable Development Institute in collaboration with its POSOH partners. Through field trips to broaden perspective, self-directed action research projects, and formal and informal classroom settings, the SLC serves as a stepping stone for students to discover Science/Math/ Technology-related careers and interact with people and professionals of all ages who pursue these careers. SLC participation empowers young students so they may one day serve as leaders and roles models to positively influence their classmates, schools, and communities for future generations. Through this collaborative education design process we have used place-based concepts, multicultural lenses, and hands-on experiences to explore reciprocal learning relationships which broaden participation of native students in geosciences and geoscientists' participation in cultural teachings.

32 CFR 700.816 - The American National Red Cross.

Code of Federal Regulations, 2013 CFR

2013-07-01

... REGULATIONS AND OFFICIAL RECORDS UNITED STATES NAVY REGULATIONS AND OFFICIAL RECORDS The Commanding Officer Commanding Officers in General § 700.816 The American National Red Cross. (a) Pursuant to the request of the... Medical Command. (c) Activities and personnel of the American National Red Cross in areas subject to naval...

32 CFR 700.816 - The American National Red Cross.

Code of Federal Regulations, 2014 CFR

2014-07-01

... REGULATIONS AND OFFICIAL RECORDS UNITED STATES NAVY REGULATIONS AND OFFICIAL RECORDS The Commanding Officer Commanding Officers in General § 700.816 The American National Red Cross. (a) Pursuant to the request of the... Medical Command. (c) Activities and personnel of the American National Red Cross in areas subject to naval...

32 CFR 700.816 - The American National Red Cross.

Code of Federal Regulations, 2010 CFR

2010-07-01

... REGULATIONS AND OFFICIAL RECORDS UNITED STATES NAVY REGULATIONS AND OFFICIAL RECORDS The Commanding Officer Commanding Officers in General § 700.816 The American National Red Cross. (a) Pursuant to the request of the... Medical Command. (c) Activities and personnel of the American National Red Cross in areas subject to naval...

32 CFR 700.816 - The American National Red Cross.

Code of Federal Regulations, 2012 CFR

2012-07-01

... REGULATIONS AND OFFICIAL RECORDS UNITED STATES NAVY REGULATIONS AND OFFICIAL RECORDS The Commanding Officer Commanding Officers in General § 700.816 The American National Red Cross. (a) Pursuant to the request of the... Medical Command. (c) Activities and personnel of the American National Red Cross in areas subject to naval...

32 CFR 700.816 - The American National Red Cross.

Code of Federal Regulations, 2011 CFR

2011-07-01

... REGULATIONS AND OFFICIAL RECORDS UNITED STATES NAVY REGULATIONS AND OFFICIAL RECORDS The Commanding Officer Commanding Officers in General § 700.816 The American National Red Cross. (a) Pursuant to the request of the... Medical Command. (c) Activities and personnel of the American National Red Cross in areas subject to naval...

The Institution of Advertising: Predictors of Cross-National Differences in Consumer Confidence.

ERIC Educational Resources Information Center

Zinkhan, George M.; Balazs, Anne L.

1998-01-01

Contributes to scholarship on advertising and cross-cultural studies by exploring cultural factors affecting customer confidence in advertising. Uses a sample of 16 European nations to test G. Hofstede's theory of cross-national values. Finds that Hofstede's dimensions of uncertainty avoidance, masculinity, and individualism are important…

Do Chinese International Students' Personalities Change during Cross-National Transitions?

ERIC Educational Resources Information Center

Wang, Kenneth T.; Tian, Lu; Fujiki, Mayo; Bordon, Jennifer J.

2017-01-01

Perfectionism is a multidimensional personality construct salient for international students; they are known to be likely high achievers in their home country and face several acculturative challenges after crossing national borders. This study examined whether perfectionist types changed during cross-national transitions in a sample of 227…

Model United Nations and Deep Learning: Theoretical and Professional Learning

ERIC Educational Resources Information Center

Engel, Susan; Pallas, Josh; Lambert, Sarah

2017-01-01

This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl's (2001) four levels of knowledge or…

Lifelong Learning--A Public Library Perspective.

ERIC Educational Resources Information Center

Kahlert, Maureen

This paper presents a public library perspective on lifelong learning. The first section discusses the lifelong learning challenge, including the aims of the Australian National Marketing Strategy for Skills and Lifelong Learning, and findings of a national survey related to the value of and barriers to learning. The second section addresses the…

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

Strength of Temporal White Matter Pathways Predicts Semantic Learning.

PubMed

Ripollés, Pablo; Biel, Davina; Peñaloza, Claudia; Kaufmann, Jörn; Marco-Pallarés, Josep; Noesselt, Toemme; Rodríguez-Fornells, Antoni

2017-11-15

Learning the associations between words and meanings is a fundamental human ability. Although the language network is cortically well defined, the role of the white matter pathways supporting novel word-to-meaning mappings remains unclear. Here, by using contextual and cross-situational word learning, we tested whether learning the meaning of a new word is related to the integrity of the language-related white matter pathways in 40 adults (18 women). The arcuate, uncinate, inferior-fronto-occipital and inferior-longitudinal fasciculi were virtually dissected using manual and automatic deterministic fiber tracking. Critically, the automatic method allowed assessing the white matter microstructure along the tract. Results demonstrate that the microstructural properties of the left inferior-longitudinal fasciculus predict contextual learning, whereas the left uncinate was associated with cross-situational learning. In addition, we identified regions of special importance within these pathways: the posterior middle temporal gyrus, thought to serve as a lexical interface and specifically related to contextual learning; the anterior temporal lobe, known to be an amodal hub for semantic processing and related to cross-situational learning; and the white matter near the hippocampus, a structure fundamental for the initial stages of new-word learning and, remarkably, related to both types of word learning. No significant associations were found for the inferior-fronto-occipital fasciculus or the arcuate. While previous results suggest that learning new phonological word forms is mediated by the arcuate fasciculus, these findings show that the temporal pathways are the crucial neural substrate supporting one of the most striking human abilities: our capacity to identify correct associations between words and meanings under referential indeterminacy. SIGNIFICANCE STATEMENT The language-processing network is cortically (i.e., gray matter) well defined. However, the role of the white matter pathways that support novel word learning within this network remains unclear. In this work, we dissected language-related (arcuate, uncinate, inferior-fronto-occipital, and inferior-longitudinal) fasciculi using manual and automatic tracking. We found the left inferior-longitudinal fasciculus to be predictive of word-learning success in two word-to-meaning tasks: contextual and cross-situational learning paradigms. The left uncinate was predictive of cross-situational word learning. No significant correlations were found for the arcuate or the inferior-fronto-occipital fasciculus. While previous results showed that learning new phonological word forms is supported by the arcuate fasciculus, these findings demonstrate that learning new word-to-meaning associations is mainly dependent on temporal white matter pathways. Copyright © 2017 the authors 0270-6474/17/3711102-13$15.00/0.

National Education Policy and the Learning Subject: Exploring the Gaps

ERIC Educational Resources Information Center

Silbert, Patti

2009-01-01

I explore the relationship between education policy and identity by looking at how the learning subject is constituted at national education policy level. The notion of the "ideal South African learning subject", which I suggest, foregrounds national education policy discourse, contradicts the reality of continued class, race, cultural…

Cross-domain and multi-task transfer learning of deep convolutional neural network for breast cancer diagnosis in digital breast tomosynthesis

NASA Astrophysics Data System (ADS)

Samala, Ravi K.; Chan, Heang-Ping; Hadjiiski, Lubomir; Helvie, Mark A.; Richter, Caleb; Cha, Kenny

2018-02-01

We propose a cross-domain, multi-task transfer learning framework to transfer knowledge learned from non-medical images by a deep convolutional neural network (DCNN) to medical image recognition task while improving the generalization by multi-task learning of auxiliary tasks. A first stage cross-domain transfer learning was initiated from ImageNet trained DCNN to mammography trained DCNN. 19,632 regions-of-interest (ROI) from 2,454 mass lesions were collected from two imaging modalities: digitized-screen film mammography (SFM) and full-field digital mammography (DM), and split into training and test sets. In the multi-task transfer learning, the DCNN learned the mass classification task simultaneously from the training set of SFM and DM. The best transfer network for mammography was selected from three transfer networks with different number of convolutional layers frozen. The performance of single-task and multitask transfer learning on an independent SFM test set in terms of the area under the receiver operating characteristic curve (AUC) was 0.78+/-0.02 and 0.82+/-0.02, respectively. In the second stage cross-domain transfer learning, a set of 12,680 ROIs from 317 mass lesions on DBT were split into validation and independent test sets. We first studied the data requirements for the first stage mammography trained DCNN by varying the mammography training data from 1% to 100% and evaluated its learning on the DBT validation set in inference mode. We found that the entire available mammography set provided the best generalization. The DBT validation set was then used to train only the last four fully connected layers, resulting in an AUC of 0.90+/-0.04 on the independent DBT test set.

Social Capital, Economic Development, and Homicide: A Cross-National Investigation

ERIC Educational Resources Information Center

Robbins, Blaine; Pettinicchio, David

2012-01-01

This article draws from an ongoing debate over explanations of homicide. Within this debate, we investigate the pro-social effects of civil society and social capital. Few cross-national studies explore whether elements of social capital either increase or decrease homicide. The cross-national work that does is often characterized by small,…

Edutourism Taka Bonerate National Park through Scientific Approach to Improve Student Learning Outcomes

NASA Astrophysics Data System (ADS)

Hayati, R. S.

2017-02-01

This research aim is develop the potential of Taka Bonerate National Park as learning resources through edutourism with scientific approach to improve student learning outcomes. Focus of student learning outcomes are students psychomotor abilities and comprehension on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The edutourism development products are teacher manual, edutourism worksheet, material booklet, guide’s manual, and Taka Bonerate National Park governor manual. The method to develop edutourism products is ADDIE research and development model that consist of analysis, design, development and production, implementation, and evaluation step. The subjects in the implementation step were given a pretest and posttest and observation sheet to see the effect of edutourism Taka Bonerate National Park through scientific approach to student learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The data were analyzed qualitative descriptively. The research result is edutourism Taka Bonerate National Park through scientific approach can improve students learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. Edutourism Taka Bonerate National Park can be an alternative of learning method on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics.

Cross-Modal Binding in Developmental Dyslexia

ERIC Educational Resources Information Center

Jones, Manon W.; Branigan, Holly P.; Parra, Mario A.; Logie, Robert H.

2013-01-01

The ability to learn visual-phonological associations is a unique predictor of word reading, and individuals with developmental dyslexia show impaired ability in learning these associations. In this study, we compared developmentally dyslexic and nondyslexic adults on their ability to form cross-modal associations (or "bindings") based…

Understanding Health Professionals' Informal Learning in Online Social Networks: A Cross-Sectional Survey.

PubMed

Li, Xin; Verspoor, Karin; Gray, Kathleen; Barnett, Stephen

2017-01-01

Online social networks (OSNs) enable health professionals to learn informally, for example by sharing medical knowledge, or discussing practice management challenges and clinical issues. Understanding how learning occurs in OSNs is necessary to better support this type of learning. Through a cross-sectional survey, this study found that learning interaction in OSNs is low in general, with a small number of active users. Some health professionals actively used OSNs to support their practice, including sharing practical and experiential knowledge, benchmarking themselves, and to keep up-to-date on policy, advanced information and news in the field. These health professionals had an overall positive learning experience in OSNs.

Baby's first 10 words.

PubMed

Tardif, Twila; Fletcher, Paul; Liang, Weilan; Zhang, Zhixiang; Kaciroti, Niko; Marchman, Virginia A

2008-07-01

Although there has been much debate over the content of children's first words, few large sample studies address this question for children at the very earliest stages of word learning. The authors report data from comparable samples of 265 English-, 336 Putonghua- (Mandarin), and 369 Cantonese-speaking 8- to 16-month-old infants whose caregivers completed MacArthur-Bates Communicative Development Inventories and reported them to produce between 1 and 10 words. Analyses of individual words indicated striking commonalities in the first words that children learn. However, substantive cross-linguistic differences appeared in the relative prevalence of common nouns, people terms, and verbs as well as in the probability that children produced even one of these word types when they had a total of 1-3, 4-6, or 7-10 words in their vocabularies. These data document cross-linguistic differences in the types of words produced even at the earliest stages of vocabulary learning and underscore the importance of parental input and cross-linguistic/cross-cultural variations in children's early word-learning.

Lifelong Learning: Investing in a Better Society. Policy and Funding Proposals.

ERIC Educational Resources Information Center

Brown, Tony

Adult Learning in Australia (ALA), the lead organization in the field of adult learning in Australia and the national organization for adult learners in Australia, reviewed the current state of lifelong learning in Australia and identified why and how Australian policymakers should develop and finance a national strategy for lifelong learning. The…

Incarceration and Relative Poverty in Cross-National Perspective: The Moderating Roles of Female Employment and the Welfare State

PubMed Central

Gottlieb, Aaron

2017-01-01

A growing body of scholarship explores how incarceration contributes to inequality. The majority of this scholarship focuses on individual-level outcomes or aggregate outcomes within the United States. Despite substantial cross-national variation in incarceration rates, we know little about whether these differences contribute to cross-national variation in inequality outcomes. Using data from the period 1971–2010 from 15 advanced democracies, this study begins to fill this gap by exploring whether cross-national differences in incarceration rates help to explain cross-national differences in relative poverty rates. Although this research finds no average association, this null association obscures the important moderating role of country context. The association between incarceration and relative poverty is contingent upon a country’s female employment rate and welfare state generosity. PMID:29104322

Community-University Partnerships for Mutual Learning.

ERIC Educational Resources Information Center

Gelmon, Sherril B.; Holland, Barbara A.; Seifer, Sarena D.; Shinnamon, Anu; Connors, Kara

1998-01-01

Discusses what has been learned about building school/community partnerships through the "Health Professions Schools in Service to the Nation Program," a national demonstration program of service-learning in health-professions education. Issues include: the challenge of distinguishing service learning from clinical experience; community attitudes…

How children learn about sex: a cross-species and cross-cultural analysis.

PubMed

Josephs, Lawrence

2015-05-01

Scattered and not widely disseminated evidence from primatology, anthropology, and history of childhood sexuality support the hypothesis that throughout much of human behavioral evolution that human children have learned about sex through observing parental sexuality and then imitating it in sexual rehearsal play with peers. Contemporary theories of psychosexual development have not considered the possibility that young children are predisposed to learn about sex through observational learning and sexual rehearsal play during early childhood, a primate-wide trait that is conserved in humans but suppressed in contemporary contexts.

"Getting Practical" and the National Network of Science Learning Centres

ERIC Educational Resources Information Center

Chapman, Georgina; Langley, Mark; Skilling, Gus; Walker, John

2011-01-01

The national network of Science Learning Centres is a co-ordinating partner in the Getting Practical--Improving Practical Work in Science programme. The principle of training provision for the "Getting Practical" programme is a cascade model. Regional trainers employed by the national network of Science Learning Centres trained the cohort of local…

Developing cross-sectoral quality assurance for cataract surgery in the statutory quality assurance program of the German health care system: Experiences and lessons learned.

PubMed

Bramesfeld, Anke; Pauletzki, Jürgen; Behrenz, Lars; Szecsenyi, Joachim; Willms, Gerald; Broge, Björn

2015-08-01

Since 2001, statutory external quality assurance (QA) for hospital care has been in place in the German health system. In 2009, the decision was taken to expand it to cross-sectoral procedures. This novel and unprecedented form of national QA aims at (1) making the quality procedures comparable that are provided both in inpatient and outpatient care, (2) following-up outcomes of hospital care after patients' discharge and (3) measuring the quality of complex treatment chains across interfaces. As a pioneer procedure a QA procedure in cataract surgery QA was developed. Using this as an example, challenges of cross-sectoral QA are highlighted. These challenges relate, in particular, to three technical problems: triggering cases for documentation, following-up patients' after hospital discharge, and the burden of documentation in outpatient care. These problems resulted finally in the haltering of the development of the QA procedure. However, the experiences gained with this first development of cross-sectoral QA inspired the reorientation and further development of the field in Germany. Future cross-sectoral QA will rigorously aim at keeping burden of documentation small. It will draw data for QA mainly at three sources: routine data, patient surveys and peer reviews using indicators. Policy implications of this reorientation are discussed. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Online Learning as a Strategic Asset. Volume I: A Resource for Campus Leaders. A Report on the Online Education Benchmarking Study Conducted by the APLU-Sloan National Commission on Online Learning

ERIC Educational Resources Information Center

McCarthy, Sally A.

2009-01-01

Online learning is a complex undertaking that holds great potential as a teaching and learning mode that public colleges and universities may strategically employ to achieve broad institutional priorities and contribute to the attainment of national goals. The Association of Public and Land-grant Universities- (APLU) Sloan National Commission on…

Cultural Cross-Currents in Second Language Literacy Education

ERIC Educational Resources Information Center

Bodycott, Peter

2006-01-01

This paper discusses the concept of "cultural cross-currents," their implicit nature and the potential they have to effect second language literacy learning, teaching and curriculum reform in Hong Kong primary classrooms. Despite the substantive implications for learning, the exploration of cultural influences upon teacher and student…

Emotional textile image classification based on cross-domain convolutional sparse autoencoders with feature selection

NASA Astrophysics Data System (ADS)

Li, Zuhe; Fan, Yangyu; Liu, Weihua; Yu, Zeqi; Wang, Fengqin

2017-01-01

We aim to apply sparse autoencoder-based unsupervised feature learning to emotional semantic analysis for textile images. To tackle the problem of limited training data, we present a cross-domain feature learning scheme for emotional textile image classification using convolutional autoencoders. We further propose a correlation-analysis-based feature selection method for the weights learned by sparse autoencoders to reduce the number of features extracted from large size images. First, we randomly collect image patches on an unlabeled image dataset in the source domain and learn local features with a sparse autoencoder. We then conduct feature selection according to the correlation between different weight vectors corresponding to the autoencoder's hidden units. We finally adopt a convolutional neural network including a pooling layer to obtain global feature activations of textile images in the target domain and send these global feature vectors into logistic regression models for emotional image classification. The cross-domain unsupervised feature learning method achieves 65% to 78% average accuracy in the cross-validation experiments corresponding to eight emotional categories and performs better than conventional methods. Feature selection can reduce the computational cost of global feature extraction by about 50% while improving classification performance.

Flexible Learning: Proceedings of the National Academy for Integration of Research, Teaching and Learning Annual Conference (4th, Dublin, Ireland, October 6-7, 2010)

ERIC Educational Resources Information Center

National Academy for Integration of Research, Teaching and Learning (NJ1), 2011

2011-01-01

This volume presents 64 abstracts of keynote and parallel paper presentations of the Irish National Academy for Integration of Research, Teaching and Learning's (NAIRTL) conference on the theme of flexible learning. The Flexible Learning conference was a joint initiative by NAIRTL and the Learning Innovation Network. The keynote presentations can…

Literacy Education for Nursery School Children of Cross-National Marriages in Taiwan

ERIC Educational Resources Information Center

Yeh, Yu-ching

2014-01-01

In the past decade, more and more Taiwanese men have married women from Southeast Asian countries and China. Children of cross-national marriages now account for one-tenth of primary school pupils. Previous research on primary and secondary school pupils' performance in different subjects has indicated that the children of cross-national marriages…

The Cross-National Relevance of U.S. Formulated Theories of College Student Departure

ERIC Educational Resources Information Center

Braxton, John M.

2013-01-01

This article focuses on the cross-national relevance of theories of college student departure formulated by U.S. scholars. Some aspects of U.S. developed theories of college student departure hold some semblance of cross-national relevance. Economic and sociological perspectives provide such aspects. The weighing of costs and benefits inherent in…

Citizenship rights for immigrants: national political processes and cross-national convergence in western Europe, 1980-2008.

PubMed

Koopmans, Ruud; Michalowski, Ines; Waibel, Stine

2012-01-01

Immigrant citizenship rights in the nation-state reference both theories of cross-national convergence and the resilience of national political processes. This article investigates European countries' attribution of rights to immigrants: Have these rights become more inclusive and more similar across countries? Are they affected by EU membership, the role of the judiciary, the party in power, the size of the immigrant electorate, or pressure exerted by anti-immigrant parties? Original data on 10 European countries, 1980-2008, reveal no evidence for cross-national convergence. Rights tended to become more inclusive until 2002, but stagnated afterward. Electoral changes drive these trends: growth of the immigrant electorate led to expansion, but countermobilization by right-wing parties slowed or reversed liberalizations. These electoral mechanisms are in turn shaped by long-standing policy traditions, leading to strong path dependence and the reproduction of preexisting cross-national differences.

The Impact of Incessant Strike Actions and Industrial Disputes in Cross River University of Technology and Its Effect on Students Motivation to Learning

ERIC Educational Resources Information Center

Orok-Duke, Orok Ekpo; Sackey, Jacob; Usiabulu, Michael; Bassey, Okpa Inah

2016-01-01

The purpose of this study was to find out the impact of incessant strike actions and industrial disputes in Cross River University of Technology and its effect on students' motivation to learning. Over the years, a considerable amount of effort has been put on ground in order to run the Cross River University of Technology devoid of financial…

A Major E-Learning Project to Renovate Science Learning Environment in Taiwan

ERIC Educational Resources Information Center

Chang, Chun-Yen; Lee, Greg

2010-01-01

This article summarizes a major e-Learning project recently funded by the National Science Council of Taiwan and envisions some of the future research directions in this area. This project intends to initiate the "Center for excellence in e-Learning Sciences (CeeLS): i[superscript 4] future learning environment" at the National Taiwan…

A cross-sectional mixed methods study protocol to generate learning from patient safety incidents reported from general practice.

PubMed

Carson-Stevens, Andrew; Hibbert, Peter; Avery, Anthony; Butlin, Amy; Carter, Ben; Cooper, Alison; Evans, Huw Prosser; Gibson, Russell; Luff, Donna; Makeham, Meredith; McEnhill, Paul; Panesar, Sukhmeet S; Parry, Gareth; Rees, Philippa; Shiels, Emma; Sheikh, Aziz; Ward, Hope Olivia; Williams, Huw; Wood, Fiona; Donaldson, Liam; Edwards, Adrian

2015-12-01

Incident reports contain descriptions of errors and harms that occurred during clinical care delivery. Few observational studies have characterised incidents from general practice, and none of these have been from the England and Wales National Reporting and Learning System. This study aims to describe incidents reported from a general practice care setting. A general practice patient safety incident classification will be developed to characterise patient safety incidents. A weighted-random sample of 12,500 incidents describing no harm, low harm and moderate harm of patients, and all incidents describing severe harm and death of patients will be classified. Insights from exploratory descriptive statistics and thematic analysis will be combined to identify priority areas for future interventions. The need for ethical approval was waivered by the Aneurin Bevan University Health Board research risk review committee given the anonymised nature of data (ABHB R&D Ref number: SA/410/13). The authors will submit the results of the study to relevant journals and undertake national and international oral presentations to researchers, clinicians and policymakers. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Nursing students' conception of clinical skills training before and after their first clinical placement: A quantitative, evaluative study.

PubMed

Struksnes, Solveig; Engelien, Ragna Ingeborg

2016-01-01

Education institution and practice field have a joint responsibility with regard to facilitating a learning environment for the nursing students that provides learning outcomes in accordance with the National Curriculum. Using simulated patient situations is about ensuring a safe learning environment where mistakes are not putting real patients' lives in danger. To compare nursing students' experiences with a skills training situation immediately after the training and after their ten weeks clinical placement in nursing homes. Quantitative, cross-sectional and evaluative. Full- and part-time students in their first year of a Bachelor of Nursing degree. The students answered a questionnaire on two different occasions, immediately after skills training and after internship in a nursing home. Being a "patient" and a "nurse" in simulation was experienced as useful to clinical practice. Students with previous experience had a significantly higher perception of mastering the procedure after the internship, while unexperienced fellow students did not report any significant increase with regard to a sense of coping during their clinical practice. The findings raise questions if there are aspects with the education institution or the practice field that should be improved to help facilitate a better learning process for students without any previous experience. Copyright © 2015 Elsevier Ltd. All rights reserved.

A geospatial model of ambient sound pressure levels in the contiguous United States.

PubMed

Mennitt, Daniel; Sherrill, Kirk; Fristrup, Kurt

2014-05-01

This paper presents a model that predicts measured sound pressure levels using geospatial features such as topography, climate, hydrology, and anthropogenic activity. The model utilizes random forest, a tree-based machine learning algorithm, which does not incorporate a priori knowledge of source characteristics or propagation mechanics. The response data encompasses 270 000 h of acoustical measurements from 190 sites located in National Parks across the contiguous United States. The explanatory variables were derived from national geospatial data layers and cross validation procedures were used to evaluate model performance and identify variables with predictive power. Using the model, the effects of individual explanatory variables on sound pressure level were isolated and quantified to reveal systematic trends across environmental gradients. Model performance varies by the acoustical metric of interest; the seasonal L50 can be predicted with a median absolute deviation of approximately 3 dB. The primary application for this model is to generalize point measurements to maps expressing spatial variation in ambient sound levels. An example of this mapping capability is presented for Zion National Park and Cedar Breaks National Monument in southwestern Utah.

Cross-Cultural Communication Workshops: Experiential Learning for Living in a Multicultural Society.

ERIC Educational Resources Information Center

Armour, Monica

1979-01-01

The primary objectives of Cross-Cultural Communication Workshop (CCCW) groups are to increase awareness among participants of the role their cultural backgrounds play in influencing their values, perceptions, and behavior and to help them learn more effective ways of communicating with each other. (Author/EB)

Analysis of Cross-Cultural Online Collaborative Learning with Social Software

ERIC Educational Resources Information Center

Law, Effie Lai-Chong; Nguyen-Ngoc, Anh Vu

2010-01-01

Purpose: The rising popularity of social software poses challenges to the design and evaluation of pedagogically sound cross-cultural online collaborative learning environments (OCLEs). In the literature of computer-mediated communications, there exist only a limited number of related empirical studies, indicating that it is still an emergent…

Cross-Cultural School-Based Encounters as Global Health Education

ERIC Educational Resources Information Center

Bruselius-Jensen, Maria; Renwick, Kerry; Aagaard-Hansen, Jens

2017-01-01

Objective: Drawing on the concepts of the cosmopolitan person and democratic health education, this article explores the merits of primary school-based, cross-cultural dialogues for global health education. Design: A qualitative study of the learning outcomes of the Move/Eat/Learn (MEL) project. MEL facilitates cultural meetings, primarily…

Cross-Situational Learning of Minimal Word Pairs

ERIC Educational Resources Information Center

Escudero, Paola; Mulak, Karen E.; Vlach, Haley A.

2016-01-01

"Cross-situational statistical learning" of words involves tracking co-occurrences of auditory words and objects across time to infer word-referent mappings. Previous research has demonstrated that learners can infer referents across sets of very phonologically distinct words (e.g., WUG, DAX), but it remains unknown whether learners can…

Learning Object Names at Different Hierarchical Levels Using Cross-Situational Statistics

ERIC Educational Resources Information Center

Chen, Chi-hsin; Zhang, Yayun; Yu, Chen

2018-01-01

Objects in the world usually have names at different hierarchical levels (e.g., "beagle," "dog," "animal"). This research investigates adults' ability to use cross-situational statistics to simultaneously learn object labels at individual and category levels. The results revealed that adults were able to use…

Business continuity in blood services: two case studies from events with potentially catastrophic effect on the national provision of blood components.

PubMed

Morgan, S J; Rackham, R A; Penny, S; Lawson, J R; Walsh, R J; Ismay, S L

2015-02-01

NHS Blood and Transplant (NHSBT) and the Australian Red Cross Blood Service (ARCBS) are national blood establishments providing blood components to England and North Wales, and Australia, respectively. In 2012, both services experienced potentially catastrophic challenges to key assets. NHSBT suffered a flood that closed the largest blood-manufacturing centre in Europe, whilst ARCBS experienced the failure of a data centre network switch that rendered the national blood management system inaccessible for 42 h. This paper describes both crisis events, including the immediate actions, recovery procedures and lessons learned. Both incidents triggered emergency response plans. These included hospital reprovisioning and recovery from the incident. Once normal services had been restored, both events were subjected to root cause analysis (RCA) and production of 'lessons learned' reports. In both scenarios, the key enablers of rapid recovery were established emergency plans, clear leadership and the support of a flexible workforce. Product issues to hospitals were unaffected, and there were no abnormal trends in hospital complaints. RCA identified the importance of risk mitigations that require co-operation with external organizations. Reviews of both events identified opportunities to enhance business resilience through prior identification of external risks and improvements to contingency plans, for example by implementing mass messaging to staff and other stakeholders. Blood establishment emergency plans tend to focus on responding to mass casualty events. However, consolidation of manufacturing to fewer sites combined with a reliance on national IT systems increases the impact of loss of function. Blood services should develop business continuity plans which include prevention of such losses, and the maintenance of services and disaster recovery. © 2014 International Society of Blood Transfusion.

The unrealized promise of infant statistical word-referent learning

PubMed Central

Smith, Linda B.; Suanda, Sumarga H.; Yu, Chen

2014-01-01

Recent theory and experiments offer a new solution as to how infant learners may break into word learning, by using cross-situational statistics to find the underlying word-referent mappings. Computational models demonstrate the in-principle plausibility of this statistical learning solution and experimental evidence shows that infants can aggregate and make statistically appropriate decisions from word-referent co-occurrence data. We review these contributions and then identify the gaps in current knowledge that prevent a confident conclusion about whether cross-situational learning is the mechanism through which infants break into word learning. We propose an agenda to address that gap that focuses on detailing the statistics in the learning environment and the cognitive processes that make use of those statistics. PMID:24637154

Necessary but Insufficient

PubMed Central

2017-01-01

Abstract Cross-national data production in social science research has increased dramatically in recent decades. Assessing the comparability of data is necessary before drawing substantive conclusions that are based on cross-national data. Researchers assessing data comparability typically use either quantitative methods such as multigroup confirmatory factor analysis or qualitative methods such as online probing. Because both methods have complementary strengths and weaknesses, this study applies both multigroup confirmatory factor analysis and online probing in a mixed-methods approach to assess the comparability of constructive patriotism and nationalism, two important concepts in the study of national identity. Previous measurement invariance tests failed to achieve scalar measurement invariance, which prohibits a cross-national comparison of latent means (Davidov 2009). The arrival of the 2013 ISSP Module on National Identity has encouraged a reassessment of both constructs and a push to understand why scalar invariance cannot be achieved. Using the example of constructive patriotism and nationalism, this study demonstrates how the combination of multigroup confirmatory factor analysis and online probing can uncover and explain issues related to cross-national comparability. PMID:28579643

Improving Student Learning Outcomes with Service Learning

ERIC Educational Resources Information Center

Prentice, Mary; Robinson, Gail

2010-01-01

In 2006 the Learn and Serve America program of the Corporation for National and Community Service awarded a three-year grant to the American Association of Community Colleges (AACC). Selected through a national competition, thirteen colleges participated in AACC's "Community Colleges Broadening Horizons through Service Learning" grant project.…

Distance Learning in Higher Education. CHEA Update Number 3.

ERIC Educational Resources Information Center

Council for Higher Education Accreditation, Washington, DC.

This report discusses issues related to distance learning in higher education. Section 1, "The Expanding Universe of Distance Learning," examines: data from a new national survey on higher education distance learning; Internet access in elementary and secondary schools; the 1999 national survey of information technology in higher…

Teaching and Learning National Transformation Programme

ERIC Educational Resources Information Center

Browne, Liz

2006-01-01

This article reports on a research project undertaken on behalf of the Standards Unit to research the impact of the Teaching and Learning National Transformation Programme for the Learning and Skills sector. The transformational programme is best described as having three enablers, namely teaching and learning resources to support practitioners,…

A National Strategy for Lifelong Learning.

ERIC Educational Resources Information Center

Coffield, Frank, Ed.

The first paper of this set of 12 conference papers, "Nine Learning Fallacies and Their Replacement by a National Strategy for Lifelong Learning," by Frank Coffield, synthesizes the opinions of other participants, and goes beyond them to set forth an outline of a strategy for lifelong learning in the United Kingdom. Following this…

Genetics Home Reference: 48,XXYY syndrome

MedlinePlus

... degree of difficulty with speech and language development. Learning disabilities, especially those that are language-based, are very ... Autism Speaks CHADD: The National Resource on ADHD Learning Disabilities Association of America National Center for Learning Disabilities ...

Learning Disabilities: Implications for Policy regarding Research and Practice--A Report by the National Joint Committee on Learning Disabilities, March 2011

ERIC Educational Resources Information Center

Learning Disabilities: A Multidisciplinary Journal, 2012

2012-01-01

The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support…

Cross-fostering alters advertisement vocalizations of grasshopper mice (Onychomys): Evidence for the developmental stress hypothesis.

PubMed

Pasch, Bret; Abbasi, Mustafa Z; Wilson, Macey; Zhao, Daniel; Searle, Jeremy B; Webster, Michael S; Rice, Aaron N

2016-04-01

Nutritional stress can have lasting impacts on the development of traits involved in vocal production. Cross-fostering experiments are often used to examine the propensity for vocal learning in a variety of taxa, but few studies assess the influence of malnourishment that can occur as a byproduct of this technique. In this study, we reciprocally cross-fostered sister taxa of voluble grasshopper mice (genus Onychomys) to explore their propensity for vocal learning. Vocalizations of Onychomys leucogaster did not differ between control and cross-fostered animals, but cross-fostered Onychomys arenicola produced vocalizations that were higher in frequency in a direction away from tutors. These same animals exhibited a transient reduction in body mass early in development, indicative of malnutrition. Our findings simultaneously refute vocal learning and support the developmental stress hypothesis to highlight the importance of early ontogeny on the production of vocalizations later in life. Copyright © 2016 Elsevier Inc. All rights reserved.

Radar detection with the Neyman-Pearson criterion using supervised-learning-machines trained with the cross-entropy error

NASA Astrophysics Data System (ADS)

Jarabo-Amores, María-Pilar; la Mata-Moya, David de; Gil-Pita, Roberto; Rosa-Zurera, Manuel

2013-12-01

The application of supervised learning machines trained to minimize the Cross-Entropy error to radar detection is explored in this article. The detector is implemented with a learning machine that implements a discriminant function, which output is compared to a threshold selected to fix a desired probability of false alarm. The study is based on the calculation of the function the learning machine approximates to during training, and the application of a sufficient condition for a discriminant function to be used to approximate the optimum Neyman-Pearson (NP) detector. In this article, the function a supervised learning machine approximates to after being trained to minimize the Cross-Entropy error is obtained. This discriminant function can be used to implement the NP detector, which maximizes the probability of detection, maintaining the probability of false alarm below or equal to a predefined value. Some experiments about signal detection using neural networks are also presented to test the validity of the study.

Engaging Karen refugee students in science learning through a cross-cultural learning community

NASA Astrophysics Data System (ADS)

Harper, Susan G.

2017-02-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science.

77 FR 14567 - Draft General Management Plan/Environmental Impact Statement for the Ice Age Complex at Cross...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-12

... Impact Statement for the Ice Age Complex at Cross Plains, Cross Plains, Wisconsin AGENCY: National Park... General Management Plan/Environmental Impact Statement for the Ice Age Complex at Cross Plains, Wisconsin... also send comments to Superintendent, Ice Age National Scenic Trail, 700 Rayovac Drive, Suite 100...

Best Practices in Service Learning: Building a National Community College Network, 1994-1997. AACC Project Brief.

ERIC Educational Resources Information Center

Robinson, Gail; Barnett, Lynn

As part of the Learn and Serve America Program of the Corporation for National Service, the American Association of Community Colleges (AACC) has helped develop campus-based programs that have instigated a growing community college service learning network. Ten colleges, selected in a national competition for grants ranging from $2,000 to $12,000…

Learning Across Senses: Cross-Modal Effects in Multisensory Statistical Learning

PubMed Central

Mitchel, Aaron D.; Weiss, Daniel J.

2014-01-01

It is currently unknown whether statistical learning is supported by modality-general or modality-specific mechanisms. One issue within this debate concerns the independence of learning in one modality from learning in other modalities. In the present study, the authors examined the extent to which statistical learning across modalities is independent by simultaneously presenting learners with auditory and visual streams. After establishing baseline rates of learning for each stream independently, they systematically varied the amount of audiovisual correspondence across 3 experiments. They found that learners were able to segment both streams successfully only when the boundaries of the audio and visual triplets were in alignment. This pattern of results suggests that learners are able to extract multiple statistical regularities across modalities provided that there is some degree of cross-modal coherence. They discuss the implications of their results in light of recent claims that multisensory statistical learning is guided by modality-independent mechanisms. PMID:21574745

Cross-Cultural Service Learning with Native Americans: Pedagogy for Building Cultural Competence

ERIC Educational Resources Information Center

Bolea, Patricia S.

2012-01-01

This paper articulates a curricular approach that centers on a Native American service learning course. Social work students engaged in cross-cultural immersion on a reservation in the United States. By examination of historical United States policy impacting Indian tribes and contemporary experiences that challenge basic instruction in public…

The Changing Nature of Volunteering and the Cross-Border Mobility: Where Does Learning Come from?

ERIC Educational Resources Information Center

Pantea, Maria-Carmen

2013-01-01

This paper revisits the more conventional approaches of volunteering, by looking into the experiences of young people involved in long-term cross-border volunteering in Romania. Drawing on qualitative interviews with European Voluntary Service volunteers, the paper examines how this experience is intersecting their learning trajectories. The…

Implementing a Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers

ERIC Educational Resources Information Center

Tammets, Kairit; Pata, Kai; Laanpere, Mart

2012-01-01

This study proposed using the elaborated learning and knowledge building model (LKB model) derived from Nonaka and Takeuchi's knowledge management model for supporting cross-organisational teacher development in the temporarily extended organisations composed of universities and schools. It investigated the main LKB model components in the context…

Using Popular Movies in Teaching Cross-Cultural Management

ERIC Educational Resources Information Center

Pandey, Satish

2012-01-01

Purpose: The present study aims to understand context and dynamics of cognitive learning of students as an outcome of the usage of popular movies as a learning tool in the management classroom and specifically in the context of a course on cross-cultural management issues. Design/methodology/approach: This is an exploratory study based on…

Cross-age Tutoring: Exploring Features and Processes of Peer-Mediated Learning.

ERIC Educational Resources Information Center

Kermani, Hengameh; Mahnaz, Mahnaz

Researchers and two elementary teachers designed a cross-age tutoring program in which they examined the features and processes of peer interaction from a Vygotskian and Piagetian perspective. The study specifically focused on the following issues: characteristics of the tutor and tutee that are most likely to enhance learning; types of learning…

Internationalization of the Higher Education Classroom: Strategies to Facilitate Intercultural Learning and Academic Success

ERIC Educational Resources Information Center

Crose, Brian

2011-01-01

The number of students studying abroad is continuing to grow, which allows for intercultural learning to take place while forming cross-cultural relationships. This intercultural understanding plays a vital role as businesses begin operating in the global marketplace where cross-cultural relationships and understanding are needed. International…

Lives in Context: Facilitating Online, Cross-Course, Collaborative Service Projects

ERIC Educational Resources Information Center

Elwood, Susan A.

2014-01-01

An inquiry-based, cross-course, collaborative structure is being implemented toward a graduate program's goals of using project-based learning as a consistent, core learning experience in each course cycle. This paper focuses upon the course collaborative structure and the two key forms of assessment used in each collaborative cycle: a progressive…

A Case of Problem Based Learning for Cross-Institutional Collaboration

ERIC Educational Resources Information Center

Nerantzi, Chrissi

2012-01-01

The idea of moving away from battery-type Academic Development Activities and silo modules and programmes towards open cross-institutional approaches in line with OEP are explored within this paper based on a recent small-scale, fully-online study. This brought together academics and other professionals who support learning, from different…

Encouraging Postgraduate Students of Literature and Art to Cross Conceptual Thresholds

ERIC Educational Resources Information Center

Wisker, Gina; Robinson, Gillian

2009-01-01

Much research into postgraduate student learning focuses on generic issues of research development. Early work, reported here, uses threshold concept theories and theories of conceptual threshold crossing to focus on the learning and supervisory support of postgraduates researching in the fields of literature and art. This paper is based on…

The Learning Potential of Boundary Crossing in the Context of Product Introduction

ERIC Educational Resources Information Center

Gustavsson, Maria; Säfsten, Kristina

2017-01-01

The aim is to explore challenges related to the integration between product development and production in product introduction and, given these challenges, to analyse the learning potential of boundary crossing in the context of product introduction. The paper draws on evidence from a Swedish manufacturing company. The theoretical framework is…

36 CFR 1501.1 - Cross reference to National Park Service regulations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 36 Parks, Forests, and Public Property 3 2011-07-01 2011-07-01 false Cross reference to National Park Service regulations. 1501.1 Section 1501.1 Parks, Forests, and Public Property OKLAHOMA CITY.... As permitted by the Oklahoma City National Memorial Act, the Oklahoma City National Memorial Trust...

36 CFR 1501.1 - Cross reference to National Park Service regulations.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Cross reference to National Park Service regulations. 1501.1 Section 1501.1 Parks, Forests, and Public Property OKLAHOMA CITY.... As permitted by the Oklahoma City National Memorial Act, the Oklahoma City National Memorial Trust...

45 CFR 680.10 - Definitions; cross-references to employee ethical conduct standards and financial disclosure...

Code of Federal Regulations, 2011 CFR

2011-10-01

... Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NATIONAL SCIENCE FOUNDATION RULES OF PRACTICE Rules of Practice for the National Science Foundation § 680.10 Definitions; cross-references to... conduct standards and financial disclosure regulations. Members of the National Science Board and other...

45 CFR 680.10 - Definitions; cross-references to employee ethical conduct standards and financial disclosure...

Code of Federal Regulations, 2014 CFR

2014-10-01

... Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NATIONAL SCIENCE FOUNDATION RULES OF PRACTICE Rules of Practice for the National Science Foundation § 680.10 Definitions; cross-references to... conduct standards and financial disclosure regulations. Members of the National Science Board and other...

45 CFR 680.10 - Definitions; cross-references to employee ethical conduct standards and financial disclosure...

Code of Federal Regulations, 2013 CFR

2013-10-01

... Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NATIONAL SCIENCE FOUNDATION RULES OF PRACTICE Rules of Practice for the National Science Foundation § 680.10 Definitions; cross-references to... conduct standards and financial disclosure regulations. Members of the National Science Board and other...

45 CFR 680.10 - Definitions; cross-references to employee ethical conduct standards and financial disclosure...

Code of Federal Regulations, 2012 CFR

2012-10-01

... Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NATIONAL SCIENCE FOUNDATION RULES OF PRACTICE Rules of Practice for the National Science Foundation § 680.10 Definitions; cross-references to... conduct standards and financial disclosure regulations. Members of the National Science Board and other...

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 Languages: The Journal of the National Network for Early Language Learning, 1998-1999.

ERIC Educational Resources Information Center

Rosenbusch, Marcia H., Ed.

1999-01-01

These three journals include articles on issues related to language learning. The fall 1998 journal presents: "Attention! Are You Seeking a Position with Excellent Long-Term Benefits? Be an Advocate!" (Mary Lynn Redmond); "National Town Meeting Energizes Support for Early Language Learning" (Marcia Harmon Rosenbusch);…

What Starts to Happen to Assessment When Teachers Learn about Their Children's Informal Learning?

ERIC Educational Resources Information Center

Bourke, Roseanna; O'Neill, John; Loveridge, Judith

2018-01-01

Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students' learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An…

The Impact of National Culture on Informal Learning in the Workplace

ERIC Educational Resources Information Center

Kim, Sehoon; McLean, Gary N.

2014-01-01

The purpose of this article was to identify how differing cultural factors affect informal learning in the workplace. We have introduced concepts and reviewed studies on informal learning and national culture based on an extensive literature review on the factors influencing informal learning, particularly based on five Hofstede's dimensions of…

Maximizing Learning through Assessment in Middle and High School Physical Education

ERIC Educational Resources Information Center

Kniffin, K. Michael; Baert, Helena

2015-01-01

More than ever, assessment is in the national spotlight. In this time of state and national learning standards, learning objectives, and various forms of student and teacher accountability, the need for evidence of real student learning in physical education is paramount. There are many potential benefits of conducting assessment properly,…

Reframing Service-Learning as Learning and Participation with Urban Youth

ERIC Educational Resources Information Center

Kinloch, Valerie; Nemeth, Emily; Patterson, Ashley

2015-01-01

This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership-funded by a grant from the Corporation for National and Community Service, Learn and Serve program--focused on professional development…

Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective

ERIC Educational Resources Information Center

Webster, Collin A.; Mindrila, Diana; Weaver, Glenn

2013-01-01

Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for…

Accelerating Research Impact in a Learning Health Care System

PubMed Central

Elwy, A. Rani; Sales, Anne E.; Atkins, David

2017-01-01

Background: Since 1998, the Veterans Health Administration (VHA) Quality Enhancement Research Initiative (QUERI) has supported more rapid implementation of research into clinical practice. Objectives: With the passage of the Veterans Access, Choice and Accountability Act of 2014 (Choice Act), QUERI further evolved to support VHA’s transformation into a Learning Health Care System by aligning science with clinical priority goals based on a strategic planning process and alignment of funding priorities with updated VHA priority goals in response to the Choice Act. Design: QUERI updated its strategic goals in response to independent assessments mandated by the Choice Act that recommended VHA reduce variation in care by providing a clear path to implement best practices. Specifically, QUERI updated its application process to ensure its centers (Programs) focus on cross-cutting VHA priorities and specify roadmaps for implementation of research-informed practices across different settings. QUERI also increased funding for scientific evaluations of the Choice Act and other policies in response to Commission on Care recommendations. Results: QUERI’s national network of Programs deploys effective practices using implementation strategies across different settings. QUERI Choice Act evaluations informed the law’s further implementation, setting the stage for additional rigorous national evaluations of other VHA programs and policies including community provider networks. Conclusions: Grounded in implementation science and evidence-based policy, QUERI serves as an example of how to operationalize core components of a Learning Health Care System, notably through rigorous evaluation and scientific testing of implementation strategies to ultimately reduce variation in quality and improve overall population health. PMID:27997456

Facilitating cultural border crossing in urban secondary science classrooms: A study of inservice teachers

NASA Astrophysics Data System (ADS)

Monteiro, Anna Karina

Research acknowledges that if students are to be successful science, they must learn to navigate and cross cultural borders that exist between their own cultures and the subculture of science. This dissertation utilized a mixed methods approach to explore how inservice science teachers working in urban schools construct their ideas of and apply the concepts about the culture of science and cultural border crossing as relevant to the teaching and learning of science. The study used the lenses of cultural capital, social constructivism, and cultural congruency in the design and analysis of each of the three phases of data collection. Phase I identified the perspectives of six inservice science teachers on science culture, cultural border crossing, and which border crossing methods, if any, they used during science teaching. Phase II took a dialectical approach as the teachers read about science culture and cultural border crossing during three informal professional learning community meetings. This phase explored how teachers constructed their understanding of cultural border crossing and how the concept applied to the teaching and learning of science. Phase III evaluated how teachers' perspectives changed from Phase I. In addition, classroom observations were used to determine whether teachers' practices in their science classrooms changed from Phase I to Phase III. All three phases collected data through qualitative (i.e., interviews, classroom observations, and surveys) and quantitative (Likert items) means. The findings indicated that teachers found great value in learning about the culture of science and cultural border crossing as it pertained to their teaching methods. This was not only evidenced by their interviews and surveys, but also in the methods they used in their classrooms. Final conclusions included how the use of student capital resources (prior experiences, understandings and knowledge, ideas an interests, and personal beliefs), if supported by science practices and skills increases student cultural capital. With a greater cultural capital, the students experience cultural congruency between their cultures and the culture of science, enabling them to cross such borders in the science classroom. The implications such findings have on teacher training programs and professional development are discussed.

Evidence for cultural dialects in vocal emotion expression: acoustic classification within and across five nations.

PubMed

Laukka, Petri; Neiberg, Daniel; Elfenbein, Hillary Anger

2014-06-01

The possibility of cultural differences in the fundamental acoustic patterns used to express emotion through the voice is an unanswered question central to the larger debate about the universality versus cultural specificity of emotion. This study used emotionally inflected standard-content speech segments expressing 11 emotions produced by 100 professional actors from 5 English-speaking cultures. Machine learning simulations were employed to classify expressions based on their acoustic features, using conditions where training and testing were conducted on stimuli coming from either the same or different cultures. A wide range of emotions were classified with above-chance accuracy in cross-cultural conditions, suggesting vocal expressions share important characteristics across cultures. However, classification showed an in-group advantage with higher accuracy in within- versus cross-cultural conditions. This finding demonstrates cultural differences in expressive vocal style, and supports the dialect theory of emotions according to which greater recognition of expressions from in-group members results from greater familiarity with culturally specific expressive styles.

Perceptions of Aging across 26 Cultures and their Culture-Level Associates

PubMed Central

Löckenhoff, Corinna E.; De Fruyt, Filip; Terracciano, Antonio; McCrae, Robert R.; De Bolle, Marleen; Costa, Paul T.; Aguilar-Vafaie, Maria E.; Ahn, Chang-kyu; Ahn, Hyun-nie; Alcalay, Lidia; Allik, Juri; Avdeyeva, Tatyana. V.; Barbaranelli, Claudio; Benet-Martinez, Veronica; Blatný, Marek; Bratko, Denis; Brunner-Sciarra, Marina; Cain, Thomas R.; Crawford, Jarret T.; Lima, Margarida P.; Ficková, Emília; Gheorghiu, Mirona; Halberstadt, Jamin; Hřebíčková, Martina; Jussim, Lee; Klinkosz, Waldemar; Knežević, Goran; Leibovich de Figueroa, Nora; Martin, Thomas. A.; Marušić, Iris; Mastor, Khairul Anwar; Miramontez, Daniel R.; Nakazato, Katsuharu; Nansubuga, Florence; Pramila, V.S.; Purić, Danka; Realo, Anu; Reátegui, Norma; Rolland, Jean-Pierre; Rossier, Jerome; Schmidt, Vanina; Sekowski, Andrzej; Shakespeare-Finch, Jane; Shimonaka, Yoshiko; Simonetti, Franco; Siuta, Jerzy; Smith, Peter B.; Szmigielska, Barbara; Wang, Lei; Yamaguchi, Mami; Yik, Michelle

2010-01-01

College students (N = 3,435) in 26 cultures reported their perceptions of age-related changes in physical, cognitive, and socioemotional areas of functioning and rated societal views of aging within their culture. There was widespread cross-cultural consensus regarding the expected direction of aging trajectories with (1) perceived declines in societal views of aging, physical attractiveness, the ability to perform everyday tasks, and new learning, (2) perceived increases in wisdom, knowledge, and received respect, and (3) perceived stability in family authority and life satisfaction. Cross-cultural variations in aging perceptions were associated with culture-level indicators of population aging, education levels, values, and national character stereotypes. These associations were stronger for societal views on aging and perceptions of socioemotional changes than for perceptions of physical and cognitive changes. A consideration of culture-level variables also suggested that previously reported differences in aging perceptions between Asian and Western countries may be related to differences in population structure. PMID:20025408

41 CFR 102-37.545 - What type of property may the American National Red Cross receive?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 41 Public Contracts and Property Management 3 2010-07-01 2010-07-01 false What type of property... Cross § 102-37.545 What type of property may the American National Red Cross receive? The Red Cross may... Property Management Federal Property Management Regulations System (Continued) FEDERAL MANAGEMENT...

41 CFR 102-37.545 - What type of property may the American National Red Cross receive?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 41 Public Contracts and Property Management 3 2013-07-01 2013-07-01 false What type of property... Cross § 102-37.545 What type of property may the American National Red Cross receive? The Red Cross may... Property Management Federal Property Management Regulations System (Continued) FEDERAL MANAGEMENT...

41 CFR 102-37.545 - What type of property may the American National Red Cross receive?

Code of Federal Regulations, 2012 CFR

2012-01-01

... 41 Public Contracts and Property Management 3 2012-01-01 2012-01-01 false What type of property... Cross § 102-37.545 What type of property may the American National Red Cross receive? The Red Cross may... Property Management Federal Property Management Regulations System (Continued) FEDERAL MANAGEMENT...

41 CFR 102-37.545 - What type of property may the American National Red Cross receive?

Code of Federal Regulations, 2011 CFR

2011-01-01

... 41 Public Contracts and Property Management 3 2011-01-01 2011-01-01 false What type of property... Cross § 102-37.545 What type of property may the American National Red Cross receive? The Red Cross may... Property Management Federal Property Management Regulations System (Continued) FEDERAL MANAGEMENT...

41 CFR 102-37.545 - What type of property may the American National Red Cross receive?

Code of Federal Regulations, 2014 CFR

2014-01-01

... 41 Public Contracts and Property Management 3 2014-01-01 2014-01-01 false What type of property... Cross § 102-37.545 What type of property may the American National Red Cross receive? The Red Cross may... Property Management Federal Property Management Regulations System (Continued) FEDERAL MANAGEMENT...

Improving Geography Learning in the Schools: Efforts by the National Geographic Society.

ERIC Educational Resources Information Center

Dulli, Robert E.

1994-01-01

Contends that the National Geographic Society's Geography Education Program continues to work on improving geography instruction and learning. Outlines future activities of the National Geographic Society including urban outreach and technology training. (CFR)

Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

PubMed

McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students build confidence in representing their profession, while potentially inspiring early stage students and supplementing interprofessional learning across a cohort. Copyright © 2018 Elsevier Ltd. All rights reserved.

Forum 76; a Modern Chautauqua. Proceedings of the National Conference on Open Learning and Nontraditional Study (3rd, Lincoln, Nebraska, June 15-17, 1976).

ERIC Educational Resources Information Center

Cavert, C. Edward, Comp.

This third national conference on open learning and nontraditional study attempted to demonstrate cooperative efforts across the country and to show how open learning and nontraditional study relate to unified efforts to achieve common goals. Topics discussed at the conference included: (1) the national overview, (2) military training programs,…

Addressing the socioeconomic determinants of adolescent health: experiences from the WHO/HBSC Forum 2007.

PubMed

Koller, Theadora; Morgan, Antony; Guerreiro, Ana; Currie, Candace; Ziglio, Erio

2009-09-01

Over the past 25 years, the WHO collaborative cross-national Health Behaviour in School-aged Children (HBSC) study has been accumulating evidence that provides insights into how to promote the health and well-being of young people. HBSC has increased understanding of the determinants of young people's health, particularly in relation to the social contexts in which they live, learn and play. The study now spans 43 countries and regions in Europe and North America. HBSC provides intelligence for the development and evaluation of public health policy and practice at national, sub-national and international levels. However, the mere existence of evidence does not automatically change policy nor necessarily improve the lives of young people. Effective mechanisms to ensure use of evidence in policy-making and practice are needed. The WHO/HBSC Forum series is a platform designed to facilitate the translation of evidence into action. Forum processes convene researchers, policy-makers and practitioners from across Europe to analyse data, review policies and interventions, and identify lessons learned to improve the health of adolescents through actions that address the social contexts that influence their health. Each Forum process consists of case studies produced by interdisciplinary teams in countries and regions, cross-country evidence reviews, a European consultation, an outcomes statement within a final publication, and a Web-based knowledge platform. In addition to emphasizing the translation of research into action, the Forum series focuses on increasing know-how to scale up intersectoral policies and interventions; reduce health inequities; and involve young people in the design, implementation and evaluation of policies and interventions. Interviews with selected participants in the 2007 Forum process revealed that national-level impacts of involvement were: brokering new or strengthening existing working relationships among members of case study drafting teams and national delegations to events; feeding into the formulation of national policy or practice design; and enabling the comparison of information systems, policies, interventions, and working methods with other countries and against the evidence base, thus providing encouragement for new and/or validation of existing activities. The WHO/HBSC Forum series is an evolving platform. The methodology for each Forum process incorporates lessons learnt through past Fora - within resource constraints - and is based on the principles of efficiency and effectiveness. Areas requiring further development, identified through the aforementioned interviews and based on the reflections of co-organizers, include identification of means to ensure systematic, appropriate and meaningful youth involvement; maximization of the usefulness of the European consultation; and definition of a budget line and framework for evaluation of the process' impact at country level.

Analysis of the Interstate 10 Twin Bridge’s collapse during Hurricane Katrina: Chapter 3D in Science and the storms-the USGS response to the hurricanes of 2005

USGS Publications Warehouse

Chen, Genda; Witt, Emitt C.; Hoffman, David; Luna, Ronaldo; Sevi, Adam

2007-01-01

The Interstate 10 Twin Span Bridge over Lake Pontchartrain north of New Orleans, La., was rendered completely unusable by Hurricane Katrina. The cause of the collapse of the bridges generated great interest among hydrologists and structural engineers as well as among the general public. What made this case study even more important was the fact that two nearby bridges sustained the effects of the same storm surge and suffered only light damage. Lessons learned from this investigation are invaluable to maintaining the safety of many of the Nation's coastal and river-crossing bridges.

A NASA Spaceliner 100 Propulsion Oriented Technology Assessment

NASA Technical Reports Server (NTRS)

Dankhoff, W.; Dayton, K.; Levack, D.; Odom, P.; Rhodes, R.; Robinson, J.

2000-01-01

In response to a NASA request, the National Space Propulsion Synergy Team (SPST) team agreed to provide technical and programmatic support to NASA in formulating a Spaceliner 100 Technology Program. The SPST offered a broad cross-section of expertise and experience. Its membership consists of senior level, volunteer representatives from across government, industry, and academia. The purpose of this paper is to provide a summary of the SPST support of SL100, which culminated in a propulsion technologies assessment and prioritization workshop conducted at MSFC. The results of this workshop and the follow-up analysis are part of this report. Also included, is a review of some "lessons learned" that were solicited from the workshop participants.

Development of a Mixed Methods Investigation of Process and Outcomes of Community-Based Participatory Research.

PubMed

Lucero, Julie; Wallerstein, Nina; Duran, Bonnie; Alegria, Margarita; Greene-Moton, Ella; Israel, Barbara; Kastelic, Sarah; Magarati, Maya; Oetzel, John; Pearson, Cynthia; Schulz, Amy; Villegas, Malia; White Hat, Emily R

2018-01-01

This article describes a mixed methods study of community-based participatory research (CBPR) partnership practices and the links between these practices and changes in health status and disparities outcomes. Directed by a CBPR conceptual model and grounded in indigenous-transformative theory, our nation-wide, cross-site study showcases the value of a mixed methods approach for better understanding the complexity of CBPR partnerships across diverse community and research contexts. The article then provides examples of how an iterative, integrated approach to our mixed methods analysis yielded enriched understandings of two key constructs of the model: trust and governance. Implications and lessons learned while using mixed methods to study CBPR are provided.

News | Argonne National Laboratory

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Skip to main content Argonne National Laboratory Toggle Navigation Toggle Search Home Learning solvers Home Learning Center Undergraduates Graduates Faculty Partners News & Events News & Events -4114 Contact Us Argonne Educational Programs is committed to providing a learning environment that

Return to Learning After a Concussion and Compliance With Recommendations for Cognitive Rest.

PubMed

Olympia, Robert P; Ritter, Jed T; Brady, Jodi; Bramley, Harry

2016-03-01

To determine the compliance of schools and school nurses in the United States with national recommendations for cognitive rest in students who sustain a concussion. Cross-sectional questionnaire based. Members of the National Association of School Nurses working at the high school level. A questionnaire, developed by the authors and based on recommendations for cognitive rest, was electronically distributed 3 times during the 2012 to 2013 academic year. Self-reported responses were collected regarding demographics and compliance of schools and school nurses with recommendations for the management of the postconcussion student, including the presence of specific guidelines for individualized care and the responsibility of the nurse for the prevention, detection, and management of concussions. Analysis was performed on 1033 completed questionnaires (36% usable response rate). Fifty-three percent of schools have guidelines to assist students when returning to school after a concussion. These guidelines include extension of assignment deadlines (87%), rest periods during the school day (84%), postponement or staggering of tests (75%), reduced workload (73%), and accommodation for light or noise sensitivity (64%). Sixty-six percent of nurses in our sample have had special training in the recognition and management of concussions. Nurses reported involvement in the following roles: identifying suspected concussions (80%), providing emotional support for recovering students dealing with concussion-related depression (59%), and guiding the student's postconcussion graduated academic and activity re-entry process (58%). We detected a wide variability in compliance of schools and school nurses with national recommendations for cognitive rest. Ensuring that schools have policies established for a student's return to learning, having specific guidelines to provide an individualized approach to return to learning based on postconcussion signs/symptoms, training school nurses in the recognition and management of concussions, and involving school nurses in the re-entry process are identified areas for improvement. Schools in the United States should be aware of these recommendations to guide a student's postconcussion graduated academic re-entry process.

Cross-National Adolescent Multidimensional Life Satisfaction Reports: Analyses of Mean Scores and Response Style Differences

ERIC Educational Resources Information Center

Gilman, Rich; Huebner, E. Scott; Tian, Lili; Park, Nansook; O'Byrne, Jenny; Schiff, Miriam; Sverko, Dina; Langknecht, Heather

2008-01-01

Although numerous cross-national studies have assessed life satisfaction among adults, similar studies using adolescent samples have been rare. To address this shortage of research, a total of 1338 youth adolescents from two individualistic nations (Ireland, USA) and two collectivistic nations (China, South Korea) were administered the…

"Lernen" and Learning Styles: A Comparative Analysis of the Learning Styles of German Adolescents by Age, Gender, and Academic Achievement Level

ERIC Educational Resources Information Center

Hlawaty, Heide

2009-01-01

Students in every nation of the world learn new and difficult material in ways that are often similar and, at the same time, different from the way other students of the same age, gender, race, religion, culture, and nationality prefer to learn. The purpose of this study was to identify and compare the preferred learning-style characteristics of…

Service-Learning May Influence Some Students' Attendance and Academic Performance

ERIC Educational Resources Information Center

Baumann, Paul

2014-01-01

In 2010, the National Center for Learning and Civic Engagement (NCLCE) established the Schools of Success, a national network of 19 schools that use service-learning as an instructional strategy. The schools were part of a three-year project to examine how the elements of service-learning might enhance key student outcomes, such as academic…

Distance Learning for Food Security and Rural Development: A Perspective from the United Nations Food and Agriculture Organization.

ERIC Educational Resources Information Center

McLean, Scott; Gasperini, Lavinia; Rudgard, Stephen

2002-01-01

The distance learning experiences of the United Nations Food and Agriculture Organization led to the following suggestions for applying distance learning strategies to the challenges of food security and rural development: use distance learning for the right reasons, be sensitive to context, use existing infrastructure, engage stakeholders, and…

Report on the National Learning Roundtable (Edmonton, Alberta, Canada, March 19-20, 2001).

ERIC Educational Resources Information Center

Lowe, Graham S.

Forty-five individuals from a wide range of organizations and backgrounds participated in a national roundtable on learning in Canada. Working in small groups and plenaries, participants proposed a vision for learning as a way to address the widely expressed concern that Canada is not moving fast enough to increase learning opportunities and to…

Intercultural Sourcebook: Cross-Cultural Training Methods. Volume 2.

ERIC Educational Resources Information Center

Fowler, Sandra M., Ed.; Mumford, Monica G., Ed.

This comprehensive collection of training methods and exercises used by top trainers in the cross-cultural field contains resources essential for cross-cultural learning. This second volume of the collection includes articles by 34 leading cross-cultural trainers and covers new or divergent training methods for cross-cultural skill development and…

Compiling a register of patients with moderate or severe learning disabilities: experience at one United Kingdom general practice.

PubMed

Lodge, Keri-Michèle; Milnes, David; Gilbody, Simon M

2011-03-01

Background Identifying patients with learning disabilities within primary care is central to initiatives for improving the health of this population. UK general practitioners (GPs) receive additional income for maintaining registers of patients with learning disabilities as part of the Quality and Outcomes Framework (QOF), and may opt to provide Directed Enhanced Services (DES), which requires practices to maintain registers of patients with moderate or severe learning disabilities and offer them annual health checks.Objectives This paper describes the development of a register of patients with moderate or severe learning disabilities at one UK general practice.Methods A Read code search of one UK general practice's electronic medical records was conducted in order to identify patients with learning disabilities. Confirmation of diagnoses was sought by scrutinising records and GP verification. Cross-referencing with the practice QOF register of patients with learning disabilities of any severity, and the local authority's list of clients with learning disabilities, was performed.Results Of 15 001 patients, 229 (1.5%) were identified by the Read code search as possibly having learning disabilities. Scrutiny of records and GP verification confirmed 64 had learning disabilities and 24 did not, but the presence or absence of learning disability remained unclear in 141 cases. Cross-referencing with the QOF register (n=81) and local authority list (n=49) revealed little overlap.Conclusion Identifying learning disability and assessing its severity are tasks GPs may be unfamiliar with, and relying on Read code searches may result in under-detection. Further research is needed to define optimum strategies for identifying, cross-referencing and validating practice-based registers of patients with learning disabilities.

Compiling a register of patients with moderate or severe learning disabilities: experience at one United Kingdom general practice

PubMed Central

2011-01-01

Background Identifying patients with learning disabilities within primary care is central to initiatives for improving the health of this population. UK general practitioners (GPs) receive additional income for maintaining registers of patients with learning disabilities as part of the Quality and Outcomes Framework (QOF), and may opt to provide Directed Enhanced Services (DES), which requires practices to maintain registers of patients with moderate or severe learning disabilities and offer them annual health checks. Objectives This paper describes the development of a register of patients with moderate or severe learning disabilities at one UK general practice. Methods A Read code search of one UK general practice's electronic medical records was conducted in order to identify patients with learning disabilities. Confirmation of diagnoses was sought by scrutinising records and GP verification. Cross-referencing with the practice QOF register of patients with learning disabilities of any severity, and the local authority's list of clients with learning disabilities, was performed. Results Of 15 001 patients, 229 (1.5%) were identified by the Read code search as possibly having learning disabilities. Scrutiny of records and GP verification confirmed 64 had learning disabilities and 24 did not, but the presence or absence of learning disability remained unclear in 141 cases. Cross-referencing with the QOF register (n=81) and local authority list (n=49) revealed little overlap. Conclusion Identifying learning disability and assessing its severity are tasks GPs may be unfamiliar with, and relying on Read code searches may result in under-detection. Further research is needed to define optimum strategies for identifying, cross-referencing and validating practice-based registers of patients with learning disabilities. PMID:22479290

Incorporating Cross-Cultural Videoconferencing to Enhance Content and Language Integrated Learning (CLIL) at the Tertiary Level

ERIC Educational Resources Information Center

Loranc-Paszylk, Barbara

2016-01-01

This paper attempts to provide evidence of cross-cultural videoconferencing affordances with reference to a Content and Language Integrated Learning (CLIL) context at the tertiary level. At the core of CLIL lie student-centered paradigms of teaching methodologies that invite task and project work and authentic and meaningful communication, while…

Teaching "Cross-Cultural Communication" through Content Based Instruction: Curriculum Design and Learning Outcome from EFL Learners' Perspectives

ERIC Educational Resources Information Center

Tseng, Chia-Ti Heather

2017-01-01

This study aims to investigate EFL learners' perspectives for the effectiveness of content-based instruction in a cross-cultural communication course. The main objectives of this study are three-folds: (1) to examine students' perspectives regarding the effectiveness of content learning; (2) to examine students' perspectives regarding the…

Sports Business Unit Meets Cross-Curricular Learning Goals: Grades 9-12

ERIC Educational Resources Information Center

Curriculum Review, 2006

2006-01-01

A new online learning tool called the eCommSports Kit links a seven-step sports marketing curriculum with a school team to give students real-life experience in developing and executing a plan to boost game attendance. The kit, available through http://www.ecommsports.com, takes teens on a cross-curricular journey through conducting business…

Positive Psychology in Cross-Cultural Narratives: Mexican Students Discover Themselves While Learning Chinese

ERIC Educational Resources Information Center

Oxford, Rebecca L.; Cuéllar, Lourdes

2014-01-01

Using the principles of positive psychology and the tools of narrative research, this article focuses on the psychology of five language learners who crossed cultural and linguistic borders. All five were university students learning Chinese in Mexico, and two of them also studied Chinese in China. The grounded theory approach was used to analyze…

Potential Changes in Prospective Chemistry Teachers' Beliefs about Teaching and Learning--A Cross-Level Study

ERIC Educational Resources Information Center

Markic, Silvija; Eilks, Ingo

2013-01-01

This paper presents a cross-level study of German student teachers' beliefs about teaching and learning chemistry. It covers different stages of their teacher training program. The study is based upon drawings of teaching situations, which were analyzed using an evaluation pattern developed using grounded theory. The qualitative scales analyze…

Trigger Event Meets Culture Shock: Linking the Literature of Transformative Learning Theory and Cross-Cultural Adaptation.

ERIC Educational Resources Information Center

Lyon, Carol R.

The literature on transformative learning theory and the literature on cross-cultural adaptation were analyzed to identify links between both bodies of literature. The notion of an unexpected phenomenon that influences individuals residing in an unfamiliar culture was shown to be a common thread linking the two bodies of literature. Transformative…

A Transformative Experience: A Short-Term Cross-Cultural Service-Learning Immersion to Kenya

ERIC Educational Resources Information Center

Kearney, Sean; Perkins, Timothy; Maakrun, Julie

2014-01-01

Initial teacher education programs are continuously looking for ways to grow and evolve to meet the changing needs of pre-service teachers (PSTs) who will face a diverse student population when they begin their careers. This study examines a short-term, cross-cultural, service-learning immersion undertaken by 21 undergraduate PSTs to an internally…

The Learning Transfer System Inventory (LTSI) in Ukraine: The Cross-Cultural Validation of the Instrument

ERIC Educational Resources Information Center

Yamkovenko, Bogdan V.; Holton, Elwood, III; Bates, R. A.

2007-01-01

Purpose: The purpose of this research is to expand cross-cultural research and validate the Learning Transfer System Inventory in Ukraine. The researchers seek to translate the LTSI into Ukrainian and investigate the internal structure of this translated version of the questionnaire. Design/methodology/approach: The LTSI is translated into…

Classification Agreement Analysis of Cross-Battery Assessment in the Identification of Specific Learning Disorders in Children and Youth

ERIC Educational Resources Information Center

Kranzler, John H.; Floyd, Randy G.; Benson, Nicholas; Zaboski, Brian; Thibodaux, Lia

2016-01-01

The Cross-Battery Assessment (XBA) approach to identifying a specific learning disorder (SLD) is based on the postulate that deficits in cognitive abilities in the presence of otherwise average general intelligence are causally related to academic achievement weaknesses. To examine this postulate, we conducted a classification agreement analysis…

Numerical Magnitude Processing Impairments in Genetic Syndromes: A Cross-Syndrome Comparison of Turner and 22Q11.2 Deletion Syndromes

ERIC Educational Resources Information Center

Brankaer, Carmen; Ghesquière, Pol; De Wel, Anke; Swillen, Ann; De Smedt, Bert

2017-01-01

Cross-syndrome comparisons offer an important window onto understanding heterogeneity in mathematical learning disabilities or dyscalculia. The present study therefore investigated symbolic numerical magnitude processing in two genetic syndromes that are both characterized by mathematical learning disabilities: Turner syndrome and 22q11.2 deletion…

SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators

ERIC Educational Resources Information Center

Seezink, Audrey; Poell, Rob; Kirschner, Paul

2010-01-01

This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates "S"chooling of teachers, "O"rganisational development of schools, "A"ction- and development-oriented research, and…

Outline and Evaluation of a Joint European and Canadian Virtual Mobility: e-Learning Project

ERIC Educational Resources Information Center

Hilliard, Alan

2006-01-01

The "virtual mobility" project was created as part of a joint Canadian and European Commission funded project to explore cross-cultural clinical curricular developments in the radiation sciences. The aim of the project was to facilitate student learning of the cross-cultural differences in the delivery of healthcare within the…

A Decade Of Teacher Professional Development With SOFIA's EXES And TEXES

NASA Astrophysics Data System (ADS)

Hemenway, Mary Kay; Lacy, J. H.; Sneden, C.; Teacher Associates, EXES

2007-12-01

Since January 1998 central Texas grade 6-12 science and math teachers have met several times per year to learn first-hand about how a scientific instrument, the Echelon Cross Echelle Spectrograph (EXES), is being developed and built for SOFIA. In addition to learning about the technology of astronomical instrumentation, they have learned about the development of SOFIA, the scheduling and preparation for observing runs, and a wide range of astronomical topics. A typical Saturday meeting includes an update on SOFIA, EXES, and its ground-based prototype, TEXES (Texas Echelon Cross Echelle Spectrograph); one or more presentations on a science or technology topic; and a Standards-linked activity that they can carry back to use in their classrooms. A variety of guest-presenters - faculty, staff, and graduate students as well as visitors (e. g., Jackie Davidson and Alan Tokunaga) - enrich the program with their expertise. Field trips are important supplements to the program; the entire group visited Waco three times to observe the SOFIA aircraft modification while selected members have accompanied scientists to McDonald Observatory, IRTF, and Gemini for observing runs. In addition, the immediacy offered by live videoconferences with TEXES observers at IRTF and Gemini brought the participants a unique appreciation of nighttime observing at a professional observatory. The participants report their increased knowledge of astronomical concepts and of the culture of professional astronomy. By spreading the SOFIA EXES teacher program over its first decade of development, the staff has formed strong professional bonds with the participants while the participants have shared their experiences with each other. Support from USRA grant 8500-98-008 and the National Science Foundation AST-0607312 and AST- 0607708 is gratefully acknowledged.

Increase Workshop | Argonne National Laboratory

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Skip to main content Argonne National Laboratory Toggle Navigation Toggle Search Home Learning solvers Home Learning Center Undergraduates Graduates Faculty Partners News & Events Faculty Visiting Us Argonne Educational Programs is committed to providing a learning environment that emphasizes the

National Program for e-Learning in Taiwan

ERIC Educational Resources Information Center

Chang, Maiga; Wang, Chin-Yeh; Chen, Gwo-Dong

2009-01-01

Taiwan government has initiated a five-year program since 2002: the National Science and Technology Program for e-Learning. The national program started from 2003 and was completed at the end of year 2007, involving thirteen government agencies. This paper describes the results that the national program has accomplished at its first phase, 2003 to…

Diffusion of surgical techniques in early stage breast cancer: variables related to adoption and implementation of sentinel lymph node biopsy.

PubMed

Vanderveen, Kimberly A; Paterniti, Debora A; Kravitz, Richard L; Bold, Richard J

2007-05-01

Understanding how physicians acquire and adopt new technologies for cancer diagnosis and treatment is poorly understood, yet is critical to the dissemination of evidence-based practices. Sentinel lymph node biopsy (SLNB) has recently become a standard technique for axillary staging in early breast cancer and is an ideal platform for studying medical technology diffusion. We sought to describe the timing of SLNB adoption and patterns of surgeon interactions with the following educational sources: local university training program, surgical literature, national meetings/courses, national specialty centers, and other local surgeons. A cross-sectional survey that used semistructured interviews was used to assess timing of adoption, practice patterns, and learning sources for SLNB among surgical oncologists and general surgeons in a single metropolitan area. A total of 44 eligible surgeons were identified; 38 (86%) participated. All surgical oncologists (11 of 11) and most general surgeons (26 of 27) had implemented SLNB. Surgical oncologists were older (mean 51 vs. 48 years, P = .02) and had used SLNB longer (6.1 vs. 3.3 years, P = .01) than general surgeons. By use of social network diagrams, surgical oncologists and the university training program were shown to be key intermediaries between general surgeons and national specialty centers. Surgeons in group practice tended to use more learning sources than solo practitioners. Surgical oncologists and university-based surgeons play key educational roles in disseminating new cancer treatments and therefore have a professional responsibility to educate other community physicians to increase the use of the most current, evidence-based practices.

Learning Object Names at Different Hierarchical Levels Using Cross-Situational Statistics.

PubMed

Chen, Chi-Hsin; Zhang, Yayun; Yu, Chen

2018-05-01

Objects in the world usually have names at different hierarchical levels (e.g., beagle, dog, animal). This research investigates adults' ability to use cross-situational statistics to simultaneously learn object labels at individual and category levels. The results revealed that adults were able to use co-occurrence information to learn hierarchical labels in contexts where the labels for individual objects and labels for categories were presented in completely separated blocks, in interleaved blocks, or mixed in the same trial. Temporal presentation schedules significantly affected the learning of individual object labels, but not the learning of category labels. Learners' subsequent generalization of category labels indicated sensitivity to the structure of statistical input. Copyright © 2017 Cognitive Science Society, Inc.

Cross-domain active learning for video concept detection

NASA Astrophysics Data System (ADS)

Li, Huan; Li, Chao; Shi, Yuan; Xiong, Zhang; Hauptmann, Alexander G.

2011-08-01

As video data from a variety of different domains (e.g., news, documentaries, entertainment) have distinctive data distributions, cross-domain video concept detection becomes an important task, in which one can reuse the labeled data of one domain to benefit the learning task in another domain with insufficient labeled data. In this paper, we approach this problem by proposing a cross-domain active learning method which iteratively queries labels of the most informative samples in the target domain. Traditional active learning assumes that the training (source domain) and test data (target domain) are from the same distribution. However, it may fail when the two domains have different distributions because querying informative samples according to a base learner that initially learned from source domain may no longer be helpful for the target domain. In our paper, we use the Gaussian random field model as the base learner which has the advantage of exploring the distributions in both domains, and adopt uncertainty sampling as the query strategy. Additionally, we present an instance weighting trick to accelerate the adaptability of the base learner, and develop an efficient model updating method which can significantly speed up the active learning process. Experimental results on TRECVID collections highlight the effectiveness.

Reinforcement and inference in cross-situational word learning.

PubMed

Tilles, Paulo F C; Fontanari, José F

2013-01-01

Cross-situational word learning is based on the notion that a learner can determine the referent of a word by finding something in common across many observed uses of that word. Here we propose an adaptive learning algorithm that contains a parameter that controls the strength of the reinforcement applied to associations between concurrent words and referents, and a parameter that regulates inference, which includes built-in biases, such as mutual exclusivity, and information of past learning events. By adjusting these parameters so that the model predictions agree with data from representative experiments on cross-situational word learning, we were able to explain the learning strategies adopted by the participants of those experiments in terms of a trade-off between reinforcement and inference. These strategies can vary wildly depending on the conditions of the experiments. For instance, for fast mapping experiments (i.e., the correct referent could, in principle, be inferred in a single observation) inference is prevalent, whereas for segregated contextual diversity experiments (i.e., the referents are separated in groups and are exhibited with members of their groups only) reinforcement is predominant. Other experiments are explained with more balanced doses of reinforcement and inference.

Processing multiple non-adjacent dependencies: evidence from sequence learning

PubMed Central

de Vries, Meinou H.; Petersson, Karl Magnus; Geukes, Sebastian; Zwitserlood, Pienie; Christiansen, Morten H.

2012-01-01

Processing non-adjacent dependencies is considered to be one of the hallmarks of human language. Assuming that sequence-learning tasks provide a useful way to tap natural-language-processing mechanisms, we cross-modally combined serial reaction time and artificial-grammar learning paradigms to investigate the processing of multiple nested (A1A2A3B3B2B1) and crossed dependencies (A1A2A3B1B2B3), containing either three or two dependencies. Both reaction times and prediction errors highlighted problems with processing the middle dependency in nested structures (A1A2A3B3_B1), reminiscent of the ‘missing-verb effect’ observed in English and French, but not with crossed structures (A1A2A3B1_B3). Prior linguistic experience did not play a major role: native speakers of German and Dutch—which permit nested and crossed dependencies, respectively—showed a similar pattern of results for sequences with three dependencies. As for sequences with two dependencies, reaction times and prediction errors were similar for both nested and crossed dependencies. The results suggest that constraints on the processing of multiple non-adjacent dependencies are determined by the specific ordering of the non-adjacent dependencies (i.e. nested or crossed), as well as the number of non-adjacent dependencies to be resolved (i.e. two or three). Furthermore, these constraints may not be specific to language but instead derive from limitations on structured sequence learning. PMID:22688641

47 CFR 0.387 - Other national security and emergency preparedness delegations; cross reference.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 1 2011-10-01 2011-10-01 false Other national security and emergency preparedness delegations; cross reference. 0.387 Section 0.387 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMISSION ORGANIZATION Delegations of Authority National Security and Emergency...

Study of basic computer competence among public health nurses in Taiwan.

PubMed

Yang, Kuei-Feng; Yu, Shu; Lin, Ming-Sheng; Hsu, Chia-Ling

2004-03-01

Rapid advances in information technology and media have made distance learning on the Internet possible. This new model of learning allows greater efficiency and flexibility in knowledge acquisition. Since basic computer competence is a prerequisite for this new learning model, this study was conducted to examine the basic computer competence of public health nurses in Taiwan and explore factors influencing computer competence. A national cross-sectional randomized study was conducted with 329 public health nurses. A questionnaire was used to collect data and was delivered by mail. Results indicate that basic computer competence of public health nurses in Taiwan is still needs to be improved (mean = 57.57 +- 2.83, total score range from 26-130). Among the five most frequently used software programs, nurses were most knowledgeable about Word and least knowledgeable about PowerPoint. Stepwise multiple regression analysis revealed eight variables (weekly number of hours spent online at home, weekly amount of time spent online at work, weekly frequency of computer use at work, previous computer training, computer at workplace and Internet access, job position, education level, and age) that significantly influenced computer competence, which accounted for 39.0 % of the variance. In conclusion, greater computer competence, broader educational programs regarding computer technology, and a greater emphasis on computers at work are necessary to increase the usefulness of distance learning via the Internet in Taiwan. Building a user-friendly environment is important in developing this new media model of learning for the future.

Learning Style Preferences of Student Teachers: A Cross-Cultural Perspective

ERIC Educational Resources Information Center

Sywelem, Mohamed; Al-Harbi, Qassem; Fathema, Nafsaniath; Witte, James E.

2012-01-01

All students learn, but not all learn in the same way. Educational researchers postulate that everyone has a learning style. This article examines how cultural variability is reflected in the learning style of students in Egypt, Saudi Arabia and United States. In this study, the learning styles of over 300 students in Teacher Education…

Professional Development Perceptions and Practices Among U.S. Physicians: A Cross-Specialty National Survey.

PubMed

Cook, David A; Blachman, Morris J; Price, David W; West, Colin P; Berger, Richard A; Wittich, Christopher M

2017-09-01

Professional development (PD)-both for-credit continuing medical education (CME) and informal self-directed or point-of-care learning-is vital to all physicians. The authors sought to understand physicians' PD perceptions and practices and how these vary by specialty and practice type. The authors administered an Internet and paper survey, from September 2015 to April 2016, to randomly sampled U.S. physicians. Survey items addressed perceived PD needs and barriers and how physicians identify knowledge/skills gaps. Of 4,648 invitees, 988 (21.6%) responded. Respondents believed that they already know what they need to learn (mean 5.8 [1 = strongly disagree; 7 = strongly agree]), can answer clinical questions using available resources (5.9), and want credit for learning during patient care (5.1). They did not strongly desire help identifying learning gaps (4.0) or indicate difficulty accumulating CME credits (3.1). Most PD was done during personal time (5.5). Competencies regarding medical knowledge/skills, wellness, informatics, and practice/systems improvement were rated the highest priority, while research, teaching, and professionalism were rated the lowest. The most important sources used to identify knowledge/skills gaps were immediate patient care needs (4.1 [1 = not important; 5 = extremely important]), personal awareness (3.8), and practice updates (3.7). The most important barriers were time (3.5) and cost (2.9). Differences by specialty and practice type were generally small and not statistically significant. Physicians feel confident in identifying their own learning needs, perceive medical knowledge/skills as their highest-priority need, and desire more credit for learning during patient care.

Review of Adult Learning and Literacy, Volume 5. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

ERIC Educational Resources Information Center

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Cristine, Ed.

2005-01-01

"The Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5" is a volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.…

Review of Adult Learning and Literacy, Volume 4. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

ERIC Educational Resources Information Center

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Cristine, Ed.

2004-01-01

"The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4" is an addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.…

Radio Galaxy Zoo: Machine learning for radio source host galaxy cross-identification

NASA Astrophysics Data System (ADS)

Alger, M. J.; Banfield, J. K.; Ong, C. S.; Rudnick, L.; Wong, O. I.; Wolf, C.; Andernach, H.; Norris, R. P.; Shabala, S. S.

2018-05-01

We consider the problem of determining the host galaxies of radio sources by cross-identification. This has traditionally been done manually, which will be intractable for wide-area radio surveys like the Evolutionary Map of the Universe (EMU). Automated cross-identification will be critical for these future surveys, and machine learning may provide the tools to develop such methods. We apply a standard approach from computer vision to cross-identification, introducing one possible way of automating this problem, and explore the pros and cons of this approach. We apply our method to the 1.4 GHz Australian Telescope Large Area Survey (ATLAS) observations of the Chandra Deep Field South (CDFS) and the ESO Large Area ISO Survey South 1 (ELAIS-S1) fields by cross-identifying them with the Spitzer Wide-area Infrared Extragalactic (SWIRE) survey. We train our method with two sets of data: expert cross-identifications of CDFS from the initial ATLAS data release and crowdsourced cross-identifications of CDFS from Radio Galaxy Zoo. We found that a simple strategy of cross-identifying a radio component with the nearest galaxy performs comparably to our more complex methods, though our estimated best-case performance is near 100 per cent. ATLAS contains 87 complex radio sources that have been cross-identified by experts, so there are not enough complex examples to learn how to cross-identify them accurately. Much larger datasets are therefore required for training methods like ours. We also show that training our method on Radio Galaxy Zoo cross-identifications gives comparable results to training on expert cross-identifications, demonstrating the value of crowdsourced training data.

Internship Opportunities | Argonne National Laboratory

Science.gov Websites

Skip to main content Argonne National Laboratory Toggle Navigation Toggle Search Home Learning -class research to tomorrow's STEM problem solvers Home Learning Center Undergraduates Graduates Faculty ) 252-4114 Contact Us Argonne Educational Programs is committed to providing a learning environment that

The Worldwide Growth of Private Higher Education: Cross-National Patterns of Higher Education Institution Foundings by Sector

ERIC Educational Resources Information Center

Buckner, Elizabeth

2017-01-01

This article investigates cross-national patterns of public and private higher education institution (HEI) foundings from 1960 to 2006. It argues that in addition to national demographic and economic factors, patterns of HEI foundings also reflect world-level models about how nations should structure their higher education systems. Findings…

50 CFR 228.18 - Cross-examination.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 50 Wildlife and Fisheries 9 2011-10-01 2011-10-01 false Cross-examination. 228.18 Section 228.18 Wildlife and Fisheries NATIONAL MARINE FISHERIES SERVICE, NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE MARINE MAMMALS NOTICE AND HEARING ON SECTION 103(d) REGULATIONS § 228.18 Cross...

Summary Statistics of the National Railroad-Highway Crossing Inventory for Public At-Grade Crossings

DOT National Transportation Integrated Search

1977-09-01

In response to the Federal Railroad Safety Act of 1970, a joint government/industry effort to compile a national inventory of railroad-highway crossings was initiated in 1972 and completed in 1976. The inventory contains data on the physical and oper...

Does cross-fostering modify the prenatal effect of methamphetamine on learning of adult male rats?

PubMed

Hrubá, L; Schutová, B; Pometlová, M; Slamberová, R

2009-01-01

Our previous studies demonstrated that methamphetamine administered during gestation and lactation periods impairs maternal behavior, alters the functional development of rat pups and affects behavior in adulthood. The aim of our study was to investigate the effect of prenatal methamphetamine exposure and cross-fostering on learning tested in Morris water maze (MWM) in adult male rats. Mothers were daily exposed to injection of methamphetamine (MA) (5 mg/kg) or saline (S): prior to impregnation and throughout gestation and lactation periods. On postnatal day 1, pups were cross-fostered so that each mother received some of her own and some of the pups of mother with the opposite treatment. Based on the prenatal and postnatal treatments 4 experimental groups (S/S, S/MA, MA/S, MA/MA) were tested in MWM. Two types of tests were used: (1) "Place navigation test" (Learning) and (2) "Probe test" (Probe). In the test of learning, all animals fostered by methamphetamine-treated dams had longer latencies and trajectories, and bigger search error than the animals fostered by saline-treated control mother, regardless of prenatal exposure. Further, the animals prenatally exposed to methamphetamine swam slower than the animals prenatally exposed to saline, regardless of postnatal exposure in the test of learning and in the Probe test. Our results showed that neither prenatal nor postnatal methamphetamine exposure affected the Probe test. Our results showed that prenatal exposure to methamphetamine at dose of 5 mg/kg does not impair learning in the MWM, while postnatal exposure to methamphetamine from mothers' breastmilk and maternal care of mother exposed to methamphetamine impairs learning of adult male rats. On the other hand, the maternal care of control mothers does not impair learning of rat pups prenatally exposed to methamphetamine. The present study demonstrates that cross-fostering may affect learning in adulthood.

Clinical Experience and Learning Style of Flight Nurse and Aeromedical Evacuation Technician Students.

PubMed

De Jong, Marla J; Dukes, Susan F; Dufour, Karey M; Mortimer, Darcy L

2017-01-01

The clinical experience and preferred learning style of U.S. Air Force flight nurses and aeromedical evacuation technicians are unknown. Using a cross-sectional survey design, we gathered data regarding the clinical experience, level of comfort providing clinical care, and preferred learning style of 77 active duty (AD), Air Force Reserve (AFR), and Air National Guard (ANG) nurses enrolled in the U.S. Air Force School of Aerospace Medicine Flight Nurse course, and 121 AD, AFR, and ANG medical technicians enrolled in the Aeromedical Evacuation Technician course. Nurses and medical technicians reported 7.6 ± 5.5 and 3.9 ± 4.5 yr of experience, respectively. AD, AFR, and ANG nurses had comparable years of experience: 5.8 ± 3.2, 8.3 ± 6.6, and 7.9 ± 4.2 yr, respectively; however, AD medical technicians had more years of experience (5.6 ± 4.4 yr) than AFR (3.1 ± 4.8 yr) and ANG (1.9 ± 2.8 yr) medical technicians. Both nurses and medical technicians reported infrequently caring for patients with various disease processes and managing equipment or devices that they will routinely encounter when transporting patients as an aeromedical evacuation clinician. Nurses and medical technicians preferred a kinesthetic learning style or a multimodal learning style that included kinesthetic learning. Nearly all (99%) nurses and 97% of medical technicians identified simulation as their preferred teaching method. These findings confirm faculty concerns regarding the clinical experience of flight nurse and aerospace evacuation technician students.De Jong MJ, Dukes SF, Dufour KM, Mortimer DL. Clinical experience and learning style of flight nurse and aeromedical evacuation technician students. Aerosp Med Hum Perform. 2017; 88(1):23-29.

A Crucible Moment: College Learning and Democracy's Future. A National Call to Action

ERIC Educational Resources Information Center

Association of American Colleges and Universities (NJ1), 2012

2012-01-01

This report from the National Task Force on Civic Learning and Democratic Engagement calls on the nation to reclaim higher education's civic mission. Commissioned by the Department of Education and released at a White House convening in January 2012, the report pushes back against a prevailing national dialogue that limits the mission of higher…

Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

ERIC Educational Resources Information Center

Demir Kaymak, Zeliha; Horzum, Mehmet Baris

2013-01-01

Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

A Method of Cross-Level Frequent Pattern Mining for Web-Based Instruction

ERIC Educational Resources Information Center

Huang, Yueh-Min; Chen, Juei-Nan; Cheng, Shu-Chen

2007-01-01

Due to the rise of e-Learning, more and more useful learning materials are open to public access. Therefore, an appropriate learning suggestion mechanism is an important tool to enable learners to work more efficiently. A smoother learning process increases the learning effect, avoiding unnecessarily difficult concepts and disorientation during…

Variability in University Students' Use of Technology: An "Approaches to Learning" Perspective

ERIC Educational Resources Information Center

Mimirinis, Mike

2016-01-01

This study reports the results of a cross-case study analysis of how students' approaches to learning are demonstrated in blended learning environments. It was initially propositioned that approaches to learning as key determinants of the quality of student learning outcomes are demonstrated specifically in how students utilise technology in…

Investigating Team Learning in a Military Context

ERIC Educational Resources Information Center

Veestraeten, Marlies; Kyndt, Eva; Dochy, Filip

2014-01-01

As teams have become fundamental parts of today's organisations, the need for these teams to function and learn efficiently and effectively is widely emphasised. Also in military contexts team learning is vital. The current article examines team learning behaviour in military teams as it aims to cross-validate a team learning model that was…

Mobile Learning as Boundary Crossing: An Alternative Route to Technology-Enhanced Learning?

ERIC Educational Resources Information Center

Pimmer, Christoph

2016-01-01

This paper examines digital and mobile learning that goes beyond bounded communities and closed domains. While recent work from the field of mobile learning has emphasized the importance of learning across "contexts," little analytical attention has been paid to the underlying dynamics of this phenomenon. To illuminate this, the four…

Types of Informal Learning in Cross-Organizational Collegial Conversations

ERIC Educational Resources Information Center

Wilson, Daniel Gray; Hartung, Kyle

2015-01-01

Purpose: This paper aims to gather empirical evidence for what colleagues from different organizations reported they learned from informal professional learning conversations. Informal learning conversations with colleagues is a powerful yet understudied source of self-directed, professional development. Design/methodology/approach: This study of…

Influences of Gender and Computer Gaming Experience in Occupational Desktop Virtual Environments: A Cross-Case Analysis Study

ERIC Educational Resources Information Center

Ausburn, Lynna J.; Ausburn, Floyd B.; Kroutter, Paul J.

2013-01-01

This study used a cross-case analysis methodology to compare four line-of-inquiry studies of desktop virtual environments (DVEs) to examine the relationships of gender and computer gaming experience to learning performance and perceptions. Comparison was made of learning patterns in a general non-technical DVE with patterns in technically complex,…

Age Differences in the Monitoring of Learning: Cross-Sectional Evidence of Spared Resolution across the Adult Life Span

ERIC Educational Resources Information Center

Hertzog, Christopher; Sinclair, Starlette M.; Dunlosky, John

2010-01-01

Researchers of metacognitive development in adulthood have exclusively used extreme-age-groups designs. We used a full cross-sectional sample (N = 285, age range: 18-80) to evaluate how associative relatedness and encoding strategies influence judgments of learning (JOLs) in adulthood. Participants studied related and unrelated word pairs and made…

Responding to "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability". A Harvard Educational Review Forum

ERIC Educational Resources Information Center

Alim, H. Samy; Baglieri, Susan; Ladson-Billings, Gloria; Paris, Django; Rose, David H.; Valente, Joseph Michael

2017-01-01

In the fall of 2016, the "Harvard Educational Review" ("HER") published "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability" by Federico R. Waitoller, assistant professor in the Department of Special Education at the University…

Developing International Managerial Skills through the Cross-Cultural Assignment: Experiential Learning by Matching U.S.-Based and International Students

ERIC Educational Resources Information Center

Neiva de Figueiredo, Joao; Mauri, Alfredo J.

2013-01-01

This article describes the "Cross-Cultural Assignment," an experiential learning technique for students of business that deepens self-awareness of their own attitudes toward different cultures and develops international managerial skills. The technique consists of pairing up small teams of U.S.-based business students with small teams of…

Crossing the Cultural Boundary from Home to Kindergarten in Hong Kong: A Case Study of a Child's Strategic Actions

ERIC Educational Resources Information Center

Lam, Mei Seung

2009-01-01

Transition from home to kindergarten is the first and major ecological transition in children's educational lives in Hong Kong. In this transition, children cross a cultural boundary from home to kindergarten and start to learn about "school" as a place to learn and about themselves as "pupils" in kindergarten. The conceptual…

A Cross-Case Analysis of Gender Issues in Desktop Virtual Reality Learning Environments

ERIC Educational Resources Information Center

Ausburn, Lynna J.; Martens, Jon; Washington, Andre; Steele, Debra; Washburn, Earlene

2009-01-01

This study examined gender-related issues in using new desktop virtual reality (VR) technology as a learning tool in career and technical education (CTE). Using relevant literature, theory, and cross-case analysis of data and findings, the study compared and analyzed the outcomes of two recent studies conducted by a research team at Oklahoma State…

Learning to Read Setswana and English: Cross-Language Transference of Letter Knowledge, Phonological Awareness and Word Reading Skills

ERIC Educational Resources Information Center

Lekgoko, Olemme; Winskel, Heather

2008-01-01

The current study investigates how beginner readers learn to read Setswana and English, and whether there is cross-language transference of skills between these two languages. Letter knowledge, phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged.…

Using stakeholder analysis to support moves towards universal coverage: lessons from the SHIELD project.

PubMed

Gilson, Lucy; Erasmus, Ermin; Borghi, Jo; Macha, Janet; Kamuzora, Peter; Mtei, Gemini

2012-03-01

Stakeholder analysis is widely recommended as a tool for gathering insights on policy actor interests in, positions on, and power to influence, health policy issues. Such information is recognized to be critical in developing viable health policy proposals, and is particularly important for new health care financing proposals that aim to secure universal coverage (UC). However, there remain surprisingly few published accounts of the use of stakeholder analysis in health policy development generally, and health financing specifically, and even fewer that draw lessons from experience about how to do and how to use such analysis. This paper, therefore, aims to support those developing or researching UC reforms to think both about how to conduct stakeholder analysis, and how to use it to support evidence-informed pro-poor health policy development. It presents practical lessons and ideas drawn from experience of doing stakeholder analysis around UC reforms in South Africa and Tanzania, combined with insights from other relevant material. The paper has two parts. The first presents lessons of experience for conducting a stakeholder analysis, and the second, ideas about how to use the analysis to support policy design and the development of actor and broader political management strategies. Comparison of experience across South Africa and Tanzania shows that there are some commonalities concerning which stakeholders have general interests in UC reform. However, differences in context and in reform proposals generate differences in the particular interests of stakeholders and their likely positioning on reform proposals, as well as in their relative balance of power. It is, therefore, difficult to draw cross-national policy comparisons around these specific issues. Nonetheless, the paper shows that cross-national policy learning is possible around the approach to analysis, the factors influencing judgements and the implications for, and possible approaches to, management of policy processes. Such learning does not entail generalization about which UC reform package offers most gain in any setting, but rather about how to manage the reform process within a particular context.

Pioneering the Transdisciplinary Team Science Approach: Lessons Learned from National Cancer Institute Grantees

PubMed Central

Vogel, Amanda L; Stipelman, Brooke A; Hall, Kara L; Nebeling, Linda; Stokols, Daniel; Spruijt-Metz, Donna

2014-01-01

The National Cancer Institute has been a leader in supporting transdisciplinary (TD) team science. From 2005-2010, the NCI supported Transdisciplinary Research on Energetic and Cancer I (TREC I), a center initiative fostering the TD integration of social, behavioral, and biological sciences to examine the relationships among obesity, nutrition, physical activity and cancer. In the final year of TREC I, we conducted qualitative in-depth-interviews with 31 participating investigators and trainees to learn more about their experiences with TD team science, including challenges, facilitating factors, strategies for success, and impacts. Five main challenges emerged: (1) limited published guidance for how to engage in TD team science, when TREC I was implemented; (2) conceptual and scientific challenges inherent to efforts to achieve TD integration; (3) discipline-based differences in values, terminology, methods, and work styles; (4) project management challenges involved in TD team science; and (5) traditional incentive and reward systems that do not recognize or reward TD team science. Four main facilitating factors and strategies for success emerged: (1) beneficial attitudes and beliefs about TD research and team science; (2) effective team processes; (3) brokering and bridge-building activities by individuals holding particular roles in a research center; and (4) funding initiative characteristics that support TD team science. Broad impacts of participating in TD team science in the context of TREC I included: (1) new positive attitudes about TD research and team science; (2) new boundary-crossing collaborations; (3) scientific advances related to research approaches, findings, and dissemination; (4) institutional culture change and resource creation in support of TD team science; and (5) career advancement. Funding agencies, academic institutions, and scholarly journals can help to foster TD team science through funding opportunities, institutional policies on extra-departmental and cross-school collaboration, promotion and tenure policies, and publishing opportunities for TD research. PMID:25554748

National Transportation Safety Board Safety Study: Safety At Passive Grade Crossings. Volume 2: Case Summaries

DOT National Transportation Integrated Search

1998-07-07

More than 4,000 accidents have occurred at the nation's active and passive grade crossings each year from 1991 through 1996. Many of the accidents at active crossings have involved highway vehicle drivers who did not comply with train-activated warni...

National Wind Distance Learning Collaborative

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

Dr. James B. Beddow

2013-03-29

Executive Summary The energy development assumptions identified in the Department of Energy's position paper, 20% Wind Energy by 2030, projected an exploding demand for wind energy-related workforce development. These primary assumptions drove a secondary set of assumptions that early stage wind industry workforce development and training paradigms would need to undergo significant change if the workforce needs were to be met. The current training practice and culture within the wind industry is driven by a relatively small number of experts with deep field experience and knowledge. The current training methodology is dominated by face-to-face, classroom based, instructor present training. Givenmore » these assumptions and learning paradigms, the purpose of the National Wind Distance Learning Collaborative was to determine the feasibility of developing online learning strategies and products focused on training wind technicians. The initial project scope centered on (1) identifying resources that would be needed for development of subject matter and course design/delivery strategies for industry-based (non-academic) training, and (2) development of an appropriate Learning Management System (LMS). As the project unfolded, the initial scope was expanded to include development of learning products and the addition of an academic-based training partner. The core partners included two training entities, industry-based Airstreams Renewables and academic-based Lake Area Technical Institute. A third partner, Vision Video Interactive, Inc. provided technology-based learning platforms (hardware and software). The revised scope yielded an expanded set of results beyond the initial expectation. Eight learning modules were developed for the industry-based Electrical Safety course. These modules were subsequently redesigned and repurposed for test application in an academic setting. Software and hardware developments during the project's timeframe enabled redesign providing for student access through the use of tablet devices such as iPads. Early prototype Learning Management Systems (LMS) featuring more student-centric access and interfaces with emerging social media were developed and utilized during the testing applications. The project also produced soft results involving cross learning between and among the partners regarding subject matter expertise, online learning pedagogy, and eLearning technology-based platforms. The partners believe that the most significant, overarching accomplishment of the project was the development and implementation of goals, activities, and outcomes that significantly exceeded those proposed in the initial grant application submitted in 2009. Key specific accomplishments include: (1) development of a set of 8 online learning modules addressing electrical safety as it relates to the work of wind technicians; (3) development of a flexible, open-ended Learning Management System (LMS): (3) creation of a robust body of learning (knowledge, experience, skills, and relationships). Project leaders have concluded that there is substantial resource equity that could be leverage and recommend that it be carried forward to pursue a Next Stage Opportunity relating to development of an online core curriculum for institute and community college energy workforce development programs.« less

Improving machine learning reproducibility in genetic association studies with proportional instance cross validation (PICV).

PubMed

Piette, Elizabeth R; Moore, Jason H

2018-01-01

Machine learning methods and conventions are increasingly employed for the analysis of large, complex biomedical data sets, including genome-wide association studies (GWAS). Reproducibility of machine learning analyses of GWAS can be hampered by biological and statistical factors, particularly so for the investigation of non-additive genetic interactions. Application of traditional cross validation to a GWAS data set may result in poor consistency between the training and testing data set splits due to an imbalance of the interaction genotypes relative to the data as a whole. We propose a new cross validation method, proportional instance cross validation (PICV), that preserves the original distribution of an independent variable when splitting the data set into training and testing partitions. We apply PICV to simulated GWAS data with epistatic interactions of varying minor allele frequencies and prevalences and compare performance to that of a traditional cross validation procedure in which individuals are randomly allocated to training and testing partitions. Sensitivity and positive predictive value are significantly improved across all tested scenarios for PICV compared to traditional cross validation. We also apply PICV to GWAS data from a study of primary open-angle glaucoma to investigate a previously-reported interaction, which fails to significantly replicate; PICV however improves the consistency of testing and training results. Application of traditional machine learning procedures to biomedical data may require modifications to better suit intrinsic characteristics of the data, such as the potential for highly imbalanced genotype distributions in the case of epistasis detection. The reproducibility of genetic interaction findings can be improved by considering this variable imbalance in cross validation implementation, such as with PICV. This approach may be extended to problems in other domains in which imbalanced variable distributions are a concern.

The role of reference in cross-situational word learning.

PubMed

Wang, Felix Hao; Mintz, Toben H

2018-01-01

Word learning involves massive ambiguity, since in a particular encounter with a novel word, there are an unlimited number of potential referents. One proposal for how learners surmount the problem of ambiguity is that learners use cross-situational statistics to constrain the ambiguity: When a word and its referent co-occur across multiple situations, learners will associate the word with the correct referent. Yu and Smith (2007) propose that these co-occurrence statistics are sufficient for word-to-referent mapping. Alternative accounts hold that co-occurrence statistics alone are insufficient to support learning, and that learners are further guided by knowledge that words are referential (e.g., Waxman & Gelman, 2009). However, no behavioral word learning studies we are aware of explicitly manipulate subjects' prior assumptions about the role of the words in the experiments in order to test the influence of these assumptions. In this study, we directly test whether, when faced with referential ambiguity, co-occurrence statistics are sufficient for word-to-referent mappings in adult word-learners. Across a series of cross-situational learning experiments, we varied the degree to which there was support for the notion that the words were referential. At the same time, the statistical information about the words' meanings was held constant. When we overrode support for the notion that words were referential, subjects failed to learn the word-to-referent mappings, but otherwise they succeeded. Thus, cross-situational statistics were useful only when learners had the goal of discovering mappings between words and referents. We discuss the implications of these results for theories of word learning in children's language acquisition. Copyright © 2017 Elsevier B.V. All rights reserved.

The building of knowledge, language, and decision-making about climate change science: a cross-national program for secondary students

NASA Astrophysics Data System (ADS)

Arya, Diana; Maul, Andrew

2016-04-01

The United Nations' declaration on climate change education in December 2014 has sparked a renewal of policies and programs initiated during the 'Decade of Education for Sustainable Development' (DESD, 2005-2014), aimed at promoting awareness, understanding, and civic action for environmental sustainability within learning communities all around the world. We present findings from a dialogic, multimodal, and literacies-based educational project designed to provide secondary students (N = 141) from four countries with the resources to read about and discuss evidence regarding climate change from seminal studies with peers and a core group of scientists (N = 7). Post-program interviews revealed a significant increase in language use related to evidence-based reasoning. Students also demonstrated an increased propensity to recycle. These findings support the hypothesis that providing opportunities for students to read and discuss seminal scientific sources incites positive changes in beliefs, attitudes, and behaviors related to climate change and climate science, and understandings of the nature of scientific evidence and argumentation.

The Cross-Elasticity of Demand for National Newspaper Advertising.

ERIC Educational Resources Information Center

Busterna, John C.

1987-01-01

Measures the extent to which other media compete with newspapers in the market for national advertising, using coefficients of the cross-elasticity of demand between newspapers and eight other media. Concluded that no other media reside in the same product market for national advertising. (MM)

A Comparative Analysis of Demographics and Reported Preferential Learning Modes of Florida and Non-Florida Osher Lifelong Learning Institutes Members

ERIC Educational Resources Information Center

Lee, Jung Min

2016-01-01

This research examined demographic factors and reported preferential learning mode among a sample of Florida Osher Lifelong Learning Institute (OLLI) members compared to a national sample profile of OLLI members. This study was prompted by an earlier study of OLLI members conducted by the National Resource Center (NRC) for OLLIs, which produced a…

Recognition of Prior Learning at the Centre of a National Strategy: Tensions between Professional Gains and Personal Development

ERIC Educational Resources Information Center

Lima, Licínio C.; Guimarães, Paula

2016-01-01

This paper focuses on recognition of prior learning as part of a national policy based on European Union guidelines for lifelong learning, and it explains how recognition of prior learning has been perceived since it was implemented in Portugal in 2000. Data discussed are the result of a mixed method research project that surveyed adult learners,…

When Service-Learning Is Not a "Border-Crossing" Experience: Outcomes of a Graduate Spanish Online Course

ERIC Educational Resources Information Center

Carracelas-Juncal, Carmen

2013-01-01

Research on Spanish service-learning has focused mainly on the outcomes of service-learning for undergraduate students learning Spanish as a second language. This article examines the role of service-learning in a graduate online course for practicing Spanish teachers and the outcomes of the service-learning experience for three participants who…

A Comparison of Linking Methods for Estimating National Trends in International Comparative Large-Scale Assessments in the Presence of Cross-national DIF

ERIC Educational Resources Information Center

Sachse, Karoline A.; Roppelt, Alexander; Haag, Nicole

2016-01-01

Trend estimation in international comparative large-scale assessments relies on measurement invariance between countries. However, cross-national differential item functioning (DIF) has been repeatedly documented. We ran a simulation study using national item parameters, which required trends to be computed separately for each country, to compare…

The Structure of Work, Patterns of Communication, and Organizational Learning: A Three-Nation Comparison.

ERIC Educational Resources Information Center

Hanson, David P.; Saban, Kenneth

2001-01-01

Examines the relationship between internal communications and organizational learning and considers the effects of national differences in work organization on differences in internal communications, learning, and new product development. Compares small group performance in American startups, smaller Italian companies, and Japanese management…

Faculty as Contributors to Learning for Native American Students

ERIC Educational Resources Information Center

Lundberg, Carol A.; Lowe, Shelly C.

2016-01-01

With a national sample of 700 Native American students who took the National Survey of Student Engagement (NSSE), this study tested the ways faculty interaction and inclusion of diverse perspectives in the classroom contributed to learning for Native American students. Significant predictors of learning were quality academic advising, faculty…

Profiling and Utilizing Learning Style. NASSP Learning Style Series.

ERIC Educational Resources Information Center

Keefe, James W., Ed.

In 1986, the National Association of Secondary School Principals, with the assistance of a national task force, published the NASSP Learning Style Profile (LSP) for diagnosis of the cognitive styles, perceptual response tendencies, and instructional preferences of middle level and senior high school students. This monograph offers a short course…

Learning Networks--Enabling Change through Community Action Research

ERIC Educational Resources Information Center

Bleach, Josephine

2016-01-01

Learning networks are a critical element of ethos of the community action research approach taken by the Early Learning Initiative at the National College of Ireland, a community-based educational initiative in the Dublin Docklands. Key criteria for networking, whether at local, national or international level, are the individual's and…

Organisational Learning in International Joint Ventures: Implications for Management Development.

ERIC Educational Resources Information Center

Berrell, Mike; Gloet, Marianne; Wright, Phil

2002-01-01

Malaysian and Australian managers enrolled in a training program exhibited differences attributed to national culture in their approaches to learning, influences on management behavior, and ways of knowing. National culture had greater influence on management development and organizational learning than did organizational or systems cultures.…

Measuring Learning through Cross Sectional Testing

ERIC Educational Resources Information Center

Lovett, Steve; Johnson, Jennie

2012-01-01

The measurement of student learning is becoming increasingly important in U.S. higher education. One way to measure learning is through longitudinal testing, but this becomes especially difficult when applied to cumulative learning within programs in situations of low persistence. In particular, many Hispanic Serving Institutions (HSIs) find…

Globally Sustainable Management: A Dynamic Model of IHRM Learning and Control

ERIC Educational Resources Information Center

Takeda, Margaret B.; Helms, Marilyn M.

2010-01-01

Purpose: After a thorough literature review on multinational learning, it is apparent organizations "learn" when they capitalize on expatriate management, a "learning strategy" (international work teams, employee involvement and other human resource policies), technology transfer and political environment and cross-cultural adaptation. This…

The Pursuit of Word Meanings

PubMed Central

Stevens, Jon Scott; Gleitman, Lila R.; Trueswell, John C.; Yang, Charles

2016-01-01

We evaluate here the performance of four models of cross-situational word learning; two global models, which extract and retain multiple referential alternatives from each word occurrence; and two local models, which extract just a single referent from each occurrence. One of these local models, dubbed Pursuit, uses an associative learning mechanism to estimate word-referent probability but pursues and tests the best referent-meaning at any given time. Pursuit is found to perform as well as global models under many conditions extracted from naturalistic corpora of parent child-interactions, even though the model maintains far less information than global models. Moreover, Pursuit is found to best capture human experimental findings from several relevant cross-situational word-learning experiments, including those of Yu and Smith (2007), the paradigm example of a finding believed to support fully global cross-situational models. Implications and limitations of these results are discussed, most notably that the model characterizes only the earliest stages of word learning, when reliance on the co-occurring referent world is at its greatest. PMID:27666335

Leveraging Intelligent Adaptive Learning to Personalize Education: A Special White Paper Based upon the Speak Up 2011 National Findings

ERIC Educational Resources Information Center

Project Tomorrow, 2012

2012-01-01

Each year, Project Tomorrow, a national education nonprofit organization, facilitates the Speak Up National Research Project and, as part of this initiative, tracks the growing student, educator and parent interest in digital learning, and how the nation's schools and districts are addressing that interest with innovative ways to use technology in…

Education, Gender, and Economic Development: A Cross-National Study.

ERIC Educational Resources Information Center

Benavot, Aaron

1989-01-01

Examines the effects of gender differences in educational expansion on national economic growth. Using cross-national data from 96 countries, the authors found that in less-developed countries, educational expansion among primary school-age girls had a stronger impact on long-term economic prosperity than did educational expansion among primary…

National CrossTalk. Volume 13, Number 2, Spring 2005

ERIC Educational Resources Information Center

Trombley, William, Ed.

2005-01-01

The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) CUNY [City University of New York] Sheds Reputation as "Tutor U": The Nation's Largest Urban University Raises Standards, and Grapples with Remediation (Jon…

The company objects keep: Linking referents together during cross-situational word learning.

PubMed

Zettersten, Martin; Wojcik, Erica; Benitez, Viridiana L; Saffran, Jenny

2018-04-01

Learning the meanings of words involves not only linking individual words to referents but also building a network of connections among entities in the world, concepts, and words. Previous studies reveal that infants and adults track the statistical co-occurrence of labels and objects across multiple ambiguous training instances to learn words. However, it is less clear whether, given distributional or attentional cues, learners also encode associations amongst the novel objects. We investigated the consequences of two types of cues that highlighted object-object links in a cross-situational word learning task: distributional structure - how frequently the referents of novel words occurred together - and visual context - whether the referents were seen on matching backgrounds. Across three experiments, we found that in addition to learning novel words, adults formed connections between frequently co-occurring objects. These findings indicate that learners exploit statistical regularities to form multiple types of associations during word learning.

Summary Statistics of the National Railroad - Highway Crossing Inventory for Public At-Grade Crossings. Second Edition : Inventory Status as of May 78

DOT National Transportation Integrated Search

1978-09-01

In response to the Federal Railroad Safety Act of 1970, a joint government/industry effort to compile a national inventory of railroad-highway crossings was initiated in 1972 and completed in 1976. The inventory contains data on the physical and oper...

Jessor's Problem Behavior Theory: Cross-National Evidence from Hungary, the Netherlands, Slovenia, Spain, Switzerland, Taiwan, Turkey, and the United States

ERIC Educational Resources Information Center

Vazsonyi, Alexander T.; Chen, Pan; Jenkins, Dusty D.; Burcu, Esra; Torrente, Ginesa; Sheu, Chuen-Jim

2010-01-01

Jessor (2008) has recently called attention to "description" versus "explanation" in cross-cultural and cross-national comparative scholarship on adolescent development, particularly, the etiology of adolescent problem behaviors. In the current study, we were interested in testing to what extent problem behavior theory…

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

ERIC Educational Resources Information Center

Chung, Liang-Yi

2015-01-01

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their…

Social and Emotional Learning Competencies and Cross-Thematic Curriculum-Related Skills of Greek Students: A Multifactorial and Triangulation Analysis

ERIC Educational Resources Information Center

Tsolou, Olympia; Margaritis, Vasileios

2013-01-01

The cross-thematic curriculum (CTC) for school education has recently been implemented so that the quality of the Greek educational system is improved. This study aimed at assessing social and emotional learning competencies and CTC-related skills of 541 Greek students aged 11-13. Data triangulation was also used for validating these findings,…

Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School

ERIC Educational Resources Information Center

Silverman, Rebecca D.; Martin-Beltran, Melinda; Peercy, Megan M.; Hartranft, Anna M.; McNeish, Daniel M.; Artzi, Lauren; Nunn, Stephanie

2017-01-01

This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…

How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study

ERIC Educational Resources Information Center

Malewski, Erik; Sharma, Suniti; Phillion, JoAnn

2012-01-01

Background/Context: The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took…

Mediating Knowledge through Peer-to-Peer Interaction in a Multicultural Online Learning Environment: A Case Study of International Students in the US

ERIC Educational Resources Information Center

Sadykova, Gulnara

2014-01-01

The continuous growth of online learning and its movement towards cross-border and cross-culture education has recently taken a new turn with the epic hype that currently surrounds the development of massive open online courses (MOOCs) (Beattie-Moss, 2013). This development brings to focus the experiences of international students who take online…

Exploring Young Learners' Foreign Language Learning Awareness

ERIC Educational Resources Information Center

Muñoz, Carmen

2014-01-01

The present study explores young learners' awareness of foreign language learning and of their learning conditions. The participants were 76 Catalan-Spanish children who were learning English at primary school. Both cross-sectional and longitudinal data were collected by means of two different interviews that contained questions related to pupils'…

Cross-Cultural Service Learning: American and Russian Students Learn Applied Organizational Communication.

ERIC Educational Resources Information Center

Stevens, Betsy

2001-01-01

Describes how American and Russian students engaged in service learning in their own communities as part of an organizational communication class in which they learned communication principles and applied their skills to assist non-profit organizations. Describes both projects, stumbling blocks, and course outcomes. (SR)

Creating Contexts for Middle-Age Learning.

ERIC Educational Resources Information Center

Stone, Sandra J.

1998-01-01

Presents the theories of Vygotsky and Bandura that provide the foundation for research on cross-age learning in multiple-age groupings. Discusses the cognitive, social, and emotional benefits children derive from mixed-age groupings. Outlines social learning contexts, such as learning centers and projects, and structural contexts, such as multiage…

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…

How European American and Taiwanese Mothers Talk to Their Children about Learning

ERIC Educational Resources Information Center

Li, Jin; Fung, Heidi; Bakeman, Roger; Rae, Katharine; Wei, Wanchun

2014-01-01

Little cross-cultural research exists on parental socialization of children's learning beliefs. The current study compared 218 conversations between European American and Taiwanese mothers and children (6-10 years) about good and poor learning. The findings support well-documented cultural differences in learning beliefs. European Americans…

Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: a multilevel growth curve analysis.

PubMed

Maulana, Ridwan; Opdenakker, Marie-Christine; Stroet, Kim; Bosker, Roel

2013-09-01

Research consistently shows that the learning environment plays an important role for early adolescents' learning and outcomes and suggests that good teacher-student relationships can serve as a protective factor for maintaining young adolescents' interest and active engagement in learning. However, less is known about the dynamic nature of teacher-student relationships and how they link with academic motivation development. Furthermore, little is known about the nature and the effects of teacher-student relationships in a cross-national context. The present study investigated changes in two components of teacher-student relationships (teachers' involvement vs. rejection) and examined links with students' academic motivation during the first grade of secondary school. Ten Dutch and ten Indonesian teachers (65 % female) from 24 classes were videoed 12 times across the school year, and four videos for each class were selected randomly and coded on teachers' involvement versus rejection. A total of 713 students (52 % girls) completed four-wave measures of their academic motivation after each video observation. Multilevel growth curve modeling revealed that the teacher's involvement changed in a curvilinear way and decreased across the first year of secondary education, while changes in the teacher's rejection did not follow a linear time function. Academic motivation changed in an undesirable way: controlled motivation increased, while autonomous motivation decreased over time. Teachers' involvement had a unique contribution in preventing high levels of controlled motivation in both countries. Findings suggest that teacher-student relationships (teachers' involvement) play an essential role in early adolescents' motivation regardless of the nations and should be a priority for schools.

The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey

PubMed Central

Almutairi, Adel F.; Alhelih, Eyad M.; Alshehry, Abdualrahman S.

2017-01-01

Objective The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences. Methods All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students. Results A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p > .05). Conclusion The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students. PMID:28630767

Learning Affordances of Language and Communication National Curricula

ERIC Educational Resources Information Center

Scott, David

2016-01-01

This article focuses on the learning affordances of different language and communication curricula in the world. For reasons of space, only two national education systems (Finland and Singapore) and their language and communication curricula are referred to. The accounts of national education systems consist of the identification of mechanisms…

Service-Learning. National Dropout Prevention Center/Network Newsletter. Volume 22, Number 4

ERIC Educational Resources Information Center

Duckenfield, Marty, Ed.

2011-01-01

The "National Dropout Prevention Newsletter" is published quarterly by the National Dropout Prevention Center/Network. This issue contains the following articles: (1) Dropouts and Democracy (Robert Shumer); (2) 2011 NDPN Crystal Star Winners; (3) Service-Learning as Dropout Intervention and More (Michael VanKeulen); and (4) Teacher…

Expanding the Frontiers of National Qualifications Frameworks through Lifelong Learning

ERIC Educational Resources Information Center

Owusu-Agyeman, Yaw

2017-01-01

The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance "formal" learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of "non-formal"…

The Learning Behaviors Scale: National Standardization in Trinidad and Tobago

ERIC Educational Resources Information Center

Chao, Jessica L.; McDermott, Paul A.; Watkins, Marley W.; Drogalis, Anna Rhoad; Worrell, Frank C.; Hall, Tracey E.

2018-01-01

This study reports on the national standardization and validation of the Learning Behaviors Scale (LBS) for use in Trinidad and Tobago. The LBS is a teacher rating scale centering on observable behaviors relevant to identifying childhood approaches to classroom learning. Teachers observed a stratified sample of 900 students across the islands'…

National Identity in EFL Learning: A Longitudinal Inquiry

ERIC Educational Resources Information Center

Gu, Mingyue

2010-01-01

This article draws on a longitudinal study of four Chinese students' English learning experiences during their college years and explores the ways in which EFL learning has influenced their sense of national identity. The study captures the changes they have experienced in constructing identities over a prolonged period in the context of mainland…

Nationality as a Determinant of Learning Styles: Comparing Marketing Students from Bulgaria and the USA

ERIC Educational Resources Information Center

Budeva, Desislava; Kehaiova, Maria; Petkus, Ed

2015-01-01

More than ever, college students vary in terms of nationality and cultural backgrounds, which raises the question: do these cultural differences translate into different learning styles? This study attempts to investigate how marketing students from different countries adopt certain learning styles using two samples of undergraduate students from…

Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan

ERIC Educational Resources Information Center

Thomas, Susan

2016-01-01

The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, "Future Ready Learning: Reimagining the Role of Technology in Education," articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While…

Games for Participatory Science: A Paradigm for Game-Based Learning for Promoting Science Literacy

ERIC Educational Resources Information Center

Shapiro, R. Benjamin; Squire, Kurt D.

2011-01-01

Debates in forums such as "Educational Technology" and the National Academies of Science (National Research Council, 2011) emphasize the promise (and indeed recent successes) of digital game-based learning programs, but also the need for research-driven approaches that carefully delineate learning goals. This article introduces one such…

The Role of Research on Science Teaching and Learning

ERIC Educational Resources Information Center

National Science Teachers Association (NJ1), 2010

2010-01-01

Research on science teaching and learning plays an important role in improving science literacy, a goal called for in the National Science Education Standards (NRC 1996) and supported by the National Science Teachers Association (NSTA 2003). NSTA promotes a research agenda that is focused on the goal of enhancing student learning through effective…

It's Time for Summer: An Analysis of Recent Policy and Funding Opportunities

ERIC Educational Resources Information Center

Fairchild, Ron; Smink, Jeff; Stewart, Ashley B.

2009-01-01

The National Summer Learning Association is the only national organization that focuses exclusively on learning during the summer months. It works to ensure that children and youth in high-poverty communities have access to quality summer learning opportunities that support their academic performance and healthy development through hands-on…

Evaluation of National Institute for Learning Development and Discovery Educational Therapy Program

ERIC Educational Resources Information Center

Frimpong, Prince Christopher

2014-01-01

In Maryland, some Christian schools have enrolled students with learning disabilities (LDs) but do not have any interventional programs at the school to help them succeed academically. The purpose of this qualitative program evaluation was to evaluate the National Institute for Learning Development (NILD) and Discovery Therapy Educational Program…

The National Issues Forum: Bridging the Human Gap through Innovative Learning.

ERIC Educational Resources Information Center

McMahan, Eva M.

The National Issues Forum model, a series of community based public discussions on key domestic issues, may be a partial solution to the "human gap" between growing complexity and a capacity to deal with it, by exemplifying "innovative learning." To engage in innovative learning, characterized by anticipation and participation,…

Distributed learning: Developing a predictive model based on data from multiple hospitals without data leaving the hospital - A real life proof of concept.

PubMed

Jochems, Arthur; Deist, Timo M; van Soest, Johan; Eble, Michael; Bulens, Paul; Coucke, Philippe; Dries, Wim; Lambin, Philippe; Dekker, Andre

2016-12-01

One of the major hurdles in enabling personalized medicine is obtaining sufficient patient data to feed into predictive models. Combining data originating from multiple hospitals is difficult because of ethical, legal, political, and administrative barriers associated with data sharing. In order to avoid these issues, a distributed learning approach can be used. Distributed learning is defined as learning from data without the data leaving the hospital. Clinical data from 287 lung cancer patients, treated with curative intent with chemoradiation (CRT) or radiotherapy (RT) alone were collected from and stored in 5 different medical institutes (123 patients at MAASTRO (Netherlands, Dutch), 24 at Jessa (Belgium, Dutch), 34 at Liege (Belgium, Dutch and French), 48 at Aachen (Germany, German) and 58 at Eindhoven (Netherlands, Dutch)). A Bayesian network model is adapted for distributed learning (watch the animation: http://youtu.be/nQpqMIuHyOk). The model predicts dyspnea, which is a common side effect after radiotherapy treatment of lung cancer. We show that it is possible to use the distributed learning approach to train a Bayesian network model on patient data originating from multiple hospitals without these data leaving the individual hospital. The AUC of the model is 0.61 (95%CI, 0.51-0.70) on a 5-fold cross-validation and ranges from 0.59 to 0.71 on external validation sets. Distributed learning can allow the learning of predictive models on data originating from multiple hospitals while avoiding many of the data sharing barriers. Furthermore, the distributed learning approach can be used to extract and employ knowledge from routine patient data from multiple hospitals while being compliant to the various national and European privacy laws. Copyright © 2016 The Author(s). Published by Elsevier Ireland Ltd.. All rights reserved.

Improving Recall Using Database Management Systems: A Learning Strategy.

ERIC Educational Resources Information Center

Jonassen, David H.

1986-01-01

Describes the use of microcomputer database management systems to facilitate the instructional uses of learning strategies relating to information processing skills, especially recall. Two learning strategies, cross-classification matrixing and node acquisition and integration, are highlighted. (Author/LRW)

A cross-cultural comparison of anatomy learning: learning styles and strategies.

PubMed

Mitchell, Barry S; Xu, Qin; Jin, Lixian; Patten, Debra; Gouldsborough, Ingrid

2009-01-01

Cultural influences on anatomy teaching and learning have been investigated by application of a questionnaire to medical students in British and Chinese Medical Schools. Results from the responses from students of the two countries were analyzed. Both groups found it easier to understand anatomy in a clinical context, and in both countries, student learning was driven by assessment. Curriculum design differences may have contributed to the British view wherein students were less likely to feel time pressure and enjoyed studying anatomy more than their Chinese counterparts. Different teaching approaches resulted in British students being more likely to recite definitions to learn, and the Chinese students found learning from cross-sectional images easy. Cultural differences may account for the observation that British students were more inclined to ask questions in class, and the preference of Chinese students to study in small groups. The findings give evidence to show how 'cultures of learning' influence students' approaches and indicate the importance of cultural influences as factors amongst international and home learner groups.

Characterizing Urban Air Quality to Provide Actionable Information

NASA Astrophysics Data System (ADS)

Lary, D. J.

2017-12-01

The urbanization of national and global populations is associated with increasing challenges to creation of sustainable and livable communities. In urban environments, there is currently a lack of accurate actionable information on atmospheric composition on fine spatial and temporal scales. There is a pressing need to better characterize the complex spatial distribution of environmental features of cityscapes and improve understanding of their relationship to health and quality of life. This talk gives an overview of integrating sensing of atmospheric composition on multiple scales using a wide range of devices from distributed low cost-sensors, to aerial vehicles, to satellites. Machine learning plays a key role in providing both the cross-calibration and turning the exposure dosimetry into actionable insights for urban environments.

Strategic partnerships: bridging the collaboration gap.

PubMed

Weinstein, Sharon M

2004-01-01

"Teambuilding," "partnering," "outreach," and "collaboration" all are terms of the new millennium. Such terms suggest a continuing trend in healthcare. Partnering and collaboration are the hallmark of many successful models implemented by practice and academic healthcare settings worldwide. Strategic partnering, within and beyond institutions, provides opportunities for personal and professional growth, outreach, and collaboration. Within the global nursing community, cross-national partnerships represent a vehicle for extending knowledge sharing, and for using on-site visits, tele- and videoconferencing, electronic mail, and other resources. The World Wide Web has opened doors to distance learning programs that were once a dream, and that now represent reality. The author addresses the partnering concept and applications within the local healthcare community, within the country, and worldwide.

Development of a Mixed Methods Investigation of Process and Outcomes of Community-Based Participatory Research

PubMed Central

Lucero, Julie; Wallerstein, Nina; Duran, Bonnie; Alegria, Margarita; Greene-Moton, Ella; Israel, Barbara; Kastelic, Sarah; Magarati, Maya; Oetzel, John; Pearson, Cynthia; Schulz, Amy; Villegas, Malia; White Hat, Emily R.

2017-01-01

This article describes a mixed methods study of community-based participatory research (CBPR) partnership practices and the links between these practices and changes in health status and disparities outcomes. Directed by a CBPR conceptual model and grounded in indigenous-transformative theory, our nation-wide, cross-site study showcases the value of a mixed methods approach for better understanding the complexity of CBPR partnerships across diverse community and research contexts. The article then provides examples of how an iterative, integrated approach to our mixed methods analysis yielded enriched understandings of two key constructs of the model: trust and governance. Implications and lessons learned while using mixed methods to study CBPR are provided. PMID:29230152

Automated detection of exudative age-related macular degeneration in spectral domain optical coherence tomography using deep learning.

PubMed

Treder, Maximilian; Lauermann, Jost Lennart; Eter, Nicole

2018-02-01

Our purpose was to use deep learning for the automated detection of age-related macular degeneration (AMD) in spectral domain optical coherence tomography (SD-OCT). A total of 1112 cross-section SD-OCT images of patients with exudative AMD and a healthy control group were used for this study. In the first step, an open-source multi-layer deep convolutional neural network (DCNN), which was pretrained with 1.2 million images from ImageNet, was trained and validated with 1012 cross-section SD-OCT scans (AMD: 701; healthy: 311). During this procedure training accuracy, validation accuracy and cross-entropy were computed. The open-source deep learning framework TensorFlow™ (Google Inc., Mountain View, CA, USA) was used to accelerate the deep learning process. In the last step, a created DCNN classifier, using the information of the above mentioned deep learning process, was tested in detecting 100 untrained cross-section SD-OCT images (AMD: 50; healthy: 50). Therefore, an AMD testing score was computed: 0.98 or higher was presumed for AMD. After an iteration of 500 training steps, the training accuracy and validation accuracies were 100%, and the cross-entropy was 0.005. The average AMD scores were 0.997 ± 0.003 in the AMD testing group and 0.9203 ± 0.085 in the healthy comparison group. The difference between the two groups was highly significant (p < 0.001). With a deep learning-based approach using TensorFlow™, it is possible to detect AMD in SD-OCT with high sensitivity and specificity. With more image data, an expansion of this classifier for other macular diseases or further details in AMD is possible, suggesting an application for this model as a support in clinical decisions. Another possible future application would involve the individual prediction of the progress and success of therapy for different diseases by automatically detecting hidden image information.

Globalization, Development and International Migration: A Cross-National Analysis of Less-Developed Countries, 1970-2000

ERIC Educational Resources Information Center

Sanderson, Matthew R.; Kentor, Jeffrey D.

2009-01-01

It is widely argued that globalization and economic development are associated with international migration. However, these relationships have not been tested empirically. We use a cross-national empirical analysis to assess the impact of global and national factors on international migration from less-developed countries. An interdisciplinary…

Schoolification or Early Years Democracy? A Cross-Curricular Perspective from Denmark and England

ERIC Educational Resources Information Center

Brogaard Clausen, Sigrid

2015-01-01

International comparisons strongly influence national policy agendas in the early years. However, an appreciation of details and national context and differences is imperative to promote democracy. From the perspective of a Danish social pedagogue lecturing in Early Childhood Studies in England, the author presents a cross-national comparison to…

Cosmopolitanism in Civic Education: Exploring Cross-National Trends, 1970-2008

ERIC Educational Resources Information Center

Bromley, Patricia

2009-01-01

This study examines how far education systems worldwide have progressed from depicting society as rooted in a homogenous, bounded nation-state towards cosmopolitan emphases on a common humanity and social diversity. The research uses a unique longitudinal and cross-national primary source of data--high school civics, history, and social studies…

A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia

ERIC Educational Resources Information Center

Fraser, Barry J.; Aldridge, Jill M.; Adolphe, F. S. Gerard

2010-01-01

This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) cross validate the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of…

Graduate Students' Perceptions of the Impact of the Alternative National English Course on the Improvement of Their English Language Learning and Their Learning Challenges at the University of Jordan

ERIC Educational Resources Information Center

Alkhawaldeh, Ahmad Mokbel

2017-01-01

This qualitative study addressed the English language learning needs and challenges expressed by a sample of 22 postgraduate students from diversified faculties in the University of Jordan. These students were required to take the Alternative National English course. They wrote a self-report reflecting on their English language learning needs and…

Examining the Effectiveness of a Semi-Self-Paced Flipped Learning Format in a College General Chemistry Sequence

ERIC Educational Resources Information Center

Hibbard, Lisa; Sung, Shannon; Wells, Breche´

2016-01-01

Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a…

Expanding the frontiers of national qualifications frameworks through lifelong learning

NASA Astrophysics Data System (ADS)

Owusu-Agyeman, Yaw

2017-10-01

The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF's limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country's broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.

Universal happiness? Cross-cultural measurement invariance of scales assessing positive mental health.

PubMed

Bieda, Angela; Hirschfeld, Gerrit; Schönfeld, Pia; Brailovskaia, Julia; Zhang, Xiao Chi; Margraf, Jürgen

2017-04-01

Research into positive aspects of the psyche is growing as psychologists learn more about the protective role of positive processes in the development and course of mental disorders, and about their substantial role in promoting mental health. With increasing globalization, there is strong interest in studies examining positive constructs across cultures. To obtain valid cross-cultural comparisons, measurement invariance for the scales assessing positive constructs has to be established. The current study aims to assess the cross-cultural measurement invariance of questionnaires for 6 positive constructs: Social Support (Fydrich, Sommer, Tydecks, & Brähler, 2009), Happiness (Subjective Happiness Scale; Lyubomirsky & Lepper, 1999), Life Satisfaction (Diener, Emmons, Larsen, & Griffin, 1985), Positive Mental Health Scale (Lukat, Margraf, Lutz, van der Veld, & Becker, 2016), Optimism (revised Life Orientation Test [LOT-R]; Scheier, Carver, & Bridges, 1994) and Resilience (Schumacher, Leppert, Gunzelmann, Strauss, & Brähler, 2004). Participants included German (n = 4,453), Russian (n = 3,806), and Chinese (n = 12,524) university students. Confirmatory factor analyses and measurement invariance testing demonstrated at least partial strong measurement invariance for all scales except the LOT-R and Subjective Happiness Scale. The latent mean comparisons of the constructs indicated differences between national groups. Potential methodological and cultural explanations for the intergroup differences are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Dyslexia from a Cross-Linguistic and Cross-Cultural Perspective: The Case of Russian and Russia

ERIC Educational Resources Information Center

Kornev, Aleksandr N.; Rakhlin, Natalia; Grigorenko, Elena L.

2010-01-01

An important goal of research on specific learning disorders (such as dyslexia, or specific reading disability, or dysgraphia, or specific writing disorder) is to elucidate the universal characteristics and cross-linguistic and cross-cultural differences of literacy acquisition and disability. However, despite the acknowledged necessity of…

Gender, Complexity, and Science for All: Systemizing and Its Impact on Motivation to Learn Science for Different Science Subjects

ERIC Educational Resources Information Center

Zeyer, Albert

2018-01-01

The present study is based on a large cross-cultural study, which showed that a systemizing cognition type has a high impact on motivation to learn science, while the impact of gender is only indirect thorough systemizing. The present study uses the same structural equation model as in the cross-cultural study and separately tests it for physics,…

Learning to perceive differences in solid shape through vision and touch.

PubMed

Norman, J Farley; Clayton, Anna Marie; Norman, Hideko F; Crabtree, Charles E

2008-01-01

A single experiment was designed to investigate perceptual learning and the discrimination of 3-D object shape. Ninety-six observers were presented with naturally shaped solid objects either visually, haptically, or across the modalities of vision and touch. The observers' task was to judge whether the two sequentially presented objects on any given trial possessed the same or different 3-D shapes. The results of the experiment revealed that significant perceptual learning occurred in all modality conditions, both unimodal and cross-modal. The amount of the observers' perceptual learning, as indexed by increases in hit rate and d', was similar for all of the modality conditions. The observers' hit rates were highest for the unimodal conditions and lowest in the cross-modal conditions. Lengthening the inter-stimulus interval from 3 to 15 s led to increases in hit rates and decreases in response bias. The results also revealed the existence of an asymmetry between two otherwise equivalent cross-modal conditions: in particular, the observers' perceptual sensitivity was higher for the vision-haptic condition and lower for the haptic-vision condition. In general, the results indicate that effective cross-modal shape comparisons can be made between the modalities of vision and active touch, but that complete information transfer does not occur.

75 FR 32490 - National Institute of Mental Health; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-08

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute of Mental Health; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act, as... on the Neurobiology of Learning and Memory, and the Unit on Learning and Plasticity and meetings with...

2004 National Awards for Museum & Library Service

ERIC Educational Resources Information Center

Institute of Museum and Library Services, 2004

2004-01-01

The National Awards for Museum and Library Service give national recognition to institutions that play an integral and essential part in our learning society. The awards celebrate the efforts of libraries and museums of all sizes to connect with their increasingly diverse communities and to serve as centers of lifelong learning. As the pace of…

The Chinese number naming system and its impact on the arithmetic performance of pre-schoolers in Hong Kong

NASA Astrophysics Data System (ADS)

Ng, Sharon Sui Ngan

2012-06-01

Asian children, including Chinese children, perform better than their English-speaking peers in cross-national mathematics studies. This superior Asian performance is attributed to several factors including cultural beliefs, educational systems and practices, and the Chinese number naming system. Given the limited empirical evidence on pre-school mathematics learning in Chinese societies, the outcomes of Western studies are often borrowed and adopted in curriculum planning in Asian schools. The study reported in this paper investigated the performance of Hong Kong Chinese pre-school children based on Western studies involving English-speaking children, and examined the relationship between the Chinese number naming system and children's performance in number and operation concepts. Data were collected from 299 pre-school children aged between 3 and 5 years. The learning sequence of the children in mastering number and operation concepts was established using the Rasch Model. This study provides empirical evidence for the feasibility of borrowing lists of mathematics concepts from studies of English-speaking children to serve as a reference for school-based curriculum planning in a Chinese-speaking context. However, it is not enough to establish the relationship between children's performance and the Chinese number naming system. Classroom instruction and cultural beliefs in mathematics learning are also important in explaining children's performance.

Life Stories of Graduate Students in Chile and the United States: Becoming a Scientist from Childhood to Adulthood

NASA Astrophysics Data System (ADS)

Silva Fernandez, Marta A.

The purpose of this cross-national study was to gain a more comprehensive understanding about doctoral students in the United States and Chile and how their decisions to pursue a career in the life sciences field occurred throughout their lives. . I interviewed 15 doctoral students from the Seven Lakes University (Chile) and 15 students from the West Coast University (US), using a life history approach. Analyses revealed that the degree of flexibility in the schooling system and the degree of individualism and collectivism of the social groups in which the students were learning science seemed to influence the informants' vocational decisions in three interrelated processes: (1) Deciding the informants' degree of interest and ability in science by the opportunity of choosing science classes and activities. The highly tracked Chilean system socializes students to science at an early age. The more flexible school system in the US enabled the interviewees to gradually decide about pursuing their interest in science; (2) Experiencing science as a collective learning process for the Chilean informants and an individualistic learning process for the US students; (3) Perceiving science differently at each life stage for both groups of interviewees including: Playing science, Studying science, Doing science, Working in science, Practicing Science in their doctoral programs.

Act Local or Global?: Comparing Student Experiences in Domestic and International Service-Learning Programs

ERIC Educational Resources Information Center

Niehaus, Elizabeth; Crain, Léna Kavaliauskas

2013-01-01

International service-learning (ISL) is a popular way to facilitate student growth in the areas of cross-cultural learning and civic engagement. However, many have questioned whether international trips provide any added value compared to domestic service-learning. Using the context of Alternative Break programs, this study compares student…

Cross-Cultural Interface Design and the Classroom-Learning Environment in Taiwan

ERIC Educational Resources Information Center

Chang, Chia-Lin; Su, Yelin

2012-01-01

This study examined whether using localized interface designs would make a difference in users' learning results and their perceptions of the interface design in a classroom learning environment. This study also sought to learn more about users' attitudes toward the localized interface features. To assess the impact of using localized interfaces…

Collaborative Learning Using a Project across Multiple Business Courses: A Cognitive Load and Knowledge Convergence Approach

ERIC Educational Resources Information Center

Bhowmick, Sandeep; Chandra, Aruna; Harper, Jeffrey S.; Sweetin, Vernon

2015-01-01

Four business professors at a state university in the Midwestern United States launched a collaborative learning project grounded in cognitive learning theory and knowledge convergence theory with the objective of assessing student learning gains in cross-functional knowledge (CFK), course-related knowledge (CRK), and overall satisfaction with…

Could a Mobile-Assisted Learning System Support Flipped Classrooms for Classical Chinese Learning?

ERIC Educational Resources Information Center

Wang, Y.-H.

2016-01-01

In this study, the researcher aimed to develop a mobile-assisted learning system and to investigate whether it could promote teenage learners' classical Chinese learning through the flipped classroom approach. The researcher first proposed the structure of the Cross-device Mobile-Assisted Classical Chinese (CMACC) system according to the pilot…

Attitudes of Nigerian Secondary School Teachers towards Media-Based Learning.

ERIC Educational Resources Information Center

Ekpo, C. M.

This document presents results of a study assessing the attitudes of secondary school teachers towards media based learning. The study explores knowledge of and exposure to media based learning techniques of a cross section of Nigerian secondary school teachers. Factors that affect the use of media based learning technique are sought. Media based…

Adult Learning and Change: An Autobiographical Portrait of a Chinese Woman in Canada

ERIC Educational Resources Information Center

Liu, Chun Ge

2007-01-01

The themes of adult learning, cross-cultural learning, and transformative learning are common to many continuing educators working at universities across Canada. In this essay, I narrate my experiences as a mature, adult learner returning to university. Following a literature review and discussion of methodology, I begin this autobiographical…

E-Learning Teams and Their Adult Learning Efforts in Corporate Settings: A Cross Analysis of Four Case Studies

ERIC Educational Resources Information Center

Stewart, Barbara; Waight, Consuelo

2008-01-01

Four cases relating to the efforts of e-learning teams in valuing adult learners in their e-learning solutions were examined to better understand how e-learning teams value their adult learners within corporate settings. Two questions guided the analysis of the cases, they are: (1) What is the nature of the e-learning solutions in these cases? (2)…

Demographic connectivity for ursid populations at wildlife crossing structures in Banff National Park.

PubMed

Sawaya, Michael A; Clevenger, Anthony P; Kalinowski, Steven T

2013-08-01

Wildlife crossing structures are one solution to mitigating the fragmentation of wildlife populations caused by roads, but their effectiveness in providing connectivity has only been superficially evaluated. Hundreds of grizzly (Ursus arctos) and black bear (Ursus americanus) passages through under and overpasses have been recorded in Banff National Park, Alberta, Canada. However, the ability of crossing structures to allow individual and population-level movements across road networks remains unknown. In April 2006, we initiated a 3-year investigation into whether crossing structures provide demographic connectivity for grizzly and black bears in Banff National Park. We collected hair with multiple noninvasive methods to obtain genetic samples from grizzly and black bears around the Bow Valley. Our objectives were to determine the number of male and female grizzly and black bears that use crossing structures; examine spatial and temporal patterns of crossings; and estimate the proportions of grizzly and black bear populations in the Bow Valley that use crossing structures. Fifteen grizzly (7 female, 8 male) and 17 black bears (8 female, 9 male) used wildlife crossing structures. The number of individuals detected at wildlife crossing structures was highly correlated with the number of passages in space and time. Grizzly bears used open crossing structures (e.g., overpasses) more often than constricted crossings (e.g., culverts). Peak use of crossing structures for both bear species occurred in July, when high rates of foraging activity coincide with mating season. We compared the number of bears that used crossings with estimates of population abundance from a related study and determined that substantial percentages of grizzly (15.0% in 2006, 19.8% in 2008) and black bear (17.6% in 2006, 11.0% in 2008) populations used crossing structures. On the basis of our results, we concluded wildlife crossing structures provide demographic connectivity for bear populations in Banff National Park. © 2013 Society for Conservation Biology.

A cross-sectional study of learning styles among continuing medical education participants.

PubMed

Collins, C Scott; Nanda, Sanjeev; Palmer, Brian A; Mohabbat, Arya B; Schleck, Cathy D; Mandrekar, Jayawant N; Mahapatra, Saswati; Beckman, Thomas J; Wittich, Christopher M

2018-04-27

Experiential learning has been suggested as a framework for planning continuing medical education (CME). We aimed to (1) determine participants' learning styles at traditional CME courses and (2) explore associations between learning styles and participant characteristics. Cross-sectional study of all participants (n = 393) at two Mayo Clinic CME courses who completed the Kolb Learning Style Inventory and provided demographic data. A total of 393 participants returned 241 surveys (response rate, 61.3%). Among the 143 participants (36.4%) who supplied complete demographic and Kolb data, Kolb learning styles included diverging (45; 31.5%), assimilating (56; 39.2%), converging (8; 5.6%), and accommodating (34; 23.8%). Associations existed between learning style and gender (p = 0.02). For most men, learning styles were diverging (23 of 63; 36.5%) and assimilating (30 of 63; 47.6%); for most women, diverging (22 of 80; 27.5%), assimilating (26 of 80; 32.5%), and accommodating (26 of 80; 32.5%). Internal medicine and psychiatry CME participants had diverse learning styles. Female participants had more variation in their learning styles than men. Teaching techniques must vary to appeal to all learners. The experiential learning theory sequentially moves a learner from Why? to What? to How? to If? to accommodate learning styles.

Learning Disabilities: A National Responsibility. Summit on Learning Disabilities (Washington, D.C., September 20-21, 1994). [Videotapes.

ERIC Educational Resources Information Center

National Center for Learning Disabilities, Inc., New York, NY.

Four videocassettes provide the presentations and discussion of four panels from a 1994 summit on the nation's responsibility in relation to individuals with learning disabilities. Each panel examined issues of research, public policy and legislation, good practices, and consumer interest within its area of concentration. The first panel was on…

Faculty Perceptions of the National Undergraduate Teaching and Learning Evaluation at Regular Higher Education Institutions from 2003 to 2008 in China

ERIC Educational Resources Information Center

An, Jumei

2012-01-01

This study explored how faculty members at regular higher education institutions in China perceived the National Undergraduate Teaching and Learning Evaluation (NUTLE). Specifically, this study examined how the NUTLE influenced faculty teaching and research and how the NUTLE influenced student learning outcomes. Primarily descriptive and…

Assessment for Learning Practices and Competency among Malaysian University Lecturers: A National Study

ERIC Educational Resources Information Center

Ahmad, Tunku Badariah Tunku; Zubairi, Ainol Madziah; Ibrahim, Mohd Burhan; Othman, Joharry; Rahman, Nik Suryani Abd; Rahman, Zainurin Abd; Nordin, Mohamad Sahari; Nor, Zainab Mohd

2014-01-01

This paper reports the findings of a national study involving 534 lecturers from 33 higher learning institutions in Malaysia to find out their self-reported practices and perceived competencies in assessment for learning. Data were collected using a 24-item assessment practice inventory drawn from five of the six standards stipulated in an…

State of the Nation: K-12 Online Learning in Canada

ERIC Educational Resources Information Center

Barbour, Michael K.

2010-01-01

Two years ago, the then North American Council for Online Learning released the initial "Snapshot State of the Nation: K-12 Online Learning in Canada" report. This study was the first systematic examination of K-12 distance education policies and activities in each of the thirteen Canadian provinces and territories. One year ago, the…

The Application of Service-Learning Principles to Support Our National Parks

ERIC Educational Resources Information Center

Coates, Tom

2005-01-01

Camping and working and learning in national parks may sound like a great way to spend the summer, but for participants enrolled in Rocky Mountain Experience, it is much more. Rocky Mountain Experience is a unique university course that focuses on application of service-learning principles as students travel to, camp in, and complete service…

Using Active Learning Strategies to Investigate Student Learning and Attitudes in a Large Enrollment, Introductory Geology Course

ERIC Educational Resources Information Center

Berry, Stacy Jane

2013-01-01

There has been an increased emphasis for college instruction to incorporate more active and collaborative involvement of students in the learning process. These views have been asserted by The Association of American Colleges (AAC), the National Science Foundation (NSF), and The National Research Counsel (NRC), which are advocating for the…