Lessons Learned about Plug-in Electric Vehicle Charging Infrastructure from The EV Project and ChargePoint America

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

Smart, John Galloway; Salisbury, Shawn Douglas

2015-07-01

This report summarizes key findings in two national plug-in electric vehicle charging infrastructure demonstrations: The EV Project and ChargePoint America. It will be published to the INL/AVTA website for the general public.

Empowering L2 Tutoring: A Case Study of a Second Language Writer's Vocabulary Learning

ERIC Educational Resources Information Center

Severino, Carol; Deifell, Elizabeth

2011-01-01

Writing center tutors play a key role in advancing L2 writers' language learning because the tutorial interaction involves the introduction of new language and vocabulary at the point of need or interest. This tutor-research case study presents a detailed, complex portrait of how a second language writer in a US writing center learned and used…

Strengthening ecological mindfulness through hybrid learning in vital coalitions

NASA Astrophysics Data System (ADS)

Sol, Jifke; Wals, Arjen E. J.

2015-03-01

In this contribution a key policy `tool' used in the Dutch Environmental Education and Learning for Sustainability Policy framework is introduced as a means to develop a sense of place and associated ecological mindfulness. The key elements of this tool, called the vital coalition, are described while an example of its use in practice, is analysed using a form of reflexive monitoring and evaluation. The example focuses on a multi-stakeholder learning process around the transformation of a somewhat sterile pre-school playground into an intergenerational green place suitable for play, discovery and engagement. Our analysis of the policy-framework and the case leads us to pointing out the importance of critical interventions at so-called tipping points within the transformation process and a discussion of the potential of hybrid learning in vital coalitions in strengthening ecological mindfulness. This paper does not focus on establishing an evidence base for the causality between this type of learning and a change in behavior or mindfulness among participants as a result contributing to a vital coalition but rather focusses on the conditions, processes and interventions that allow for such learning to take place in the first place.

Current Approaches to Assessment in Self-Access Language Learning

ERIC Educational Resources Information Center

Reinders, Hayo; Lázaro, Noemí

2007-01-01

Assessment is generally seen as one of the key challenges in the field of self-access learning (Gardner & Miller, 1999; Champagne et al., 2001; Lai, 2001; Kinoshita Thomson, 1996). Many researchers and practitioners point to difficulties with assessing language gains in an environment in which variables cannot comprehensively be controlled…

Utility of Self-Made Crossword Puzzles as an Active Learning Method to Study Biochemistry in Undergraduate Education

ERIC Educational Resources Information Center

Coticone, Sulekha Rao

2013-01-01

To incorporate an active learning component in a one-semester biochemistry course, students were asked to create crossword puzzles using key concepts. Student observations on the use of self-made crossword puzzles as an active-learning instructional tool were collected using a 5-point Likert survey at the end of the semester. A majority of the…

A Framework for Re-thinking Learning in Science from Recent Cognitive Science Perspectives

NASA Astrophysics Data System (ADS)

Tytler, Russell; Prain, Vaughan

2010-10-01

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative-based representation rather than learners' cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children's learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students' representational resources.

Games for Learning: Vast Wasteland or a Digital Promise?

ERIC Educational Resources Information Center

Levine, Michael H.; Vaala, Sarah E.

2013-01-01

Research about emerging best practices in the learning sciences points to the potential of deploying digital games as one possible solution to the twin challenges of weak student engagement and the need for more robust achievement in literacy, science, technology, and math. This chapter reviews key cross-cutting themes in this special volume,…

What Makes the Difference? Teachers Explore What Must Be Taught and What Must Be Learned in Order to Understand the Particulate Character of Matter

ERIC Educational Resources Information Center

Vikström, Anna

2014-01-01

The concept of matter, especially its particulate nature, is acknowledged as being one of the key concept areas in learning science. Within the framework of learning studies and variation theory, and with results from science education research as a starting point, six lower secondary school science teachers tried to enhance students'…

Adult Learning--Providing Equal Opportunities or Widening Differences? The Polish Case

ERIC Educational Resources Information Center

Kocór, Marcin; Worek, Barbara

2017-01-01

Educational activity among adults is not only a key factor of social development but also one of the most important priorities of public policies. Although large sums have been earmarked and numerous actions undertaken to encourage adult learning, many people remain educationally passive, a particularly acute problem in Poland. We point to the…

Learning Boolean Networks in HepG2 cells using ToxCast High-Content Imaging Data (SOT annual meeting)

EPA Science Inventory

Cells adapt to their environment via homeostatic processes that are regulated by complex molecular networks. Our objective was to learn key elements of these networks in HepG2 cells using ToxCast High-content imaging (HCI) measurements taken over three time points (1, 24, and 72h...

Social Facilitation Effects by Pedagogical Conversational Agent: Lexical Network Analysis in an Online Explanation Task

ERIC Educational Resources Information Center

Hayashi, Yugo

2015-01-01

The present study investigates web-based learning activities of undergraduate students who generate explanations about a key concept taught in a large-scale classroom. The present study used an online system with Pedagogical Conversational Agent (PCA), asked to explain about the key concept from different points and provided suggestions and…

Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience

ERIC Educational Resources Information Center

Ljubojevic, Milos; Vaskovic, Vojkan; Stankovic, Srecko; Vaskovic, Jelena

2014-01-01

The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students' perception of important information and motivation for learning. Because of that, students can better understand and remember key points of…

A Qualitative Analysis of the Self-Regulated Learning of First-Semester College Students

ERIC Educational Resources Information Center

Toms, Marcia

2016-01-01

Self-regulated learning (SRL) plays a key role in student's academic achievement. This study used a social cognitive lens and qualitative methods to discover and describe the SRL of a group of eight students during their first semester in college. Each participant was interviewed four times at strategic points between August and December 2012. In…

Commercial Orbital Transportation Services (COTS) Program Lessons Learned

NASA Technical Reports Server (NTRS)

Lindenmoyer, Alan; Horkachuck, Mike; Shotwell, Gwynne; Manners, Bruce; Culbertson, Frank

2015-01-01

This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team in close coordination with the COTS Program. This document provides a point-in-time, cumulative, summary of actionable key lessons learned derived from the design project. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.

Constructing inquiry: One school's journey to develop an inquiry-based school for teachers and students

NASA Astrophysics Data System (ADS)

Sisk-Hilton, Stephanie Lee

This study examines the two way relationship between an inquiry-based professional development model and teacher enactors. The two year study follows a group of teachers enacting the emergent Supporting Knowledge Integration for Inquiry Practice (SKIIP) professional development model. This study seeks to: (a) identify activity structures in the model that interact with teachers' underlying assumptions regarding professional development and inquiry learning; (b) explain key decision points during implementation in terms of these underlying assumptions; and (c) examine the impact of key activity structures on individual teachers' stated belief structures regarding inquiry learning. Linn's knowledge integration framework facilitates description and analysis of teacher development. Three sets of tensions emerge as themes that describe and constrain participants' interaction with and learning through the model. These are: learning from the group vs. learning on one's own; choosing and evaluating evidence based on impressions vs. specific criteria; and acquiring new knowledge vs. maintaining feelings of autonomy and efficacy. In each of these tensions, existing group goals and operating assumptions initially fell at one end of the tension, while the professional development goals and forms fell at the other. Changes to the model occurred as participants reacted to and negotiated these points of tension. As the group engaged in and modified the SKIIP model, they had repeated opportunities to articulate goals and to make connections between goals and model activity structures. Over time, decisions to modify the model took into consideration an increasingly complex set of underlying assumptions and goals. Teachers identified and sought to balance these tensions. This led to more complex and nuanced decision making, which reflected growing capacity to consider multiple goals in choosing activity structures to enact. The study identifies key activity structures that scaffolded this process for teachers, and which ultimately promoted knowledge integration at both the group and individual levels. This study is an "extreme case" which examines implementation of the SKIIP model under very favorable conditions. Lessons learned regarding appropriate levels of model responsiveness, likely areas of conflict between model form and teacher underlying assumptions, and activity structures that scaffold knowledge integration provide a starting point for future, larger scale implementation.

Systems Engineering Lessons Learned from Solar Array Structures and Mechanisms Deployment

NASA Technical Reports Server (NTRS)

Vipavetz, Kevin; Kraft, Thomas

2013-01-01

This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team in close coordination with the Engineering Directorate at LaRC. This document provides a point-in-time, cumulative, summary of actionable key lessons learned derived from the design project. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.

Enhancing Collaborative Learning through Group Intelligence Software

NASA Astrophysics Data System (ADS)

Tan, Yin Leng; Macaulay, Linda A.

Employers increasingly demand not only academic excellence from graduates but also excellent interpersonal skills and the ability to work collaboratively in teams. This paper discusses the role of Group Intelligence software in helping to develop these higher order skills in the context of an enquiry based learning (EBL) project. The software supports teams in generating ideas, categorizing, prioritizing, voting and multi-criteria decision making and automatically generates a report of each team session. Students worked in a Group Intelligence lab designed to support both face to face and computer-mediated communication and employers provided feedback at two key points in the year long team project. Evaluation of the effectiveness of Group Intelligence software in collaborative learning was based on five key concepts of creativity, participation, productivity, engagement and understanding.

Strategic Tutor Monitoring.

ERIC Educational Resources Information Center

Chee-kwong, Kenneth Chao

1996-01-01

Discusses effective tutor monitoring strategies based on experiences at the Open Learning Institute of Hong Kong. Highlights include key performance and strategic control points; situational factors, including tutor expectations and relevant culture; Theory X versus Theory Y leadership theories; and monitoring relationships with tutors. (LRW)

Human action recognition based on spatial-temporal descriptors using key poses

NASA Astrophysics Data System (ADS)

Hu, Shuo; Chen, Yuxin; Wang, Huaibao; Zuo, Yaqing

2014-11-01

Human action recognition is an important area of pattern recognition today due to its direct application and need in various occasions like surveillance and virtual reality. In this paper, a simple and effective human action recognition method is presented based on the key poses of human silhouette and the spatio-temporal feature. Firstly, the contour points of human silhouette have been gotten, and the key poses are learned by means of K-means clustering based on the Euclidean distance between each contour point and the centre point of the human silhouette, and then the type of each action is labeled for further match. Secondly, we obtain the trajectories of centre point of each frame, and create a spatio-temporal feature value represented by W to describe the motion direction and speed of each action. The value W contains the information of location and temporal order of each point on the trajectories. Finally, the matching stage is performed by comparing the key poses and W between training sequences and test sequences, the nearest neighbor sequences is found and its label supplied the final result. Experiments on the public available Weizmann datasets show the proposed method can improve accuracy by distinguishing amphibious poses and increase suitability for real-time applications by reducing the computational cost.

NASA System Safety Framework and Concepts for Implementation

NASA Technical Reports Server (NTRS)

Dezfuli, Homayoon

2012-01-01

This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team knowledge capture forums.. This document provides a point-in-time, cumulative, summary of actionable key lessons learned in safety framework and concepts.

Simulated interprofessional education: an analysis of teaching and learning processes.

PubMed

van Soeren, Mary; Devlin-Cop, Sandra; Macmillan, Kathleen; Baker, Lindsay; Egan-Lee, Eileen; Reeves, Scott

2011-11-01

Simulated learning activities are increasingly being used in health professions and interprofessional education (IPE). Specifically, IPE programs are frequently adopting role-play simulations as a key learning approach. Despite this widespread adoption, there is little empirical evidence exploring the teaching and learning processes embedded within this type of simulation. This exploratory study provides insight into the nature of these processes through the use of qualitative methods. A total of 152 clinicians, 101 students and 9 facilitators representing a range of health professions, participated in video-recorded role-plays and debrief sessions. Videotapes were analyzed to explore emerging issues and themes related to teaching and learning processes related to this type of interprofessional simulated learning experience. In addition, three focus groups were conducted with a subset of participants to explore perceptions of their educational experiences. Five key themes emerged from the data analysis: enthusiasm and motivation, professional role assignment, scenario realism, facilitator style and background and team facilitation. Our findings suggest that program developers need to be mindful of these five themes when using role-plays in an interprofessional context and point to the importance of deliberate and skilled facilitation in meeting desired learning outcomes.

ESMD Risk Management Workshop: Systems Engineering and Integration Risks

NASA Technical Reports Server (NTRS)

Thomas, L. Dale

2005-01-01

This report has been developed by the National Aeronautics and Space Administration (NASA) Exploration Systems Mission Directorate (ESMD) Risk Management team in close coordination with the Systems Engineering Team. This document provides a point-in-time, cumulative, summary of key lessons learned derived from the SE RFP Development process. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.

Methods of learning in statistical education: Design and analysis of a randomized trial

NASA Astrophysics Data System (ADS)

Boyd, Felicity Turner

Background. Recent psychological and technological advances suggest that active learning may enhance understanding and retention of statistical principles. A randomized trial was designed to evaluate the addition of innovative instructional methods within didactic biostatistics courses for public health professionals. Aims. The primary objectives were to evaluate and compare the addition of two active learning methods (cooperative and internet) on students' performance; assess their impact on performance after adjusting for differences in students' learning style; and examine the influence of learning style on trial participation. Methods. Consenting students enrolled in a graduate introductory biostatistics course were randomized to cooperative learning, internet learning, or control after completing a pretest survey. The cooperative learning group participated in eight small group active learning sessions on key statistical concepts, while the internet learning group accessed interactive mini-applications on the same concepts. Controls received no intervention. Students completed evaluations after each session and a post-test survey. Study outcome was performance quantified by examination scores. Intervention effects were analyzed by generalized linear models using intent-to-treat analysis and marginal structural models accounting for reported participation. Results. Of 376 enrolled students, 265 (70%) consented to randomization; 69, 100, and 96 students were randomized to the cooperative, internet, and control groups, respectively. Intent-to-treat analysis showed no differences between study groups; however, 51% of students in the intervention groups had dropped out after the second session. After accounting for reported participation, expected examination scores were 2.6 points higher (of 100 points) after completing one cooperative learning session (95% CI: 0.3, 4.9) and 2.4 points higher after one internet learning session (95% CI: 0.0, 4.7), versus nonparticipants or controls, adjusting for other performance predictors. Students who preferred learning by reflective observation and active experimentation experienced improved performance through internet learning (5.9 points, 95% CI: 1.2, 10.6) and cooperative learning (2.9 points, 95% CI: 0.6, 5.2), respectively. Learning style did not influence study participation. Conclusions. No performance differences by group were observed by intent-to-treat analysis. Participation in active learning appears to improve student performance in an introductory biostatistics course and provides opportunities for enhancing understanding beyond that attained in traditional didactic classrooms.

Effects of image-based and text-based active learning exercises on student examination performance in a musculoskeletal anatomy course.

PubMed

Gross, M Melissa; Wright, Mary C; Anderson, Olivia S

2017-09-01

Research on the benefits of visual learning has relied primarily on lecture-based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text-based and image-based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text-based and image-based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in-class exercises. Students also rated the helpfulness and difficulty of the in-class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P < 0.001). When controlling for other key demographics (gender, underrepresented minority status) and prior grade point average, participation in the image-based exercises was significantly correlated with performance on examination questions associated with image-based exercises (P < 0.001) and text-based exercises (P < 0.01), while participation in text-based exercises was not. Additionally, students reported that the active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image-based exercises were significantly less demanding, less hard and required less effort than text-based exercises (P < 0.05). The findings confirm the positive effect of using images and active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444-455. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Enhancing Professional Learning for Rural Educators by Rethinking Connectedness

ERIC Educational Resources Information Center

Broadley, Tania

2012-01-01

Impending changes in Australian education brings forth the expected transformation of teachers working in schools. Three key points for transforming Australian schools has been identified by Gillard (2008a) including the improvement of quality teaching, ensuring every child benefits and mandating transparency and accountability. A number of…

Learning Switching Control: A Tank Level-Control Exercise

ERIC Educational Resources Information Center

Pasamontes, M.; Alvarez, J. D.; Guzman, J. L.; Berenguel, M.

2012-01-01

A key topic in multicontroller strategies is the mechanism for switching between controllers, depending on the current operating point. The objective of the switching mechanism is to keep the control action coherent. To help students understand the switching strategy involved in multicontroller schema and the relationship between the system…

Creative Teaching: Why It Matters and where to Begin

ERIC Educational Resources Information Center

Rinkevich, Jennifer L.

2011-01-01

Current research indicates that creativity in teaching can and should be enhanced in order to promote student learning. This article begins by stressing the importance of creativity in education and the ways in which creative teaching benefits students. Next, it addresses key points for better understanding classroom creativity by identifying…

Improving Quality at the Point of Service

ERIC Educational Resources Information Center

Smith, Charles; Akiva, Tom; Arrieux, Dominique; Jones, Monica M.

2006-01-01

The journey into middle childhood frequently involves a journey into the community of an after-school program, weekend club, or summer camp. Although out-of-school-time settings are less formal than school in academic requirements, they have the potential to provide key developmental experiences: relationship building, learning, and self- and…

Collaborative Action Research on Technology Integration for Science Learning

NASA Astrophysics Data System (ADS)

Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

Medical information on the Internet: Quality assessment of lumbar puncture and neuroaxial block techniques on YouTube.

PubMed

Rössler, Bernhard; Lahner, Daniel; Schebesta, Karl; Chiari, Astrid; Plöchl, Walter

2012-07-01

The Internet has become the largest, most up-to-date source for medical information. Besides enhancing patients' knowledge, the freely accessible audio-visual files have an impact on medical education. However little is known about their characteristics. In this manuscript the quality of lumbar puncture (LP) and spinal anaesthesia (SA) videos available on YouTube is assessed. This retrospective analysis was based on a search for LP and SA on YouTube. Videos were evaluated using essential key points (5 in SA, 4 in LP) and 3 safety indicators. Furthermore, violation of sterile working techniques and a rating whether the video must be regarded as dangerously misleading was performed. From 2321 hits matching the keywords, 38 videos were eligible for evaluation. In LP videos, 14% contained information on all, 4.5% on 3 and 4.5% on 2 key points, 59% on 1 and 18% on no key point. Regarding SA, no video contained information on all 5 key points, 56% on 2-4 and 25% on 1 key point, 19% did not contain any essential information. A sterility violation occurred in 11%, and 13% were classified as dangerously misleading. Even though high quality videos are available, the quality of video clips is generally low. The fraction of videos that were not performed in an aseptic manner is low, but these pose a substantial risk to patients. Consequently, more high-quality, institutional medical learning videos must be made available in the light of the increased utilization on the Internet. Copyright © 2012 Elsevier B.V. All rights reserved.

Accident Case Study of Organizational Silence Communication Breakdown: Shuttle Columbia, Mission STS-107

NASA Technical Reports Server (NTRS)

Rocha, Rodney

2011-01-01

This report has been developed by the National Aeronautics and Space Administration (NASA) ESMD Risk and Knowledge Management team. This document provides a point-in-time, cumulative, summary of key lessons learned derived from the official Columbia Accident Investigation Board (CAIB). Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document. This report is accompanied by a video that will be sent at request

Sensori-Motor Learning with Movement Sonification: Perspectives from Recent Interdisciplinary Studies.

PubMed

Bevilacqua, Frédéric; Boyer, Eric O; Françoise, Jules; Houix, Olivier; Susini, Patrick; Roby-Brami, Agnès; Hanneton, Sylvain

2016-01-01

This article reports on an interdisciplinary research project on movement sonification for sensori-motor learning. First, we describe different research fields which have contributed to movement sonification, from music technology including gesture-controlled sound synthesis, sonic interaction design, to research on sensori-motor learning with auditory-feedback. In particular, we propose to distinguish between sound-oriented tasks and movement-oriented tasks in experiments involving interactive sound feedback. We describe several research questions and recently published results on movement control, learning and perception. In particular, we studied the effect of the auditory feedback on movements considering several cases: from experiments on pointing and visuo-motor tracking to more complex tasks where interactive sound feedback can guide movements, or cases of sensory substitution where the auditory feedback can inform on object shapes. We also developed specific methodologies and technologies for designing the sonic feedback and movement sonification. We conclude with a discussion on key future research challenges in sensori-motor learning with movement sonification. We also point out toward promising applications such as rehabilitation, sport training or product design.

Constructing the L2-Graph for Robust Subspace Learning and Subspace Clustering.

PubMed

Peng, Xi; Yu, Zhiding; Yi, Zhang; Tang, Huajin

2017-04-01

Under the framework of graph-based learning, the key to robust subspace clustering and subspace learning is to obtain a good similarity graph that eliminates the effects of errors and retains only connections between the data points from the same subspace (i.e., intrasubspace data points). Recent works achieve good performance by modeling errors into their objective functions to remove the errors from the inputs. However, these approaches face the limitations that the structure of errors should be known prior and a complex convex problem must be solved. In this paper, we present a novel method to eliminate the effects of the errors from the projection space (representation) rather than from the input space. We first prove that l 1 -, l 2 -, l ∞ -, and nuclear-norm-based linear projection spaces share the property of intrasubspace projection dominance, i.e., the coefficients over intrasubspace data points are larger than those over intersubspace data points. Based on this property, we introduce a method to construct a sparse similarity graph, called L2-graph. The subspace clustering and subspace learning algorithms are developed upon L2-graph. We conduct comprehensive experiment on subspace learning, image clustering, and motion segmentation and consider several quantitative benchmarks classification/clustering accuracy, normalized mutual information, and running time. Results show that L2-graph outperforms many state-of-the-art methods in our experiments, including L1-graph, low rank representation (LRR), and latent LRR, least square regression, sparse subspace clustering, and locally linear representation.

Performance of thigh-mounted triaxial accelerometer algorithms in objective quantification of sedentary behaviour and physical activity in older adults

PubMed Central

Verschueren, Sabine M. P.; Degens, Hans; Morse, Christopher I.; Onambélé, Gladys L.

2017-01-01

Accurate monitoring of sedentary behaviour and physical activity is key to investigate their exact role in healthy ageing. To date, accelerometers using cut-off point models are most preferred for this, however, machine learning seems a highly promising future alternative. Hence, the current study compared between cut-off point and machine learning algorithms, for optimal quantification of sedentary behaviour and physical activity intensities in the elderly. Thus, in a heterogeneous sample of forty participants (aged ≥60 years, 50% female) energy expenditure during laboratory-based activities (ranging from sedentary behaviour through to moderate-to-vigorous physical activity) was estimated by indirect calorimetry, whilst wearing triaxial thigh-mounted accelerometers. Three cut-off point algorithms and a Random Forest machine learning model were developed and cross-validated using the collected data. Detailed analyses were performed to check algorithm robustness, and examine and benchmark both overall and participant-specific balanced accuracies. This revealed that the four models can at least be used to confidently monitor sedentary behaviour and moderate-to-vigorous physical activity. Nevertheless, the machine learning algorithm outperformed the cut-off point models by being robust for all individual’s physiological and non-physiological characteristics and showing more performance of an acceptable level over the whole range of physical activity intensities. Therefore, we propose that Random Forest machine learning may be optimal for objective assessment of sedentary behaviour and physical activity in older adults using thigh-mounted triaxial accelerometry. PMID:29155839

Performance of thigh-mounted triaxial accelerometer algorithms in objective quantification of sedentary behaviour and physical activity in older adults.

PubMed

Wullems, Jorgen A; Verschueren, Sabine M P; Degens, Hans; Morse, Christopher I; Onambélé, Gladys L

2017-01-01

Accurate monitoring of sedentary behaviour and physical activity is key to investigate their exact role in healthy ageing. To date, accelerometers using cut-off point models are most preferred for this, however, machine learning seems a highly promising future alternative. Hence, the current study compared between cut-off point and machine learning algorithms, for optimal quantification of sedentary behaviour and physical activity intensities in the elderly. Thus, in a heterogeneous sample of forty participants (aged ≥60 years, 50% female) energy expenditure during laboratory-based activities (ranging from sedentary behaviour through to moderate-to-vigorous physical activity) was estimated by indirect calorimetry, whilst wearing triaxial thigh-mounted accelerometers. Three cut-off point algorithms and a Random Forest machine learning model were developed and cross-validated using the collected data. Detailed analyses were performed to check algorithm robustness, and examine and benchmark both overall and participant-specific balanced accuracies. This revealed that the four models can at least be used to confidently monitor sedentary behaviour and moderate-to-vigorous physical activity. Nevertheless, the machine learning algorithm outperformed the cut-off point models by being robust for all individual's physiological and non-physiological characteristics and showing more performance of an acceptable level over the whole range of physical activity intensities. Therefore, we propose that Random Forest machine learning may be optimal for objective assessment of sedentary behaviour and physical activity in older adults using thigh-mounted triaxial accelerometry.

Exploratory Study of Rural Physicians' Self-Directed Learning Experiences in a Digital Age.

PubMed

Curran, Vernon; Fleet, Lisa; Simmons, Karla; Ravalia, Mohamed; Snow, Pamela

2016-01-01

The nature and characteristics of self-directed learning (SDL) by physicians has been transformed with the growth in digital, social, and mobile technologies (DSMTs). Although these technologies present opportunities for greater "just-in-time" information seeking, there are issues for ensuring effective and efficient usage to compliment one's repertoire for continuous learning. The purpose of this study was to explore the SDL experiences of rural physicians and the potential of DSMTs for supporting their continuing professional development (CPD). Semistructured interviews were conducted with a purposive sample of rural physicians. Interview data were transcribed verbatim and analyzed using NVivo analytical software and thematic analysis. Fourteen (N = 14) interviews were conducted and key thematic categories that emerged included key triggers, methods of undertaking SDL, barriers, and supports. Methods and resources for undertaking SDL have evolved considerably, and rural physicians report greater usage of mobile phones, tablets, and laptop computers for updating their knowledge and skills and in responding to patient questions/problems. Mobile technologies, and some social media, can serve as "triggers" in instigating SDL and a greater usage of DSMTs, particularly at "point of care," may result in higher levels of SDL. Social media is met with some scrutiny and ambivalence, mainly because of the "credibility" of information and risks associated with digital professionalism. DSMTs are growing in popularity as a key resource to support SDL for rural physicians. Mobile technologies are enabling greater "point-of-care" learning and more efficient information seeking. Effective use of DSMTs for SDL has implications for enhancing just-in-time learning and quality of care. Increasing use of DSMTs and their new effect on SDL raises the need for reflection on conceptualizations of the SDL process. The "digital age" has implications for our CPD credit systems and the roles of CPD providers in supporting SDL using DSMTs.

Teaching for Present "and Future" Competency: A Productive Focus for Professional Learning

ERIC Educational Resources Information Center

Hipkins, Rosemary; McDowall, Sue

2013-01-01

The key competencies are a potentially transformative feature of the New Zealand Curriculum. However, the way in which they have been understood and implemented in schools points to tensions and challenges that may prevent them from acting as agents of curriculum change. One recent researcher/practitioner partnership developed materials that show…

Improving the Impact of Extension through the Use of Anticipation Guides

ERIC Educational Resources Information Center

Smith, Rebecca C.; Lemley, Stephanie M.

2017-01-01

In this article, we present the anticipation guide as a tool for preparing Extension audiences to learn the main points of Extension materials. Anticipation guides improve learner comprehension by appealing to an individual's natural curiosity and helping the individual focus on key ideas. Anticipation guides can be used with all types of…

Emergent Multicompetence at the Primary Level: A Dynamic Conception of Multicompetence

ERIC Educational Resources Information Center

Hofer, Barbara

2017-01-01

This paper looks at multicompetence aspects of multilingual learning and offers a new conceptual framework for the discussion of multicompetence. The paper takes Cook's multicompetence theory as the point of departure and proposes a reconceptualisation thereof which is broader in scope and keyed to a dynamic systems and complexity theory…

"DOS for Managers." Management Training Series.

ERIC Educational Resources Information Center

Marion County Schools, Fairmont, WV.

A plan is provided for a lesson on disk operating systems (DOS) for managers. Twenty-five lesson objectives are listed, followed by suggestions for learning activities and special resources. In the presentation section, key points and content are provided for 25 instructional topics that correspond to the 25 lesson objectives. The topics are as…

Integrating Common Core Content into Physical Education: Creating New Knowledge Connections

ERIC Educational Resources Information Center

Scrabis-Fletcher, Kristin A.

2016-01-01

Recent trends highlight the connection between engagement in physical activity and cognitive function. This is a key point to consider when designing physical education curricula and the activities that are included. By exposing students to material in a variety of ways students' interest can be sparked, yielding greater learning and understanding…

Violence Prevention. A Center Quick Training Aid.

ERIC Educational Resources Information Center

California Univ., Los Angeles. Center for Mental Health in Schools.

Safe schools, violence prevention, and conflict resolution are all major concerns in addressing barriers to learning. This quick training aid presents a brief set of resources to guide those providing an in-service training session on violence prevention in schools. The packet contains a brief introduction to the topic with key talking points,…

Missed opportunities for diagnosis: lessons learned from diagnostic errors in primary care.

PubMed

Goyder, Clare R; Jones, Caroline H D; Heneghan, Carl J; Thompson, Matthew J

2015-12-01

Because of the difficulties inherent in diagnosis in primary care, it is inevitable that diagnostic errors will occur. However, despite the important consequences associated with diagnostic errors and their estimated high prevalence, teaching and research on diagnostic error is a neglected area. To ascertain the key learning points from GPs' experiences of diagnostic errors and approaches to clinical decision making associated with these. Secondary analysis of 36 qualitative interviews with GPs in Oxfordshire, UK. Two datasets of semi-structured interviews were combined. Questions focused on GPs' experiences of diagnosis and diagnostic errors (or near misses) in routine primary care and out of hours. Interviews were audiorecorded, transcribed verbatim, and analysed thematically. Learning points include GPs' reliance on 'pattern recognition' and the failure of this strategy to identify atypical presentations; the importance of considering all potentially serious conditions using a 'restricted rule out' approach; and identifying and acting on a sense of unease. Strategies to help manage uncertainty in primary care were also discussed. Learning from previous examples of diagnostic errors is essential if these events are to be reduced in the future and this should be incorporated into GP training. At a practice level, learning points from experiences of diagnostic errors should be discussed more frequently; and more should be done to integrate these lessons nationally to understand and characterise diagnostic errors. © British Journal of General Practice 2015.

Revisit of Machine Learning Supported Biological and Biomedical Studies.

PubMed

Yu, Xiang-Tian; Wang, Lu; Zeng, Tao

2018-01-01

Generally, machine learning includes many in silico methods to transform the principles underlying natural phenomenon to human understanding information, which aim to save human labor, to assist human judge, and to create human knowledge. It should have wide application potential in biological and biomedical studies, especially in the era of big biological data. To look through the application of machine learning along with biological development, this review provides wide cases to introduce the selection of machine learning methods in different practice scenarios involved in the whole biological and biomedical study cycle and further discusses the machine learning strategies for analyzing omics data in some cutting-edge biological studies. Finally, the notes on new challenges for machine learning due to small-sample high-dimension are summarized from the key points of sample unbalance, white box, and causality.

Exploratory Usability Testing of User Interface Options in LibGuides 2

ERIC Educational Resources Information Center

Thorngate, Sarah; Hoden, Allison

2017-01-01

Online research guides offer librarians a way to provide digital researchers with point-of-need support. If these guides are to support student learning well, it is critical that they provide an effective user experience. This article details the results of an exploratory comparison study that tested three key user interface options in LibGuides…

Reflections on Teaching Research Ethics in Education for International Postgraduate Students in the UK

ERIC Educational Resources Information Center

Smith, Jan

2016-01-01

Research ethics in education is a challenging topic to teach and to learn. As the staff and student body in UK higher education and elsewhere diversifies, the challenges increase as shared reference points diminish. My teaching reflections focus on a key tension explored in this article: how the imperative of internationalising the curriculum…

Ability-Based Criteria and the Lower Class Student: The De Facto Screw.

ERIC Educational Resources Information Center

Amato, Josephine; Backman, Carl B.

Social class discrimination in the schooling process is less a product of teachers' attitudes than of the systems by which schools group students. Although class bias has been demonstrated in grading practices and other key decision points, numerous studies have shown that teachers are less to blame for inequitable learning situations than…

Reading Nature from a "Bottom-Up" Perspective

ERIC Educational Resources Information Center

Magntorn, Ola; Hellden, Gustav

2007-01-01

This paper reports on a study of ecology teaching and learning in a Swedish primary school class (age 10-11 yrs). A teaching sequence was designed to help students read nature in a river ecosystem. The teaching sequence had a "bottom up" approach, taking as its starting point a common key organism--the freshwater shrimp. From this…

The Term "Gifted Child" from Teachers' View

ERIC Educational Resources Information Center

Altintas, Esra; Ilgun, Sukru

2016-01-01

The aim of the present research is to present the term of "gifted child" from the point of view of teachers who work at middle and high schools.This study aims to obtain more information about gifted students and to learn their different characteristics. It is important to know the key characteristics of gifted students. To obtain…

Proceedings of the General Meeting of the American Towing Tank Conference (20th) Held at Hoboken, New Jersey on 2-4 August 1983. Volume 2.

DTIC Science & Technology

1983-08-01

for larger size ships. The lessons learned related to the behaviour of the propulsion of this ship as well as those related to • scaling methodologies...were addressed. The key phenomenon that effects the scaling is the fracturing behaviour of model ice and how it scales to natural ice. The key...users point of view, based on the Kigoriak experience. Essentially attention is drawn to two areas: 1. The behaviour of ice around the propulsion which

TU-D-213AB-01: How You Can Be the Speaker and Communicator Everyone Wants You to Be.

PubMed

Collins, J; Aydogan, B

2012-06-01

Effectiveness of an oral presentation depends on the ability of the speaker to communicate with the audience. An important part of this communication is focusing on two to five key points and emphasizing those points during the presentation. Every aspect of the presentation should be purposeful and directed at facilitating learners' achievement of the objectives. This necessitates that the speaker has carefully developed the objectives and built the presentation around attainment of the objectives. A presentation should be designed to include as much audience participation as possible, no matter the size of the audience. Techniques to encourage audience participation include questioning, brainstorming, small-group activities, role-playing, case-based examples, directed listening, and use of an audience response system. It is first necessary to motivate and gain attention of the learner for learning to take place. This can be accomplished through appropriate use of humor, anecdotes, and quotations. This course will review adult learning principles and effective presentation skills, Learning Objectives: 1. Apply adult learning principles. 2. Demonstrate effective presentations skills. © 2012 American Association of Physicists in Medicine.

Calmodulin shuttling mediates cytonuclear signaling to trigger experience-dependent transcription and memory.

PubMed

Cohen, Samuel M; Suutari, Benjamin; He, Xingzhi; Wang, Yang; Sanchez, Sandrine; Tirko, Natasha N; Mandelberg, Nataniel J; Mullins, Caitlin; Zhou, Guangjun; Wang, Shuqi; Kats, Ilona; Salah, Alejandro; Tsien, Richard W; Ma, Huan

2018-06-22

Learning and memory depend on neuronal plasticity originating at the synapse and requiring nuclear gene expression to persist. However, how synapse-to-nucleus communication supports long-term plasticity and behavior has remained elusive. Among cytonuclear signaling proteins, γCaMKII stands out in its ability to rapidly shuttle Ca 2+ /CaM to the nucleus and thus activate CREB-dependent transcription. Here we show that elimination of γCaMKII prevents activity-dependent expression of key genes (BDNF, c-Fos, Arc), inhibits persistent synaptic strengthening, and impairs spatial memory in vivo. Deletion of γCaMKII in adult excitatory neurons exerts similar effects. A point mutation in γCaMKII, previously uncovered in a case of intellectual disability, selectively disrupts CaM sequestration and CaM shuttling. Remarkably, this mutation is sufficient to disrupt gene expression and spatial learning in vivo. Thus, this specific form of cytonuclear signaling plays a key role in learning and memory and contributes to neuropsychiatric disease.

Incremental learning of skill collections based on intrinsic motivation

PubMed Central

Metzen, Jan H.; Kirchner, Frank

2013-01-01

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

TH-CD-206-09: Learning-Based MRI-CT Prostate Registration Using Spare Patch-Deformation Dictionary

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

Yang, X; Jani, A; Rossi, P

Purpose: To enable MRI-guided prostate radiotherapy, MRI-CT deformable registration is required to map the MRI-defined tumor and key organ contours onto the CT images. Due to the intrinsic differences in grey-level intensity characteristics between MRI and CT images, the integration of MRI into CT-based radiotherapy is very challenging. We are developing a learning-based registration approach to address this technical challenge. Methods: We propose to estimate the deformation between MRI and CT images in a patch-wise fashion by using the sparse representation technique. Specifically, we assume that two image patches should follow the same deformation if their patch-wise appearance patterns aremore » similar. We first extract a set of key points in the new CT image. Then, for each key point, we adaptively construct a coupled dictionary from the training MRI-CT images, where each coupled element includes both appearance and deformation of the same image patch. After calculating the sparse coefficients in representing the patch appearance of each key point based on the constructed dictionary, we can predict the deformation for this point by applying the same sparse coefficients to the respective deformations in the dictionary. Results: This registration technique was validated with 10 prostate-cancer patients’ data and its performance was compared with the commonly used free-form-deformation-based registration. Several landmarks in both images were identified to evaluate the accuracy of our approach. Overall, the averaged target registration error of the intensity-based registration and the proposed method was 3.8±0.4 mm and 1.9±0.3 mm, respectively. Conclusion: We have developed a novel prostate MR-CT registration approach based on patch-deformation dictionary, demonstrated its clinical feasibility, and validated its accuracy. This technique will either reduce or compensate for the effect of patient-specific treatment variation measured during the course of radiotherapy, is therefore well-suited for a number of MRI-guided adaptive radiotherapy, and potentially enhance prostate radiotherapy treatment outcome.« less

Creating Avenues for Parent Partnership (CAPP): an intervention for parents of children with epilepsy and learning problems.

PubMed

Buelow, Janice M; Johnson, Cynthia S; Perkins, Susan M; Austin, Joan K; Dunn, David W

2013-04-01

Caregivers of children with both epilepsy and learning problems need assistance to manage their child's complex medical and mental health problems. We tested the cognitive behavioral intervention "Creating Avenues for Parent Partnership" (CAPP) which was designed to help caregivers develop knowledge as well as the confidence and skills to manage their child's condition. The CAPP intervention consisted of a one-day cognitive behavioral program and three follow-up group sessions. The sample comprised 31 primary caregivers. Caregivers reported that the program was useful (mean = 3.66 on a 4-point scale), acceptable (mean = 4.28 on a 5-point scale), and "pretty easy" (mean = 1.97 on a 4-point scale). Effect sizes were small to medium in paired t tests (comparison of intervention to control) and paired analysis of key variables in the pre- and post-tests. The CAPP program shows promise in helping caregivers build skills to manage their child's condition. Copyright © 2013 Elsevier Inc. All rights reserved.

Interim Reflections on the Corporate University and SME Academy Business Development Innovation and Its Diffusion

ERIC Educational Resources Information Center

Dealtry, Richard

2008-01-01

Purpose: The purpose of this paper is to reflect on and inform about learning points from ECUANET, a two-year duration best practice action research and transnational networking project as it approaches its final stage. Design/methodology/approach: The paper explicates the key positive and obfuscating dynamics that the project team have had to,…

Learning Higher-Order Generalizations through Free Play: Evidence from 2- and 3-Year-Old Children

ERIC Educational Resources Information Center

Sim, Zi L.; Xu, Fei

2017-01-01

Constructivist views of cognitive development often converge on 2 key points: (1) the child's goal is to build large conceptual structures for understanding the world, and (2) the child plays an active role in developing these structures. While previous research has demonstrated that young children show a precocious capacity for concept and theory…

Some Key Issues in Creating Inquiry-Based Instructional Practices that Aim at the Understanding of Simple Electric Circuits

ERIC Educational Resources Information Center

Kock, Zeger-Jan; Taconis, Ruurd; Bolhuis, Sanneke; Gravemeijer, Koeno

2013-01-01

Many students in secondary schools consider the sciences difficult and unattractive. This applies to physics in particular, a subject in which students attempt to learn and understand numerous theoretical concepts, often without much success. A case in point is the understanding of the concepts current, voltage and resistance in simple electric…

Musical Development and Learning Characteristics of Students: A Compilation of Key Points from the Research Literature Organized by Age

ERIC Educational Resources Information Center

Gooding, Lori; Standley, Jayne M.

2011-01-01

Development involves progressive changes in knowledge and abilities that occur across the life span. Current research on musical abilities suggests that the development of skills necessary for musicality begins in utero and continues through adulthood. Many of these skills, such as the ability to carry a tune, move in time to music, and respond…

Out-of-Sample Extensions for Non-Parametric Kernel Methods.

PubMed

Pan, Binbin; Chen, Wen-Sheng; Chen, Bo; Xu, Chen; Lai, Jianhuang

2017-02-01

Choosing suitable kernels plays an important role in the performance of kernel methods. Recently, a number of studies were devoted to developing nonparametric kernels. Without assuming any parametric form of the target kernel, nonparametric kernel learning offers a flexible scheme to utilize the information of the data, which may potentially characterize the data similarity better. The kernel methods using nonparametric kernels are referred to as nonparametric kernel methods. However, many nonparametric kernel methods are restricted to transductive learning, where the prediction function is defined only over the data points given beforehand. They have no straightforward extension for the out-of-sample data points, and thus cannot be applied to inductive learning. In this paper, we show how to make the nonparametric kernel methods applicable to inductive learning. The key problem of out-of-sample extension is how to extend the nonparametric kernel matrix to the corresponding kernel function. A regression approach in the hyper reproducing kernel Hilbert space is proposed to solve this problem. Empirical results indicate that the out-of-sample performance is comparable to the in-sample performance in most cases. Experiments on face recognition demonstrate the superiority of our nonparametric kernel method over the state-of-the-art parametric kernel methods.

Two frameworks for integrating knowledge in induction

NASA Technical Reports Server (NTRS)

Rosenbloom, Paul S.; Hirsh, Haym; Cohen, William W.; Smith, Benjamin D.

1994-01-01

The use of knowledge in inductive learning is critical for improving the quality of the concept definitions generated, reducing the number of examples required in order to learn effective concept definitions, and reducing the computation needed to find good concept definitions. Relevant knowledge may come in many forms (such as examples, descriptions, advice, and constraints) and from many sources (such as books, teachers, databases, and scientific instruments). How to extract the relevant knowledge from this plethora of possibilities, and then to integrate it together so as to appropriately affect the induction process is perhaps the key issue at this point in inductive learning. Here the focus is on the integration part of this problem; that is, how induction algorithms can, and do, utilize a range of extracted knowledge. Preliminary work on a transformational framework for defining knowledge-intensive inductive algorithms out of relatively knowledge-free algorithms is described, as is a more tentative problems-space framework that attempts to cover all induction algorithms within a single general approach. These frameworks help to organize what is known about current knowledge-intensive induction algorithms, and to point towards new algorithms.

Investing in Change: The Walton Family Foundation Charts a New Course. Principles for Effective Education Grantmaking. Case Study No. 12

ERIC Educational Resources Information Center

Wisdom, Michelle

2015-01-01

The Walton Family Foundation was at a pivotal point in early 2015. After investing $1.3 billion in K-12 education over the previous two decades, executive and board leadership were reflecting on past work, and charting a course for the Foundation's strategic direction based on key learnings from their investments in education. The Walton Family…

Games for learning: vast wasteland or a digital promise?

PubMed

Levine, Michael H; Vaala, Sarah E

2013-01-01

Research about emerging best practices in the learning sciences points to the potential of deploying digital games as one possible solution to the twin challenges of weak student engagement and the need for more robust achievement in literacy, science, technology, and math. This chapter reviews key cross-cutting themes in this special volume, drawing perspective from the context of the current United States program and policy reform. The authors conclude that digital games have some unique potential to address pressing educational challenges, but that new mechanisms for advancing purposeful research and development must be adopted by both policymakers and industry leaders. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

Patient-Centered Precision Health In A Learning Health Care System: Geisinger's Genomic Medicine Experience.

PubMed

Williams, Marc S; Buchanan, Adam H; Davis, F Daniel; Faucett, W Andrew; Hallquist, Miranda L G; Leader, Joseph B; Martin, Christa L; McCormick, Cara Z; Meyer, Michelle N; Murray, Michael F; Rahm, Alanna K; Schwartz, Marci L B; Sturm, Amy C; Wagner, Jennifer K; Williams, Janet L; Willard, Huntington F; Ledbetter, David H

2018-05-01

Health care delivery is increasingly influenced by the emerging concepts of precision health and the learning health care system. Although not synonymous with precision health, genomics is a key enabler of individualized care. Delivering patient-centered, genomics-informed care based on individual-level data in the current national landscape of health care delivery is a daunting challenge. Problems to overcome include data generation, analysis, storage, and transfer; knowledge management and representation for patients and providers at the point of care; process management; and outcomes definition, collection, and analysis. Development, testing, and implementation of a genomics-informed program requires multidisciplinary collaboration and building the concepts of precision health into a multilevel implementation framework. Using the principles of a learning health care system provides a promising solution. This article describes the implementation of population-based genomic medicine in an integrated learning health care system-a working example of a precision health program.

Hospitals as learning organizations: fostering innovation through interactive learning.

PubMed

Dias, Casimiro; Escoval, Ana

2015-01-01

The article aims to provide an analytical understanding of hospitals as "learning organizations." It further analyzes the development of learning organizations as a way to enhance innovation and performance in the hospital sector. The article pulls together primary data on organizational flexibility, innovation, and performance from 95 administrators from hospital boards in Portugal, collected through a survey, interviews with hospital's boards, and a nominal group technique with a panel of experts on health systems. Results show that a combination of several organizational traits of the learning organization enhances its capacity for innovation development. The logistic model presented reveals that hospitals classified as "advanced learning organizations" have 5 times more chance of developing innovation than "basic learning organizations." Empirical findings further pointed out incentives, standards, and measurement requirements as key elements for integration of service delivery systems and expansion of the current capacity for structured and real-time learning in the hospital sector. The major implication arising from this study is that policy needs to combine instruments that promote innovation opportunities and incentives, with instruments stimulating the further development of the core components of learning organizations. Such a combination of policy instruments has the potential to ensure a wide external cooperation through a learning infrastructure.

Do learning collaboratives strengthen communication? A comparison of organizational team communication networks over time.

PubMed

Bunger, Alicia C; Lengnick-Hall, Rebecca

Collaborative learning models were designed to support quality improvements, such as innovation implementation by promoting communication within organizational teams. Yet the effect of collaborative learning approaches on organizational team communication during implementation is untested. The aim of this study was to explore change in communication patterns within teams from children's mental health organizations during a year-long learning collaborative focused on implementing a new treatment. We adopt a social network perspective to examine intraorganizational communication within each team and assess change in (a) the frequency of communication among team members, (b) communication across organizational hierarchies, and (c) the overall structure of team communication networks. A pretest-posttest design compared communication among 135 participants from 21 organizational teams at the start and end of a learning collaborative. At both time points, participants were asked to list the members of their team and rate the frequency of communication with each along a 7-point Likert scale. Several individual, pair-wise, and team level communication network metrics were calculated and compared over time. At the individual level, participants reported communicating with more team members by the end of the learning collaborative. Cross-hierarchical communication did not change. At the team level, these changes manifested differently depending on team size. In large teams, communication frequency increased, and networks grew denser and slightly less centralized. In small teams, communication frequency declined, growing more sparse and centralized. Results suggest that team communication patterns change minimally but evolve differently depending on size. Learning collaboratives may be more helpful for enhancing communication among larger teams; thus, managers might consider selecting and sending larger staff teams to learning collaboratives. This study highlights key future research directions that can disentangle the relationship between learning collaboratives and team networks.

Affinity learning with diffusion on tensor product graph.

PubMed

Yang, Xingwei; Prasad, Lakshman; Latecki, Longin Jan

2013-01-01

In many applications, we are given a finite set of data points sampled from a data manifold and represented as a graph with edge weights determined by pairwise similarities of the samples. Often the pairwise similarities (which are also called affinities) are unreliable due to noise or due to intrinsic difficulties in estimating similarity values of the samples. As observed in several recent approaches, more reliable similarities can be obtained if the original similarities are diffused in the context of other data points, where the context of each point is a set of points most similar to it. Compared to the existing methods, our approach differs in two main aspects. First, instead of diffusing the similarity information on the original graph, we propose to utilize the tensor product graph (TPG) obtained by the tensor product of the original graph with itself. Since TPG takes into account higher order information, it is not a surprise that we obtain more reliable similarities. However, it comes at the price of higher order computational complexity and storage requirement. The key contribution of the proposed approach is that the information propagation on TPG can be computed with the same computational complexity and the same amount of storage as the propagation on the original graph. We prove that a graph diffusion process on TPG is equivalent to a novel iterative algorithm on the original graph, which is guaranteed to converge. After its convergence we obtain new edge weights that can be interpreted as new, learned affinities. We stress that the affinities are learned in an unsupervised setting. We illustrate the benefits of the proposed approach for data manifolds composed of shapes, images, and image patches on two very different tasks of image retrieval and image segmentation. With learned affinities, we achieve the bull's eye retrieval score of 99.99 percent on the MPEG-7 shape dataset, which is much higher than the state-of-the-art algorithms. When the data- points are image patches, the NCut with the learned affinities not only significantly outperforms the NCut with the original affinities, but it also outperforms state-of-the-art image segmentation methods.

Gene Network Construction from Microarray Data Identifies a Key Network Module and Several Candidate Hub Genes in Age-Associated Spatial Learning Impairment

PubMed Central

Uddin, Raihan; Singh, Shiva M.

2017-01-01

As humans age many suffer from a decrease in normal brain functions including spatial learning impairments. This study aimed to better understand the molecular mechanisms in age-associated spatial learning impairment (ASLI). We used a mathematical modeling approach implemented in Weighted Gene Co-expression Network Analysis (WGCNA) to create and compare gene network models of young (learning unimpaired) and aged (predominantly learning impaired) brains from a set of exploratory datasets in rats in the context of ASLI. The major goal was to overcome some of the limitations previously observed in the traditional meta- and pathway analysis using these data, and identify novel ASLI related genes and their networks based on co-expression relationship of genes. This analysis identified a set of network modules in the young, each of which is highly enriched with genes functioning in broad but distinct GO functional categories or biological pathways. Interestingly, the analysis pointed to a single module that was highly enriched with genes functioning in “learning and memory” related functions and pathways. Subsequent differential network analysis of this “learning and memory” module in the aged (predominantly learning impaired) rats compared to the young learning unimpaired rats allowed us to identify a set of novel ASLI candidate hub genes. Some of these genes show significant repeatability in networks generated from independent young and aged validation datasets. These hub genes are highly co-expressed with other genes in the network, which not only show differential expression but also differential co-expression and differential connectivity across age and learning impairment. The known function of these hub genes indicate that they play key roles in critical pathways, including kinase and phosphatase signaling, in functions related to various ion channels, and in maintaining neuronal integrity relating to synaptic plasticity and memory formation. Taken together, they provide a new insight and generate new hypotheses into the molecular mechanisms responsible for age associated learning impairment, including spatial learning. PMID:29066959

Gene Network Construction from Microarray Data Identifies a Key Network Module and Several Candidate Hub Genes in Age-Associated Spatial Learning Impairment.

PubMed

Uddin, Raihan; Singh, Shiva M

2017-01-01

As humans age many suffer from a decrease in normal brain functions including spatial learning impairments. This study aimed to better understand the molecular mechanisms in age-associated spatial learning impairment (ASLI). We used a mathematical modeling approach implemented in Weighted Gene Co-expression Network Analysis (WGCNA) to create and compare gene network models of young (learning unimpaired) and aged (predominantly learning impaired) brains from a set of exploratory datasets in rats in the context of ASLI. The major goal was to overcome some of the limitations previously observed in the traditional meta- and pathway analysis using these data, and identify novel ASLI related genes and their networks based on co-expression relationship of genes. This analysis identified a set of network modules in the young, each of which is highly enriched with genes functioning in broad but distinct GO functional categories or biological pathways. Interestingly, the analysis pointed to a single module that was highly enriched with genes functioning in "learning and memory" related functions and pathways. Subsequent differential network analysis of this "learning and memory" module in the aged (predominantly learning impaired) rats compared to the young learning unimpaired rats allowed us to identify a set of novel ASLI candidate hub genes. Some of these genes show significant repeatability in networks generated from independent young and aged validation datasets. These hub genes are highly co-expressed with other genes in the network, which not only show differential expression but also differential co-expression and differential connectivity across age and learning impairment. The known function of these hub genes indicate that they play key roles in critical pathways, including kinase and phosphatase signaling, in functions related to various ion channels, and in maintaining neuronal integrity relating to synaptic plasticity and memory formation. Taken together, they provide a new insight and generate new hypotheses into the molecular mechanisms responsible for age associated learning impairment, including spatial learning.

Monoaminergic Modulation of Motor Cortex Function

PubMed Central

Vitrac, Clément; Benoit-Marand, Marianne

2017-01-01

Elaboration of appropriate responses to behavioral situations rests on the ability of selecting appropriate motor outcomes in accordance to specific environmental inputs. To this end, the primary motor cortex (M1) is a key structure for the control of voluntary movements and motor skills learning. Subcortical loops regulate the activity of the motor cortex and thus contribute to the selection of appropriate motor plans. Monoamines are key mediators of arousal, attention and motivation. Their firing pattern enables a direct encoding of different states thus promoting or repressing the selection of actions adapted to the behavioral context. Monoaminergic modulation of motor systems has been extensively studied in subcortical circuits. Despite evidence of converging projections of multiple neurotransmitters systems in the motor cortex pointing to a direct modulation of local circuits, their contribution to the execution and learning of motor skills is still poorly understood. Monoaminergic dysregulation leads to impaired plasticity and motor function in several neurological and psychiatric conditions, thus it is critical to better understand how monoamines modulate neural activity in the motor cortex. This review aims to provide an update of our current understanding on the monoaminergic modulation of the motor cortex with an emphasis on motor skill learning and execution under physiological conditions. PMID:29062274

Single Event Effects and Total Dose Testing of the Intersil ISL 70003SEH Integrated Point of Load Converter

NASA Astrophysics Data System (ADS)

van Vonno, N. W.; White, J. D.; Pearce, L. G.; Thomson, E. J.; Gill, J. S.; Mansilla, O. E.

2014-08-01

Single-event transient (SET) phenomena in power management applications has evolved into a key issue, particularly in point of load (POL) buck regulators, as the loads driven by these devices are sensitive to even short-term overvoltage conditions. We preface this paper by a discussion of earlier destructive and nondestructive SEE testing of Intersil integrated point of load regulators, with emphasis on SET phenomena and some of the lessons learned in this work. We then report recent results of SET and destructive SEE testing of the ISL70003SEH POL converter, together with a brief discussion of the part's electrical and radiation hardness specifications. We conclude with a brief overview of low and high dose rate total dose testing of the part.

Twelve tips for creating trigger images for problem-based learning cases.

PubMed

Azer, Samy A

2007-03-01

A trigger is the starting point of problem-based learning (PBL) cases. It is usually in the form of 5-6 text lines that provide the key information about the main character (usually the patient), including 3-4 of patient's presenting problems. In addition to the trigger text, most programs using PBL include a visual trigger. This might be in the form of a single image, a series of images, a video clip, a cartoon, or even one of the patient's investigation results (e.g. chest X-ray, pathology report, or urine sample analysis). The main educational objectives of the trigger image are as follows: (1) to introduce the patient to the students; (2) to enhance students' observation skills; (3) to provide them with new information to add to the cues obtained from the trigger text; and (4) to stimulate students to ask questions as they develop their enquiry plan. When planned and delivered effectively, trigger images should be engaging and stimulate group discussion. Understanding the educational objectives of using trigger images and choosing appropriate images are the keys for constructing successful PBL cases. These twelve tips highlight the key steps in the successful creation of trigger images.

A self-organizing learning account of number-form synaesthesia.

PubMed

Makioka, Shogo

2009-09-01

Some people automatically and involuntarily "see" mental images of numbers in spatial arrays when they think of numbers. This phenomenon, called number forms, shares three key characteristics with the other types of synaesthesia, within-individual consistency, between-individual variety, and mixture of regularity and randomness. A theoretical framework called SOLA (self-organizing learning account of number forms) is proposed, which explains the generation process of number forms and the origin of those three characteristics. The simulations replicated the qualitative properties of the shapes of number forms, the property that numbers are aligned in order of size, that discontinuity usually occurs at the point of carry, and that continuous lines tend to have many bends.

Discrepant Events: A Challenge to Students' Intuition

NASA Astrophysics Data System (ADS)

González-Espada, Wilson J.; Birriel, Jennifer; Birriel, Ignacio

2010-11-01

Studies on cognitive aspects of science education, especially how students achieve conceptual change, have been a focus of interest for many years. Researchers of student learning and conceptual change have developed several easily applicable teaching strategies. One of these strategies is known as discrepant events. Discrepant events are very powerful ways to stimulate interest, motivate students to challenge their covert science misconceptions, and promote higher-order thinking skills. The key point is that directly challenging students' naive ideas will lead to more quality science learning going on in the classroom. In this paper, we summarize the research-based role of discrepant events in conceptual change and we share several highly successful discrepant events we use in our own classes.

A brief educational intervention to teach residents shared decision making in the intensive care unit.

PubMed

Yuen, Jacqueline K; Mehta, Sonal S; Roberts, Jordan E; Cooke, Joseph T; Reid, M Carrington

2013-05-01

Effective communication is essential for shared decision making with families of critically ill patients in the intensive care unit (ICU), yet there is limited evidence on effective strategies to teach these skills. The study's objective was to pilot test an educational intervention to teach internal medicine interns skills in discussing goals of care and treatment decisions with families of critically ill patients using the shared decision making framework. The intervention consisted of a PowerPoint online module followed by a four-hour workshop implemented at a retreat for medicine interns training at an urban, academic medical center. Participants (N=33) completed post-intervention questionnaires that included self-assessed skills learned, an open-ended question on the most important learning points from the workshop, and retrospective pre- and post-workshop comfort level with ICU communication skills. Participants rated their satisfaction with the workshop. Twenty-nine interns (88%) completed the questionnaires. Important self-assessed communication skills learned reflect key components of shared decision making, which include assessing the family's understanding of the patient's condition (endorsed by 100%) and obtaining an understanding of the patient/family's perspectives, values, and goals (100%). Interns reported significant improvement in their comfort level with ICU communication skills (pre 3.26, post 3.73 on a five-point scale, p=0.004). Overall satisfaction with the intervention was high (mean 4.45 on a five-point scale). The findings suggest that a brief intervention designed to teach residents communication skills in conducting goals of care and treatment discussions in the ICU is feasible and can improve their comfort level with these conversations.

Effective use of pause procedure to enhance student engagement and learning.

PubMed

Bachhel, Rachna; Thaman, Richa Ghay

2014-08-01

Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using 'Pause Procedure'. One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the 'pause procedure' helped them to enhance lecture recall. Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning.

Effective Use of Pause Procedure to Enhance Student Engagement and Learning

PubMed Central

Thaman, Richa Ghay

2014-01-01

Introduction: Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using ‘Pause Procedure’. Materials and Methods: One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Results: Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the ‘pause procedure’ helped them to enhance lecture recall. Conclusion: Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning. PMID:25302251

Transition to intensive care nursing: establishing a starting point.

PubMed

Boyle, Martin; Butcher, Rand; Conyers, Vicki; Kendrick, Tina; MacNamara, Mary; Lang, Susie

2008-11-01

There is a shortage of intensive care (IC) nurses. A supported transition to IC nursing has been identified as a key strategy for recruitment and retention. In 2004 a discussion document relating to transition of IC nurses was presented to the New South Wales (NSW) Chief Nursing Officer (CNO). A workshop was held with key stakeholders and a Steering Group was established to develop a state-wide transition to IC nursing program. To survey orientation programs and educational resources and develop definitions, goals, learning objectives and clinical competencies relating to transition to IC nursing practice. A questionnaire and a draft document of definitions, target group, goals, learning objectives and clinical competencies for IC transition was distributed to 43 NSW IC units (ICUs). An iterative process of anonymous feedback and modification was undertaken to establish agreement on content. Responses were received from 29 units (return rate of 67%). The survey of educational resources indicated ICUs had access to educational support and there was evidence of a lack of a common standard or definition for "orientation" or "transition". The definitions, target group, goals and competency statements from the draft document were accepted with minor editorial change. Seventeen learning objectives or psychomotor skills were modified and an additional 19 were added to the draft as a result of the process. This work has established valid definitions, goals, learning objectives and clinical competencies that describe transition to intensive care nursing.

External quality assurance for HIV point-of-care testing in Africa: A collaborative country-partner approach to strengthen diagnostic services

PubMed Central

2016-01-01

It is important to consider the role of diagnostics and the critical need for quality diagnostics services in resource-limited settings. Accurate diagnostic tests play a key role in patient management and the prevention and control of most infectious diseases. As countries plan for implementation of HIV early infant diagnosis and viral load point-of-care testing, the London School of Hygiene & Tropical Medicine has worked with countries and partners with an interest in external quality assurance to support quality point-of-care testing on the continent. Through a series of collaborative consultations and workshops, the London School of Hygiene & Tropical Medicine has gathered lessons learned, tools, and resources and developed quality assurance models that will support point-of-care testing. The London School of Hygiene & Tropical Medicine is committed to the continued advancement of laboratory diagnostics in Africa and quality laboratory services and point-of-care testing. PMID:28879132

Lessons learned from a landslide catastrophe in Rio de Janeiro, Brazil.

PubMed

Pereira, Bruno Monteiro Tavares; Morales, Wellington; Cardoso, Ricardo Galesso; Fiorelli, Rossano; Fraga, Gustavo Pereira; Briggs, Susan M

2013-01-01

On January, 2011, a devastating tropical storm hit the mountain area of Rio de Janeiro State in Brazil, resulting in flooding and mudslides and leaving 30,000 individuals displaced. This article explores key lessons learned from this major mass casualty event, highlighting prehospital and hospital organization for receiving multiple victims in a short period of time, which may be applicable in similar future events worldwide. A retrospective review of local hospital medical/fire department records and data from the Health and Security Department of the State were analyzed. Medical examiner archives were analyzed to determine the causes of death. The most common injuries were to the extremities, the majority requiring only wound cleaning, debridement, and suture. Orthopedic surgeries were the most common operative procedures. In the first 3 days, 191 victims underwent triage at the hospital with 50 requiring admission to the hospital. Two hundred fifty patients were triaged at the hospital by the end of the fifth day. The mortis cause for the majority of deaths was asphyxia, either by drowning or mud burial. Natural disasters are able to generate a large number of victims and overwhelm the main channels of relief available. Main lessons learned are as follows: 1) prevention and training are key points, 2) key measures by the authorities should be taken as early as possible, and 3) the centralization of the deceased in one location demonstrated greater effectiveness identifying victims and releasing the bodies back to families.

Radiant thinking and the use of the mind map in nurse practitioner education.

PubMed

Spencer, Julie R; Anderson, Kelley M; Ellis, Kathryn K

2013-05-01

The concept of radiant thinking, which led to the concept of mind mapping, promotes all aspects of the brain working in synergy, with thought beginning from a central point. The mind map, which is a graphical technique to improve creative thinking and knowledge attainment, utilizes colors, images, codes, and dimensions to amplify and enhance key ideas. This technique augments the visualization of relationships and links between concepts, which aids in information acquisition, data retention, and overall comprehension. Faculty can promote students' use of the technique for brainstorming, organizing ideas, taking notes, learning collaboratively, presenting, and studying. These applications can be used in problem-based learning, developing plans of care, health promotion activities, synthesizing disease processes, and forming differential diagnoses. Mind mapping is a creative way for students to engage in a unique method of learning that can expand memory recall and help create a new environment for processing information. Copyright 2013, SLACK Incorporated.

Adiabatic quantum optimization for associative memory recall

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

Seddiqi, Hadayat; Humble, Travis S.

Hopfield networks are a variant of associative memory that recall patterns stored in the couplings of an Ising model. Stored memories are conventionally accessed as fixed points in the network dynamics that correspond to energetic minima of the spin state. We show that memories stored in a Hopfield network may also be recalled by energy minimization using adiabatic quantum optimization (AQO). Numerical simulations of the underlying quantum dynamics allow us to quantify AQO recall accuracy with respect to the number of stored memories and noise in the input key. We investigate AQO performance with respect to how memories are storedmore » in the Ising model according to different learning rules. Our results demonstrate that AQO recall accuracy varies strongly with learning rule, a behavior that is attributed to differences in energy landscapes. Consequently, learning rules offer a family of methods for programming adiabatic quantum optimization that we expect to be useful for characterizing AQO performance.« less

Adiabatic Quantum Optimization for Associative Memory Recall

NASA Astrophysics Data System (ADS)

Seddiqi, Hadayat; Humble, Travis

2014-12-01

Hopfield networks are a variant of associative memory that recall patterns stored in the couplings of an Ising model. Stored memories are conventionally accessed as fixed points in the network dynamics that correspond to energetic minima of the spin state. We show that memories stored in a Hopfield network may also be recalled by energy minimization using adiabatic quantum optimization (AQO). Numerical simulations of the underlying quantum dynamics allow us to quantify AQO recall accuracy with respect to the number of stored memories and noise in the input key. We investigate AQO performance with respect to how memories are stored in the Ising model according to different learning rules. Our results demonstrate that AQO recall accuracy varies strongly with learning rule, a behavior that is attributed to differences in energy landscapes. Consequently, learning rules offer a family of methods for programming adiabatic quantum optimization that we expect to be useful for characterizing AQO performance.

Detection of Cheating by Decimation Algorithm

NASA Astrophysics Data System (ADS)

Yamanaka, Shogo; Ohzeki, Masayuki; Decelle, Aurélien

2015-02-01

We expand the item response theory to study the case of "cheating students" for a set of exams, trying to detect them by applying a greedy algorithm of inference. This extended model is closely related to the Boltzmann machine learning. In this paper we aim to infer the correct biases and interactions of our model by considering a relatively small number of sets of training data. Nevertheless, the greedy algorithm that we employed in the present study exhibits good performance with a few number of training data. The key point is the sparseness of the interactions in our problem in the context of the Boltzmann machine learning: the existence of cheating students is expected to be very rare (possibly even in real world). We compare a standard approach to infer the sparse interactions in the Boltzmann machine learning to our greedy algorithm and we find the latter to be superior in several aspects.

Adiabatic quantum optimization for associative memory recall

DOE PAGES

Seddiqi, Hadayat; Humble, Travis S.

2014-12-22

Hopfield networks are a variant of associative memory that recall patterns stored in the couplings of an Ising model. Stored memories are conventionally accessed as fixed points in the network dynamics that correspond to energetic minima of the spin state. We show that memories stored in a Hopfield network may also be recalled by energy minimization using adiabatic quantum optimization (AQO). Numerical simulations of the underlying quantum dynamics allow us to quantify AQO recall accuracy with respect to the number of stored memories and noise in the input key. We investigate AQO performance with respect to how memories are storedmore » in the Ising model according to different learning rules. Our results demonstrate that AQO recall accuracy varies strongly with learning rule, a behavior that is attributed to differences in energy landscapes. Consequently, learning rules offer a family of methods for programming adiabatic quantum optimization that we expect to be useful for characterizing AQO performance.« less

Temperature based Restricted Boltzmann Machines

NASA Astrophysics Data System (ADS)

Li, Guoqi; Deng, Lei; Xu, Yi; Wen, Changyun; Wang, Wei; Pei, Jing; Shi, Luping

2016-01-01

Restricted Boltzmann machines (RBMs), which apply graphical models to learning probability distribution over a set of inputs, have attracted much attention recently since being proposed as building blocks of multi-layer learning systems called deep belief networks (DBNs). Note that temperature is a key factor of the Boltzmann distribution that RBMs originate from. However, none of existing schemes have considered the impact of temperature in the graphical model of DBNs. In this work, we propose temperature based restricted Boltzmann machines (TRBMs) which reveals that temperature is an essential parameter controlling the selectivity of the firing neurons in the hidden layers. We theoretically prove that the effect of temperature can be adjusted by setting the parameter of the sharpness of the logistic function in the proposed TRBMs. The performance of RBMs can be improved by adjusting the temperature parameter of TRBMs. This work provides a comprehensive insights into the deep belief networks and deep learning architectures from a physical point of view.

Workforce, learners, competencies, and the learning environment: Research in Medical Education 2014 and the way forward.

PubMed

West, Daniel C; Robins, Lynne; Gruppen, Larry D

2014-11-01

Medicine in the United States is changing as a result of many factors, including the needs and demands of 21st-century society. In this commentary, the authors review the 2014 Research in Medical Education (RIME) articles in the context of these changes and with an eye toward the future. The authors organized the 12 RIME articles into four broad themes: career development and workforce issues; competency and assessment; admissions, wellness, and the learning environment; and intended and unintended learning. Although the articles represent a broad range of issues, the authors identified three key take-home points from the collection: (1) Schools may be able to address the looming shortage of primary care physicians through admission selection criteria and targeted curricular activities; (2) better understanding of the competencies required to perform complex physician tasks could lead to more effective ways to teach and assess these tasks; and (3) the intended and unintended learning that take place in the medical learning environment require careful attention in order to produce physicians who are both skilled enough and well enough to meet the needs of society.

A comparative study on first-time and experienced project-based learning students in an engineering design module

NASA Astrophysics Data System (ADS)

Chua, K. J.

2014-09-01

This study aims to compare and evaluate the learning ability and performance differences between two groups of students undergoing project-based learning (PjBL), with one group having prior PjBL experience, while the other group is being freshly exposed to PjBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Performances were compared via qualitative and quantitative analyses. Key findings have indicated a significant increase in fundamental formative knowledge; enhanced problem-solving abilities; and production of better performing artefacts with regard to the set of design skills between experienced and first-time PjBL groups. This study also highlighted that experienced PjBL students have less conflicts within their groups, and are more receptive to PjBL compared to first-time PjBL students. Results from this study provide a starting point for educators to seek new learning/facilitating strategies that are relevant based on the experience and learning styles of students.

Neural principles of memory and a neural theory of analogical insight

NASA Astrophysics Data System (ADS)

Lawson, David I.; Lawson, Anton E.

1993-12-01

Grossberg's principles of neural modeling are reviewed and extended to provide a neural level theory to explain how analogies greatly increase the rate of learning and can, in fact, make learning and retention possible. In terms of memory, the key point is that the mind is able to recognize and recall when it is able to match sensory input from new objects, events, or situations with past memory records of similar objects, events, or situations. When a match occurs, an adaptive resonance is set up in which the synaptic strengths of neurons are increased; thus a long term record of the new input is formed in memory. Systems of neurons called outstars and instars are presumably the underlying units that enable this to occur. Analogies can greatly facilitate learning and retention because they activate the outstars (i.e., the cells that are sampling the to-be-learned pattern) and cause the neural activity to grow exponentially by forming feedback loops. This increased activity insures the boost in synaptic strengths of neurons, thus causing storage and retention in long-term memory (i.e., learning).

Social learning by following: an analysis1

PubMed Central

Bullock, Daniel; Neuringer, Allen

1977-01-01

Learning by “following”, probably a common means by which behaviors are socially transmitted from adults to young in many species, was analyzed. Pigeons first learned to eat from a human hand. When the hand then approached an operant key and pecked it, the pigeons followed and quickly learned to do the same, thereby demonstrating social learning. When the hand only led the birds to the area of the key, without demonstrating the key-peck response, the birds learned as rapidly as with a key-peck demonstration. Birds also learned, but less reliably and more slowly, when they could observe the hand's responses but were constrained and unable to follow. “Following” was also shown to engender very rapid learning of a more complex, two-member response chain. PMID:16811970

Reputation-based collaborative network biology.

PubMed

Binder, Jean; Boue, Stephanie; Di Fabio, Anselmo; Fields, R Brett; Hayes, William; Hoeng, Julia; Park, Jennifer S; Peitsch, Manuel C

2015-01-01

A pilot reputation-based collaborative network biology platform, Bionet, was developed for use in the sbv IMPROVER Network Verification Challenge to verify and enhance previously developed networks describing key aspects of lung biology. Bionet was successful in capturing a more comprehensive view of the biology associated with each network using the collective intelligence and knowledge of the crowd. One key learning point from the pilot was that using a standardized biological knowledge representation language such as BEL is critical to the success of a collaborative network biology platform. Overall, Bionet demonstrated that this approach to collaborative network biology is highly viable. Improving this platform for de novo creation of biological networks and network curation with the suggested enhancements for scalability will serve both academic and industry systems biology communities.

The impact of E-learning in medical education.

PubMed

Ruiz, Jorge G; Mintzer, Michael J; Leipzig, Rosanne M

2006-03-01

The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.

Learning "While" Working: Success Stories on Workplace Learning in Europe

ERIC Educational Resources Information Center

Lardinois, Rocio

2011-01-01

Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in…

Portuguese Coaches' Perceptions of and Preferences for Knowledge Sources Related to their Professional Background.

PubMed

Mesquita, Isabel; Isidro, Sofia; Rosado, António

2010-01-01

The purpose of this study was to analyse Portuguese coaches' perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study's participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches' demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey's HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key pointsCoaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach.Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged.The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations.The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches' perceptions.

Portuguese Coaches’ Perceptions of and Preferences for Knowledge Sources Related to their Professional Background

PubMed Central

Mesquita, Isabel; Isidro, Sofia; Rosado, António

2010-01-01

The purpose of this study was to analyse Portuguese coaches’ perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study’s participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches’ demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey’s HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key points Coaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach. Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged. The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations. The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches’ perceptions. PMID:24149644

Learning higher-order generalizations through free play: Evidence from 2- and 3-year-old children.

PubMed

Sim, Zi L; Xu, Fei

2017-04-01

Constructivist views of cognitive development often converge on 2 key points: (a) the child's goal is to build large conceptual structures for understanding the world, and (b) the child plays an active role in developing these structures. While previous research has demonstrated that young children show a precocious capacity for concept and theory building when they are provided with helpful data within training settings, and that they explore their environment in ways that may promote learning, it remains an open question whether young children are able to build larger conceptual structures using self-generated evidence, a form of active learning. In the current study, we examined whether children can learn high-order generalizations (which form the basis for larger conceptual structures) through free play, and whether they can do so as effectively as when provided with relevant data. Results with 2- and 3-year-old children over 4 experiments indicate robust learning through free play, and generalization performance was comparable between free play and didactic conditions. Therefore, young children's self-directed learning supports the development of higher-order generalizations, laying the foundation for building larger conceptual structures and intuitive theories. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Learning Organisations--Reengineering Schools for Life Long Learning.

ERIC Educational Resources Information Center

O'Sullivan, Fergus

1997-01-01

Examines some key ideas behind the learning organization and explains why the concept is so powerful in contemporary contexts. Identifies various types of learning organizations, and suggests an analytical technique for relating styles of organizational learning to the environmental context. The key to becoming a learning organization is…

Moving Toward Integrative, Multidimensional Research in Modern Psychiatry: Lessons Learned From Fragile X Syndrome.

PubMed

Fung, Lawrence K; Reiss, Allan L

2016-07-15

The field of psychiatry is approaching a major inflection point. The basic science behind cognition, emotion, behavior, and social processes has been advancing rapidly in the past 20 years. However, clinical research supporting the classification system in psychiatry has not kept up with these scientific advances. To begin organizing the basic science of psychiatry in a comprehensive manner, we begin by selecting fragile X syndrome, a neurogenetic disease with cognitive-behavioral manifestations, to illustrate key concepts in an integrative, multidimensional model. Specifically, we describe key genetic and molecular mechanisms (e.g., gamma-aminobutyric acidergic dysfunction and metabotropic glutamate receptor 5-associated long-term depression) relevant to the pathophysiology of fragile X syndrome as well as neural correlates of cognitive-behavioral symptoms. We then describe what we have learned from fragile X syndrome that may be applicable to other psychiatric disorders. We conclude this review by discussing current and future opportunities in diagnosing and treating psychiatric diseases. Copyright © 2016 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Key Themes in Mobile Learning: Prospects for Learner-Generated Learning through AR and VR

ERIC Educational Resources Information Center

Aguayo, Claudio; Cochrane, Thomas; Narayan, Vickel

2017-01-01

This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile…

Efficient quantitative assessment of facial paralysis using iris segmentation and active contour-based key points detection with hybrid classifier.

PubMed

Barbosa, Jocelyn; Lee, Kyubum; Lee, Sunwon; Lodhi, Bilal; Cho, Jae-Gu; Seo, Woo-Keun; Kang, Jaewoo

2016-03-12

Facial palsy or paralysis (FP) is a symptom that loses voluntary muscles movement in one side of the human face, which could be very devastating in the part of the patients. Traditional methods are solely dependent to clinician's judgment and therefore time consuming and subjective in nature. Hence, a quantitative assessment system becomes apparently invaluable for physicians to begin the rehabilitation process; and to produce a reliable and robust method is challenging and still underway. We introduce a novel approach for a quantitative assessment of facial paralysis that tackles classification problem for FP type and degree of severity. Specifically, a novel method of quantitative assessment is presented: an algorithm that extracts the human iris and detects facial landmarks; and a hybrid approach combining the rule-based and machine learning algorithm to analyze and prognosticate facial paralysis using the captured images. A method combining the optimized Daugman's algorithm and Localized Active Contour (LAC) model is proposed to efficiently extract the iris and facial landmark or key points. To improve the performance of LAC, appropriate parameters of initial evolving curve for facial features' segmentation are automatically selected. The symmetry score is measured by the ratio between features extracted from the two sides of the face. Hybrid classifiers (i.e. rule-based with regularized logistic regression) were employed for discriminating healthy and unhealthy subjects, FP type classification, and for facial paralysis grading based on House-Brackmann (H-B) scale. Quantitative analysis was performed to evaluate the performance of the proposed approach. Experiments show that the proposed method demonstrates its efficiency. Facial movement feature extraction on facial images based on iris segmentation and LAC-based key point detection along with a hybrid classifier provides a more efficient way of addressing classification problem on facial palsy type and degree of severity. Combining iris segmentation and key point-based method has several merits that are essential for our real application. Aside from the facial key points, iris segmentation provides significant contribution as it describes the changes of the iris exposure while performing some facial expressions. It reveals the significant difference between the healthy side and the severe palsy side when raising eyebrows with both eyes directed upward, and can model the typical changes in the iris region.

Communicating to Learn: Infants' Pointing Gestures Result in Optimal Learning

ERIC Educational Resources Information Center

Lucca, Kelsey; Wilbourn, Makeba Parramore

2018-01-01

Infants' pointing gestures are a critical predictor of early vocabulary size. However, it remains unknown precisely how pointing relates to word learning. The current study addressed this question in a sample of 108 infants, testing one mechanism by which infants' pointing may influence their learning. In Study 1, 18-month-olds, but not…

Understanding and responding when things go wrong: key principles for primary care educators.

PubMed

McNab, Duncan; Bowie, Paul; Ross, Alastair; Morrison, Jill

2016-07-01

Learning from events with unwanted outcomes is an important part of workplace based education and providing evidence for medical appraisal and revalidation. It has been suggested that adopting a 'systems approach' could enhance learning and effective change. We believe the following key principles should be understood by all healthcare staff, especially those with a role in developing and delivering educational content for safety and improvement in primary care. When things go wrong, professional accountability involves accepting there has been a problem, apologising if necessary and committing to learn and change. This is easier in a 'Just Culture' where wilful disregard of safe practice is not tolerated but where decisions commensurate with training and experience do not result in blame and punishment. People usually attempt to achieve successful outcomes, but when things go wrong the contribution of hindsight and attribution bias as well as a lack of understanding of conditions and available information (local rationality) can lead to inappropriately blame 'human error'. System complexity makes reduction into component parts difficult; thus attempting to 'find-and-fix' malfunctioning components may not always be a valid approach. Finally, performance variability by staff is often needed to meet demands or cope with resource constraints. We believe understanding these core principles is a necessary precursor to adopting a 'systems approach' that can increase learning and reduce the damaging effects on morale when 'human error' is blamed. This may result in 'human error' becoming the starting point of an investigation and not the endpoint.

Learning to Learn: A Key-Competence for All Adults?!

ERIC Educational Resources Information Center

Hofmann, Peter

2008-01-01

Learning to learn is important and increasingly vital for people trying to deal with a rapidly changing world! Or, in the words of the European Union, learning to learn is one of the eight "key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in our knowledge-based…

Tracking Porters: Learning the Craft of Techno-Anthropology.

PubMed

Bruun, Maja Hojer; Krause-Jensen, Jakob; Saltofte, Margit

2015-01-01

Anthropology attempts to gain insight into people's experiential life-worlds through long-term fieldwork. The quality of anthropological knowledge production, however, does not depend solely on the duration of the stay in the field, but also on a particular way of seeing social situations. The anthropological perspective is grounded in socio-cultural theory and forged by a distinct relativist or contextualist epistemological stance. The point is to understand events, concepts and phenomena from the insiders' point of view and to show how this view relates to the particular social and cultural context. In this chapter, we argue that although anthropology has its specific methodology - including a myriad of ethnographic data-gathering tools, techniques, analytical approaches and theories - it must first and foremost be understood as a craft. Anthropology as craft requires a specific 'anthropological sensibility' that differs from the standardized procedures of normal science. To establish our points we use an example of problem-based project work conducted by a group of Techno-Anthropology students at Aalborg University, we focus on key aspects of this craft and how the students began to learn it: For two weeks the students followed the work of a group of porters. Drawing on anthropological concepts and research strategies the students gained crucial insights about the potential effects of using tracking technologies in the hospital.

Healthy and Ready to Learn: Effects of a School-Based Public Health Insurance Outreach Program for Kindergarten-Aged Children.

PubMed

Jenkins, Jade Marcus

2018-01-01

Rates of child insurance coverage have increased due to expansions in public programs, but many eligible children remain uninsured. Uninsured children are less likely to receive preventative care, which leads to poorer health and achievement in the long term. This study is an evaluation of a school-based health insurance outreach initiative, "Healthy and Ready to Learn," aiming to identify and enroll uninsured kindergarteners in areas of high economic need in 16 counties in North Carolina. Regression discontinuity design and difference-in-differences analyses were used to estimate the effect of the initiative on Medicaid and CHIP enrollment (primary outcome) and preventive care use (well-child visits; secondary outcome). Focus groups and key-informant interviews were conducted to assess best practices and identify barriers to outreach for child enrollment. The initiative increased enrollment rates by 12.2% points and increased well-child exam rates by 8.6% points in the RD models, but not differences-in-differences, and did not significantly increase well-child visits. Findings demonstrate the potential benefits of using schools as a point of intervention in enrolling young children in public health insurance and as a source of trusted information for low-income parents. © 2018, American School Health Association.

Residents' perceptions of simulation as a clinical learning approach.

PubMed

Walsh, Catharine M; Garg, Ankit; Ng, Stella L; Goyal, Fenny; Grover, Samir C

2017-02-01

Simulation is increasingly being integrated into medical education; however, there is little research into trainees' perceptions of this learning modality. We elicited trainees' perceptions of simulation-based learning, to inform how simulation is developed and applied to support training. We conducted an instrumental qualitative case study entailing 36 semi-structured one-hour interviews with 12 residents enrolled in an introductory simulation-based course. Trainees were interviewed at three time points: pre-course, post-course, and 4-6 weeks later. Interview transcripts were analyzed using a qualitative descriptive analytic approach. Residents' perceptions of simulation included: 1) simulation serves pragmatic purposes; 2) simulation provides a safe space; 3) simulation presents perils and pitfalls; and 4) optimal design for simulation: integration and tension. Key findings included residents' markedly narrow perception of simulation's capacity to support non-technical skills development or its use beyond introductory learning. Trainees' learning expectations of simulation were restricted. Educators should critically attend to the way they present simulation to learners as, based on theories of problem-framing, trainees' a priori perceptions may delimit the focus of their learning experiences. If they view simulation as merely a replica of real cases for the purpose of practicing basic skills, they may fail to benefit from the full scope of learning opportunities afforded by simulation.

Residents’ perceptions of simulation as a clinical learning approach

PubMed Central

Walsh, Catharine M.; Garg, Ankit; Ng, Stella L.; Goyal, Fenny; Grover, Samir C.

2017-01-01

Background Simulation is increasingly being integrated into medical education; however, there is little research into trainees’ perceptions of this learning modality. We elicited trainees’ perceptions of simulation-based learning, to inform how simulation is developed and applied to support training. Methods We conducted an instrumental qualitative case study entailing 36 semi-structured one-hour interviews with 12 residents enrolled in an introductory simulation-based course. Trainees were interviewed at three time points: pre-course, post-course, and 4–6 weeks later. Interview transcripts were analyzed using a qualitative descriptive analytic approach. Results Residents’ perceptions of simulation included: 1) simulation serves pragmatic purposes; 2) simulation provides a safe space; 3) simulation presents perils and pitfalls; and 4) optimal design for simulation: integration and tension. Key findings included residents’ markedly narrow perception of simulation’s capacity to support non-technical skills development or its use beyond introductory learning. Conclusion Trainees’ learning expectations of simulation were restricted. Educators should critically attend to the way they present simulation to learners as, based on theories of problem-framing, trainees’ a priori perceptions may delimit the focus of their learning experiences. If they view simulation as merely a replica of real cases for the purpose of practicing basic skills, they may fail to benefit from the full scope of learning opportunities afforded by simulation. PMID:28344719

Melding Service Learning and Leadership Skills Development: Keys to Effective Course Design

ERIC Educational Resources Information Center

Lester, Scott W.

2015-01-01

The author presents keys to designing a class that successfully melds service learning and student leadership development. These prescriptions are based on the lessons learned over 8 years of teaching a class titled "Community Leadership." This class emphasizes experiential learning and revolves around service learning projects. The…

Exploring emerging learning needs: a UK-wide consultation on environmental sustainability learning objectives for medical education.

PubMed

Walpole, Sarah C; Mortimer, Frances; Inman, Alice; Braithwaite, Isobel; Thompson, Trevor

2015-12-24

This study aimed to engage wide-ranging stakeholders and develop consensus learning objectives for undergraduate and postgraduate medical education. A UK-wide consultation garnered opinions of healthcare students, healthcare educators and other key stakeholders about environmental sustainability in medical education. The policy Delphi approach informed this study. Draft learning objectives were revised iteratively during three rounds of consultation: online questionnaire or telephone interview, face-to-face seminar and email consultation. Twelve draft learning objectives were developed based on review of relevant literature. In round one, 64 participants' median ratings of the learning objectives were 3.5 for relevance and 3.0 for feasibility on a Likert scale of one to four. Revisions were proposed, e.g. to highlight relevance to public health and professionalism. Thirty three participants attended round two. Conflicting opinions were explored. Added content areas included health benefits of sustainable behaviours. To enhance usability, restructuring provided three overarching learning objectives, each with subsidiary points. All participants from rounds one and two were contacted in round three, and no further edits were required. This is the first attempt to define consensus learning objectives for medical students about environmental sustainability. Allowing a wide range of stakeholders to comment on multiple iterations of the document stimulated their engagement with the issues raised and ownership of the resulting learning objectives.

A Spiral of Transitions Leading to Broader Influence and Action.

PubMed

Benton, David C

This article describes lessons learned through a reflective analysis of job transitions experienced by a registered nurse from the time of entry into the profession until the current point where the nurse is engaged in state, national, and international policy development work. The centrality and symbiotic nature of the link between policy and practice and the importance of evidence and leadership have emerged as key aspects of the expanding spiral of influence traversed as a result of various career moves. At every stage, lessons have been learned. Some of these are professional in nature, but on occasion, the lessons have been more personal. The importance of mentors cannot be underestimated in terms of the support and guidance they offer but also the challenges they bring to existing patterns of thought and behavior.

Simultaneous multi-component seismic denoising and reconstruction via K-SVD

NASA Astrophysics Data System (ADS)

Hou, Sian; Zhang, Feng; Li, Xiangyang; Zhao, Qiang; Dai, Hengchang

2018-06-01

Data denoising and reconstruction play an increasingly significant role in seismic prospecting for their value in enhancing effective signals, dealing with surface obstacles and reducing acquisition costs. In this paper, we propose a novel method to denoise and reconstruct multicomponent seismic data simultaneously. This method lies within the framework of machine learning and the key points are defining a suitable weight function and a modified inner product operator. The purpose of these two processes are to perform missing data machine learning when the random noise deviation is unknown, and building a mathematical relationship for each component to incorporate all the information of multi-component data. Two examples, using synthetic and real multicomponent data, demonstrate that the new method is a feasible alternative for multi-component seismic data processing.

Testing the scalar expectancy theory (SET) and the learning-to-time model (LeT) in a double bisection task.

PubMed

Machado, Armando; Pata, Paulo

2005-02-01

Two theories of timing, scalar expectancy theory (SET) and learning-to-time (LeT), make substantially different assumptions about what animals learn in temporal tasks. In a test of these assumptions, pigeons learned two temporal discriminations. On Type 1 trials, they learned to choose a red key after a 1-sec signal and a green key after a 4-sec signal; on Type 2 trials, they learned to choose a blue key after a 4-sec signal and a yellow key after either an 8-sec signal (Group 8) or a 16-sec signal (Group 16). Then, the birds were exposed to signals 1 sec, 4 sec, and 16 sec in length and given a choice between novel key combinations (red or green vs. blue or yellow). The choice between the green key and the blue key was of particular significance because both keys were associated with the same 4-sec signal. Whereas SET predicted no effect of the test signal duration on choice, LeT predicted that preference for green would increase monotonically with the length of the signal but would do so faster for Group 8 than for Group 16. The results were consistent with LeT, but not with SET.

Research and application of mobile teaching platform

NASA Astrophysics Data System (ADS)

Yang, Ping; Xue, Hongjiao

2017-08-01

The application of mobile technology in university digital campus is ripe. This article mainly introduced the necessity of teaching platform based on mobile Internet in the teaching of higher vocational education, and the key to the construction of the feasibility of mobile learning platform, which is a feasible and effective teaching model under the new situation, worthy of promotion. The design and application of teaching platform based on mobile Internet is the change of educational ideas and working methods, and is the new starting point of Higher Vocational education.

Chinese Preservice Teachers’ Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations

PubMed Central

Zhang, Yan; Hawk, Skyler T.; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model. PMID:27199810

Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

PubMed

Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.

PubMed

MacDougall, Conan

2017-03-25

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity

PubMed Central

2017-01-01

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity (“flower diagrams”). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students. PMID:28381885

Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits.

PubMed

Wissman, Kathryn T; Rawson, Katherine A

2018-01-01

Students are expected to learn key-term definitions across many different grade levels and academic disciplines. Thus, investigating ways to promote understanding of key-term definitions is of critical importance for applied purposes. A recent survey showed that learners report engaging in collaborative practice testing when learning key-term definitions, with outcomes also shedding light on the way in which learners report engaging in collaborative testing in real-world contexts (Wissman & Rawson, 2016, Memory, 24, 223-239). However, no research has directly explored the effectiveness of engaging in collaborative testing under representative conditions. Accordingly, the current research evaluates the costs (with respect to efficiency) and the benefits (with respect to learning) of collaborative testing for key-term definitions under representative conditions. In three experiments (ns = 94, 74, 95), learners individually studied key-term definitions and then completed retrieval practice, which occurred either individually or collaboratively (in dyads). Two days later, all learners completed a final individual test. Results from Experiments 1-2 showed a cost (with respect to efficiency) and no benefit (with respect to learning) of engaging in collaborative testing for key-term definitions. Experiment 3 evaluated a theoretical explanation for why collaborative benefits do not emerge under representative conditions. Collectively, outcomes indicate that collaborative testing versus individual testing is less effective and less efficient when learning key-term definitions under representative conditions.

Designing Interactive Multimedia Instruction to Address Soldiers’ Learning Needs

DTIC Science & Technology

2014-12-01

A point of need design seeks to identify and meet specific learning needs. It does so by focusing on the learning needs of an identified group ...instructional design and tailored training techniques to address the Army Learning Model (ALM) point of need concept. The point of need concept focuses both on ...developing six IMI exemplars focused on point of need training, including three variations of needs-focused designs : familiarization, core, and tailored

Cockpit Resource Management (CRM): A tool for improved flight safety (United Airlines CRM training)

NASA Technical Reports Server (NTRS)

Carroll, J. E.; Taggart, William R.

1987-01-01

The approach and methodology used in developing cockpit management skills is effective because of the following features: (1) A comparative method of learning is used enabling crewmembers to study different forms of teamwork. (2) The learning comes about as a result of crewmembers learning from one another instead of from an expert instructor. (3) Key elements of cockpit teamwork and effective management are studied so that crewmembers can determine how these elements can improve safety and problem solving. (4) Critique among the crewmembers themselves rather than from outsiders is used as a common focusing point for crews to provide feedback to one another on how each can be a more effective crewmember. (5) The training is continuous in the sense that it becomes part of recurrent, upgrade, and other forms of crewmember training and development. And (6) the training results in sound and genuine insights that come about through solid education as opposed to tutoring, coaching, or telling crewmembers how to behave more effectively.

Arithmetic learning with the use of graphic organiser

NASA Astrophysics Data System (ADS)

Sai, F. L.; Shahrill, M.; Tan, A.; Han, S. H.

2018-01-01

For this study, Zollman’s four corners-and-a-diamond mathematics graphic organiser embedded with Polya’s Problem Solving Model was used to investigate secondary school students’ performance in arithmetic word problems. This instructional learning tool was used to help students break down the given information into smaller units for better strategic planning. The participants were Year 7 students, comprised of 21 male and 20 female students, aged between 11-13 years old, from a co-ed secondary school in Brunei Darussalam. This study mainly adopted a quantitative approach to investigate the types of differences found in the arithmetic word problem pre- and post-tests results from the use of the learning tool. Although the findings revealed slight improvements in the overall comparisons of the students’ test results, the in-depth analysis of the students’ responses in their activity worksheets shows a different outcome. Some students were able to make good attempts in breaking down the key points into smaller information in order to solve the word problems.

Honeybees Learn Odour Mixtures via a Selection of Key Odorants

PubMed Central

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

2010-01-01

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

Personalization vs. How People Learn

ERIC Educational Resources Information Center

Riley, Benjamin

2017-01-01

Riley asserts that some findings of cognitive science conflict with key principles of personalized learning--that students should control the content of their learning and that they should control the pace of their learning. A personalized approach is in conflict with the cognitive science principle that committing key facts in a discipline to…

Two Key Concepts in the Diagnosis of Learning Disabilities and the Habilitation of Learning.

ERIC Educational Resources Information Center

Reynolds, Cecil R.

1992-01-01

Two key concepts in diagnosing learning disabilities ("severe discrepancy" and "process dysfunction") are reviewed, and their relationship to the habilitation of learning is discussed. Guidelines are given for calculating a severe discrepancy, and the evaluation of processing skills is discussed. Strength models of remediation…

How the World's Best Schools Stay on Top: Study's Key Findings Pinpoint Practices That Align with Learning Forward

ERIC Educational Resources Information Center

Killion, Joellen

2016-01-01

Key findings from a new study highlight how Learning Forward's long-standing position on professional learning correlates with practices in high-performing systems in Singapore, Shanghai, Hong Kong, and British Columbia. The purpose of this article is to share key findings from the study so that educators might apply them to strengthening…

Influenza A (H1N1-2009) pandemic in Singapore--public health control measures implemented and lessons learnt.

PubMed

Tay, Joanne; Ng, Yeuk Fan; Cutter, Jeffery L; James, Lyn

2010-04-01

We describe the public health control measures implemented in Singapore to limit the spread of influenza A (H1N1-2009) and mitigate its social effects. We also discuss the key learning points from this experience. Singapore's public health control measures were broadly divided into 2 phases: containment and mitigation. Containment strategies included the triage of febrile patients at frontline healthcare settings, admission and isolation of confirmed cases, mandatory Quarantine Orders (QO) for close contacts, and temperature screening at border entry points. After sustained community transmission became established, containment shifted to mitigation. Hospitals only admitted H1N1-2009 cases based on clinical indications, not for isolation. Mild cases were managed in the community. Contact tracing and QOs tapered off, and border temperature screening ended. The 5 key lessons learnt were: (1) Be prepared, but retain flexibility in implementing control measures; (2) Surveillance, good scientific information and operational research can increase a system's ability to manage risk during a public health crisis; (3) Integrated systems-level responses are essential for a coherent public health response; (4) Effective handling of manpower surges requires creative strategies; and (5) Communication must be strategic, timely, concise and clear. Singapore's effective response to the H1N1-2009 pandemic, founded on experience in managing the 2003 SARS epidemic, was a whole-of-government approach towards pandemic preparedness planning. Documenting the measures taken and lessons learnt provides a learning opportunity for both doctors and policy makers, and can help fortify Singapore's ability to respond to future major disease outbreaks.

Data-Driven Neural Network Model for Robust Reconstruction of Automobile Casting

NASA Astrophysics Data System (ADS)

Lin, Jinhua; Wang, Yanjie; Li, Xin; Wang, Lu

2017-09-01

In computer vision system, it is a challenging task to robustly reconstruct complex 3D geometries of automobile castings. However, 3D scanning data is usually interfered by noises, the scanning resolution is low, these effects normally lead to incomplete matching and drift phenomenon. In order to solve these problems, a data-driven local geometric learning model is proposed to achieve robust reconstruction of automobile casting. In order to relieve the interference of sensor noise and to be compatible with incomplete scanning data, a 3D convolution neural network is established to match the local geometric features of automobile casting. The proposed neural network combines the geometric feature representation with the correlation metric function to robustly match the local correspondence. We use the truncated distance field(TDF) around the key point to represent the 3D surface of casting geometry, so that the model can be directly embedded into the 3D space to learn the geometric feature representation; Finally, the training labels is automatically generated for depth learning based on the existing RGB-D reconstruction algorithm, which accesses to the same global key matching descriptor. The experimental results show that the matching accuracy of our network is 92.2% for automobile castings, the closed loop rate is about 74.0% when the matching tolerance threshold τ is 0.2. The matching descriptors performed well and retained 81.6% matching accuracy at 95% closed loop. For the sparse geometric castings with initial matching failure, the 3D matching object can be reconstructed robustly by training the key descriptors. Our method performs 3D reconstruction robustly for complex automobile castings.

Keys to Successful Diabetes Self-Management for Uninsured Patients: Social Support, Observational Learning, and Turning Points A Safety Net Providers’ Strategic Alliance Study

PubMed Central

Hanahan, Melissa A.; Werner, James J.; Tomsik, Phillip; Weirich, Stephen A.; Reichsman, Ann; Navracruz, Lisa; Clemons-Clark, Terri; Cella, Peggi; Terchek, Joshua; Munson, Michelle R.

2015-01-01

Objective To determine how medically uninsured patients with limited material resources successfully manage diabetes. Methods Clinicians at 5 safety net practices enrolled uninsured adult patients (N=26) with prior diagnosis of diabetes for 6 months or longer. Patients were interviewed about enabling factors, motivations, resources, and barriers. Chart reviews and clinician surveys supplemented interview data. Interview, survey, and chart review data were analyzed and findings were summarized. Results Two distinct groups of patients were investigated: 1) “successful,” defined as those with an HbA1c of ≤7% or a recent improvement of at least 2% (n=17); and 2) “unsuccessful,” defined as patients with HbA1c of ≥9% (n=9) without recent improvement. In comparison to unsuccessful patients, successful patients more often reported having friends or family with diabetes, sought information about the disease, used evidence-based self-management strategies, held an accurate perception of their own disease control, and experienced “turning point” events that motivated increased efforts in disease management. Conclusions Uninsured safety net patients who successfully managed diabetes learned from friends and family with diabetes and leveraged disease-related events into motivational turning points. It may be beneficial for clinicians to incorporate social learning and motivational enhancement into diabetes interventions to increase patients’ motivation for improved levels of self-management. PMID:21671529

Global Learning in England: Baseline Analysis of the Global Learning Programme Whole School Audit 2013-14. Research Paper No. 15 for the Global Learning Programme

ERIC Educational Resources Information Center

Hunt, Frances; Cara, Olga

2015-01-01

The Global Learning Programme in England is an initiative aimed at supporting the teaching and learning of global learning in schools in England at Key Stage 2 and Key Stage 3. It is a five-year national programme of support to schools to enhance their provision of global learning. Specifically, the GLP-E works with teachers to enhance their…

From shared care to disease management: key-influencing factors.

PubMed

Eijkelberg, I M; Spreeuwenberg, C; Mur-Veeman, I M; Wolffenbuttel, B H

2001-01-01

In order to improve the quality of care of chronically ill patients the traditional boundaries between primary and secondary care are questioned. To demolish these boundaries so-called 'shared care' projects have been initiated in which different ways of substitution of care are applied. When these projects end, disease management may offer a solution to expand the achieved co-operation between primary and secondary care. Answering the question: What key factors influence the development and implementation of shared care projects from a management perspective and how are they linked? The theoretical framework is based on the concept of the learning organisation. Reference point is a multiple case study that finally becomes a single case study. Data are collected by means of triangulation. The studied cases concern two interrelated Dutch shared care projects for type 2 diabetic patients, that in the end proceed as one disease management project. In these cases the predominant key-influencing factors appear to be the project management, commitment and local context, respectively. The factor project management directly links the latter two, albeit managing both appear prerequisites to its success. In practice this implies managing the factors' interdependency by the application of change strategies and tactics in a committed and skillful way. Project management, as the most important and active key factor, is advised to cope with the interrelationships of the influencing factors in a gradually more fundamental way by using strategies and tactics that enable learning processes. Then small-scale shared care projects may change into a disease management network at a large scale, which may yield the future blueprint to proceed.

High-Performance Reaction Wheel Optimization for Fine-Pointing Space Platforms: Minimizing Induced Vibration Effects on Jitter Performance plus Lessons Learned from Hubble Space Telescope for Current and Future Spacecraft Applications

NASA Technical Reports Server (NTRS)

Hasha, Martin D.

2016-01-01

The Hubble Space Telescope (HST) applies large-diameter optics (2.5-m primary mirror) for diffraction-limited resolution spanning an extended wavelength range (approx. 100-2500 nm). Its Pointing Control System (PCS) Reaction Wheel Assemblies (RWAs), in the Support Systems Module (SSM), acquired an unprecedented set of high-sensitivity Induced Vibration (IV) data for 5 flight-certified RWAs: dwelling at set rotation rates. Focused on 4 key ratios, force and moment harmonic values (in 3 local principal directions) are extracted in the RWA operating range (0-3000 RPM). The IV test data, obtained under ambient lab conditions, are investigated in detail, evaluated, compiled, and curve-fitted; variational trends, core causes, and unforeseen anomalies are addressed. In aggregate, these values constitute a statistically-valid basis to quantify ground test-to-test variations and facilitate extrapolations to on-orbit conditions. Accumulated knowledge of bearing-rotor vibrational sources, corresponding harmonic contributions, and salient elements of IV key variability factors are discussed. An evolved methodology is presented for absolute assessments and relative comparisons of macro-level IV signal magnitude due to micro-level construction-assembly geometric details/imperfections stemming from both electrical drive and primary bearing design parameters. Based upon studies of same-size/similar-design momentum wheels' IV changes, upper estimates due to transitions from ground tests to orbital conditions are derived. Recommended HST RWA choices are discussed relative to system optimization/tradeoffs of Line-Of-Sight (LOS) vector-pointing focal-plane error driven by higher IV transmissibilities through low-damped structural dynamics that stimulate optical elements. Unique analytical disturbance results for orbital HST accelerations are described applicable to microgravity efforts. Conclusions, lessons learned, historical context/insights, and perspectives on future applications are given; these previously unpublished data and findings represents a valuable resource for fine-pointing spacecraft or space-based platforms using RWAs, Control Moment Gyros (CMGs), Momentum Wheels, or other ball-bearing-based rotational units.

Interpolated memory tests reduce mind wandering and improve learning of online lectures.

PubMed

Szpunar, Karl K; Khan, Novall Y; Schacter, Daniel L

2013-04-16

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content.

The importance of knowledge-based technology.

PubMed

Cipriano, Pamela F

2012-01-01

Nurse executives are responsible for a workforce that can provide safer and more efficient care in a complex sociotechnical environment. National quality priorities rely on technologies to provide data collection, share information, and leverage analytic capabilities to interpret findings and inform approaches to care that will achieve better outcomes. As a key steward for quality, the nurse executive exercises leadership to provide the infrastructure to build and manage nursing knowledge and instill accountability for following evidence-based practices. These actions contribute to a learning health system where new knowledge is captured as a by-product of care delivery enabled by knowledge-based electronic systems. The learning health system also relies on rigorous scientific evidence embedded into practice at the point of care. The nurse executive optimizes use of knowledge-based technologies, integrated throughout the organization, that have the capacity to help transform health care.

[Dental education for college students based on WeChat public platform].

PubMed

Chen, Chuan-Jun; Sun, Tan

2016-06-01

The authors proposed a model for dental education based on WeChat public platform. In this model, teachers send various kinds of digital teaching information such as PPT，word and video to the WeChat public platform and students share the information for preview before class and differentiate the key-point knowledge from those information for in-depth learning in class. Teachers also send reference materials for expansive learning after class. Questionaire through the WeChat public platform is used to evaluate teaching effect of teachers and improvement may be taken based on the feedback questionnaire. A discussion and interaction based on WeCchat between students and teacher can be aroused on a specific topic to reach a proper solution. With technique development of mobile terminal, mobile class will come true in near future.

In the loop: how chromatin topology links genome structure to function in mechanisms underlying learning and memory.

PubMed

Watson, L Ashley; Tsai, Li-Huei

2017-04-01

Different aspects of learning, memory, and cognition are regulated by epigenetic mechanisms such as covalent DNA modifications and histone post-translational modifications. More recently, the modulation of chromatin architecture and nuclear organization is emerging as a key factor in dynamic transcriptional regulation of the post-mitotic neuron. For instance, neuronal activity induces relocalization of gene loci to 'transcription factories', and specific enhancer-promoter looping contacts allow for precise transcriptional regulation. Moreover, neuronal activity-dependent DNA double-strand break formation in the promoter of immediate early genes appears to overcome topological constraints on transcription. Together, these findings point to a critical role for genome topology in integrating dynamic environmental signals to define precise spatiotemporal gene expression programs supporting cognitive processes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Interpolated memory tests reduce mind wandering and improve learning of online lectures

PubMed Central

Szpunar, Karl K.; Khan, Novall Y.; Schacter, Daniel L.

2013-01-01

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content. PMID:23576743

World views: Their nature and function in the biology classroom

NASA Astrophysics Data System (ADS)

Armstrong, Kerri Lynn

There has been sufficient research in the area of conceptual change that indicates that students' conceptions or alternative theories are much more resistant to change than was previously thought. The work of cultural anthropologists and, more recently science educators, points to the role of individual world views in the learning of science concepts. A world view is one's fundamental assumptions and presuppositions concerning perceptions of reality. The purpose of this ethnographic investigation was to shed light on the dynamic interaction of individual world views within the college biology classroom in relation to understanding key biological concepts in genetics, evolution and natural selection, and ecology and ecological relationships. The subjects for this study were 22 students enrolled in an introductory level non-majors biology class at the Community College of Philadelphia. Ten of these students participated in the interviews reported here. The outcomes of this investigation revealed that students do not view themselves as part of science or nature. The investigation also uncovered students' views of the self, nonself, relationship and causality that affect their learning and apprehension of key biological concepts. This investigation provides further demonstration of the influence of world views and the interplay of those views with the notion of scientific literacy.

Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning

ERIC Educational Resources Information Center

Hill, Janette R.

2006-01-01

The purpose of this article is to explore the key features of "flexible learning environments" (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies…

A PKI Approach for Deploying Modern Secure Distributed E-Learning and M-Learning Environments

ERIC Educational Resources Information Center

Kambourakis, Georgios; Kontoni, Denise-Penelope N.; Rouskas, Angelos; Gritzalis, Stefanos

2007-01-01

While public key cryptography is continuously evolving and its installed base is growing significantly, recent research works examine its potential use in e-learning or m-learning environments. Public key infrastructure (PKI) and attribute certificates (ACs) can provide the appropriate framework to effectively support authentication and…

Introducing the Learning Practice--III. Leadership, empowerment, protected time and reflective practice as core contextual conditions.

PubMed

Rushmer, Rosemary; Kelly, Diane; Lough, Murray; Wilkinson, Joyce E; Davies, Huw T O

2004-08-01

This paper is the third of three related papers exploring the ways in which the principles of Learning Organizations (LOs) could be applied in Primary Care settings at the point of service delivery. Here we provide a systematic literature review of contextual factors that either play a key role in providing a facilitative context for a Learning Practice or manifest themselves as barriers to any Practice's attempts to develop a learning culture. Core contextual conditions are identified as, first, the requirement for strong and visionary leadership. Leaders who support and develop others, ask challenging questions, are willing to be learners themselves, see possibilities and make things happen, facilitate learning environments. The second core condition is the involvement and empowerment of staff where changes grow from the willing participation of all concerned. The third prerequisite is the setting-aside of times and places for learning and reflection. This paper contributes to the wider quality improvement debate in three main ways. First, by highlighting the local contextual issues that are most likely to impact on the success or failure of a Practice's attempts to work towards a learning culture. Second, by demonstrating that the very same factors can either help or hinder depending on how they are manifest and played out in context. Third, it adds to the evidence available to support the case for LOs in health care settings.

Touchscreen assays of learning, response inhibition, and motivation in the marmoset (Callithrix jacchus).

PubMed

Kangas, Brian D; Bergman, Jack; Coyle, Joseph T

2016-05-01

Recent developments in precision gene editing have led to the emergence of the marmoset as an experimental subject of considerable interest and translational value. A better understanding of behavioral phenotypes of the common marmoset will inform the extent to which forthcoming transgenic mutants are cognitively intact. Therefore, additional information regarding their learning, inhibitory control, and motivational abilities is needed. The present studies used touchscreen-based repeated acquisition and discrimination reversal tasks to examine basic dimensions of learning and response inhibition. Marmosets were trained daily to respond to one of the two simultaneously presented novel stimuli. Subjects learned to discriminate the two stimuli (acquisition) and, subsequently, with the contingencies switched (reversal). In addition, progressive ratio performance was used to measure the effort expended to obtain a highly palatable reinforcer varying in magnitude and, thereby, provide an index of relative motivational value. Results indicate that rates of both acquisition and reversal of novel discriminations increased across successive sessions, but that rate of reversal learning remained slower than acquisition learning, i.e., more trials were needed for mastery. A positive correlation was observed between progressive ratio break point and reinforcement magnitude. These results closely replicate previous findings with squirrel monkeys, thus providing evidence of similarity in learning processes across nonhuman primate species. Moreover, these data provide key information about the normative phenotype of wild-type marmosets using three relevant behavioral endpoints.

The Importance of Experiential Learning

NASA Astrophysics Data System (ADS)

Stanford, Jennifer

2017-04-01

As student numbers increase year on year, the ability to provide experiential learning opportunities and individual formative feedback is decreasing. As an important mechanism for cementing understanding of key concept thresholds in physical Earth sciences, practical based learning is paramount, especially for students with diverse learning abilities. According to Steinaker & Bell's taxonomy, experiential learning and dissemination of information to peers is key for students to make the transition to being much deeper learners. Furthermore, practical based learning also provides opportunity for varied methods of assessment, which are otherwise more challenging to devise. I here present results from practical, experiential based learning within the context of Foundation Year teaching, which shows that predominantly, students found experiential learning to be both a positive and rewarding part of their curriculum. Key aspects of these findings are now being translated to the design of new curricula.

The nursing educator's role in e-learning: a literature review.

PubMed

Koch, Lee F

2014-11-01

e-Learning is becoming more commonplace in nursing and healthcare professional education. Research has shown that e-learning can be just as effective at helping students achieve cognitive learning objectives as traditional face-to-face courses, provided that certain quality criteria are met. However, the decentralized, asynchronous nature of e-learning precludes spontaneous, personal interaction between the instructor and the learner. In addition to this, learning objectives in nursing and other healthcare professions are not only within the cognitive, but also within the affective and psychomotor domains. This article seeks to answer the following question: How does e-learning transform the role of nurse educators? Narrative literature review. A comprehensive database search was conducted using the English and German key words "teacher," "educator," "role," "e-learning," and "nursing" to identify literature that examined the role of (nurse) educators in e-learning. The search strategy resulted in the inclusion of 40 sources. The majority of the literature is expert opinion and examines the educator's role in e-learning from a theoretical point of view (n=30). There is a paucity of empirical research pertaining directly to the educator's role (n=10). Only four sources deal specifically with the nurse educator's role. The literature agrees on the need for a new role definition in light of e-learning. This role is more complex than the educator's traditional role. The literature does not provide any indication of how the educator's role can be adapted to the specific needs of online nurse education. There is a need for more empirical research on this subject. Copyright © 2014 Elsevier Ltd. All rights reserved.

Dynamical analysis of contrastive divergence learning: Restricted Boltzmann machines with Gaussian visible units.

PubMed

Karakida, Ryo; Okada, Masato; Amari, Shun-Ichi

2016-07-01

The restricted Boltzmann machine (RBM) is an essential constituent of deep learning, but it is hard to train by using maximum likelihood (ML) learning, which minimizes the Kullback-Leibler (KL) divergence. Instead, contrastive divergence (CD) learning has been developed as an approximation of ML learning and widely used in practice. To clarify the performance of CD learning, in this paper, we analytically derive the fixed points where ML and CDn learning rules converge in two types of RBMs: one with Gaussian visible and Gaussian hidden units and the other with Gaussian visible and Bernoulli hidden units. In addition, we analyze the stability of the fixed points. As a result, we find that the stable points of CDn learning rule coincide with those of ML learning rule in a Gaussian-Gaussian RBM. We also reveal that larger principal components of the input data are extracted at the stable points. Moreover, in a Gaussian-Bernoulli RBM, we find that both ML and CDn learning can extract independent components at one of stable points. Our analysis demonstrates that the same feature components as those extracted by ML learning are extracted simply by performing CD1 learning. Expanding this study should elucidate the specific solutions obtained by CD learning in other types of RBMs or in deep networks. Copyright © 2016 Elsevier Ltd. All rights reserved.

Acceleration of saddle-point searches with machine learning.

PubMed

Peterson, Andrew A

2016-08-21

In atomistic simulations, the location of the saddle point on the potential-energy surface (PES) gives important information on transitions between local minima, for example, via transition-state theory. However, the search for saddle points often involves hundreds or thousands of ab initio force calls, which are typically all done at full accuracy. This results in the vast majority of the computational effort being spent calculating the electronic structure of states not important to the researcher, and very little time performing the calculation of the saddle point state itself. In this work, we describe how machine learning (ML) can reduce the number of intermediate ab initio calculations needed to locate saddle points. Since machine-learning models can learn from, and thus mimic, atomistic simulations, the saddle-point search can be conducted rapidly in the machine-learning representation. The saddle-point prediction can then be verified by an ab initio calculation; if it is incorrect, this strategically has identified regions of the PES where the machine-learning representation has insufficient training data. When these training data are used to improve the machine-learning model, the estimates greatly improve. This approach can be systematized, and in two simple example problems we demonstrate a dramatic reduction in the number of ab initio force calls. We expect that this approach and future refinements will greatly accelerate searches for saddle points, as well as other searches on the potential energy surface, as machine-learning methods see greater adoption by the atomistics community.

Acceleration of saddle-point searches with machine learning

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

Peterson, Andrew A., E-mail: andrew-peterson@brown.edu

In atomistic simulations, the location of the saddle point on the potential-energy surface (PES) gives important information on transitions between local minima, for example, via transition-state theory. However, the search for saddle points often involves hundreds or thousands of ab initio force calls, which are typically all done at full accuracy. This results in the vast majority of the computational effort being spent calculating the electronic structure of states not important to the researcher, and very little time performing the calculation of the saddle point state itself. In this work, we describe how machine learning (ML) can reduce the numbermore » of intermediate ab initio calculations needed to locate saddle points. Since machine-learning models can learn from, and thus mimic, atomistic simulations, the saddle-point search can be conducted rapidly in the machine-learning representation. The saddle-point prediction can then be verified by an ab initio calculation; if it is incorrect, this strategically has identified regions of the PES where the machine-learning representation has insufficient training data. When these training data are used to improve the machine-learning model, the estimates greatly improve. This approach can be systematized, and in two simple example problems we demonstrate a dramatic reduction in the number of ab initio force calls. We expect that this approach and future refinements will greatly accelerate searches for saddle points, as well as other searches on the potential energy surface, as machine-learning methods see greater adoption by the atomistics community.« less

Identifying Corresponding Patches in SAR and Optical Images With a Pseudo-Siamese CNN

NASA Astrophysics Data System (ADS)

Hughes, Lloyd H.; Schmitt, Michael; Mou, Lichao; Wang, Yuanyuan; Zhu, Xiao Xiang

2018-05-01

In this letter, we propose a pseudo-siamese convolutional neural network (CNN) architecture that enables to solve the task of identifying corresponding patches in very-high-resolution (VHR) optical and synthetic aperture radar (SAR) remote sensing imagery. Using eight convolutional layers each in two parallel network streams, a fully connected layer for the fusion of the features learned in each stream, and a loss function based on binary cross-entropy, we achieve a one-hot indication if two patches correspond or not. The network is trained and tested on an automatically generated dataset that is based on a deterministic alignment of SAR and optical imagery via previously reconstructed and subsequently co-registered 3D point clouds. The satellite images, from which the patches comprising our dataset are extracted, show a complex urban scene containing many elevated objects (i.e. buildings), thus providing one of the most difficult experimental environments. The achieved results show that the network is able to predict corresponding patches with high accuracy, thus indicating great potential for further development towards a generalized multi-sensor key-point matching procedure. Index Terms-synthetic aperture radar (SAR), optical imagery, data fusion, deep learning, convolutional neural networks (CNN), image matching, deep matching

Utilizing Multidimensional Measures of Race in Education Research: The Case of Teacher Perceptions

PubMed Central

Irizarry, Yasmiyn

2015-01-01

Education scholarship on race using quantitative data analysis consists largely of studies on the black-white dichotomy, and more recently, on the experiences of student within conventional racial/ethnic categories (white, Hispanic/Latina/o, Asian, black). Despite substantial shifts in the racial and ethnic composition of American children, studies continue to overlook the diverse racialized experiences for students of Asian and Latina/o descent, the racialization of immigration status, and the educational experiences of Native American students. This study provides one possible strategy for developing multidimensional measures of race using large-scale datasets and demonstrates the utility of multidimensional measures for examining educational inequality, using teacher perceptions of student behavior as a case in point. With data from the first grade wave of the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998–1999, I examine differences in teacher ratings of Externalizing Problem Behaviors and Approaches to Learning across fourteen racialized subgroups at the intersections of race, ethnicity, and immigrant status. Results show substantial subgroup variation in teacher perceptions of problem and learning behaviors, while also highlighting key points of divergence and convergence within conventional racial/ethnic categories. PMID:26413559

Utilizing Multidimensional Measures of Race in Education Research: The Case of Teacher Perceptions.

PubMed

Irizarry, Yasmiyn

2015-10-01

Education scholarship on race using quantitative data analysis consists largely of studies on the black-white dichotomy, and more recently, on the experiences of student within conventional racial/ethnic categories (white, Hispanic/Latina/o, Asian, black). Despite substantial shifts in the racial and ethnic composition of American children, studies continue to overlook the diverse racialized experiences for students of Asian and Latina/o descent, the racialization of immigration status, and the educational experiences of Native American students. This study provides one possible strategy for developing multidimensional measures of race using large-scale datasets and demonstrates the utility of multidimensional measures for examining educational inequality, using teacher perceptions of student behavior as a case in point. With data from the first grade wave of the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, I examine differences in teacher ratings of Externalizing Problem Behaviors and Approaches to Learning across fourteen racialized subgroups at the intersections of race, ethnicity, and immigrant status. Results show substantial subgroup variation in teacher perceptions of problem and learning behaviors, while also highlighting key points of divergence and convergence within conventional racial/ethnic categories.

Keys to successful diabetes self-management for uninsured patients: social support, observational learning, and turning points: a safety net providers' strategic alliance study.

PubMed

Madden, Melissa Hanahan; Tomsik, Philip; Terchek, Joshua; Navracruz, Lisa; Reichsman, Ann; Clark, Terri Clemons; Cella, Peggi; Weirich, Stephen A; Munson, Michelle R; Werner, James J

2011-03-01

To examine how medically uninsured patients who receive health care at federally qualified health centers and free clinics are able to successfully self-manage diabetes compared to patients who are less successful. Two distinct groups of patients with diabetes for 6 months or longer were enrolled: (1) successful, defined as those with glycated hemoglobin (HbA1c) of 7% or less or a recent improvement of at least 2% (n=17); and (2) unsuccessful, defined as patients with HbAlc of at least 9% (n=9) and without recent improvement. Patients were interviewed about enabling factors, motivators, resources, and barriers to diabetes self-management. Data from interviews, chart reviews, and clinician surveys were analyzed using qualitative methods and statistical techniques. African Americans comprised 57.7% of the sample and whites 38.5% (N=26). No significant differences were detected between successful and unsuccessful groups in age, race, education, or employment status. Clinicians rated unsuccessful patients as having more severe diabetes and significantly lower levels of control than successful patients. Compared to unsuccessful patients, successful patients more often reported having friends or family with diabetes, more frequently sought information about the disease, used evidence-based self-management strategies, held more accurate perceptions of their own diabetes control, and experienced "turning point" events that motivated increased efforts in disease management. Patients who successfully managed diabetes learned from diabetic family members and interpreted disease-related events as motivational turning points. It may be beneficial to incorporate social learning and motivational enhancement into diabetes interventions to increase patients' motivation for improved levels of self-management.

Strategies for lidar characterization of particulates from point and area sources

NASA Astrophysics Data System (ADS)

Wojcik, Michael D.; Moore, Kori D.; Martin, Randal S.; Hatfield, Jerry

2010-10-01

Use of ground based remote sensing technologies such as scanning lidar systems (light detection and ranging) has gained traction in characterizing ambient aerosols due to some key advantages such as wide area of regard (10 km2), fast response time, high spatial resolution (<10 m) and high sensitivity. Energy Dynamics Laboratory and Utah State University, in conjunction with the USDA-ARS, has developed a three-wavelength scanning lidar system called Aglite that has been successfully deployed to characterize particle motion, concentration, and size distribution at both point and diffuse area sources in agricultural and industrial settings. A suite of massbased and size distribution point sensors are used to locally calibrate the lidar. Generating meaningful particle size distribution, mass concentration, and emission rate results based on lidar data is dependent on strategic onsite deployment of these point sensors with successful local meteorological measurements. Deployment strategies learned from field use of this entire measurement system over five years include the characterization of local meteorology and its predictability prior to deployment, the placement of point sensors to prevent contamination and overloading, the positioning of the lidar and beam plane to avoid hard target interferences, and the usefulness of photographic and written observational data.

Molecular controls of arterial morphogenesis

PubMed Central

Simons, Michael; Eichmann, Anne

2015-01-01

Formation of arterial vasculature, here termed arteriogenesis, is a central process in embryonic vascular development as well as in adult tissues. While the process of capillary formation, angiogenesis, is relatively well understood, much remains to be learned about arteriogenesis. Recent discoveries point to the key role played by vascular endothelial growth factor receptor 2 (VEGFR2) in control of this process and to newly identified control circuits that dramatically influence its activity. The latter can present particularly attractive targets for a new class of therapeutic agents capable of activation of this signaling cascade in a ligand-independent manner, thereby promoting arteriogenesis in diseased tissues. PMID:25953926

Tips and Tricks of Incorporating Industry Standards into a Library Collection

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

Abbott, Jennifer; Sandberg, Tami

Professional literature on the incorporation of industry standards into a library collection is somewhat limited. The objective of this presentation is to discuss the intricate details of acquiring, managing, and delivering electronic industry standards to library patrons in a seamless manner. Lessons learned regarding vendor selection and license agreements will also be discussed. Results from a survey administer at the National Renewable Energy Laboratory will be used to analyze how collection policies can properly be developed to incorporate industry standards into a library setting. The key points of acquisition decisions, avoidance of liability issues, and cost will be addressed.

Improving performance through an organizational culture of employee expertise.

PubMed

Jacobs, R L

1996-01-01

Managers can do many things to improve organizational performance, but the accomplishments of the most skillful employees often are most important. This article makes the point that managers should be aware of employee expertise and its relationship to organizational performance. The article also describes the components of an organizational culture of employee expertise. An organizational culture of employee expertise builds on the learning organization metaphor that has frequently appeared in the management literature. How employees develop expertise to do their jobs is emerging as a critical issue for organizations, and managers will likely play a key role in that process.

Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments

ERIC Educational Resources Information Center

Horn, Ilana Seidel

2005-01-01

To investigate teachers' everyday on-the-job learning, I used a comparative case study design and examined the work of mathematics teachers in 2 high schools. Analysis of interviews, classroom observations, and teachers' conversations highlighted 3 key resources for learning: (a) reform artifacts oriented the teachers' attention to key concepts of…

Perceptions of Learning Effectiveness in M-Learning: Scale Development and Student Awareness

ERIC Educational Resources Information Center

Chang, Wen-Hui; Liu, Yuan-Chen; Huang, Tzu-Hua

2017-01-01

The purpose of this study is to develop a multi-dimensional scale to measure students' awareness of key competencies for M-learning and to test its reliability and validity. The Key Competencies of Mobile Learning Scale (KCMLS) was determined via confirmatory factor analysis to have four dimensions: team collaboration, creative thinking, critical…

The Power of Key: Celebrating 20 Years of Innovation at the Key Learning Community

ERIC Educational Resources Information Center

Kunkel, Christine

2007-01-01

The Key Learning Community in Indianapolis was the first school in the world to base its approach on the theory of multiple intelligences. Ms. Kunkel, Key's principal, reflects on the school's continuing growth and success--even in the face of pressures to standardize--and shares the history of its founding. (Contains 5 endnotes.)

Understanding Learning: Assessment in the Turning Points School

ERIC Educational Resources Information Center

Center for Collaborative Education, 2005

2005-01-01

Turning Points helps middle schools create challenging, caring, and equitable learning communities that meet the needs of young adolescents as they reach the "turning point" between childhood and adulthood. Based on more than a decade of research and experience, this comprehensive school reform model focuses on improving student learning through…

Utilization of a cognitive task analysis for laparoscopic appendectomy to identify differentiated intraoperative teaching objectives.

PubMed

Smink, Douglas S; Peyre, Sarah E; Soybel, David I; Tavakkolizadeh, Ali; Vernon, Ashley H; Anastakis, Dimitri J

2012-04-01

Experts become automated when performing surgery, making it difficult to teach complex procedures to trainees. Cognitive task analysis (CTA) enables experts to articulate operative steps and cognitive decisions in complex procedures such as laparoscopic appendectomy, which can then be used to identify central teaching points. Three local surgeon experts in laparoscopic appendectomy were interviewed using critical decision method-based CTA methodology. Interview transcripts were analyzed, and a cognitive demands table (CDT) was created for each expert. The individual CDTs were reviewed by each expert for completeness and then combined into a master CDT. Percentage agreement on operative steps and decision points was calculated for each expert. The experts then participated in a consensus meeting to review the master CDT. Each surgeon expert was asked to identify in the master CDT the most important teaching objectives for junior-level and senior-level residents. The experts' responses for junior-level and senior-level residents were compared using a χ(2) test. The surgeon experts identified 24 operative steps and 27 decision points. Eighteen of the 24 operative steps (75%) were identified by all 3 surgeon experts. The percentage of operative steps identified was high for each surgeon expert (96% for surgeon 1, 79% for surgeon 2, and 83% for surgeon 3). Of the 27 decision points, only 5 (19%) were identified by all 3 surgeon experts. The percentage of decision points identified varied by surgeon expert (78% for surgeon 1, 59% for surgeon 2, and 48% for surgeon 3). When asked to identify key teaching points, the surgeon experts were more likely to identify operative steps for junior residents (9 operative steps and 6 decision points) and decision points for senior residents (4 operative steps and 13 decision points) (P < .01). CTA can deconstruct the essential operative steps and decision points associated with performing a laparoscopic appendectomy. These results provide a framework to identify key teaching principles to guide intraoperative instruction. These learning objectives could be used to guide resident level-appropriate teaching of an essential general surgery procedure. Copyright © 2012 Elsevier Inc. All rights reserved.

The depth estimation of 3D face from single 2D picture based on manifold learning constraints

NASA Astrophysics Data System (ADS)

Li, Xia; Yang, Yang; Xiong, Hailiang; Liu, Yunxia

2018-04-01

The estimation of depth is virtual important in 3D face reconstruction. In this paper, we propose a t-SNE based on manifold learning constraints and introduce K-means method to divide the original database into several subset, and the selected optimal subset to reconstruct the 3D face depth information can greatly reduce the computational complexity. Firstly, we carry out the t-SNE operation to reduce the key feature points in each 3D face model from 1×249 to 1×2. Secondly, the K-means method is applied to divide the training 3D database into several subset. Thirdly, the Euclidean distance between the 83 feature points of the image to be estimated and the feature point information before the dimension reduction of each cluster center is calculated. The category of the image to be estimated is judged according to the minimum Euclidean distance. Finally, the method Kong D will be applied only in the optimal subset to estimate the depth value information of 83 feature points of 2D face images. Achieving the final depth estimation results, thus the computational complexity is greatly reduced. Compared with the traditional traversal search estimation method, although the proposed method error rate is reduced by 0.49, the number of searches decreases with the change of the category. In order to validate our approach, we use a public database to mimic the task of estimating the depth of face images from 2D images. The average number of searches decreased by 83.19%.

Neutral face classification using personalized appearance models for fast and robust emotion detection.

PubMed

Chiranjeevi, Pojala; Gopalakrishnan, Viswanath; Moogi, Pratibha

2015-09-01

Facial expression recognition is one of the open problems in computer vision. Robust neutral face recognition in real time is a major challenge for various supervised learning-based facial expression recognition methods. This is due to the fact that supervised methods cannot accommodate all appearance variability across the faces with respect to race, pose, lighting, facial biases, and so on, in the limited amount of training data. Moreover, processing each and every frame to classify emotions is not required, as user stays neutral for majority of the time in usual applications like video chat or photo album/web browsing. Detecting neutral state at an early stage, thereby bypassing those frames from emotion classification would save the computational power. In this paper, we propose a light-weight neutral versus emotion classification engine, which acts as a pre-processer to the traditional supervised emotion classification approaches. It dynamically learns neutral appearance at key emotion (KE) points using a statistical texture model, constructed by a set of reference neutral frames for each user. The proposed method is made robust to various types of user head motions by accounting for affine distortions based on a statistical texture model. Robustness to dynamic shift of KE points is achieved by evaluating the similarities on a subset of neighborhood patches around each KE point using the prior information regarding the directionality of specific facial action units acting on the respective KE point. The proposed method, as a result, improves emotion recognition (ER) accuracy and simultaneously reduces computational complexity of the ER system, as validated on multiple databases.

Family learning with mobile devices in the outdoors: Designing an e-Trailguide to facilitate families' joint engagement with the natural world

NASA Astrophysics Data System (ADS)

McClain, Lucy R.

This study describes the implementation of a self-guiding mobile learning tool designed to support families' engagements with the natural world as they explored the flora and fauna along one nature trail at an environmental center. Thirty-one family groups (n = 105 individuals) participated in this study during the summer season and used an iPad-based e-Trailguide during their nature walk. Design-based research methods guided this study's design, which focused on the third iteration of the e-Trailguide. Data included evaluation of families' content knowledge gains related to the local biodiversity as revealed through post-hike interviews, while videorecords of each family's nature walk experience were also collected. Qualitative analyses focused on the design features within the e-Trailguide that supported the families' technology-mediated engagements with nature and their interactions with each other at one Discovery Spot along the nature trail. Findings include: (a) open-ended interviews after the e-Trailguide experience provided a descriptive understanding of the families' conceptual knowledge gains; (b) four place-based design features within the e-Trailguide enabled and supported families' observational, pointing, and tactile investigation engagements with the natural world; (c) parents took on teacher-like roles for their children by connecting information from the e-Trailguide to the natural objects nearby as evidenced through their frequency of pointing gestures; and (d) the development of an analytical framework related to joint observation strategies used between family members to support science-related sense making. Design recommendations for the future implementation of e-Trailguides in outdoor settings include the incorporation of place-based observational questions, place-based textual prompts for focusing observations, drawing activities to record observations, and place-based images to support identification of wildlife. Key words: family learning, engagement, mobile-based learning, outdoor learning, observation, environmental education, informal science learning.

Learning What to Learn: The Effects of Task Experience on Strategy Shifts in the Allocation of Study Time

ERIC Educational Resources Information Center

Ariel, Robert

2013-01-01

Learners typically allocate more resources to learning items that are higher in value than they do to items lower in value. For instance, when items vary in point value for learning, participants allocate more study time to the higher point items than they do to the lower point items. The current experiments extend this research to a context where…

Problem-Based Learning Environment in Basic Computer Course: Pre-Service Teachers' Achievement and Key Factors for Learning

ERIC Educational Resources Information Center

Efendioglu, Akin

2015-01-01

This experimental study aims to determine pre-service teachers' achievements and key factors that affect the learning process with regard to problem-based learning (PBL) and lecture-based computer course (LBCC) conditions. The research results showed that the pre-service teachers in the PBL group had significantly higher achievement scores than…

Holographic deep learning for rapid optical screening of anthrax spores

PubMed Central

Jo, YoungJu; Park, Sangjin; Jung, JaeHwang; Yoon, Jonghee; Joo, Hosung; Kim, Min-hyeok; Kang, Suk-Jo; Choi, Myung Chul; Lee, Sang Yup; Park, YongKeun

2017-01-01

Establishing early warning systems for anthrax attacks is crucial in biodefense. Despite numerous studies for decades, the limited sensitivity of conventional biochemical methods essentially requires preprocessing steps and thus has limitations to be used in realistic settings of biological warfare. We present an optical method for rapid and label-free screening of Bacillus anthracis spores through the synergistic application of holographic microscopy and deep learning. A deep convolutional neural network is designed to classify holographic images of unlabeled living cells. After training, the network outperforms previous techniques in all accuracy measures, achieving single-spore sensitivity and subgenus specificity. The unique “representation learning” capability of deep learning enables direct training from raw images instead of manually extracted features. The method automatically recognizes key biological traits encoded in the images and exploits them as fingerprints. This remarkable learning ability makes the proposed method readily applicable to classifying various single cells in addition to B. anthracis, as demonstrated for the diagnosis of Listeria monocytogenes, without any modification. We believe that our strategy will make holographic microscopy more accessible to medical doctors and biomedical scientists for easy, rapid, and accurate point-of-care diagnosis of pathogens. PMID:28798957

Factors affecting self-regulated learning in medical students: a qualitative study.

PubMed

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

Lifelong Learning Key Competence Levels of Graduate Students

ERIC Educational Resources Information Center

Adabas, Abdurrahman; Kaygin, Hüseyin

2016-01-01

The European Union defines lifelong learning as all activities aimed at improving an individual's knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission. These competences…

Analysis of Self-Directed Learning upon Student of Mathematics Education Study Program

ERIC Educational Resources Information Center

Kleden, Maria Agustina

2015-01-01

Various studies have rendered self-directed learning disposition to be significant in the learning of mathematics, however several previous studies have pointed the level of self-directed learning disposition to be at a low point. This research is aimed to enhance self-directed learning through implementing a metacognitive strategy in learning…

Effects of the Instructor's Pointing Gestures on Learning Performance in Video Lectures

ERIC Educational Resources Information Center

Pi, Zhongling; Hong, Jianzhong; Yang, Jiumin

2017-01-01

Recent research on video lectures has indicated that the instructor's pointing gestures facilitate learning performance. This study examined whether the instructor's pointing gestures were superior to nonhuman cues in enhancing video lectures learning, and second, if there was a positive effect, what the underlying mechanisms of the effect might…

Characterizing Student Experiences in Physics Competitions: The Power of Emotions

NASA Astrophysics Data System (ADS)

Moll, Rachel F.; Nashon, S.; Anderson, D.

2006-12-01

Low enrolment and motivation are key issues in physics education and recently the affective dimension of learning is being studied for evidence of its influence on student attitudes towards physics. Physics Olympics competitions are a novel context for stimulating intense emotional experiences. In this study, one team of students and their teacher were interviewed and observed prior to and during the event to characterize their emotions and determine the connections between their experiences and learning and attitudes/motivation towards physics. Results showed that certain types of events stimulated strong emotions of frustration and ownership, and that students’ attitudes were that physics is fun, diverse and relevant. Analysis of these themes indicated that the nature of emotions generated was connected to their attitudes towards physics. This finding points to the potential and value of informal and novel contexts in creating strong positive emotions, which have a strong influence on student attitudes towards physics.

Acting on Lessons Learned: A NASA Glenn Acoustics Branch Perspective

NASA Technical Reports Server (NTRS)

Koch, L. Danielle

2008-01-01

Lessons learned from the International Space Station have indicated that early attention to acoustics will be key to achieving safer, more productive environments for new long duration missions. Fans are known to be dominant noise sources, and reducing fan noise poses challenges for fan manufacturers and systems engineers. The NASA Glenn Acoustics Branch has considered ways in which expertise and capabilities traditionally used to understand and mitigate aircraft engine noise can be used to address small fan noise issues in Exploration and Information Technology applications. Many could benefit if NASA can capture what is known about small fan aero and acoustic performance in a "Guide for the Design, Selection, and Installation of Fans for Spaceflight Applications." A draft outline for this document will be offered as a useful starting point for brainstorming ideas for the various smaller, near-term research projects that would need to be addressed first.

Decision-making dynamics in parasitoids of Drosophila.

PubMed

Thiel, Andra; Hoffmeister, Thomas S

2009-01-01

Drosophilids and their associated parasitoids live in environments that vary in resource availability and quality within and between generations. The use of information to adapt behavior to the current environment is a key feature under such circumstances and Drosophila parasitic wasps are excellent model systems to study learning and information use. They are among the few parasitoid model species that have been tested in a wide array of situations. Moreover, several related species have been tested under similar conditions, allowing the analysis of within and between species variability, the effect of natural selection in a typical environment, the current physiological status, and previous experience of the individual. This holds for host habitat and host location as well as for host choice and search time allocation. Here, we review patterns of learning and memory, of information use and updating mechanisms, and we point out that information use itself is under strong selective pressure and thus, optimized by parasitic wasps.

Patients, practices, and relationships: challenges and lessons learned from the Kentucky Ambulatory Network (KAN) CaRESS clinical trial.

PubMed

Love, Margaret M; Pearce, Kevin A; Williamson, M Ann; Barron, Mary A; Shelton, Brent J

2006-01-01

The Cardiovascular Risk Education and Social Support (CaRESS) study is a randomized controlled trial that evaluates a social support intervention toward reducing cardiovascular risk in type 2 diabetic patients. It involves multiple community-based practice sites from the Kentucky Ambulatory Network (KAN), which is a regional primary care practice-based research network (PBRN). CaRESS also implements multiple modes of data collection. The purpose of this methods article is to share lessons learned that might be useful to others developing or implementing complex studies that consent patients in PBRNs. Key points include building long-term relationships with the clinicians, adaptability when integrating into practice sites, adequate funding to support consistent data management and statistical support during all phases of the study, and creativity and perseverance for recruiting patients and practices while maintaining the integrity of the protocol.

(On)line dancing: choosing an appropriate distance education partner.

PubMed

Menn, Mindy; Don Chaney, J

2014-05-01

Online-delivered distance education is a burgeoning component of professional development and continuing education. Distance education programs allow individuals to learn in a different location and/or at a different time from fellow learners, thereby increasing the flexibility and number of learning options. Selecting the "right" program for personal development from the ever-growing body of online-delivered education is an individualized decision that can become an overwhelming and challenging process. This Tool presents four important definitions for navigating distance education program description materials and outlines a five-step process to assist in identifying an appropriate program for personal development. The five-step process includes key questions and points to consider while conducting a candid self-assessment, identifying and investigating distance education programs, and then compiling information, comparing programs, and prioritizing a list of programs suitable for application. Furthermore, this Tool highlights important websites for distance education degree program reviews, accreditation information, and open educational resources.

The Corticohippocampal Circuit, Synaptic Plasticity, and Memory

PubMed Central

Basu, Jayeeta; Siegelbaum, Steven A.

2015-01-01

Synaptic plasticity serves as a cellular substrate for information storage in the central nervous system. The entorhinal cortex (EC) and hippocampus are interconnected brain areas supporting basic cognitive functions important for the formation and retrieval of declarative memories. Here, we discuss how information flow in the EC–hippocampal loop is organized through circuit design. We highlight recently identified corticohippocampal and intrahippocampal connections and how these long-range and local microcircuits contribute to learning. This review also describes various forms of activity-dependent mechanisms that change the strength of corticohippocampal synaptic transmission. A key point to emerge from these studies is that patterned activity and interaction of coincident inputs gives rise to associational plasticity and long-term regulation of information flow. Finally, we offer insights about how learning-related synaptic plasticity within the corticohippocampal circuit during sensory experiences may enable adaptive behaviors for encoding spatial, episodic, social, and contextual memories. PMID:26525152

Sensory Coding and Sensitivity to Local Estrogens Shift during Critical Period Milestones in the Auditory Cortex of Male Songbirds.

PubMed

Vahaba, Daniel M; Macedo-Lima, Matheus; Remage-Healey, Luke

2017-01-01

Vocal learning occurs during an experience-dependent, age-limited critical period early in development. In songbirds, vocal learning begins when presinging birds acquire an auditory memory of their tutor's song (sensory phase) followed by the onset of vocal production and refinement (sensorimotor phase). Hearing is necessary throughout the vocal learning critical period. One key brain area for songbird auditory processing is the caudomedial nidopallium (NCM), a telencephalic region analogous to mammalian auditory cortex. Despite NCM's established role in auditory processing, it is unclear how the response properties of NCM neurons may shift across development. Moreover, communication processing in NCM is rapidly enhanced by local 17β-estradiol (E2) administration in adult songbirds; however, the function of dynamically fluctuating E 2 in NCM during development is unknown. We collected bilateral extracellular recordings in NCM coupled with reverse microdialysis delivery in juvenile male zebra finches ( Taeniopygia guttata ) across the vocal learning critical period. We found that auditory-evoked activity and coding accuracy were substantially higher in the NCM of sensory-aged animals compared to sensorimotor-aged animals. Further, we observed both age-dependent and lateralized effects of local E 2 administration on sensory processing. In sensory-aged subjects, E 2 decreased auditory responsiveness across both hemispheres; however, a similar trend was observed in age-matched control subjects. In sensorimotor-aged subjects, E 2 dampened auditory responsiveness in left NCM but enhanced auditory responsiveness in right NCM. Our results reveal an age-dependent physiological shift in auditory processing and lateralized E 2 sensitivity that each precisely track a key neural "switch point" from purely sensory (pre-singing) to sensorimotor (singing) in developing songbirds.

How Can Medical Students Add Value? Identifying Roles, Barriers, and Strategies to Advance the Value of Undergraduate Medical Education to Patient Care and the Health System.

PubMed

Gonzalo, Jed D; Dekhtyar, Michael; Hawkins, Richard E; Wolpaw, Daniel R

2017-09-01

As health systems evolve, the education community is seeking to reimagine student roles that combine learning with meaningful contributions to patient care. The authors sought to identify potential stakeholders regarding the value of student work, and roles and tasks students could perform to add value to the health system, including key barriers and associated strategies to promote value-added roles in undergraduate medical education. In 2016, 32 U.S. medical schools in the American Medical Association's (AMA's) Accelerating Change in Education Consortium met for a two-day national meeting to explore value-added medical education; 121 educators, systems leaders, clinical mentors, AMA staff leadership and advisory board members, and medical students were included. A thematic qualitative analysis of workshop discussions and written responses was performed, which extracted key themes. In current clinical roles, students can enhance value by performing detailed patient histories to identify social determinants of health and care barriers, providing evidence-based medicine contributions at the point-of-care, and undertaking health system research projects. Novel value-added roles include students serving as patient navigators/health coaches, care transition facilitators, population health managers, and quality improvement team extenders. Six priority areas for advancing value-added roles are student engagement, skills, and assessments; balance of service versus learning; resources, logistics, and supervision; productivity/billing pressures; current health systems design and culture; and faculty factors. These findings provide a starting point for collaborative work to positively impact clinical care and medical education through the enhanced integration of value-added medical student roles into care delivery systems.

Student Engagement: Key to Personalized Learning

ERIC Educational Resources Information Center

Ferlazzo, Larry

2017-01-01

Personalized learning has the potential to greatly improve student achievement--but realistic teachers know that any instructional strategy will only be effective if students are willing to do the work. That is why Larry Ferlazzo emphasizes the importance of weaving intrinsic motivation into every personalized learning classroom. Four key elements…

Thinking Skills in the Early Years.

ERIC Educational Resources Information Center

Bayley, Ros

2002-01-01

This article describes the High/Scope Cognitively Oriented Pre-School Curriculum that recognizes that the power to learn resides in the child and focuses on active learning practices. It discusses child-initiated learning, key skills for thinking, key concepts involved in teaching thinking skills, and activities that support the development of…

A Connected History of Health and Education: Learning Together toward a Better City

ERIC Educational Resources Information Center

Howard, Joanne; Howard, Diane; Dotson, Ebbin

2015-01-01

The infrastructure, financial, and human resource histories of health and education are offered as key components of future strategic planning initiatives in learning cities, and 10 key components of strategic planning initiatives designed to enhance the health and wealth of citizens of learning cities are discussed.

Key Factors to Instructors' Satisfaction of Learning Management Systems in Blended Learning

ERIC Educational Resources Information Center

Al-Busaidi, Kamla Ali; Al-Shihi, Hafedh

2012-01-01

Learning Management System (LMS) enables institutions to administer their educational resources, and support their traditional classroom education and distance education. LMS survives through instructors' continuous use, which may be to a great extent associated with their satisfaction of the LMS. Consequently, this study examined the key factors…

Prefrontal cortical BDNF: A regulatory key in cocaine- and food-reinforced behaviors

PubMed Central

Pitts, Elizabeth G.; Taylor, Jane R.; Gourley, Shannon L.

2016-01-01

Brain-derived neurotrophic factor (BDNF) affects synaptic plasticity and neural structure and plays key roles in learning and memory processes. Recent evidence also points to important, yet complex, roles for BDNF in rodent models of cocaine abuse and addiction. Here we examine the role of prefrontal cortical (PFC) BDNF in reward-related decision making and behavioral sensitivity to, and responding for, cocaine. We focus on BDNF within the medial and orbital PFC, its regulation by cocaine during early postnatal development and in adulthood, and how BDNF in turn influences responding for drug reinforcement, including in reinstatement models. When relevant, we draw comparisons and contrasts with experiments using natural (food) reinforcers. We also summarize findings supporting, or refuting, the possibility that BDNF in the medial and orbital PFC regulate the development and maintenance of stimulus-response habits. Further investigation could assist in the development of novel treatment approaches for cocaine use disorders. PMID:26923993

Learning to Learn: Improving Attainment, Closing the Gap at Key Stage 3

ERIC Educational Resources Information Center

Mannion, James; Mercer, Neil

2016-01-01

In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of…

From shared care to disease management: key-influencing factors

PubMed Central

Eijkelberg, Irmgard M.J.G.; Spreeuwenberg, Cor; Mur-Veeman, Ingrid M.; Wolffenbuttel, Bruce H.R.

2001-01-01

Abstract Background In order to improve the quality of care of chronically ill patients the traditional boundaries between primary and secondary care are questioned. To demolish these boundaries so-called ‘shared care’ projects have been initiated in which different ways of substitution of care are applied. When these projects end, disease management may offer a solution to expand the achieved co-operation between primary and secondary care. Objective Answering the question: What key factors influence the development and implementation of shared care projects from a management perspective and how are they linked? Theory The theoretical framework is based on the concept of the learning organisation. Design Reference point is a multiple case study that finally becomes a single case study. Data are collected by means of triangulation. The studied cases concern two interrelated Dutch shared care projects for type 2 diabetic patients, that in the end proceed as one disease management project. Results In these cases the predominant key-influencing factors appear to be the project management, commitment and local context, respectively. The factor project management directly links the latter two, albeit managing both appear prerequisites to its success. In practice this implies managing the factors' interdependency by the application of change strategies and tactics in a committed and skilful way. Conclusion Project management, as the most important and active key factor, is advised to cope with the interrelationships of the influencing factors in a gradually more fundamental way by using strategies and tactics that enable learning processes. Then small-scale shared care projects may change into a disease management network at a large scale, which may yield the future blueprint to proceed. PMID:16896415

Effects of Learning Melodies by Ear on Performance Skills and Student Attitudes

ERIC Educational Resources Information Center

Musco, Ann Marie

2009-01-01

This study examined the effects of playing by ear in selected keys on the abilities of musicians (N = 28) to play by ear and sight-read in those keys. Middle school band students in the experimental group learned melodies by ear in one familiar and two unfamiliar keys, and did no music reading in the new keys, while students in the contact-control…

Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment

NASA Astrophysics Data System (ADS)

Kelley, Sybil Schantz

This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school. The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning. Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science. Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in teaching and learning. The model shows that to support learning and to overcome cultural tensions, there must be alignment among three main forces or "causal factors": students, teaching, and school climate. Conclusions emphasize system-level changes to support science learning, including individualized support for students in the form of differentiated instruction; focus on excellence in teaching, particularly through career-spanning professional support for teachers; and attention to identifying key leverage points for implementing effective change.

A fast image matching algorithm based on key points

NASA Astrophysics Data System (ADS)

Wang, Huilin; Wang, Ying; An, Ru; Yan, Peng

2014-05-01

Image matching is a very important technique in image processing. It has been widely used for object recognition and tracking, image retrieval, three-dimensional vision, change detection, aircraft position estimation, and multi-image registration. Based on the requirements of matching algorithm for craft navigation, such as speed, accuracy and adaptability, a fast key point image matching method is investigated and developed. The main research tasks includes: (1) Developing an improved celerity key point detection approach using self-adapting threshold of Features from Accelerated Segment Test (FAST). A method of calculating self-adapting threshold was introduced for images with different contrast. Hessian matrix was adopted to eliminate insecure edge points in order to obtain key points with higher stability. This approach in detecting key points has characteristics of small amount of computation, high positioning accuracy and strong anti-noise ability; (2) PCA-SIFT is utilized to describe key point. 128 dimensional vector are formed based on the SIFT method for the key points extracted. A low dimensional feature space was established by eigenvectors of all the key points, and each eigenvector was projected onto the feature space to form a low dimensional eigenvector. These key points were re-described by dimension-reduced eigenvectors. After reducing the dimension by the PCA, the descriptor was reduced to 20 dimensions from the original 128. This method can reduce dimensions of searching approximately near neighbors thereby increasing overall speed; (3) Distance ratio between the nearest neighbour and second nearest neighbour searching is regarded as the measurement criterion for initial matching points from which the original point pairs matched are obtained. Based on the analysis of the common methods (e.g. RANSAC (random sample consensus) and Hough transform cluster) used for elimination false matching point pairs, a heuristic local geometric restriction strategy is adopted to discard false matched point pairs further; and (4) Affine transformation model is introduced to correct coordinate difference between real-time image and reference image. This resulted in the matching of the two images. SPOT5 Remote sensing images captured at different date and airborne images captured with different flight attitude were used to test the performance of the method from matching accuracy, operation time and ability to overcome rotation. Results show the effectiveness of the approach.

Active-learning instruction on emergency contraception counseling.

PubMed

Young, Shardae; Griffin, Brooke; Vest, Kathleen

2013-06-12

To increase pharmacy students' knowledge of and confidence in counseling patients regarding emergency contraception and to identify any barriers to counseling patients about emergency contraception. Approximately 200 third-year pharmacy students participated in the Women's Health Therapeutics workshop at Midwestern University Chicago College of Pharmacy. Students observed a 5-minute skit of a counseling session on emergency contraception and then were asked to pair up with a classmate and practice counseling each other regarding the use of emergency contraception following a checklist of key points. One hundred eighty-nine students completed pre- and post-workshop survey instruments. Students' knowledge scores increased from 86% to 93% (p<0.001). Approximately 25% of the students stated they were confident in counseling patients on emergency contraception before completing the active-learning exercise compared to 58.5% after (p<0.001). The most common barrier to counseling that students identified on the pre- and post-workshop survey was lack of knowledge. Participation in an active-learning exercise significantly increased pharmacy students' knowledge of and confidence in counseling patients regarding emergency contraception and significantly reduced several barriers to counseling identified prior to participation.

Triangular Quantum Loop Topography for Machine Learning

NASA Astrophysics Data System (ADS)

Zhang, Yi; Kim, Eun-Ah

Despite rapidly growing interest in harnessing machine learning in the study of quantum many-body systems there has been little success in training neural networks to identify topological phases. The key challenge is in efficiently extracting essential information from the many-body Hamiltonian or wave function and turning the information into an image that can be fed into a neural network. When targeting topological phases, this task becomes particularly challenging as topological phases are defined in terms of non-local properties. Here we introduce triangular quantum loop (TQL) topography: a procedure of constructing a multi-dimensional image from the ''sample'' Hamiltonian or wave function using two-point functions that form triangles. Feeding the TQL topography to a fully-connected neural network with a single hidden layer, we demonstrate that the architecture can be effectively trained to distinguish Chern insulator and fractional Chern insulator from trivial insulators with high fidelity. Given the versatility of the TQL topography procedure that can handle different lattice geometries, disorder, interaction and even degeneracy our work paves the route towards powerful applications of machine learning in the study of topological quantum matters.

Practicing Field Hockey Skills Along the Contextual Interference Continuum: A Comparison of Five Practice Schedules

PubMed Central

Cheong, Jadeera Phaik Geok; Lay, Brendan; Grove, J. Robert; Medic, Nikola; Razman, Rizal

2012-01-01

To overcome the weakness of the contextual interference (CI) effect within applied settings, Brady, 2008 recommended that the amount of interference be manipulated. This study investigated the effect of five practice schedules on the learning of three field hockey skills. Fifty-five pre-university students performed a total of 90 trials for each skill under blocked, mixed or random practice orders. Results showed a significant time effect with all five practice conditions leading to improvements in acquisition and learning of the skills. No significant differences were found between the groups. The findings of the present study did not support the CI effect and suggest that either blocked, mixed, or random practice schedules can be used effectively when structuring practice for beginners. Key pointsThe contextual interference effect did not surface when using sport skills.There appears to be no difference between blocked and random practice schedules in the learning of field hockey skills.Low (blocked), moderate (mixed) or high (random) interference practice schedules can be used effectively when conducting a multiple skill practice session for beginners. PMID:24149204

Practicing field hockey skills along the contextual interference continuum: a comparison of five practice schedules.

PubMed

Cheong, Jadeera Phaik Geok; Lay, Brendan; Grove, J Robert; Medic, Nikola; Razman, Rizal

2012-01-01

To overcome the weakness of the contextual interference (CI) effect within applied settings, Brady, 2008 recommended that the amount of interference be manipulated. This study investigated the effect of five practice schedules on the learning of three field hockey skills. Fifty-five pre-university students performed a total of 90 trials for each skill under blocked, mixed or random practice orders. Results showed a significant time effect with all five practice conditions leading to improvements in acquisition and learning of the skills. No significant differences were found between the groups. The findings of the present study did not support the CI effect and suggest that either blocked, mixed, or random practice schedules can be used effectively when structuring practice for beginners. Key pointsThe contextual interference effect did not surface when using sport skills.There appears to be no difference between blocked and random practice schedules in the learning of field hockey skills.Low (blocked), moderate (mixed) or high (random) interference practice schedules can be used effectively when conducting a multiple skill practice session for beginners.

Making meaning from sensory cues: a qualitative investigation of postgraduate learning in the operating room.

PubMed

Cope, Alexandra C; Mavroveli, Stella; Bezemer, Jeff; Hanna, George B; Kneebone, Roger

2015-08-01

The authors aimed to map and explicate what surgeons perceive they learn in the operating room. The researchers used a grounded theory method in which data were iteratively collected through semistructured one-to-one interviews in 2010 and 2011 at four participating hospital sites. A four-person data analysis team from differing academic backgrounds qualitatively analyzed the content of the transcripts employing an immersion/crystallization approach. Participants were 22 UK surgeons, some of whom were in training at the time of the study and some of whom were attending surgeons. Major themes of learning in the operating room were perceived to be factual knowledge, motor skills, sensory semiosis, adaptive strategies, team working and management, and attitudes and behaviors. The analysis team classified 277 data points (short paragraphs or groups of sentences conveying meaning) under these major themes and subthemes. A key component of learning in the operating room that emerged from these data was sensory semiosis, defined as learning to make sense of visual and haptic cues. Although the authors found that learning in the operating room occurred across a wide range of domains, sensory semiosis was found to be an important theme that has not previously been fully acknowledged or discussed in the surgical literature. The discussion draws on the wider literature from the social sciences and cognitive psychology literature to examine how professionals learn to make meaning from "signs" making parallels with other medical specialties.

Implementation of a Multimodal Mobile System for Point-of-Sale Surveillance: Lessons Learned From Case Studies in Washington, DC, and New York City.

PubMed

Cantrell, Jennifer; Ganz, Ollie; Ilakkuvan, Vinu; Tacelosky, Michael; Kreslake, Jennifer; Moon-Howard, Joyce; Aidala, Angela; Vallone, Donna; Anesetti-Rothermel, Andrew; Kirchner, Thomas R

2015-01-01

In tobacco control and other fields, point-of-sale surveillance of the retail environment is critical for understanding industry marketing of products and informing public health practice. Innovations in mobile technology can improve existing, paper-based surveillance methods, yet few studies describe in detail how to operationalize the use of technology in public health surveillance. The aims of this paper are to share implementation strategies and lessons learned from 2 tobacco, point-of-sale surveillance projects to inform and prepare public health researchers and practitioners to implement new mobile technologies in retail point-of-sale surveillance systems. From 2011 to 2013, 2 point-of-sale surveillance pilot projects were conducted in Washington, DC, and New York, New York, to capture information about the tobacco retail environment and test the feasibility of a multimodal mobile data collection system, which included capabilities for audio or video recording data, electronic photographs, electronic location data, and a centralized back-end server and dashboard. We established a preimplementation field testing process for both projects, which involved a series of rapid and iterative tests to inform decisions and establish protocols around key components of the project. Important components of field testing included choosing a mobile phone that met project criteria, establishing an efficient workflow and accessible user interfaces for each component of the system, training and providing technical support to fieldworkers, and developing processes to integrate data from multiple sources into back-end systems that can be utilized in real-time. A well-planned implementation process is critical for successful use and performance of multimodal mobile surveillance systems. Guidelines for implementation include (1) the need to establish and allow time for an iterative testing framework for resolving technical and logistical challenges; (2) developing a streamlined workflow and user-friendly interfaces for data collection; (3) allowing for ongoing communication, feedback, and technology-related skill-building among all staff; and (4) supporting infrastructure for back-end data systems. Although mobile technologies are evolving rapidly, lessons learned from these case studies are essential for ensuring that the many benefits of new mobile systems for rapid point-of-sale surveillance are fully realized.

Implementation of a Multimodal Mobile System for Point-of-Sale Surveillance: Lessons Learned From Case Studies in Washington, DC, and New York City

PubMed Central

Ganz, Ollie; Ilakkuvan, Vinu; Tacelosky, Michael; Kreslake, Jennifer; Moon-Howard, Joyce; Aidala, Angela; Vallone, Donna; Anesetti-Rothermel, Andrew; Kirchner, Thomas R

2015-01-01

Background In tobacco control and other fields, point-of-sale surveillance of the retail environment is critical for understanding industry marketing of products and informing public health practice. Innovations in mobile technology can improve existing, paper-based surveillance methods, yet few studies describe in detail how to operationalize the use of technology in public health surveillance. Objective The aims of this paper are to share implementation strategies and lessons learned from 2 tobacco, point-of-sale surveillance projects to inform and prepare public health researchers and practitioners to implement new mobile technologies in retail point-of-sale surveillance systems. Methods From 2011 to 2013, 2 point-of-sale surveillance pilot projects were conducted in Washington, DC, and New York, New York, to capture information about the tobacco retail environment and test the feasibility of a multimodal mobile data collection system, which included capabilities for audio or video recording data, electronic photographs, electronic location data, and a centralized back-end server and dashboard. We established a preimplementation field testing process for both projects, which involved a series of rapid and iterative tests to inform decisions and establish protocols around key components of the project. Results Important components of field testing included choosing a mobile phone that met project criteria, establishing an efficient workflow and accessible user interfaces for each component of the system, training and providing technical support to fieldworkers, and developing processes to integrate data from multiple sources into back-end systems that can be utilized in real-time. Conclusions A well-planned implementation process is critical for successful use and performance of multimodal mobile surveillance systems. Guidelines for implementation include (1) the need to establish and allow time for an iterative testing framework for resolving technical and logistical challenges; (2) developing a streamlined workflow and user-friendly interfaces for data collection; (3) allowing for ongoing communication, feedback, and technology-related skill-building among all staff; and (4) supporting infrastructure for back-end data systems. Although mobile technologies are evolving rapidly, lessons learned from these case studies are essential for ensuring that the many benefits of new mobile systems for rapid point-of-sale surveillance are fully realized. PMID:27227138

E-learning policies, practices and challenges in two Norwegian organizations.

PubMed

Welle-Strand, Anne; Thune, Taran

2003-05-01

This article reports a pilot study on the uses of technology to enable learning within a formal educational setting in a higher education institution and within a corporation. These two Norwegian cases were selected due to their commitment to technology-enabled learning, as expressed in policy and strategy documents. The aim was to investigate the commitment and actual use of information and communications technology (ICT) for learning as well as what key actors think are the major challenges for successful large scale implementation of ICT for learning. The findings indicate that there is insufficient follow-up on e-learning policies and that there is a general lack of strategic direction and leadership in this area. The key challenges respondents highlight relate to the need for a systematic and pedagogical approach to e-learning in which three equally important considerations must be balanced: organization, pedagogy and technology. Key perspectives of a coherent pedagogical and organizational framework for planning e-learning are discussed.

A machine-learned analysis of human gene polymorphisms modulating persisting pain points at major roles of neuroimmune processes.

PubMed

Kringel, Dario; Lippmann, Catharina; Parnham, Michael J; Kalso, Eija; Ultsch, Alfred; Lötsch, Jörn

2018-06-19

Human genetic research has implicated functional variants of more than one hundred genes in the modulation of persisting pain. Artificial intelligence and machine learning techniques may combine this knowledge with results of genetic research gathered in any context, which permits the identification of the key biological processes involved in chronic sensitization to pain. Based on published evidence, a set of 110 genes carrying variants reported to be associated with modulation of the clinical phenotype of persisting pain in eight different clinical settings was submitted to unsupervised machine-learning aimed at functional clustering. Subsequently, a mathematically supported subset of genes, comprising those most consistently involved in persisting pain, was analyzed by means of computational functional genomics in the Gene Ontology knowledgebase. Clustering of genes with evidence for a modulation of persisting pain elucidated a functionally heterogeneous set. The situation cleared when the focus was narrowed to a genetic modulation consistently observed throughout several clinical settings. On this basis, two groups of biological processes, the immune system and nitric oxide signaling, emerged as major players in sensitization to persisting pain, which is biologically highly plausible and in agreement with other lines of pain research. The present computational functional genomics-based approach provided a computational systems-biology perspective on chronic sensitization to pain. Human genetic control of persisting pain points to the immune system as a source of potential future targets for drugs directed against persisting pain. Contemporary machine-learned methods provide innovative approaches to knowledge discovery from previous evidence. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Context or Key? Language in Four Adult Learning Programmes

ERIC Educational Resources Information Center

Robinson, Clinton

2007-01-01

Context is a key factor in designing and delivering adult learning programmes, and in multilingual environments the choice of language plays a decisive role. Four programmes, two in Asia (Bhutan Myanmar) and two in Africa (Ghana and Uganda), which focus on learning for development, integrate language considerations in different ways, related both…

Key Characteristics of Successful Science Learning: The Promise of Learning by Modelling

ERIC Educational Resources Information Center

Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton

2015-01-01

The basic premise underlying this research is that scientific phenomena are best learned by creating an external representation that complies with the complex and dynamic nature of such phenomena. Effective representations are assumed to incorporate three key characteristics: they are graphical, dynamic, and provide a pre-specified outline of the…

Blended Learning in Higher Education: Current and Future Challenges in Surveying Education

ERIC Educational Resources Information Center

El-Mowafy, Ahmed; Kuhn, Michael; Snow, Tony

2013-01-01

The development of a blended learning approach to enhance surveying education is discussed. The need for this learning strategy is first investigated based on a major review of the surveying course, including analysis of its content, benchmarking with key national and international universities, and surveys of key stakeholders. Appropriate blended…

Key Events in Student Leaders' Lives and Lessons Learned from Them

ERIC Educational Resources Information Center

Sessa, Valerie I.; Morgan, Brett V.; Kalenderli, Selin; Hammond, Fanny E.

2014-01-01

This descriptive study used an interview protocol developed by the Center for Creative Leadership with 50 college student leaders to determine what key developmental events young college leaders experience and the leadership lessons learned from these events. Students discussed 180 events and 734 lessons learned from them. Most events defined by…

Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI)

ERIC Educational Resources Information Center

Huang, Rui-Ting; Hsiao, Chia-Hua; Tang, Tzy-Wen; Lien, Tsung-Cheng

2014-01-01

The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously…

Decision-making in the adolescent brain.

PubMed

Blakemore, Sarah-Jayne; Robbins, Trevor W

2012-09-01

Adolescence is characterized by making risky decisions. Early lesion and neuroimaging studies in adults pointed to the ventromedial prefrontal cortex and related structures as having a key role in decision-making. More recent studies have fractionated decision-making processes into its various components, including the representation of value, response selection (including inter-temporal choice and cognitive control), associative learning, and affective and social aspects. These different aspects of decision-making have been the focus of investigation in recent studies of the adolescent brain. Evidence points to a dissociation between the relatively slow, linear development of impulse control and response inhibition during adolescence versus the nonlinear development of the reward system, which is often hyper-responsive to rewards in adolescence. This suggests that decision-making in adolescence may be particularly modulated by emotion and social factors, for example, when adolescents are with peers or in other affective ('hot') contexts.

The communication skills course for second year medical students at Hannover Medical School: An evaluation study based on students' self-assessments.

PubMed

von Lengerke, Thomas; Kursch, Angelika; Lange, Karin

2011-01-01

In the model medical curriculum HannibaL at Hannover Medical School (MHH, Hannover, Germany), communication skills in taking case histories and disclosing diagnoses (breaking bad news) are assessed through an objective structured clinical examination (OSCE). This is part of the examinations which at the MHH represent the equivalent to the First Part of the Medical Examinations. The second year doctor-patient communication course preparing for these examinations was evaluated during the 2009/10 academic year.Using questionnaires specific to the learning objectives, learning needs were assessed, pre-post comparisons of self-assessed competencies were performed and key teaching methods were evaluated (5-point Likert scales, "5"=fully agree). At T0 (start of the course) 267 students participated (response rate: 93.7%), of which 180 filled out the T1 questionnaire during the last session of the course (67.4%). Within-subject analyses of variance and paired t-tests were conducted.The highest learning needs were found for the "to show how"-items regarding history taking and disclosing diagnoses (M=4.4). The T1-T0 comparisons showed the greatest improvements for history taking ("to know how": mean difference = +1.7, "to show how": +1.8, p<.0001 as with all tests) and the "to know how"-item regarding the disclosure of diagnoses (+1.6), followed by the "to show how"-items on disclosing a diagnosis (+1.4), shared decision making (+1.2), self-assessing one's own strengths/weaknesses (+1.0) and confidently approaching new patients (+0.7). Students with T0 values of 1 or 2 on the respective scales improved on average by 2.2 points across all items, students with the value of 3 by 1.1, and from 4 or 5 by 0.1. Methodically, the use of simulated patients was rated the most helpful (M=4.8, 87% with the scale value 5). This doctor-patient communication course is associated with substantial improvements regarding all key learning objectives. Regarding methods, the deployed simulated patients (2-4 per 10-student-course group in 3 of the 7 course sessions, respectively) were rated the most helpful. The present evaluation calls for both further development of the doctor-patient communication curriculum at the MHH and joint activities across medical schools, which are discussed at the end of the paper.

Implementation of a school-based social and emotional learning intervention: understanding diffusion processes within complex systems.

PubMed

Evans, Rhiannon; Murphy, Simon; Scourfield, Jonathan

2015-07-01

Sporadic and inconsistent implementation remains a significant challenge for social and emotional learning (SEL) interventions. This may be partly explained by the dearth of flexible, causative models that capture the multifarious determinants of implementation practices within complex systems. This paper draws upon Rogers (2003) Diffusion of Innovations Theory to explain the adoption, implementation and discontinuance of a SEL intervention. A pragmatic, formative process evaluation was conducted in alignment with phase 1 of the UK Medical Research Council's framework for Developing and Evaluating Complex Interventions. Employing case-study methodology, qualitative data were generated with four socio-economically and academically contrasting secondary schools in Wales implementing the Student Assistance Programme. Semi-structured interviews were conducted with 15 programme stakeholders. Data suggested that variation in implementation activity could be largely attributed to four key intervention reinvention points, which contributed to the transformation of the programme as it interacted with contextual features and individual needs. These reinvention points comprise the following: intervention training, which captures the process through which adopters acquire knowledge about a programme and delivery expertise; intervention assessment, which reflects adopters' evaluation of an intervention in relation to contextual needs; intervention clarification, which comprises the cascading of knowledge through an organisation in order to secure support in delivery; and intervention responsibility, which refers to the process of assigning accountability for sustainable delivery. Taken together, these points identify opportunities to predict and intervene with potential implementation problems. Further research would benefit from exploring additional reinvention activity.

Key Competencies, Assessment and Learning Stories

ERIC Educational Resources Information Center

Davis, Keryn; Wright, Jocelyn; Carr, Margaret; Peters, Sally

2013-01-01

Developed in response to a strong interest in the use of Learning Stories in schools, this resource is designed to answer some common questions asked by teachers. The assessment of Key Competencies is a topic that deserves a lot of discussion. A Key Competency is complex: it includes social, emotional, cognitive and cultural aspects, and is…

Five key recommendations for the implementation of Hospital Electronic Prescribing and Medicines Administration systems in Scotland.

PubMed

Cresswell, Kathrin; Slee, Ann; Sheikh, Aziz

2017-01-24

NHS Scotland is about to embark on the implementation of Hospital Electronic Prescribing and Medicines Administration (HEPMA) systems. There are a number of risks associated with such ventures, thus drawing on existing experiences from other settings is crucial in informing deployment.Drawing on our previous and ongoing work in English settings as well as the international literature, we reflect on key lessons that NHS Scotland may wish to consider in going forward. These deliberations include recommendations surrounding key aspects of deployment strategy surrounding: 1) the way central coordination should be conceptualised, 2) how flexibility in can be ensured, 3) paying attention to optimising systems from the outset, 4) how expertise should be developed and centrally shared, and 5) ways in which learning from experience can be maximised.Our five recommendations will, we hope, provide a starting point for the strategic deliberations of policy makers. Throughout this journey, it is important to view the deployment of HEPMA as part of a wider strategic goal of creating integrated digital infrastructures across Scotland.

Temporally-Constrained Group Sparse Learning for Longitudinal Data Analysis in Alzheimer’s Disease

PubMed Central

Jie, Biao; Liu, Mingxia; Liu, Jun

2016-01-01

Sparse learning has been widely investigated for analysis of brain images to assist the diagnosis of Alzheimer’s disease (AD) and its prodromal stage, i.e., mild cognitive impairment (MCI). However, most existing sparse learning-based studies only adopt cross-sectional analysis methods, where the sparse model is learned using data from a single time-point. Actually, multiple time-points of data are often available in brain imaging applications, which can be used in some longitudinal analysis methods to better uncover the disease progression patterns. Accordingly, in this paper we propose a novel temporally-constrained group sparse learning method aiming for longitudinal analysis with multiple time-points of data. Specifically, we learn a sparse linear regression model by using the imaging data from multiple time-points, where a group regularization term is first employed to group the weights for the same brain region across different time-points together. Furthermore, to reflect the smooth changes between data derived from adjacent time-points, we incorporate two smoothness regularization terms into the objective function, i.e., one fused smoothness term which requires that the differences between two successive weight vectors from adjacent time-points should be small, and another output smoothness term which requires the differences between outputs of two successive models from adjacent time-points should also be small. We develop an efficient optimization algorithm to solve the proposed objective function. Experimental results on ADNI database demonstrate that, compared with conventional sparse learning-based methods, our proposed method can achieve improved regression performance and also help in discovering disease-related biomarkers. PMID:27093313

Building Scalable Knowledge Graphs for Earth Science

NASA Astrophysics Data System (ADS)

Ramachandran, R.; Maskey, M.; Gatlin, P. N.; Zhang, J.; Duan, X.; Bugbee, K.; Christopher, S. A.; Miller, J. J.

2017-12-01

Estimates indicate that the world's information will grow by 800% in the next five years. In any given field, a single researcher or a team of researchers cannot keep up with this rate of knowledge expansion without the help of cognitive systems. Cognitive computing, defined as the use of information technology to augment human cognition, can help tackle large systemic problems. Knowledge graphs, one of the foundational components of cognitive systems, link key entities in a specific domain with other entities via relationships. Researchers could mine these graphs to make probabilistic recommendations and to infer new knowledge. At this point, however, there is a dearth of tools to generate scalable Knowledge graphs using existing corpus of scientific literature for Earth science research. Our project is currently developing an end-to-end automated methodology for incrementally constructing Knowledge graphs for Earth Science. Semantic Entity Recognition (SER) is one of the key steps in this methodology. SER for Earth Science uses external resources (including metadata catalogs and controlled vocabulary) as references to guide entity extraction and recognition (i.e., labeling) from unstructured text, in order to build a large training set to seed the subsequent auto-learning component in our algorithm. Results from several SER experiments will be presented as well as lessons learned.

Intracellular GPCRs Play Key Roles in Synaptic Plasticity.

PubMed

Jong, Yuh-Jiin I; Harmon, Steven K; O'Malley, Karen L

2018-02-16

The trillions of synaptic connections within the human brain are shaped by experience and neuronal activity, both of which underlie synaptic plasticity and ultimately learning and memory. G protein-coupled receptors (GPCRs) play key roles in synaptic plasticity by strengthening or weakening synapses and/or shaping dendritic spines. While most studies of synaptic plasticity have focused on cell surface receptors and their downstream signaling partners, emerging data point to a critical new role for the very same receptors to signal from inside the cell. Intracellular receptors have been localized to the nucleus, endoplasmic reticulum, lysosome, and mitochondria. From these intracellular positions, such receptors may couple to different signaling systems, display unique desensitization patterns, and/or show distinct patterns of subcellular distribution. Intracellular GPCRs can be activated at the cell surface, endocytosed, and transported to an intracellular site or simply activated in situ by de novo ligand synthesis, diffusion of permeable ligands, or active transport of non-permeable ligands. Current findings reinforce the notion that intracellular GPCRs play a dynamic role in synaptic plasticity and learning and memory. As new intracellular GPCR roles are defined, the need to selectively tailor agonists and/or antagonists to both intracellular and cell surface receptors may lead to the development of more effective therapeutic tools.

Origin of symbol-using systems: speech, but not sign, without the semantic urge

PubMed Central

Sereno, Martin I.

2014-01-01

Natural language—spoken and signed—is a multichannel phenomenon, involving facial and body expression, and voice and visual intonation that is often used in the service of a social urge to communicate meaning. Given that iconicity seems easier and less abstract than making arbitrary connections between sound and meaning, iconicity and gesture have often been invoked in the origin of language alongside the urge to convey meaning. To get a fresh perspective, we critically distinguish the origin of a system capable of evolution from the subsequent evolution that system becomes capable of. Human language arose on a substrate of a system already capable of Darwinian evolution; the genetically supported uniquely human ability to learn a language reflects a key contact point between Darwinian evolution and language. Though implemented in brains generated by DNA symbols coding for protein meaning, the second higher-level symbol-using system of language now operates in a world mostly decoupled from Darwinian evolutionary constraints. Examination of Darwinian evolution of vocal learning in other animals suggests that the initial fixation of a key prerequisite to language into the human genome may actually have required initially side-stepping not only iconicity, but the urge to mean itself. If sign languages came later, they would not have faced this constraint. PMID:25092671

Job requirements compared to dental school education: impact of a case-based learning curriculum.

PubMed

Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel

2012-01-01

Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance p<0.05). 41.6% recipients of the questionnaire responded (n=168 graduates). A homogeneous distribution quantity of the graduate groups concerning gender, graduation date, professional experience and average examination grade was achieved.Comparing competencies required at work and taught in medical school, CBL was associated with benefits in "Research competence" (∆+0.6) "Interdisciplinary thinking" (∆+0.47), "Dental medical knowledge" (∆+0.43), "Practical dental skills" (∆+0.21), "Team work" (∆+0.16) and "Independent learning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.

Registration algorithm of point clouds based on multiscale normal features

NASA Astrophysics Data System (ADS)

Lu, Jun; Peng, Zhongtao; Su, Hang; Xia, GuiHua

2015-01-01

The point cloud registration technology for obtaining a three-dimensional digital model is widely applied in many areas. To improve the accuracy and speed of point cloud registration, a registration method based on multiscale normal vectors is proposed. The proposed registration method mainly includes three parts: the selection of key points, the calculation of feature descriptors, and the determining and optimization of correspondences. First, key points are selected from the point cloud based on the changes of magnitude of multiscale curvatures obtained by using principal components analysis. Then the feature descriptor of each key point is proposed, which consists of 21 elements based on multiscale normal vectors and curvatures. The correspondences in a pair of two point clouds are determined according to the descriptor's similarity of key points in the source point cloud and target point cloud. Correspondences are optimized by using a random sampling consistency algorithm and clustering technology. Finally, singular value decomposition is applied to optimized correspondences so that the rigid transformation matrix between two point clouds is obtained. Experimental results show that the proposed point cloud registration algorithm has a faster calculation speed, higher registration accuracy, and better antinoise performance.

Molecular controls of arterial morphogenesis.

PubMed

Simons, Michael; Eichmann, Anne

2015-05-08

Formation of arterial vasculature, here termed arteriogenesis, is a central process in embryonic vascular development as well as in adult tissues. Although the process of capillary formation, angiogenesis, is relatively well understood, much remains to be learned about arteriogenesis. Recent discoveries point to the key role played by vascular endothelial growth factor receptor 2 in control of this process and to newly identified control circuits that dramatically influence its activity. The latter can present particularly attractive targets for a new class of therapeutic agents capable of activation of this signaling cascade in a ligand-independent manner, thereby promoting arteriogenesis in diseased tissues. © 2015 American Heart Association, Inc.

SENER molten salt tower technology. Ouarzazate NOOR III case

NASA Astrophysics Data System (ADS)

Relloso, Sergio; Gutiérrez, Yolanda

2017-06-01

NOOR III 150 MWe project is the evolution of Gemasolar (19.9 MWe) to large scale Molten Salt Tower plants. With more than 5 years of operational experience, Gemasolar lessons learned have been the starting point for the optimization of this technology, considered the leader of potential cost reduction in CSP. In addition, prototypes of plant key components (heliostat and receiver) were manufactured and thoroughly tested before project launch in order to prove the new engineering solutions adopted. The SENER proprietary technology of NOOR III will be applied in the next Molten Salt Tower plants that will follow in other countries, such as South Africa, Chile and Australia.

Risky decision-making in children with and without ADHD: A prospective study.

PubMed

Humphreys, Kathryn L; Tottenham, Nim; Lee, Steve S

2018-02-01

Learning from past decisions can enhance successful decision-making. It is unclear whether difficulties in learning from experience may contribute to risky decision-making, which may be altered among individuals with attention-deficit/hyperactivity disorder (ADHD). This study follows 192 children with and without ADHD aged 5 to 10 years for approximately 2.5 years and examines their risky decision-making using the Balloon Emotional Learning Task (BELT), a computerized assessment of sequential risky decision-making in which participants pump up a series of virtual balloons for points. The BELT contains three task conditions: one with a variable explosion point, one with a stable and early explosion point, and one with a stable and late explosion point. These conditions may be learned via experience on the task. Contrary to expectations, ADHD status was not found to be related to greater risk-taking on the BELT, and among younger children ADHD status is in fact associated with reduced risk-taking. In addition, the typically-developing children without ADHD showed significant learning-related gains on both stable task conditions. However, the children with ADHD demonstrated learning on the condition with a stable and early explosion point, but not on the condition with the stable and late explosion point, in which more pumps are required before learning when the balloon will explode. Learning during decision-making may be more difficult for children with ADHD. Because adapting to changing environmental demands requires the use of feedback to guide future behavior, negative outcomes associated with childhood ADHD may partially reflect difficulties in learning from experience.

A pilot study of team learning on in-patient rounds.

PubMed

Colbert, James; Pelletier, Stephen; Xavier-Depina, Francisca; Shields, Helen

2016-02-01

Medical trainees often do not receive structured teaching during in-patient rounds. To assess whether the addition of a collaborative team learning technique would improve the learning experience on a general medicine in-patient team. Eight learners participated in this pilot study. Learning teams consisted of internal medicine residents and third-year medical students on a general medicine in-patient rotation. The experimental curriculum covered four common topics: cardiac stress testing; syncope; pneumonia; and valvular heart disease. Sessions had the following format: (1) each learner answered five self-assessment questions using an immediate feedback technique; (2) learners were divided into groups of two or three to discuss their answers; (3) the teaching doctor led a discussion to clarify and summarise, and also distributed a handout delineating key learning points. Control sessions consisted of the usual teaching rounds. Learners were e-mailed a daily online survey asking them to rate the rounds and handouts on a Likert scale. Medical trainees often do not receive structured teaching during in-patient rounds All of the learners rated the collaborative team learning intervention as either 'excellent' or 'very good'. Learners also indicated that they found the take-away handout valuable, and positive responses were also noted in the survey comments. A novel collaborative team learning technique resulted in high ratings of teaching rounds by medical residents and medical students. Learners found the sessions engaging, high yield, and educationally valuable. This interactive discussion-based teaching method could be used to enhance the learning experience during teaching rounds on medical, surgical and subspecialty services. © 2015 John Wiley & Sons Ltd.

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…

Increasing participation of people with learning disabilities in bowel screening.

PubMed

Gray, Jonathan

2018-03-08

Learning disability nurses have a key role in addressing the health inequalities experienced by people with learning disabilities. People with learning disabilities are less likely to participate in bowel screening than other sectors of the population, despite there being evidence of this population being at an increased risk of developing bowel cancer. There are a range of barriers at individual and systemic levels that impact on participation in bowel screening by people with learning disabilities. Actions to address these barriers have been identified in the literature and learning disability nurses are a key agent of change in enabling people with learning disabilities to participate in the national screening programmes.

Three Key Concepts of the Theory of Objectification: Knowledge, Knowing, and Learning

ERIC Educational Resources Information Center

Radford, Luis

2013-01-01

In this article I sketch three key concepts of a cultural-historical theory of mathematics teaching and learning--the theory of objectification. The concepts are: knowledge, knowing and learning. The philosophical underpinning of the theory revolves around the work of Georg W. F. Hegel and its further development in the philosophical works of K.…

Expanded Learning Time and Opportunities: Key Principles, Driving Perspectives, and Major Challenges

ERIC Educational Resources Information Center

Blyth, Dale A.; LaCroix-Dalluhn, Laura

2011-01-01

If expanded learning is going to make a real difference, then three key principles must inform how communities overcome challenges and assure equitable access to learning opportunities. Much of today's debate is framed in the language of formal education systems--students, classrooms, schools--even though part of the expansion seeks to engage a…

English Learners (ELs) and Early Learning. Fast Facts

ERIC Educational Resources Information Center

Office of English Language Acquisition, US Department of Education, 2015

2015-01-01

The Office of English Language Acquisition (OELA) and Office of Early Learning (OEL) has synthesized key data on English learners (ELs) and early learning into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report include: (1) State-funded preschool programs with highest percentage of ELs: Fall 2013; (2)…

Learning Outcomes as a Key Concept in Policy Documents throughout Policy Changes

ERIC Educational Resources Information Center

Prøitz, Tine Sophie

2015-01-01

Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development,…

An Authentic Online Community of Learning Framework for Higher Education: Development Process

ERIC Educational Resources Information Center

Parker, Jenni

2017-01-01

A key challenge for higher education practitioners is to identify how to construct more engaging online environments that promote key learning skills and encourage self-directed learning. This paper discusses a study that investigated how online university courses could be designed to be more engaging. The study employed a design-based research…

Export Odyssey: An Exposition and Analytical Review of Literature Concerning an Undergraduate Student Project in International Marketing on Key Teaching-Learning Dimensions.

ERIC Educational Resources Information Center

Williamson, Nicholas C.

2001-01-01

Describes Export Odyssey (EO), a structured, Internet-intensive, team-based undergraduate student project in international marketing. Presents an analytical review of articles in the literature that relate to three key teaching-learning dimensions of student projects (experiential versus non-experiential active learning, team-based versus…

41 CFR Appendix A to Subpart D of... - 3-Key Points and Principles

Code of Federal Regulations, 2010 CFR

2010-07-01

... Principles A Appendix A to Subpart D of Part 102 Public Contracts and Property Management Federal Property... Subpart D of Part 102-3—Key Points and Principles This appendix provides additional guidance in the form of answers to frequently asked questions and identifies key points and principles that may be applied...

41 CFR Appendix A to Subpart C of... - 3-Key Points and Principles

Code of Federal Regulations, 2010 CFR

2010-07-01

... Principles A Appendix A to Subpart C of Part 102 Public Contracts and Property Management Federal Property... 102-3—Key Points and Principles This appendix provides additional guidance in the form of answers to frequently asked questions and identifies key points and principles that may be applied to situations not...

Education techniques for lifelong learning: giving a PowerPoint presentation: the art of communicating effectively.

PubMed

Collins, Jannette

2004-01-01

Effectiveness of an oral presentation depends on the ability of the speaker to communicate with the audience. An important part of this communication is focusing on two to five key points and emphasizing those points during the presentation. Every aspect of the presentation should be purposeful and directed at facilitating learners' achievement of the objectives. This necessitates that the speaker has carefully developed the objectives and built the presentation around attainment of the objectives. The best presentations are rehearsed, not so that the speaker memorizes exactly what he or she will say, but to facilitate the speaker's ability to interact with the audience and portray a relaxed, professional, and confident demeanor. Rehearsal also helps alleviate stage fright. The most useful method of controlling nervousness is to visualize success. When showing images, it is important to orient the audience with an adequate description, point out the relevant findings, and allow enough time for the audience to assimilate the information before moving on. This can be facilitated with appropriate use of a laser pointer, cursor, or use of builds and transitioning. A presentation should be designed to include as much audience participation as possible, no matter the size of the audience. Techniques to encourage audience participation include questioning, brainstorming, small-group activities, role-playing, case-based examples, and directed listening. It is first necessary to motivate and gain attention of the learner for learning to take place. This can be accomplished through appropriate use of humor, anecdotes, and quotations. Attention should be given to posture, body movement, eye contact, and voice when speaking, as how one appears to the audience will have an impact on their reaction to what is presented. Copyright RSNA, 2004

Learning Objects and the Development of Students' Key Competencies: A New Zealand School Experience

ERIC Educational Resources Information Center

Falloon, Garry

2010-01-01

This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of "thinking" and "relating to others", and explores how teachers in an…

What Belongs in Your 15-Bean Soup? Using the Learning Cycle to Address Misconceptions about Construction of Taxonomic Keys

ERIC Educational Resources Information Center

Ross, Ann; Vanderspool, Staria

2004-01-01

Students can use seed characteristics to discriminate between the different kinds of legumes using taxonomic classification processes of sorting and ranking, followed by construction of taxonomic keys. The application of the Learning Cycle process to taxonomic principles, hierarchical classification, and construction of keys presents the…

Crises and Resilience at the Frontline—Public Health Facility Managers under Devolution in a Sub-County on the Kenyan Coast

PubMed Central

Nyikuri, Mary; Tsofa, Benjamin; Barasa, Edwine; Okoth, Philip; Molyneux, Sassy

2015-01-01

Background Public primary health care (PHC) facilities are for many individuals the first point of contact with the formal health care system. These facilities are managed by professional nurses or clinical officers who are recognised to play a key role in implementing health sector reforms and facilitating initiatives aimed at strengthening community involvement. Little in-depth research exists about the dimensions and challenges of these managers’ jobs, or on the impact of decentralisation on their roles and responsibilities. In this paper, we describe the roles and responsibilities of PHC managers–or ‘in-charges’ in Kenya, and their challenges and coping strategies, under accelerated devolution. Methods The data presented in this paper is part of a wider set of activities aimed at understanding governance changes under devolution in Kenya, under the umbrella of a ‘learning site’. A learning site is a long term process of collaboration between health managers and researchers deciding together on key health system questions and interventions. Data were collected through seven formal in depth interviews and observations at four PHC facilities as well as eight in depth interviews and informal interactions with sub-county managers from June 2013 to July 2014. Drawing on the Aragon framework of organisation capacity we discuss the multiple accountabilities, daily routines, challenges and coping strategies among PHC facility managers. Results PHC in-charges perform complex and diverse roles in a difficult environment with relatively little formal preparation. Their key concerns are lack of job clarity and preparedness, the difficulty of balancing multidirectional accountability responsibilities amidst significant resource shortages, and remuneration anxieties. We show that day-to-day management in an environment of resource constraints and uncertainty requires PHC in-charges who are resilient, reflective, and continuously able to learn and adapt. We highlight the importance of leadership development including the building of critical soft skills such as relationship building. PMID:26696096

Crises and Resilience at the Frontline-Public Health Facility Managers under Devolution in a Sub-County on the Kenyan Coast.

PubMed

Nyikuri, Mary; Tsofa, Benjamin; Barasa, Edwine; Okoth, Philip; Molyneux, Sassy

2015-01-01

Public primary health care (PHC) facilities are for many individuals the first point of contact with the formal health care system. These facilities are managed by professional nurses or clinical officers who are recognised to play a key role in implementing health sector reforms and facilitating initiatives aimed at strengthening community involvement. Little in-depth research exists about the dimensions and challenges of these managers' jobs, or on the impact of decentralisation on their roles and responsibilities. In this paper, we describe the roles and responsibilities of PHC managers-or 'in-charges' in Kenya, and their challenges and coping strategies, under accelerated devolution. The data presented in this paper is part of a wider set of activities aimed at understanding governance changes under devolution in Kenya, under the umbrella of a 'learning site'. A learning site is a long term process of collaboration between health managers and researchers deciding together on key health system questions and interventions. Data were collected through seven formal in depth interviews and observations at four PHC facilities as well as eight in depth interviews and informal interactions with sub-county managers from June 2013 to July 2014. Drawing on the Aragon framework of organisation capacity we discuss the multiple accountabilities, daily routines, challenges and coping strategies among PHC facility managers. PHC in-charges perform complex and diverse roles in a difficult environment with relatively little formal preparation. Their key concerns are lack of job clarity and preparedness, the difficulty of balancing multidirectional accountability responsibilities amidst significant resource shortages, and remuneration anxieties. We show that day-to-day management in an environment of resource constraints and uncertainty requires PHC in-charges who are resilient, reflective, and continuously able to learn and adapt. We highlight the importance of leadership development including the building of critical soft skills such as relationship building.

High-speed 3D imaging of cellular activity in the brain using axially-extended beams and light sheets.

PubMed

Hillman, Elizabeth Mc; Voleti, Venkatakaushik; Patel, Kripa; Li, Wenze; Yu, Hang; Perez-Campos, Citlali; Benezra, Sam E; Bruno, Randy M; Galwaduge, Pubudu T

2018-06-01

As optical reporters and modulators of cellular activity have become increasingly sophisticated, the amount that can be learned about the brain via high-speed cellular imaging has increased dramatically. However, despite fervent innovation, point-scanning microscopy is facing a fundamental limit in achievable 3D imaging speeds and fields of view. A range of alternative approaches are emerging, some of which are moving away from point-scanning to use axially-extended beams or sheets of light, for example swept confocally aligned planar excitation (SCAPE) microscopy. These methods are proving effective for high-speed volumetric imaging of the nervous system of small organisms such as Drosophila (fruit fly) and D. Rerio (Zebrafish), and are showing promise for imaging activity in the living mammalian brain using both single and two-photon excitation. This article describes these approaches and presents a simple model that demonstrates key advantages of axially-extended illumination over point-scanning strategies for high-speed volumetric imaging, including longer integration times per voxel, improved photon efficiency and reduced photodamage. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Effect of Animations within PowerPoint Presentations on Learning Introductory Astronomy

ERIC Educational Resources Information Center

Miller, Scott T.; James, C. Renee

2011-01-01

We present results of a two-semester study to determine whether the inclusion of basic animation techniques in PowerPoint presentations provides an additional learning aid, inhibits learning, or has no effect on student learning for students in an introductory astronomy course. We found that (1) students perceive that animated slides are…

When Learning Disturbs Memory – Temporal Profile of Retroactive Interference of Learning on Memory Formation

PubMed Central

Sosic-Vasic, Zrinka; Hille, Katrin; Kröner, Julia; Spitzer, Manfred; Kornmeier, Jürgen

2018-01-01

Introduction: Consolidation is defined as the time necessary for memory stabilization after learning. In the present study we focused on effects of interference during the first 12 consolidation minutes after learning. Participants had to learn a set of German – Japanese word pairs in an initial learning task and a different set of German – Japanese word pairs in a subsequent interference task. The interference task started in different experimental conditions at different time points (0, 3, 6, and 9 min) after the learning task and was followed by subsequent cued recall tests. In a control experiment the interference periods were replaced by rest periods without any interference. Results: The interference task decreased memory performance by up to 20%, with negative effects at all interference time points and large variability between participants concerning both the time point and the size of maximal interference. Further, fast learners seem to be more affected by interference than slow learners. Discussion: Our results indicate that the first 12 min after learning are highly important for memory consolidation, without a general pattern concerning the precise time point of maximal interference across individuals. This finding raises doubts about the generalized learning recipes and calls for individuality of learning schedules. PMID:29503621

Mineralogy: a modern approach to teaching a traditional discipline

NASA Astrophysics Data System (ADS)

Cook, G. W.

2011-12-01

Mineralogy has traditionally been a primary component in undergraduate geoscience curriculum. In recent years, there has been a trend in which mineralogy and petrology have been combined into Earth Materials courses. This is unfortunate as these disciplines each have much to offer students, and content once considered essential is eliminated out of necessity. Mineralogy is still fundamental to students' understanding of the Earth and Earth processes. Using a modern approach to time-honored concepts, I teach a quarter-long Introductory Mineralogy class offered through the Scripps Institution of Oceanography at the University of California, San Diego. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material, confirming that mineralogy continues to be a valuable class into the 21st century. While much of the content remains similar to what has been taught over the last century, my strategy involves a well-balanced approach to old and new. The first third of the course is background including the relevance of mineralogy, crystal chemistry, and crystallography; the second third of the course is systematic mineralogy using the Dana system; the last third of the course is devoted to understanding optical mineralogy, using modern analytical equipment such as XRD and SEM, and learning to use the petrographic microscope. Throughout the quarter, a strong emphasis is placed on the importance of hand-sample identification. Field work, traditionally not emphasized in mineralogy courses, has been re-introduced to the curriculum. I use modern technology to facilitate and support student learning. A lecture-based approach is employed with carefully crafted and organized PowerPoint presentations. PowerPoint lectures can be effective and highly engaging. The key is to ensure that the lectures are not overly reliant on text, instead relying on diagrams, charts, photos, and embedded media such as 3-D animations (ex. to teach crystallography) in order to keep students actively involved. Open dialogue throughout the lecture between instructor and student stimulates questions and conversation regarding the material and encourages participation. Students also learn to operate the Rigaku XRD instrument, are introduced to the SEM, and use a variety of computer programs in assignments and projects. Throughout the class, I use scaffolding to emphasize and re-emphasize key concepts while maintaining a solid level of challenge and rigor as we progress through the topics. Student learning and comprehension has been maximized using a dynamic approach to teaching Mineralogy that combines old and new. In a recent Mineralogy class at UCSD that used the aforementioned techniques, students reported a high degree of satisfaction and learning: 100% strongly agreed (the highest rating) that lectures held their attention, that the course material was explained well, and recommended the course to others. 92% of students strongly agreed and 8% agreed that they learned a great deal from the course, and 85% of the students strongly agreed and 15% agreed that the course material was intellectually stimulating.

Right Care for the Right Patient Each and Every Time.

PubMed

Basavatia, Amar; Fret, Jose; Lukaj, Alex; Kuo, Hsiang; Yaparpalvi, Ravindra; Tome, Wolfgang A; Kalnicki, Shalom

2016-02-12

To implement a biometric patient identification system in the field of radiation oncology. A biometric system using palm vein scanning technology has been implemented to ensure the delivery of treatment to the correct patient each and every time. By interfacing a palm vein biometrics system (PVBS) (PatientSecure®, Imprivata, Lexington, Massachusetts) with the radiation oncology patient management system (ROPMS) (ARIA®, Varian Medical Systems, Palo Alto, California) one can integrate patient check-in at the front desk and identify and open the correct treatment record of the patient at the point of care prior to the initiation of the radiation therapy treatment. The learning time for the use of the software and palm scanner was extremely short. The staff at the front desk and treatment machines learned the procedures to use, clean, and care for the device in one hour's time. The first key to the success of the system is to have a policy and procedure in place; such a procedure was created and put in place in the department from the first day. The second key to the success is the actual hand placement on the scanner. Learning the proper placement and gently reminding patients from time to time was found to be efficient and to work well. The use of a biometric patient identification system employing palm vein technology allows one to ensure that the right care is delivered to the right patient each and every time. Documentation through the PVBS database now exists to show that this has taken place.

Identification of the Key Fields and Their Key Technical Points of Oncology by Patent Analysis

PubMed Central

Zhang, Ting; Chen, Juan; Jia, Xiaofeng

2015-01-01

Background This paper aims to identify the key fields and their key technical points of oncology by patent analysis. Methodology/Principal Findings Patents of oncology applied from 2006 to 2012 were searched in the Thomson Innovation database. The key fields and their key technical points were determined by analyzing the Derwent Classification (DC) and the International Patent Classification (IPC), respectively. Patent applications in the top ten DC occupied 80% of all the patent applications of oncology, which were the ten fields of oncology to be analyzed. The number of patent applications in these ten fields of oncology was standardized based on patent applications of oncology from 2006 to 2012. For each field, standardization was conducted separately for each of the seven years (2006–2012) and the mean of the seven standardized values was calculated to reflect the relative amount of patent applications in that field; meanwhile, regression analysis using time (year) and the standardized values of patent applications in seven years (2006–2012) was conducted so as to evaluate the trend of patent applications in each field. Two-dimensional quadrant analysis, together with the professional knowledge of oncology, was taken into consideration in determining the key fields of oncology. The fields located in the quadrant with high relative amount or increasing trend of patent applications are identified as key ones. By using the same method, the key technical points in each key field were identified. Altogether 116,820 patents of oncology applied from 2006 to 2012 were retrieved, and four key fields with twenty-nine key technical points were identified, including “natural products and polymers” with nine key technical points, “fermentation industry” with twelve ones, “electrical medical equipment” with four ones, and “diagnosis, surgery” with four ones. Conclusions/Significance The results of this study could provide guidance on the development direction of oncology, and also help researchers broaden innovative ideas and discover new technological opportunities. PMID:26599967

Identification of the Key Fields and Their Key Technical Points of Oncology by Patent Analysis.

PubMed

Zhang, Ting; Chen, Juan; Jia, Xiaofeng

2015-01-01

This paper aims to identify the key fields and their key technical points of oncology by patent analysis. Patents of oncology applied from 2006 to 2012 were searched in the Thomson Innovation database. The key fields and their key technical points were determined by analyzing the Derwent Classification (DC) and the International Patent Classification (IPC), respectively. Patent applications in the top ten DC occupied 80% of all the patent applications of oncology, which were the ten fields of oncology to be analyzed. The number of patent applications in these ten fields of oncology was standardized based on patent applications of oncology from 2006 to 2012. For each field, standardization was conducted separately for each of the seven years (2006-2012) and the mean of the seven standardized values was calculated to reflect the relative amount of patent applications in that field; meanwhile, regression analysis using time (year) and the standardized values of patent applications in seven years (2006-2012) was conducted so as to evaluate the trend of patent applications in each field. Two-dimensional quadrant analysis, together with the professional knowledge of oncology, was taken into consideration in determining the key fields of oncology. The fields located in the quadrant with high relative amount or increasing trend of patent applications are identified as key ones. By using the same method, the key technical points in each key field were identified. Altogether 116,820 patents of oncology applied from 2006 to 2012 were retrieved, and four key fields with twenty-nine key technical points were identified, including "natural products and polymers" with nine key technical points, "fermentation industry" with twelve ones, "electrical medical equipment" with four ones, and "diagnosis, surgery" with four ones. The results of this study could provide guidance on the development direction of oncology, and also help researchers broaden innovative ideas and discover new technological opportunities.

A Delphi-Based Approach for Detecting Key E-Learning Trends in Postgraduate Education: The Spanish Case

ERIC Educational Resources Information Center

Lopez-Catalan, Blanca; Bañuls, Victor A.

2017-01-01

Purpose: The purpose of this paper is to present the results of national level Delphi study carried out in Spain aimed at providing inputs for higher education administrators and decision makers about key e-learning trends for supporting postgraduate courses. Design/methodology/approach: The ranking of the e-learning trends is based on a…

The "7 Keys of the Dragon": An E-Learning Gamelike Environment for Albanian and Russian

ERIC Educational Resources Information Center

Revithiadou, Anthi; Kourtis-Kazoullis, Vasilia; Soukalopoulou, Maria; Konstantoudakis, Konstantinos; Zarras, Christos; Pelesoglou, Nestoras

2014-01-01

In this article we report on the development of an interactive open source extensible software, dubbed "The 7 Keys of the Dragon," for the teaching/learning of Albanian and Russian to students (9-12 years old) with the respective languages as their heritage languages. Based on the assumption that games in language learning are associated…

Motor Learning as Young Gymnast's Talent Indicator.

PubMed

di Cagno, Alessandra; Battaglia, Claudia; Fiorilli, Giovanni; Piazza, Marina; Giombini, Arrigo; Fagnani, Federica; Borrione, Paolo; Calcagno, Giuseppe; Pigozzi, Fabio

2014-12-01

Talent identification plans are designed to select young athletes with the ability to achieve future success in sports. The aim of the study was to verify the predictive value of coordination and precision in skill acquisition during motor learning, as indicators of talent. One hundred gymnasts, both cadets (aged 11.5 ± 0.5 yr.) and juniors (aged 13.3 ± 0.5 years), competing at the national level, were enrolled in the study. The assessment of motor coordination involved three tests of the validated Hirtz's battery (1985), and motor skill learning involved four technical tests, specific of rhythmic gymnastics. All the tests were correlated with ranking and performance scores reached by each gymnast in the 2011, 2012, and 2013 National Championships. Coordination tests were significantly correlated to 2013 Championships scores (p < 0.01) and ranking (p < 0.05) of elite cadet athletes. Precision, in skill acquisition test results, was positively and significantly associated with scores in 2013 (adj. R(2) = 0.26, p < 0.01). Gymnasts with the best results in coordination and motor learning tests went on to achieve better competition results in three- year time. Key pointsIn talent identification and selection procedures it is better to include the evaluation of coordination and motor learning ability.Motor learning assessment concerns performance improvement and the ability to develop it, rather than evaluating the athlete's current performance.In this manner talent identification processes should be focused on the future performance capabilities of athletes.

Motor Learning as Young Gymnast’s Talent Indicator

PubMed Central

di Cagno, Alessandra; Battaglia, Claudia; Fiorilli, Giovanni; Piazza, Marina; Giombini, Arrigo; Fagnani, Federica; Borrione, Paolo; Calcagno, Giuseppe; Pigozzi, Fabio

2014-01-01

Talent identification plans are designed to select young athletes with the ability to achieve future success in sports. The aim of the study was to verify the predictive value of coordination and precision in skill acquisition during motor learning, as indicators of talent. One hundred gymnasts, both cadets (aged 11.5 ± 0.5 yr.) and juniors (aged 13.3 ± 0.5 years), competing at the national level, were enrolled in the study. The assessment of motor coordination involved three tests of the validated Hirtz’s battery (1985), and motor skill learning involved four technical tests, specific of rhythmic gymnastics. All the tests were correlated with ranking and performance scores reached by each gymnast in the 2011, 2012, and 2013 National Championships. Coordination tests were significantly correlated to 2013 Championships scores (p < 0.01) and ranking (p < 0.05) of elite cadet athletes. Precision, in skill acquisition test results, was positively and significantly associated with scores in 2013 (adj. R2 = 0.26, p < 0.01). Gymnasts with the best results in coordination and motor learning tests went on to achieve better competition results in three- year time. Key points In talent identification and selection procedures it is better to include the evaluation of coordination and motor learning ability. Motor learning assessment concerns performance improvement and the ability to develop it, rather than evaluating the athlete’s current performance. In this manner talent identification processes should be focused on the future performance capabilities of athletes. PMID:25435768

Reinforcement Learning and Dopamine in Schizophrenia: Dimensions of Symptoms or Specific Features of a Disease Group?

PubMed Central

Deserno, Lorenz; Boehme, Rebecca; Heinz, Andreas; Schlagenhauf, Florian

2013-01-01

Abnormalities in reinforcement learning are a key finding in schizophrenia and have been proposed to be linked to elevated levels of dopamine neurotransmission. Behavioral deficits in reinforcement learning and their neural correlates may contribute to the formation of clinical characteristics of schizophrenia. The ability to form predictions about future outcomes is fundamental for environmental interactions and depends on neuronal teaching signals, like reward prediction errors. While aberrant prediction errors, that encode non-salient events as surprising, have been proposed to contribute to the formation of positive symptoms, a failure to build neural representations of decision values may result in negative symptoms. Here, we review behavioral and neuroimaging research in schizophrenia and focus on studies that implemented reinforcement learning models. In addition, we discuss studies that combined reinforcement learning with measures of dopamine. Thereby, we suggest how reinforcement learning abnormalities in schizophrenia may contribute to the formation of psychotic symptoms and may interact with cognitive deficits. These ideas point toward an interplay of more rigid versus flexible control over reinforcement learning. Pronounced deficits in the flexible or model-based domain may allow for a detailed characterization of well-established cognitive deficits in schizophrenia patients based on computational models of learning. Finally, we propose a framework based on the potentially crucial contribution of dopamine to dysfunctional reinforcement learning on the level of neural networks. Future research may strongly benefit from computational modeling but also requires further methodological improvement for clinical group studies. These research tools may help to improve our understanding of disease-specific mechanisms and may help to identify clinically relevant subgroups of the heterogeneous entity schizophrenia. PMID:24391603

Teaching EBP Using Game-Based Learning: Improving the Student Experience.

PubMed

Davidson, Sandra J; Candy, Laurie

2016-08-01

Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow. © 2016 Sigma Theta Tau International.

Context effects in a temporal discrimination task" further tests of the Scalar Expectancy Theory and Learning-to-Time models.

PubMed

Arantes, Joana; Machado, Armando

2008-07-01

Pigeons were trained on two temporal bisection tasks, which alternated every two sessions. In the first task, they learned to choose a red key after a 1-s signal and a green key after a 4-s signal; in the second task, they learned to choose a blue key after a 4-s signal and a yellow key after a 16-s signal. Then the pigeons were exposed to a series of test trials in order to contrast two timing models, Learning-to-Time (LeT) and Scalar Expectancy Theory (SET). The models made substantially different predictions particularly for the test trials in which the sample duration ranged from 1 s to 16 s and the choice keys were Green and Blue, the keys associated with the same 4-s samples: LeT predicted that preference for Green should increase with sample duration, a context effect, but SET predicted that preference for Green should not vary with sample duration. The results were consistent with LeT. The present study adds to the literature the finding that the context effect occurs even when the two basic discriminations are never combined in the same session.

Interrelations that foster learning: An investigation of two correlational studies.

PubMed

Phan, Huy P

2016-06-01

The theoretical tenets of academic engagement, as outlined by Schaufeli and colleagues, have received limited attention. There is credence to indicate that Schaufeli et al.'s conceptualization has educational implications. Extending this avenue of inquiry, we report two longitudinal studies that explore the motivation-related attributes of engagement within the framework of self-efficacy. A number of research questions were developed for examination-for example, does enactive learning experience influence academic achievement, via students' engrossment (i.e. absorption) of a subject matter? Does students' sense of resilience and persistence (i.e. vigor) heighten their self-efficacy beliefs for academic learning? For the two studies (Study 1: 311 Year 11 students; Study 2: 249 Year 12 students), utilizing different cohorts, we measured these constructs at multiple time points. Existing Likert-scale inventories were administered repeatedly, and data collected were analysed using causal modeling procedures. MPlus 7.2 yielded a number of key findings-for example: (a) the positive impact of Time 1 enactive learning experience on Time 2 absorption and vigor, (b) the positive impact of Time absorption on Time 3 self-efficacy, (c) the positive impact of Time 2 absorption on Time 4 achievement and (d) the positive impact of Time 1 self-efficacy on Time 2 absorption and vigor. © 2014 International Union of Psychological Science.

Factors affecting self-regulated learning in medical students: a qualitative study

PubMed Central

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students. PMID:26549046

Factors affecting self-regulated learning in medical students: a qualitative study.

PubMed

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

Impacts of visuomotor sequence learning methods on speed and accuracy: Starting over from the beginning or from the point of error.

PubMed

Tanaka, Kanji; Watanabe, Katsumi

2016-02-01

The present study examined whether sequence learning led to more accurate and shorter performance time if people who are learning a sequence start over from the beginning when they make an error (i.e., practice the whole sequence) or only from the point of error (i.e., practice a part of the sequence). We used a visuomotor sequence learning paradigm with a trial-and-error procedure. In Experiment 1, we found fewer errors, and shorter performance time for those who restarted their performance from the beginning of the sequence as compared to those who restarted from the point at which an error occurred, indicating better learning of spatial and motor representations of the sequence. This might be because the learned elements were repeated when the next performance started over from the beginning. In subsequent experiments, we increased the occasions for the repetitions of learned elements by modulating the number of fresh start points in the sequence after errors. The results showed that fewer fresh start points were likely to lead to fewer errors and shorter performance time, indicating that the repetitions of learned elements enabled participants to develop stronger spatial and motor representations of the sequence. Thus, a single or two fresh start points in the sequence (i.e., starting over only from the beginning or from the beginning or midpoint of the sequence after errors) is likely to lead to more accurate and faster performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Learning and owner-stranger effects on interspecific communication in domestic dogs (Canis familiaris).

PubMed

Elgier, Angel M; Jakovcevic, Adriana; Mustaca, Alba E; Bentosela, Mariana

2009-05-01

Domestic dogs are very successful at following human cues like gazing or pointing to find hidden food in an object choice task. They solve this kind of situation at their first attempts and from early stages of their development and perform better than wolves. Most of the authors proposed that these abilities are a domestication product, and independent from learning processes. There are few systematic studies on the effects of learning on dogs' communicative skills. We aim to evaluate the effect of extinction and reversal learning procedures on the use of the pointing gesture in an object choice task. The results showed that dogs stopped following the pointing cue in the extinction and that they learned to choose the not pointed container in the reversal learning. Results suggest that instrumental learning plays an important role in interspecific communication mechanisms between humans and dogs. In both experiments for half of the subjects the pointer was the owner and for the rest was a stranger. A differential effect was found: extinction was slower but reversal learning was faster when the owner gave the cue. This data indicates that the relationship of the dog with the person who emits the cue influences performance.

Learning: from association to cognition.

PubMed

Shanks, David R

2010-01-01

Since the very earliest experimental investigations of learning, tension has existed between association-based and cognitive theories. Associationism accounts for the phenomena of both conditioning and "higher" forms of learning via concepts such as excitation, inhibition, and reinforcement, whereas cognitive theories assume that learning depends on hypothesis testing, cognitive models, and propositional reasoning. Cognitive theories have received considerable impetus in regard to both human and animal learning from recent research suggesting that the key illustration of cue selection in learning, blocking, often arises from inferential reasoning. At the same time, a dichotomous view that separates noncognitive, unconscious (implicit) learning from cognitive, conscious (explicit) learning has gained favor. This review selectively describes key findings from this research, evaluates evidence for and against associative and cognitive explanatory constructs, and critically examines both the dichotomous view of learning as well as the claim that learning can occur unconsciously.

eLearning in education and advanced training in neuroradiology: introduction of a web-based teaching and learning application.

PubMed

Zajaczek, J E W; Götz, F; Kupka, T; Behrends, M; Haubitz, B; Donnerstag, F; Rodt, T; Walter, G F; Matthies, H K; Becker, H

2006-09-01

New information technologies offer the possibility of major improvements in the professional education and advanced training of physicians. The web-based, multimedia teaching and learning application Schoolbook has been created and utilized for neuroradiology. Schoolbook is technically based as a content management system and is realized in a LAMP environment. The content is generated with the help of the developed system and stored in a database. The layout is defined by a PHP application, and the webpages are generated from the system. Schoolbook is realized as an authoring tool so that it can be integrated into daily practice. This enables the teacher to autonomously process the content into the web-based application which is used for lectures, seminars and self-study. A multimedia case library is the central building block of Schoolbook for neuroradiology, whereby the learner is provided with original diagnostic and therapeutic data from numerous individual cases. The user can put individual emphasis on key learning points as there are various ways to work with the case histories. Besides the case-based way of teaching and learning, a systematically structured way of dealing with the content is available. eLearning offers various opportunities for teaching and learning in academic and scientific as well as in economic contexts. Web-based applications such as Schoolbook may be beneficial not only for basic university education but also for the realization of international educational programmes such as the European Master of Medical Science with a major in neuroradiology.

How do we learn to "kill" in volleyball?: The role of working memory capacity and expertise in volleyball motor learning.

PubMed

Bisagno, Elisa; Morra, Sergio

2018-03-01

This study examines young volleyball players' learning of increasingly complex attack gestures. The main purpose of the study was to examine the predictive role of a cognitive variable, working memory capacity (or "M capacity"), in the acquisition and development of motor skills in a structured sport. Pascual-Leone's theory of constructive operators (TCO) was used as a framework; it defines working memory capacity as the maximum number of schemes that can be simultaneously activated by attentional resources. The role of expertise in motor learning was also considered. The expertise of each athlete was assessed in terms of years of practice and number of training sessions per week. The participants were 120 volleyball players, aged between 6 and 26 years, who performed both working memory tests and practical tests of volleyball involving the execution of the "third touch" by means of technical gestures of varying difficulty. We proposed a task analysis of these different gestures framed within the TCO. The results pointed to a very clear dissociation. On the one hand, M capacity was the best predictor of correct motor performance, and a specific capacity threshold was found for learning each attack gesture. On the other hand, experience was the key for the precision of the athletic gestures. This evidence could underline the existence of two different cognitive mechanisms in motor learning. The first one, relying on attentional resources, is required to learn a gesture. The second one, based on repeated experience, leads to its automatization. Copyright © 2017 Elsevier Inc. All rights reserved.

A Comparative Study of Students’ Track and Field Technical Performance in Sport Education and in a Direct Instruction Approach

PubMed Central

Pereira, José; Hastie, Peter; Araújo, Rui; Farias, Cláudio; Rolim, Ramiro; Mesquita, Isabel

2015-01-01

This study examined students’ technical performances improvements in three track and field events (hurdles, shot put, and long jump) following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old) in 20, 45-minute lessons over 10 weeks. The students’ technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention), and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level. Key points The impact of each teaching approach in student learning was distinct. While in Sport Education the technical performance improvements spread throughout students of both genders and skill levels, in Direct Instruction significant improvements were exclusive to boys and students of higher skill level. The extended analysis in the current study, taking into account student gender and skill level, permitted a more comprehensive measure of the learning impact of the two approaches. More sophisticated analyses of the tasks and instructional strategies of each approach are encouraged. PMID:25729299

Hierarchical and symmetric infant image registration by robust longitudinal-example-guided correspondence detection

PubMed Central

Wu, Yao; Wu, Guorong; Wang, Li; Munsell, Brent C.; Wang, Qian; Lin, Weili; Feng, Qianjin; Chen, Wufan; Shen, Dinggang

2015-01-01

Purpose: To investigate anatomical differences across individual subjects, or longitudinal changes in early brain development, it is important to perform accurate image registration. However, due to fast brain development and dynamic tissue appearance changes, it is very difficult to align infant brain images acquired from birth to 1-yr-old. Methods: To solve this challenging problem, a novel image registration method is proposed to align two infant brain images, regardless of age at acquisition. The main idea is to utilize the growth trajectories, or spatial-temporal correspondences, learned from a set of longitudinal training images, for guiding the registration of two different time-point images with different image appearances. Specifically, in the training stage, an intrinsic growth trajectory is first estimated for each training subject using the longitudinal images. To register two new infant images with potentially a large age gap, the corresponding images patches between each new image and its respective training images with similar age are identified. Finally, the registration between the two new images can be assisted by the learned growth trajectories from one time point to another time point that have been established in the training stage. To further improve registration accuracy, the proposed method is combined with a hierarchical and symmetric registration framework that can iteratively add new key points in both images to steer the estimation of the deformation between the two infant brain images under registration. Results: To evaluate image registration accuracy, the proposed method is used to align 24 infant subjects at five different time points (2-week-old, 3-month-old, 6-month-old, 9-month-old, and 12-month-old). Compared to the state-of-the-art methods, the proposed method demonstrated superior registration performance. Conclusions: The proposed method addresses the difficulties in the infant brain registration and produces better results compared to existing state-of-the-art registration methods. PMID:26133617

A Life Long of Learning: Elements for a Policy Agenda. The Six Key Messages of the European Memorandum in a Dutch Perspective.

ERIC Educational Resources Information Center

Doets, Cees; Westerhuis, Anneke

This report organizes the discussion of six key messages from the European Union's Memorandum on Lifelong Learning that stressed the importance of lifelong learning for all citizens in the member states. Before considering the messages, Chapters 1-3 discuss the following three characteristic trends in the Netherlands in the area of lifelong…

Key Features of High-Quality Policies and Guidelines to Support Social and Emotional Learning: Recommendations and Examples for the Collaborating States Initiative (CSI)

ERIC Educational Resources Information Center

Dusenbury, Linda; Yoder, Nick

2017-01-01

The current document serves two purposes. First, it provides an overview of six key features of a high-quality, comprehensive package of policies and guidance to support student social and emotional learning (SEL). These features are based on Collaborative for Academic Social, and Emotional Learning's (CASEL's) review of the research literature on…

Key Data on Learning and Innovation through ICT at School in Europe 2011

ERIC Educational Resources Information Center

Ranguelov, Stanislav; Horvath, Anna; Dalferth, Simon; Noorani, Sogol

2011-01-01

This report on Key Data on Learning and Innovation through ICT at School in Europe 2011 builds on the previous Eurydice publications on information and communication technology in schools in Europe. It also aims to extend the theoretical framework by looking not only at the teaching and learning of ICT but also at the use of ICT to promote…

Key Skills for Co-Learning and Co-Inquiry in Two Open Platforms: A Massive Portal (EDUCARED) and a Personal Environment (weSPOT)

ERIC Educational Resources Information Center

Okada, Alexandra; Serra, Antonio Roberto Coelho; Ribeiro, Silvar Ferreira; da Conceição Pinto, Sônia Maria

2015-01-01

This paper presents a qualitative investigation on key skills for co-learning and co-inquiry in the digital age. The method applied was cyber-ethnography with asynchronous observation (forum and wiki) and synchronous discussions (webconference) for analysing skills developed by a co-learning community. This study focuses on participants from…

Virtual patients in the acquisition of clinical reasoning skills: does presentation mode matter? A quasi-randomized controlled trial.

PubMed

Schubach, Fabian; Goos, Matthias; Fabry, Götz; Vach, Werner; Boeker, Martin

2017-09-15

The objective of this study is to compare two different instructional methods in the curricular use of computerized virtual patients in undergraduate medical education. We aim to investigate whether using many short and focused cases - the key feature principle - is more effective for the learning of clinical reasoning skills than using few long and systematic cases. We conducted a quasi-randomized, non-blinded, controlled parallel-group intervention trial in a large medical school in Southwestern Germany. During two seminar sessions, fourth- and fifth-year medical students (n = 56) worked on the differential diagnosis of the acute abdomen. The educational tool - virtual patients - was the same, but the instructional method differed: In one trial arm, students worked on multiple short cases, with the instruction being focused only on important elements ("key feature arm", n = 30). In the other trial arm, students worked on few long cases, with the instruction being comprehensive and systematic ("systematic arm", n = 26). The overall training time was the same in both arms. The students' clinical reasoning capacity was measured by a specifically developed instrument, a script concordance test. Their motivation and the perceived effectiveness of the instruction were assessed using a structured evaluation questionnaire. Upon completion of the script concordance test with a reference score of 80 points and a standard deviation of 5 for experts, students in the key feature arm attained a mean of 57.4 points (95% confidence interval: 50.9-63.9), and in the systematic arm, 62.7 points (57.2-68.2), with Cohen's d at 0.337. The difference is statistically non-significant (p = 0.214). In the evaluation survey, students in the key feature arm indicated that they experienced more time pressure and perceived the material as more difficult. In this study powered for a medium effect, we could not provide empirical evidence for the hypothesis that a key feature-based instruction on multiple short cases is superior to a systematic instruction on few long cases in the curricular implementation of virtual patients. The results of the evaluation survey suggest that learners should be given enough time to work through case examples, and that caution should be taken to prevent cognitive overload.

Evaluating the substantive effectiveness of SEA: Towards a better understanding

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

Doren, D. van; Driessen, P.P.J., E-mail: p.driessen@uu.nl; Schijf, B.

Evaluating the substantive effectiveness of strategic environmental assessment (SEA) is vital in order to know to what extent the tool fulfills its purposes and produces expected results. However, the studies that have evaluated the substantive effectiveness of SEA produce varying outcomes as regards the tool's contribution to decision-making and have used a variety of approaches to appraise its effectiveness. The aim of this article is to discuss the theoretical concept of SEA substantive effectiveness and to present a new approach that can be applied for evaluation studies. The SEA effectiveness evaluation framework that will be presented is composed of conceptsmore » of, and approaches to, SEA effectiveness derived from SEA literature and planning theory. Lessons for evaluation can be learned from planning theory in particular, given its long history of analyzing and understanding how sources of information and decisions affect (subsequent) decision-making. Key concepts of this new approach are 'conformance' and 'performance'. In addition, this article presents a systematic overview of process and context factors that can explain SEA effectiveness, derived from SEA literature. To illustrate the practical value of our framework for the assessment and understanding of substantive effectiveness of SEA, three Dutch SEA case studies are examined. The case studies have confirmed the usefulness of the SEA effectiveness assessment framework. The framework proved helpful in order to describe the cumulative influence of the three SEAs on decision-making and the ultimate plan. - Highlights: Black-Right-Pointing-Pointer A new framework to evaluate the substantive effectiveness of SEA is presented. Black-Right-Pointing-Pointer The framework is based on two key concepts: 'conformance' and 'performance.' Black-Right-Pointing-Pointer The practical applicability of the framework is demonstrated by three Dutch cases. Black-Right-Pointing-Pointer The framework allows for a more systematic understanding of SEA effectiveness. Black-Right-Pointing-Pointer Finally, this paper presents explanations for SEA effectiveness.« less

Recognition method of construction conflict based on driver's eye movement.

PubMed

Xu, Yi; Li, Shiwu; Gao, Song; Tan, Derong; Guo, Dong; Wang, Yuqiong

2018-04-01

Drivers eye movement data in simulated construction conflicts at different speeds were collected and analyzed to find the relationship between the drivers' eye movement and the construction conflict. On the basis of the relationship between the drivers' eye movement and the construction conflict, the peak point of wavelet processed pupil diameter, the first point on the left side of the peak point and the first blink point after the peak point are selected as key points for locating construction conflict periods. On the basis of the key points and the GSA, a construction conflict recognition method so called the CCFRM is proposed. And the construction conflict recognition speed and location accuracy of the CCFRM are verified. The good performance of the CCFRM verified the feasibility of proposed key points in construction conflict recognition. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Python Spectral Analysis Tool (PySAT) for Powerful, Flexible, and Easy Preprocessing and Machine Learning with Point Spectral Data

NASA Astrophysics Data System (ADS)

Anderson, R. B.; Finch, N.; Clegg, S. M.; Graff, T.; Morris, R. V.; Laura, J.

2018-04-01

The PySAT point spectra tool provides a flexible graphical interface, enabling scientists to apply a wide variety of preprocessing and machine learning methods to point spectral data, with an emphasis on multivariate regression.

Starting Point: Pedagogic Resources for Teaching and Learning Economics

ERIC Educational Resources Information Center

Maier, Mark H.; McGoldrick, KimMarie; Simkins, Scott P.

2012-01-01

This article describes Starting Point: Teaching and Learning Economics, a Web-based portal that makes innovative pedagogic resources and effective teaching practices easily accessible to economists. Starting Point introduces economists to teaching innovations through 16 online modules, each containing a general description of a specific pedagogic…

Navigational Aids: The Phenomenology of Transformative Learning

ERIC Educational Resources Information Center

Mälkki, Kaisu; Green, Larry

2014-01-01

Although the notion of transformative learning points to a desirable destination for educational endeavors, the difficulty in the journey is often neglected. Our intention is to map the experiential micro-processes involved in transformative learning such that the phenomenon is illuminated from a first-person rather than third-person point of…

Semi-automated quantitative Drosophila wings measurements.

PubMed

Loh, Sheng Yang Michael; Ogawa, Yoshitaka; Kawana, Sara; Tamura, Koichiro; Lee, Hwee Kuan

2017-06-28

Drosophila melanogaster is an important organism used in many fields of biological research such as genetics and developmental biology. Drosophila wings have been widely used to study the genetics of development, morphometrics and evolution. Therefore there is much interest in quantifying wing structures of Drosophila. Advancement in technology has increased the ease in which images of Drosophila can be acquired. However such studies have been limited by the slow and tedious process of acquiring phenotypic data. We have developed a system that automatically detects and measures key points and vein segments on a Drosophila wing. Key points are detected by performing image transformations and template matching on Drosophila wing images while vein segments are detected using an Active Contour algorithm. The accuracy of our key point detection was compared against key point annotations of users. We also performed key point detection using different training data sets of Drosophila wing images. We compared our software with an existing automated image analysis system for Drosophila wings and showed that our system performs better than the state of the art. Vein segments were manually measured and compared against the measurements obtained from our system. Our system was able to detect specific key points and vein segments from Drosophila wing images with high accuracy.

Understanding the essential elements of work-based learning and its relevance to everyday clinical practice.

PubMed

Williams, Caroline

2010-09-01

To critically review the work-based learning literature and explore the implications of the findings for the development of work-based learning programmes. With NHS budgets under increasing pressure, and challenges to the impact of classroom-based learning on patient outcomes, work-based learning is likely to come under increased scrutiny as a potential solution. Evidence from higher education institutions suggests that work-based learning can improve practice, but in many cases it is perceived as little more than on-the-job training to perform tasks. The CINAHL database was searched using the keywords work-based learning, work-place learning and practice-based learning. Those articles that had a focus on post-registration nursing were selected and critically reviewed. Using the review of the literature, three key issues were explored. Work-based learning has the potential to change practice. Learning how to learn and critical reflection are key features. For effective work-based learning nurses need to take control of their own learning, receive support to critically reflect on their practice and be empowered to make changes to that practice. A critical review of the literature has identified essential considerations for the implementation of work-based learning. A change in culture from classroom to work-based learning requires careful planning and consideration of learning cultures. To enable effective work-based learning, nurse managers need to develop a learning culture in their workplace. They should ensure that skilled facilitation is provided to support staff with critical reflection and effecting changes in practice. CONTRIBUTION TO NEW KNOWLEDGE: This paper has identified three key issues that need to be considered in the development of work-based learning programmes. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development.

PubMed

Van Hoof, Thomas J; Doyle, Terrence J

2018-01-15

Learning science is an emerging interdisciplinary field that offers educators key insights about what happens in the brain when learning occurs. In addition to explanations about the learning process, which includes memory and involves different parts of the brain, learning science offers effective strategies to inform the planning and implementation of activities and programs in continuing education and continuing professional development. This article provides a brief description of learning, including the three key steps of encoding, consolidation and retrieval. The article also introduces four major learning-science strategies, known as distributed learning, retrieval practice, interleaving, and elaboration, which share the importance of considerable practice. Finally, the article describes how learning science aligns with the general findings from the most recent synthesis of systematic reviews about the effectiveness of continuing medical education.

Effectiveness of multimedia-supported education in practical sports courses.

PubMed

Leser, Roland; Baca, Arnold; Uhlig, Johannes

2011-01-01

Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn't affect the learning effects. Key pointsMultimedia-assisted learning showed no positive learning effects on technical skills in soccer.Multimedia-assisted learning showed no positive learning effects on tactical skills in soccer.Students participating in practical sports courses have very good attitudes towards the use of multi-media learning material. This may be considered for motivational effects.

Effectiveness of Multimedia-Supported Education in Practical Sports Courses

PubMed Central

Leser, Roland; Baca, Arnold; Uhlig, Johannes

2011-01-01

Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn’t affect the learning effects. Key points Multimedia-assisted learning showed no positive learning effects on technical skills in soccer. Multimedia-assisted learning showed no positive learning effects on tactical skills in soccer. Students participating in practical sports courses have very good attitudes towards the use of multi-media learning material. This may be considered for motivational effects. PMID:24149313

Water governance: learning by developing adaptive capacity to incorporate climate variability and change.

PubMed

Kashyap, A

2004-01-01

There is increasing evidence that global climate variability and change is affecting the quality and availability of water supplies. Integrated water resources development, use, and management strategies, represent an effective approach to achieve sustainable development of water resources in a changing environment with competing demands. It is also a key to achieving the Millennium Development Goals. It is critical that integrated water management strategies must incorporate the impacts of climate variability and change to reduce vulnerability of the poor, strengthen sustainable livelihoods and support national sustainable development. UNDP's strategy focuses on developing adaptation in the water governance sector as an entry point within the framework of poverty reduction and national sustainable development. This strategy aims to strengthen the capacity of governments and civil society organizations to have access to early warning systems, ability to assess the impact of climate variability and change on integrated water resources management, and developing adaptation intervention through hands-on learning by undertaking pilot activities.

Detecting Disease in Radiographs with Intuitive Confidence

PubMed Central

2015-01-01

This paper argues in favor of a specific type of confidence for use in computer-aided diagnosis and disease classification, namely, sine/cosine values of angles represented by points on the unit circle. The paper shows how this confidence is motivated by Chinese medicine and how sine/cosine values are directly related with the two forces Yin and Yang. The angle for which sine and cosine are equal (45°) represents the state of equilibrium between Yin and Yang, which is a state of nonduality that indicates neither normality nor abnormality in terms of disease classification. The paper claims that the proposed confidence is intuitive and can be readily understood by physicians. The paper underpins this thesis with theoretical results in neural signal processing, stating that a sine/cosine relationship between the actual input signal and the perceived (learned) input is key to neural learning processes. As a practical example, the paper shows how to use the proposed confidence values to highlight manifestations of tuberculosis in frontal chest X-rays. PMID:26495433

Mentoring Among Scientists: Implications of Interpersonal Relationships within a Formal Mentoring Program

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

Bryan D. Maughan

2006-11-01

Mentoring is an established strategy for learning that has its root in antiquity. Most, if not all, successful scientists and engineers had an effective mentor at some point in their career. In the context of scientists and engineers, mentoring has been undefined. Reports addressing critical concerns regarding the future of science and engineering in the U.S. mention the practice of mentoring a priori, leaving organizations without guidance in its application. Preliminary results from this study imply that formal mentoring can be effective when properly defined and operationalized. Recognizing the uniqueness of the individual in a symbiotic mentor-protégé relationship significantly influencesmore » a protégé’s learning experience which carries repercussions into their career intentions. The mentor-protégé relationship is a key factor in succession planning and preserving and disseminating critical information and tacit knowledge essential to the development of leadership in the science and technological industry.« less

Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction

NASA Astrophysics Data System (ADS)

Marino, Matthew T.; Israel, Maya; Beecher, Constance C.; Basham, James D.

2013-10-01

Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students' reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students' use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified.

Impairment in long-term memory formation and learning-dependent synaptic plasticity in mice lacking glycogen synthase in the brain

PubMed Central

Duran, Jordi; Saez, Isabel; Gruart, Agnès; Guinovart, Joan J; Delgado-García, José M

2013-01-01

Glycogen is the only carbohydrate reserve of the brain, but its overall contribution to brain functions remains unclear. Although it has traditionally been considered as an emergency energetic reservoir, increasing evidence points to a role of glycogen in the normal activity of the brain. To address this long-standing question, we generated a brain-specific Glycogen Synthase knockout (GYS1Nestin-KO) mouse and studied the functional consequences of the lack of glycogen in the brain under alert behaving conditions. These animals showed a significant deficiency in the acquisition of an associative learning task and in the concomitant activity-dependent changes in hippocampal synaptic strength. Long-term potentiation (LTP) evoked in the hippocampal CA3-CA1 synapse was also decreased in behaving GYS1Nestin-KO mice. These results unequivocally show a key role of brain glycogen in the proper acquisition of new motor and cognitive abilities and in the underlying changes in synaptic strength. PMID:23281428

Kamstrupp's wow-effect: re-examined and expanded

NASA Astrophysics Data System (ADS)

King, Elizabeth M.; Dickmann, Ellyn M.; Johnson, Barbara Z.

2016-12-01

This review examines Anne Katrine Kamstrupp's article "The wow-effect in science teacher education; technology; sociomateriality." In the discussion below we explore three key areas of her ethnographic research. First, we reconsider Kamstrupp's article through the lens of technology as a pedagogical choice and philosophy. This is followed by our discussion of aspects of her study within the context of a basic understanding that entry-level pre-service teachers need to fully understand both the process of learning and scientific principles as these are important foundational factors in determining whether or not the wow-effect will occur as expected. Finally, our review team presents multiple areas in Kamstrupp's article as potential points for further elaboration.

Point-of-Purchase Advertising. Learning Activity.

ERIC Educational Resources Information Center

Shackelford, Ray

1998-01-01

In this technology education activity, students learn the importance of advertising, conduct a day-long survey of advertising strategies, and design and produce a tabletop point-of-purchase advertisement. (JOW)

NSDC Policy Points. Volume 1, Number 4

ERIC Educational Resources Information Center

National Staff Development Council, 2009

2009-01-01

"NSDC Policy Points" is a newsletter published by the National Staff Development Council (NSDC). This issue of "NSDC Policy Points" discusses why collaborative learning is critical to professional development. Included in this newsletter is an article about team learning in Cedar Rapids, Iowa. [For Volume 1, Number 3 of…

Focus in Grade 8: Teaching with Curriculum Focal Points

ERIC Educational Resources Information Center

Schielack, Jane

2010-01-01

This book describes and illustrates learning paths for the mathematical concepts and skills of each grade 8 Focal Point as presented in Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. It includes representational supports for teaching and learning that can facilitate understanding, stimulate productive discussions about…

Training in Good Psychiatric Management for Borderline Personality Disorder in Residency: An Aide to Learning Supportive Psychotherapy for Challenging-to-Treat Patients.

PubMed

Bernanke, Joel; McCommon, Benjamin

2018-01-01

Given many competing demands, psychotherapy training to competency is difficult during psychiatric residency. Good Psychiatric Management for borderline personality disorder (GPM) offers an evidence-based, simplified, psychodynamically informed framework for the outpatient management of patients with borderline personality disorder, one of the most challenging disorders psychiatric residents must learn to treat. In this article, we provide an overview of GPM, and show that training in GPM meets a requirement for training in supportive psychotherapy; builds on psychodynamic psychotherapy training; and applies to other severe personality disorders, especially narcissistic personality disorder. We describe the interpersonal hypersensitivity model used in GPM as a straightforward way for clinicians to collaborate with patients in organizing approaches to psychoeducation, treatment goals, case management, use of multiple treatment modalities, and safety. A modification of the interpersonal hypersensitivity model that includes intra-personal hypersensitivity can be used to address narcissistic problems often present in borderline personality disorder. We argue that these features make GPM ideally suited for psychiatry residents in treating their most challenging patients, provide clinical examples to illustrate these points, and report the key lessons learned by a psychiatry resident after a year of GPM supervision.

Estimation of Alpine Skier Posture Using Machine Learning Techniques

PubMed Central

Nemec, Bojan; Petrič, Tadej; Babič, Jan; Supej, Matej

2014-01-01

High precision Global Navigation Satellite System (GNSS) measurements are becoming more and more popular in alpine skiing due to the relatively undemanding setup and excellent performance. However, GNSS provides only single-point measurements that are defined with the antenna placed typically behind the skier's neck. A key issue is how to estimate other more relevant parameters of the skier's body, like the center of mass (COM) and ski trajectories. Previously, these parameters were estimated by modeling the skier's body with an inverted-pendulum model that oversimplified the skier's body. In this study, we propose two machine learning methods that overcome this shortcoming and estimate COM and skis trajectories based on a more faithful approximation of the skier's body with nine degrees-of-freedom. The first method utilizes a well-established approach of artificial neural networks, while the second method is based on a state-of-the-art statistical generalization method. Both methods were evaluated using the reference measurements obtained on a typical giant slalom course and compared with the inverted-pendulum method. Our results outperform the results of commonly used inverted-pendulum methods and demonstrate the applicability of machine learning techniques in biomechanical measurements of alpine skiing. PMID:25313492

Active-Learning Instruction on Emergency Contraception Counseling

PubMed Central

Young, Shardae; Vest, Kathleen

2013-01-01

Objective. To increase pharmacy students’ knowledge of and confidence in counseling patients regarding emergency contraception and to identify any barriers to counseling patients about emergency contraception. Design. Approximately 200 third-year pharmacy students participated in the Women’s Health Therapeutics workshop at Midwestern University Chicago College of Pharmacy. Students observed a 5-minute skit of a counseling session on emergency contraception and then were asked to pair up with a classmate and practice counseling each other regarding the use of emergency contraception following a checklist of key points. Assessment. One hundred eighty-nine students completed pre- and post-workshop survey instruments. Students’ knowledge scores increased from 86% to 93% (p<0.001). Approximately 25% of the students stated they were confident in counseling patients on emergency contraception before completing the active-learning exercise compared to 58.5% after (p<0.001). The most common barrier to counseling that students identified on the pre- and post-workshop survey was lack of knowledge. Conclusion. Participation in an active-learning exercise significantly increased pharmacy students’ knowledge of and confidence in counseling patients regarding emergency contraception and significantly reduced several barriers to counseling identified prior to participation. PMID:23788815

What Campuses Need to Know about Organizational Learning and the Learning Organization

ERIC Educational Resources Information Center

Kezar, Adrianna

2005-01-01

This chapter provides an overview of the literature on organizational learning and the learning organization, sets out key concepts in each area, and reviews the way that organizational learning and the learning organization have been applied within higher education.

Missouri Program Highlights How Standards Make a Difference

ERIC Educational Resources Information Center

Killion, Joellen

2017-01-01

Professional development designed to integrate key features of research-based professional learning has positive and significant effects on teacher practice and student achievement in mathematics when implemented in schools that meet specified technology-readiness criteria. Key features of research-based professional learning include intensive…

Techniques for improving transients in learning control systems

NASA Technical Reports Server (NTRS)

Chang, C.-K.; Longman, Richard W.; Phan, Minh

1992-01-01

A discrete modern control formulation is used to study the nature of the transient behavior of the learning process during repetitions. Several alternative learning control schemes are developed to improve the transient performance. These include a new method using an alternating sign on the learning gain, which is very effective in limiting peak transients and also very useful in multiple-input, multiple-output systems. Other methods include learning at an increasing number of points progressing with time, or an increasing number of points of increasing density.

Adult Learning in Health Professions Education

ERIC Educational Resources Information Center

Bierema, Laura L.

2018-01-01

This chapter focuses on the process of learning in health professions education (HPE) in terms of key issues that shape HPE learning and essential strategies for promoting and facilitating learning among professionals.

Summary and Synthesis: How to Present a Research Proposal.

PubMed

Setia, Maninder Singh; Panda, Saumya

2017-01-01

This concluding module attempts to synthesize the key learning points discussed during the course of the previous ten sets of modules on methodology and biostatistics. The objective of this module is to discuss how to present a model research proposal, based on whatever was discussed in the preceding modules. The lynchpin of a research proposal is the protocol, and the key component of a protocol is the study design. However, one must not neglect the other areas, be it the project summary through which one catches the eyes of the reviewer of the proposal, or the background and the literature review, or the aims and objectives of the study. Two critical areas in the "methods" section that cannot be emphasized more are the sampling strategy and a formal estimation of sample size. Without a legitimate sample size, none of the conclusions based on the statistical analysis would be valid. Finally, the ethical parameters of the study should be well understood by the researchers, and that should get reflected in the proposal.

Summary and Synthesis: How to Present a Research Proposal

PubMed Central

Setia, Maninder Singh; Panda, Saumya

2017-01-01

This concluding module attempts to synthesize the key learning points discussed during the course of the previous ten sets of modules on methodology and biostatistics. The objective of this module is to discuss how to present a model research proposal, based on whatever was discussed in the preceding modules. The lynchpin of a research proposal is the protocol, and the key component of a protocol is the study design. However, one must not neglect the other areas, be it the project summary through which one catches the eyes of the reviewer of the proposal, or the background and the literature review, or the aims and objectives of the study. Two critical areas in the “methods” section that cannot be emphasized more are the sampling strategy and a formal estimation of sample size. Without a legitimate sample size, none of the conclusions based on the statistical analysis would be valid. Finally, the ethical parameters of the study should be well understood by the researchers, and that should get reflected in the proposal. PMID:28979004

Cytokine-mediated blood brain barrier disruption as a conduit for cancer/chemotherapy-associated neurotoxicity and cognitive dysfunction.

PubMed

Wardill, Hannah R; Mander, Kimberley A; Van Sebille, Ysabella Z A; Gibson, Rachel J; Logan, Richard M; Bowen, Joanne M; Sonis, Stephen T

2016-12-15

Neurotoxicity is a common side effect of chemotherapy treatment, with unclear molecular mechanisms. Clinical studies suggest that the most frequent neurotoxic adverse events affect memory and learning, attention, concentration, processing speeds and executive function. Emerging preclinical research points toward direct cellular toxicity and induction of neuroinflammation as key drivers of neurotoxicity and subsequent cognitive impairment. Emerging data now show detectable levels of some chemotherapeutic agents within the CNS, indicating potential disruption of blood brain barrier integrity or transport mechanisms. Blood brain barrier disruption is a key aspect of many neurocognitive disorders, particularly those characterized by a proinflammatory state. Importantly, many proinflammatory mediators able to modulate the blood brain barrier are generated by tissues and organs that are targets for chemotherapy-associated toxicities. This review therefore aims to explore the hypothesis that peripherally derived inflammatory cytokines disrupt blood brain barrier permeability, thereby increasing direct access of chemotherapeutic agents into the CNS to facilitate neuroinflammation and central neurotoxicity. © 2016 UICC.

Prediction of HDR quality by combining perceptually transformed display measurements with machine learning

NASA Astrophysics Data System (ADS)

Choudhury, Anustup; Farrell, Suzanne; Atkins, Robin; Daly, Scott

2017-09-01

We present an approach to predict overall HDR display quality as a function of key HDR display parameters. We first performed subjective experiments on a high quality HDR display that explored five key HDR display parameters: maximum luminance, minimum luminance, color gamut, bit-depth and local contrast. Subjects rated overall quality for different combinations of these display parameters. We explored two models | a physical model solely based on physically measured display characteristics and a perceptual model that transforms physical parameters using human vision system models. For the perceptual model, we use a family of metrics based on a recently published color volume model (ICT-CP), which consists of the PQ luminance non-linearity (ST2084) and LMS-based opponent color, as well as an estimate of the display point spread function. To predict overall visual quality, we apply linear regression and machine learning techniques such as Multilayer Perceptron, RBF and SVM networks. We use RMSE and Pearson/Spearman correlation coefficients to quantify performance. We found that the perceptual model is better at predicting subjective quality than the physical model and that SVM is better at prediction than linear regression. The significance and contribution of each display parameter was investigated. In addition, we found that combined parameters such as contrast do not improve prediction. Traditional perceptual models were also evaluated and we found that models based on the PQ non-linearity performed better.

Using concept mapping principles in PowerPoint.

PubMed

Kinchin, I M; Cabot, L B

2007-11-01

The use of linear PowerPoint templates to support lectures may inadvertently encourage dental students to adopt a passive approach to learning and a narrow appreciation of the field of study. Such presentations may support short-term learning gains and validate assessment regimes that promote surface learning approaches at the expense of developing a wider appreciation of the field that is necessary for development of clinical expertise. Exploitation of concept mapping principles can provide a balance for the negative learning behaviour that is promoted by the unreflective use of PowerPoint. This increases the opportunities for students to access holistic knowledge structures that are indicators of expertise. We illustrate this using the example of partial denture design and show that undergraduates' grasp of learning and teaching issues is sufficiently sophisticated for them to appreciate the implications of varying the mode of presentation. Our findings indicate that students understand the strategic value of bullet-pointed presentations for short-term assessment goals and the benefits of deep learning mediated by concept mapping that may support longer term professional development. Students are aware of the tension between these competing agendas.

Getting Ready for the "School of the Future": Key Questions and Tentative Answers

NASA Astrophysics Data System (ADS)

Ott, Michela; Pozzi, Francesca

This paper explores some key aspects of "today's school", as opposed to those that have characterized "yesterday's school", with the final aim of shedding light on "tomorrow's school". In this direction, the paper puts forward tentative answers to some key questions related to the new characteristics and roles of teachers and students (main actors of the learning process) and the new features/ potentialities of contemporary educational tools which, in turn, require the enactment of innovative pedagogical approaches and educational methods. The emerging picture of the present learning landscape helps in figuring out a future situation where learning possibilities are substantially increased.

Learning Spaces Framework: Learning in an Online World

ERIC Educational Resources Information Center

Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2008

2008-01-01

"Contemporary learning--learning in an online world" describes the integrated nature of the highly technological world in which young people live and learn. A key priority is to design learning spaces that integrate technologies: engaging students in ways not previously possible; creating new learning and teaching possibilities;…

The 3 R's of Learning Time: Rethink, Reshape, Reclaim

ERIC Educational Resources Information Center

Sackey, Shera Carter

2012-01-01

The Learning School Alliance is a network of schools collaborating about professional practice. The network embodies Learning Forward's purpose to advance effective job-embedded professional learning that leads to student outcomes. A key component of Learning Forward's Standards for Professional Learning is a focus on collaborative learning,…

Learning to Learn in the European Reference Framework for Lifelong Learning

ERIC Educational Resources Information Center

Pirrie, Anne; Thoutenhoofd, Ernst D.

2013-01-01

This article explores the construction of learning to learn that is implicit in the document "Key Competences for Lifelong Learning--European Reference Framework" and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a fluid sociality rather than the…

Use of a Closed-Loop Tracking Algorithm for Orientation Bias Determination of an S-Band Ground Station

NASA Technical Reports Server (NTRS)

Welch, Bryan W.; Piasecki, Marie T.; Schrage, Dean S.

2015-01-01

The Space Communications and Navigation (SCaN) Testbed project completed installation and checkout testing of a new S-Band ground station at the NASA Glenn Research Center in Cleveland, Ohio in 2015. As with all ground stations, a key alignment process must be conducted to obtain offset angles in azimuth (AZ) and elevation (EL). In telescopes with AZ-EL gimbals, this is normally done with a two-star alignment process, where telescope-based pointing vectors are derived from catalogued locations with the AZ-EL bias angles derived from the pointing vector difference. For an antenna, the process is complicated without an optical asset. For the present study, the solution was to utilize the gimbal control algorithms closed-loop tracking capability to acquire the peak received power signal automatically from two distinct NASA Tracking and Data Relay Satellite (TDRS) spacecraft, without a human making the pointing adjustments. Briefly, the TDRS satellite acts as a simulated optical source and the alignment process proceeds exactly the same way as a one-star alignment. The data reduction process, which will be discussed in the paper, results in two bias angles which are retained for future pointing determination. Finally, the paper compares the test results and provides lessons learned from the activity.

Foreign Languages: Key Links in the Chain of Learning.

ERIC Educational Resources Information Center

Mead, Robert G., Jr., Ed.

The articles discuss the necessity of including foreign language as an integral part of the curriculum at all levels of instruction. The following chapters are included: "Elementary School Foreign Language: Key Link in the Chain of Learning" (rationale, innovations, immersion programs, and interdisciplinary approaches); "Foreign…

Libraries and Learning

ERIC Educational Resources Information Center

Rainie, Lee

2016-01-01

The majority of Americans think local libraries serve the educational needs of their communities and families pretty well and library users often outpace others in learning activities. But many do not know about key education services libraries provide. This report provides statistics on library usage and presents key education services provided…

What Do Professional Learning Policies Say about Purposes of Teacher Education?

ERIC Educational Resources Information Center

Kennedy, Aileen

2015-01-01

Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states' economic competitiveness. This globally accepted policy "hypernarrative" is driving reform of teacher education policy internationally. This article seeks to analyse some key features of contemporary…

Group work as an incentive for learning – students’ experiences of group work

PubMed Central

Hammar Chiriac, Eva

2014-01-01

Group work is used as a means for learning at all levels in educational systems. There is strong scientific support for the benefits of having students learning and working in groups. Nevertheless, studies about what occurs in groups during group work and which factors actually influence the students’ ability to learn is still lacking. Similarly, the question of why some group work is successful and other group work results in the opposite is still unsolved. The aim of this article is to add to the current level of knowledge and understandings regarding the essence behind successful group work in higher education. This research is focused on the students’ experiences of group work and learning in groups, which is an almost non-existing aspect of research on group work prior to the beginning of the 21st century. A primary aim is to give university students a voice in the matter by elucidating the students’ positive and negative points of view and how the students assess learning when working in groups. Furthermore, the students’ explanations of why some group work ends up being a positive experience resulting in successful learning, while in other cases, the result is the reverse, are of interest. Data were collected through a study-specific questionnaire, with multiple choice and open-ended questions. The questionnaires were distributed to students in different study programs at two universities in Sweden. The present result is based on a reanalysis and qualitative analysis formed a key part of the study. The results indicate that most of the students’ experiences involved group work that facilitated learning, especially in the area of academic knowledge. Three important prerequisites (learning, study-social function, and organization) for group work that served as an effective pedagogy and as an incentive for learning were identified and discussed. All three abstractions facilitate or hamper students’ learning, as well as impact their experiences with group work. PMID:24926282

[Scale of organizational learning in schools. Organizational learning is a key element for the development of organizations].

PubMed

López, Verónica; Ahumada, Luis; Olivares, Rodrigo; González, Alvaro

2012-05-01

Organizational learning is a key element for the development of organizations. School organizations are not exempt from this challenge and they currently face a highly dynamic and demanding context of education policies that emphasize the school's ability to learn. Thus, research on organizational learning in educational contexts requires valid instruments that are sensitive to the specifics of schools as organizations. In this study, we adapted and validated a scale of organizational learning in a sample of 119 Chilean municipal schools (N= 1,545). The results suggest a structural model made up of three factors: culture of learning, strategic clarity, and group learning. These factors predicted dimensions of educational achievement, as measured through the National Assessment System of Educational Achievement (SNED). Results are discussed in view of the literature on school improvement.

How well do middle school science programs measure up? Findings from Project 2061's curriculum review

NASA Astrophysics Data System (ADS)

Kesidou, Sofia; Roseman, Jo Ellen

2002-08-01

The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development.

Further tests of the Scalar Expectancy Theory (SET) and the Learning-to-Time (LeT) model in a temporal bisection task.

PubMed

Machado, Armando; Arantes, Joana

2006-06-01

To contrast two models of timing, Scalar Expectancy Theory (SET) and Learning to Time (LeT), pigeons were exposed to a double temporal bisection procedure. On half of the trials, they learned to choose a red key after a 1s signal and a green key after a 4s signal; on the other half of the trials, they learned to choose a blue key after a 4-s signal and a yellow key after a 16-s signal. This was Phase A of an ABA design. On Phase B, the pigeons were divided into two groups and exposed to a new bisection task in which the signals ranged from 1 to 16s and the choice keys were blue and green. One group was reinforced for choosing blue after 1-s signals and green after 16-s signals and the other group was reinforced for the opposite mapping (green after 1-s signals and blue after 16-s signals). Whereas SET predicted no differences between the groups, LeT predicted that the former group would learn the new discrimination faster than the latter group. The results were consistent with LeT. Finally, the pigeons returned to Phase A. Only LeT made specific predictions regarding the reacquisition of the four temporal discriminations. These predictions were only partly consistent with the results.

Transactional Distance as a Predictor of Perceived Learner Satisfaction in Distance Learning Courses: A Case Study of Bachelor of Education Arts Program, University of Nairobi, Kenya

ERIC Educational Resources Information Center

Mbwesa, Joyce Kanini

2014-01-01

There is a long history of study and recognition of the critical role of interaction in supporting and even defining distance education. Interaction has been identified as key to the success of distance learning. It is key in fostering, supporting and engaging in the learning process. Moore (1989) posits that the physical distance that exists in…

Field test of classical symmetric encryption with continuous variables quantum key distribution.

PubMed

Jouguet, Paul; Kunz-Jacques, Sébastien; Debuisschert, Thierry; Fossier, Simon; Diamanti, Eleni; Alléaume, Romain; Tualle-Brouri, Rosa; Grangier, Philippe; Leverrier, Anthony; Pache, Philippe; Painchault, Philippe

2012-06-18

We report on the design and performance of a point-to-point classical symmetric encryption link with fast key renewal provided by a Continuous Variable Quantum Key Distribution (CVQKD) system. Our system was operational and able to encrypt point-to-point communications during more than six months, from the end of July 2010 until the beginning of February 2011. This field test was the first demonstration of the reliability of a CVQKD system over a long period of time in a server room environment. This strengthens the potential of CVQKD for information technology security infrastructure deployments.

"I'm Ambivalent about It": The Dilemmas of PowerPoint

ERIC Educational Resources Information Center

Hill, Andrea; Arford, Tammi; Lubitow, Amy; Smollin, Leandra M.

2012-01-01

The increasing ubiquity of PowerPoint in the university classroom raises complex questions about pedagogy and the creation of dynamic and effective learning environments. Though much of the sociological teaching literature has focused on engagement and active learning, very little of this work has addressed the presence of PowerPoint in sociology…

ClinicalKey 2.0: Upgrades in a Point-of-Care Search Engine.

PubMed

Huslig, Mary Ann; Vardell, Emily

2015-01-01

ClinicalKey 2.0, launched September 23, 2014, offers a mobile-friendly design with a search history feature for targeting point-of-care resources for health care professionals. Browsing is improved with searchable, filterable listings of sources highlighting new resources. ClinicalKey 2.0 improvements include more than 1,400 new Topic Pages for quick access to point-of-care content. A sample search details some of the upgrades and content options.

Evaluation of Image Segmentation and Object Recognition Algorithms for Image Parsing

DTIC Science & Technology

2013-09-01

generation of the features from the key points. OpenCV uses Euclidean distance to match the key points and has the option to use Manhattan distance...feature vector includes polarity and intensity information. Final step is matching the key points. In OpenCV , Euclidean distance or Manhattan...the code below is one way and OpenCV offers the function radiusMatch (a pair must have a distance less than a given maximum distance). OpenCV’s

Improved CPAS Photogrammetric Capabilities for Engineering Development Unit (EDU) Testing

NASA Technical Reports Server (NTRS)

Ray, Eric S.; Bretz, David R.

2013-01-01

This paper focuses on two key improvements to the photogrammetric analysis capabilities of the Capsule Parachute Assembly System (CPAS) for the Orion vehicle. The Engineering Development Unit (EDU) system deploys Drogue and Pilot parachutes via mortar, where an important metric is the muzzle velocity. This can be estimated using a high speed camera pointed along the mortar trajectory. The distance to the camera is computed from the apparent size of features of known dimension. This method was validated with a ground test and compares favorably with simulations. The second major photogrammetric product is measuring the geometry of the Main parachute cluster during steady-state descent using onboard cameras. This is challenging as the current test vehicles are suspended by a single-point attachment unlike earlier stable platforms suspended under a confluence fitting. The mathematical modeling of fly-out angles and projected areas has undergone significant revision. As the test program continues, several lessons were learned about optimizing the camera usage, installation, and settings to obtain the highest quality imagery possible.

Strategic value-directed learning and memory in Alzheimer's disease and behavioural-variant frontotemporal dementia.

PubMed

Wong, Stephanie; Irish, Muireann; Savage, Greg; Hodges, John R; Piguet, Olivier; Hornberger, Michael

2018-02-12

In healthy adults, the ability to prioritize learning of highly valued information is supported by executive functions and enhances subsequent memory retrieval for this information. In Alzheimer's disease (AD) and behavioural-variant frontotemporal dementia (bvFTD), marked deficits are evident in learning and memory, presenting in the context of executive dysfunction. It is unclear whether these patients show a typical memory bias for higher valued stimuli. We administered a value-directed word-list learning task to AD (n = 10) and bvFTD (n = 21) patients and age-matched healthy controls (n = 22). Each word was assigned a low, medium or high point value, and participants were instructed to maximize the number of points earned across three learning trials. Participants' memory for the words was assessed on a delayed recall trial, followed by a recognition test for the words and corresponding point values. Relative to controls, both patient groups showed poorer overall learning, delayed recall and recognition. Despite these impairments, patients with AD preferentially recalled high-value words on learning trials and showed significant value-directed enhancement of recognition memory for the words and points. Conversely, bvFTD patients did not prioritize recall of high-value words during learning trials, and this reduced selectivity was related to inhibitory dysfunction. Nonetheless, bvFTD patients showed value-directed enhancement of recognition memory for the point values, suggesting a mismatch between memory of high-value information and the ability to apply this in a motivationally salient context. Our findings demonstrate that value-directed enhancement of memory may persist to some degree in patients with dementia, despite pronounced deficits in learning and memory. © 2018 The British Psychological Society.

Getting It Right the First Time: Defining Regionally Relevant Training Curricula and Provider Core Competencies for Point-of-Care Ultrasound Education on the African Continent.

PubMed

Salmon, Margaret; Landes, Megan; Hunchak, Cheryl; Paluku, Justin; Malemo Kalisya, Luc; Salmon, Christian; Muller, Mundenga Mutendi; Wachira, Benjamin; Mangan, James; Chhaganlal, Kajal; Kalanzi, Joseph; Azazh, Aklilu; Berman, Sara; Zied, El-Sayed; Lamprecht, Hein

2017-02-01

Significant evidence identifies point-of-care ultrasound (PoCUS) as an important diagnostic and therapeutic tool in resource-limited settings. Despite this evidence, local health care providers on the African continent continue to have limited access to and use of ultrasound, even in potentially high-impact fields such as obstetrics and trauma. Dedicated postgraduate emergency medicine residency training programs now exist in 8 countries, yet no current consensus exists in regard to core PoCUS competencies. The current practice of transferring resource-rich PoCUS curricula and delivery methods to resource-limited health systems fails to acknowledge the unique challenges, needs, and disease burdens of recipient systems. As emergency medicine leaders from 8 African countries, we introduce a practical algorithmic approach, based on the local epidemiology and resource constraints, to curriculum development and implementation. We describe an organizational structure composed of nexus learning centers for PoCUS learners and champions on the continent to keep credentialing rigorous and standardized. Finally, we put forth 5 key strategic considerations: to link training programs to hospital systems, to prioritize longitudinal learning models, to share resources to promote health equity, to maximize access, and to develop a regional consensus on training standards and credentialing. Copyright © 2016 American College of Emergency Physicians. Published by Elsevier Inc. All rights reserved.

"Untapped Potential?" Key Competency Learning and Physical Education

ERIC Educational Resources Information Center

Gillespie, Lorna; Penney, Dawn; Pope, Clive

2013-01-01

This paper reports on a collaborative action research project that directed attention to the opportunities Physical Education presents to develop learning associated with three of the key competencies detailed in the New Zealand Curriculum; thinking; managing self; and relating to others. Three teachers in one secondary school explored the…

Key Elements of a Successful Drive toward Marketing Strategy Making

ERIC Educational Resources Information Center

Cann, Cynthia W.; George, Marie A.

2003-01-01

A conceptual model is presented that depicts the relationship between an internal marketing function and an organization's readiness to learn. Learning and marketing orientations are identified as components to marketing strategy making. Key organizational functions, including communication and decision-making, are utilized in a framework for…

The Role of Leadership in a Statewide Student Laptop Implementation

ERIC Educational Resources Information Center

Allen, Lee. E.; Franceschini, Louis; Lowther, Deborah L.

2009-01-01

Researchers have frequently found that leadership plays a key role in the successful and effective implementation of technology in K-12 school districts (Meltzer & Sherman, 1997; Schiller, 2002; Bliss & Bliss, 2003; Anderson & Dexter, 2005). A key component of the Michigan Freedom To Learn (FTL): One-to-One Learning initiative…

Storytelling Supported by Technology: An Alternative for EFL Children with Learning Difficulties

ERIC Educational Resources Information Center

Lee, Sy-ying

2012-01-01

This action research aims to investigate how technology improves the conditions of storytelling to help enhance the learning attitude and motivation of EFL children with learning difficulty using power point designs and an online recording system--VoiceThread (http://voicethread.com/). The use of power point designs is to assure children of clear…

Applying Learning Design to Work-Based Learning

ERIC Educational Resources Information Center

Miao, Yongwu; Hoppe, Heinz Ulrich

2011-01-01

Learning design is currently slanted to reflect a course-based approach to learning. This article explores whether the concept of learning design could be applied to support the informal aspects of work-based learning (WBL). It also discusses the characteristics of WBL and presents a WBL-specific learning design that highlights the key features…

From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning

ERIC Educational Resources Information Center

Yu, Shengquan; Yang, Xianmin; Cheng, Gang

2013-01-01

The key to implementing ubiquitous learning is the construction and organization of learning resources. While current research on ubiquitous learning has primarily focused on concept models, supportive environments and small-scale empirical research, exploring ways to organize learning resources to make them available anywhere on-demand is also…

Design and Implementation of C-iLearning: A Cloud-Based Intelligent Learning System

ERIC Educational Resources Information Center

Xiao, Jun; Wang, Minjuan; Wang, Lamei; Zhu, Xiaoxiao

2013-01-01

The gradual development of intelligent learning (iLearning) systems has prompted the changes of teaching and learning. This paper presents the architecture of an intelligent learning (iLearning) system built upon the recursive iLearning model and the key technologies associated with this model. Based on this model and the technical structure of a…

An Interactive Ambulatory Nephrology Curriculum for Internal Medicine Interns: Design, Implementation, and Participant Feedback.

PubMed

Gomez, Alexis C; Warburton, Karen M; Miller, Rachel K; Negoianu, Dan; Cohen, Jordana B

2017-09-01

While diminishing nephrology fellow recruitment is a known issue, more work is needed to evaluate possible interventions to reverse this trend. We designed and implemented a curriculum to increase exposure to ambulatory nephrology among internal medicine interns. The curriculum focused on key aspects of outpatient nephrology practice, including supervised clinic visits, formal themed didactic content, and an online interactive forum with assigned evidence-based readings and small-group responses to relevant cases. We obtained postcourse surveys from all participating interns. Of the 43 interns who took part in the first year of the ambulatory nephrology curriculum, 100% reported a positive didactic experience and 91% reported a positive interactive online experience. 77% reported an improvement in their familiarity with clinical nephrology practice (median 2-point increase in familiarity score on a 7-point scale, P<0.001 by signed rank testing). Qualitative feedback included praise for the high-yield topics covered by the lectures and energizing teachers. In conclusion, we successfully implemented an ambulatory nephrology curriculum using a framework that integrated formal didactics, interactive online learning, and key clinical components of outpatient nephrology care. Future investigation will evaluate whether early implementation of this curriculum is associated with increased pursuit of nephrology as a career. Copyright © 2017 National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

The California Baseline Methane Survey

NASA Astrophysics Data System (ADS)

Duren, R. M.; Thorpe, A. K.; Hopkins, F. M.; Rafiq, T.; Bue, B. D.; Prasad, K.; Mccubbin, I.; Miller, C. E.

2017-12-01

The California Baseline Methane Survey is the first systematic, statewide assessment of methane point source emissions. The objectives are to reduce uncertainty in the state's methane budget and to identify emission mitigation priorities for state and local agencies, utilities and facility owners. The project combines remote sensing of large areas with airborne imaging spectroscopy and spatially resolved bottom-up data sets to detect, quantify and attribute emissions from diverse sectors including agriculture, waste management, oil and gas production and the natural gas supply chain. Phase 1 of the project surveyed nearly 180,000 individual facilities and infrastructure components across California in 2016 - achieving completeness rates ranging from 20% to 100% per emission sector at < 5 meters spatial resolution. Additionally, intensive studies of key areas and sectors were performed to assess source persistence and variability at times scales ranging from minutes to months. Phase 2 of the project continues with additional data collection in Spring and Fall 2017. We describe the survey design and measurement, modeling and analysis methods. We present initial findings regarding the spatial, temporal and sectoral distribution of methane point source emissions in California and their estimated contribution to the state's total methane budget. We provide case-studies and lessons learned about key sectors including examples where super-emitters were identified and mitigated. We summarize challenges and recommendations for future methane research, inventories and mitigation guidance within and beyond California.

Developing Learning Environments: Challenges for Theory, Research and Practice.

ERIC Educational Resources Information Center

Iles, Paul

1994-01-01

Key challenges in development of learning organizations, promotion of learning culture, enhancement of learning processes, and development of learning communities are appropriateness of current models for interdisciplinary teams; whether valuing diversity enhances effectiveness; how global human resource development affects domestic; and what…

Linking Action Learning and Inter-Organisational Learning: The Learning Journey Approach

ERIC Educational Resources Information Center

Schumacher, Thomas

2015-01-01

The article presents and illustrates the learning journey (LJ)--a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of…

Learning Together: Opening up Learning in All-Through Schools

ERIC Educational Resources Information Center

Her Majesty's Inspectorate of Education, 2010

2010-01-01

The aim of this guide is to stimulate professional reflection, dialogue and debate about learning. Education professionals in Scotland are already aware of the key issues relating to learning through the series "Curriculum for Excellence: Building the Curriculum," the recent publication "Learning Together: Opening Up Learning"…

Feedback Design Patterns for Math Online Learning Systems

ERIC Educational Resources Information Center

Inventado, Paul Salvador; Scupelli, Peter; Heffernan, Cristina; Heffernan, Neil

2017-01-01

Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback…

The Invisible Hand of Inquiry-Based Learning

ERIC Educational Resources Information Center

Bennett, Mark

2015-01-01

The key elements of learning in a classroom remain largely invisible. Teachers cannot expect every student to learn to their fullest capacity; yet they can augment learning within a classroom through inquiry-based learning. In this article, the author describes inquiry-based learning and how to begin this process in the classroom.

Assessment of Surgical Learning Curves in Transoral Robotic Surgery for Squamous Cell Carcinoma of the Oropharynx

PubMed Central

Albergotti, William G.; Gooding, William E.; Kubik, Mark W.; Geltzeiler, Mathew; Kim, Seungwon; Duvvuri, Umamaheswar; Ferris, Robert L.

2017-01-01

IMPORTANCE Transoral robotic surgery (TORS) is increasingly employed as a treatment option for squamous cell carcinoma of the oropharynx (OPSCC). Measures of surgical learning curves are needed particularly as clinical trials using this technology continue to evolve. OBJECTIVE To assess learning curves for the oncologic TORS surgeon and to identify the number of cases needed to identify the learning phase. DESIGN, SETTING, AND PARTICIPANTS A retrospective review of all patients who underwent TORS for OPSCC at the University of Pittsburgh Medical Center between March 2010 and March 2016. Cases were excluded for involvement of a subsite outside of the oropharynx, for nonmalignant abnormality or nonsquamous histology, unknown primary, no tumor in the main specimen, free flap reconstruction, and for an inability to define margin status. EXPOSURES Transoral robotic surgery for OPSCC. MAIN OUTCOMES AND MEASURES Primary learning measures defined by the authors include the initial and final margin status and time to resection of main surgical specimen. A cumulative sum learning curve was developed for each surgeon for each of the study variables. The inflection point of each surgeon’s curve was considered to be the point signaling the completion of the learning phase. RESULTS There were 382 transoral robotic procedures identified. Of 382 cases, 160 met our inclusion criteria: 68 for surgeon A, 37 for surgeon B, and 55 for surgeon C. Of the 160 included patients, 125 were men and 35 were women. The mean (SD) age of participants was 59.4 (9.5) years. Mean (SD) time to resection including robot set-up was 79 (36) minutes. The inflection points for the final margin status learning curves were 27 cases (surgeon A) and 25 cases (surgeon C). There was no inflection point for surgeon B for final margin status. Inflection points for mean time to resection were: 39 cases (surgeon A), 30 cases (surgeon B), and 27 cases (surgeon C). CONCLUSIONS AND RELEVANCE Using metrics of positive margin rate and time to resection of the main surgical specimen, the learning curve for TORS for OPSCC is surgeon-specific. Inflection points for most learning curves peak between 20 and 30 cases. PMID:28196200

Brain Type or Sex Differences? A structural equation model of the relation between brain type, sex, and motivation to learn science

NASA Astrophysics Data System (ADS)

Zeyer, Albert; Bölsterli, Katrin; Brovelli, Dorothee; Odermatt, Freia

2012-03-01

Sex is considered to be one of the most significant factors influencing attitudes towards science. However, the so-called brain type approach from cognitive science suggests that the difference in motivation to learn science does not primarily differentiate the girls from the boys, but rather the so-called systemisers from the empathizers. The present study investigates this hypothesis by using structural equation modelling on a sex-stratified sample of 500 male and female students of secondary II level. The results show, that the motivation to learn science is directly influenced by the systemizing quotient SQ, but not by sex. The impact of sex on the motivation to learn science, measured by five key concepts, only works indirectly, namely through the influence of sex on the SQ. The empathizing quotient (EQ) has no impact on the motivation to learn science. The SQ explains between 13 and 23 percent of the variation of the five key constructs. In female students, the impact of the SQ is very similar for all key concepts. In male students, it is highest for self-efficacy and lowest for assessment anxiety. The motivation to learn science is significantly larger for male students in all involved SMQ key concepts, but the difference is small. The interpretation of these findings and conclusions for science teaching and further research are discussed.

Concept mapping for virtual rehabilitation and training of the blind.

PubMed

Sanchez, Jaime; Flores, Hector

2010-04-01

Concept mapping is a technique that allows for the strengthening of the learning process, based on graphic representations of the learner's mental schemes. However, due to its graphic nature, it cannot be utilized by learners with visual disabilities. In response to this limitation we implemented a study that involves the design of AudiodMC, an audio-based, virtual environment for concept mapping designed for use by blind users and aimed at virtual training and rehabilitation. We analyzed the stages involved in the design of AudiodMC from a user-centered design perspective, considering user involvement and usability testing. These include an observation stage to learn how blind learners construct conceptual maps using concrete materials, a design stage to design of a software tool that aids blind users in creating concept maps, and a cognitive evaluation stage using AudiodMC. We also present the results of a study implemented in order to determine the impact of the use of this software on the development of essential skills for concept mapping (association, classification, categorization, sorting and summarizing). The results point to a high level of user acceptance, having identified key sound characteristics that help blind learners to learn concept codification and selection skills. The use of AudiodMC also allowed for the effective development of the skills under review in our research, thus facilitating meaningful learning.

Continuing education for staff in long-term care facilities: corporate philosophies and approaches.

PubMed

Ross, M M; Carswell, A; Dalziel, W B; Aminzadeh, F

2001-01-01

The purpose of this study was to determine corporate philosophies of continuing education and approaches to meeting the learning needs of staff who strive to provide for the increasingly challenging care requirements of seniors who reside in long-term care facilities. In-depth interviews lasting approximately 1 hour were conducted with key informants at the administrative level from nine long-term care facilities. Content analysis revealed a commitment to continuing education for staff. While recognizing the importance of organizational responsibility for continuing education, administrators placed emphasis on the individual responsibility of staff. Learning needs were identified as affective, managerial, and physical in nature. Challenges to providing continuing education programs were derived from a general lack of fiscal and human resources. A variety of measures was suggested as important to supporting the continuing learning of staff. Implications of this study point to the need for long-term care facilities to incorporate into their strategic plans measures of ensuring continuing education as a basis for the ongoing competence and development of staff. In addition, there is a need for collaboration between long-term care facilities and other institutions of a long-term care, acute care, and educational nature in the development of strategies to operationalize a philosophy of continuing learning as a basis for the provision of optimal care to residents.

Internet Point of Care Learning at a Community Hospital

ERIC Educational Resources Information Center

Sinusas, Keith

2009-01-01

Introduction: Internet point of care (PoC) learning is a relatively new method for obtaining continuing medical education credits. Few data are available to describe physician utilization of this CME activity. Methods: We describe the Internet point of care system we developed at a medium-sized community hospital and report on its first year of…

A fast learning method for large scale and multi-class samples of SVM

NASA Astrophysics Data System (ADS)

Fan, Yu; Guo, Huiming

2017-06-01

A multi-class classification SVM(Support Vector Machine) fast learning method based on binary tree is presented to solve its low learning efficiency when SVM processing large scale multi-class samples. This paper adopts bottom-up method to set up binary tree hierarchy structure, according to achieved hierarchy structure, sub-classifier learns from corresponding samples of each node. During the learning, several class clusters are generated after the first clustering of the training samples. Firstly, central points are extracted from those class clusters which just have one type of samples. For those which have two types of samples, cluster numbers of their positive and negative samples are set respectively according to their mixture degree, secondary clustering undertaken afterwards, after which, central points are extracted from achieved sub-class clusters. By learning from the reduced samples formed by the integration of extracted central points above, sub-classifiers are obtained. Simulation experiment shows that, this fast learning method, which is based on multi-level clustering, can guarantee higher classification accuracy, greatly reduce sample numbers and effectively improve learning efficiency.

Toward accelerating landslide mapping with interactive machine learning techniques

NASA Astrophysics Data System (ADS)

Stumpf, André; Lachiche, Nicolas; Malet, Jean-Philippe; Kerle, Norman; Puissant, Anne

2013-04-01

Despite important advances in the development of more automated methods for landslide mapping from optical remote sensing images, the elaboration of inventory maps after major triggering events still remains a tedious task. Image classification with expert defined rules typically still requires significant manual labour for the elaboration and adaption of rule sets for each particular case. Machine learning algorithm, on the contrary, have the ability to learn and identify complex image patterns from labelled examples but may require relatively large amounts of training data. In order to reduce the amount of required training data active learning has evolved as key concept to guide the sampling for applications such as document classification, genetics and remote sensing. The general underlying idea of most active learning approaches is to initialize a machine learning model with a small training set, and to subsequently exploit the model state and/or the data structure to iteratively select the most valuable samples that should be labelled by the user and added in the training set. With relatively few queries and labelled samples, an active learning strategy should ideally yield at least the same accuracy than an equivalent classifier trained with many randomly selected samples. Our study was dedicated to the development of an active learning approach for landslide mapping from VHR remote sensing images with special consideration of the spatial distribution of the samples. The developed approach is a region-based query heuristic that enables to guide the user attention towards few compact spatial batches rather than distributed points resulting in time savings of 50% and more compared to standard active learning techniques. The approach was tested with multi-temporal and multi-sensor satellite images capturing recent large scale triggering events in Brazil and China and demonstrated balanced user's and producer's accuracies between 74% and 80%. The assessment also included an experimental evaluation of the uncertainties of manual mappings from multiple experts and demonstrated strong relationships between the uncertainty of the experts and the machine learning model.

Students perception on the usage of PowerPoint in learning calculus

NASA Astrophysics Data System (ADS)

Othman, Zarith Sofiah; Tarmuji, Nor Habibah; Hilmi, Zulkifli Ab Ghani

2017-04-01

Mathematics is a core subject in most of the science and technology courses and in some social sciences programs. However, the low achievement of students in the subject especially in topics such as Differentiation and Integration is always an issue. Many factors contribute to the low performance such as motivation, environment, method of learning, academic background and others. The purpose of this paper is to determine the perception of learning mathematics using PowerPoint on Integration concepts at the undergraduate level with respect to mathematics anxiety, learning enjoyment, mobility and learning satisfaction. The main content of the PowerPoint presentation focused on the integration method with historical elements as an added value. The study was conducted on 48 students randomly selected from students in computer and applied sciences program as experimental group. Questionnaires were distributed to students to explore their learning experiences. Another 51 students who were taught using the traditional chalkboard method were used as the control group. Both groups were given a test on Integration. The statistical methods used were descriptive statistics and independent sample t-test between the experimental and the control group. The finding showed that most students perceived positively to the PowerPoint presentations with respect to mobility and learning satisfaction. The experimental group performed better than the control group.

The serine protease inhibitor neuroserpin is required for normal synaptic plasticity and regulates learning and social behavior

PubMed Central

Reumann, Rebecca; Vierk, Ricardo; Zhou, Lepu; Gries, Frederice; Kraus, Vanessa; Mienert, Julia; Romswinkel, Eva; Morellini, Fabio; Ferrer, Isidre; Nicolini, Chiara; Fahnestock, Margaret; Rune, Gabriele; Glatzel, Markus; Galliciotti, Giovanna

2017-01-01

The serine protease inhibitor neuroserpin regulates the activity of tissue-type plasminogen activator (tPA) in the nervous system. Neuroserpin expression is particularly prominent at late stages of neuronal development in most regions of the central nervous system (CNS), whereas it is restricted to regions related to learning and memory in the adult brain. The physiological expression pattern of neuroserpin, its high degree of colocalization with tPA within the CNS, together with its dysregulation in neuropsychiatric disorders, suggest a role in formation and refinement of synapses. In fact, studies in cell culture and mice point to a role for neuroserpin in dendritic branching, spine morphology, and modulation of behavior. In this study, we investigated the physiological role of neuroserpin in the regulation of synaptic density, synaptic plasticity, and behavior in neuroserpin-deficient mice. In the absence of neuroserpin, mice show a significant decrease in spine-synapse density in the CA1 region of the hippocampus, while expression of the key postsynaptic scaffold protein PSD-95 is increased in this region. Neuroserpin-deficient mice show decreased synaptic potentiation, as indicated by reduced long-term potentiation (LTP), whereas presynaptic paired-pulse facilitation (PPF) is unaffected. Consistent with altered synaptic plasticity, neuroserpin-deficient mice exhibit cognitive and sociability deficits in behavioral assays. However, although synaptic dysfunction is implicated in neuropsychiatric disorders, we do not detect alterations in expression of neuroserpin in fusiform gyrus of autism patients or in dorsolateral prefrontal cortex of schizophrenia patients. Our results identify neuroserpin as a modulator of synaptic plasticity, and point to a role for neuroserpin in learning and memory. PMID:29142062

Linear hypergeneralization of learned dynamics across movement speeds reveals anisotropic, gain-encoding primitives for motor adaptation.

PubMed

Joiner, Wilsaan M; Ajayi, Obafunso; Sing, Gary C; Smith, Maurice A

2011-01-01

The ability to generalize learned motor actions to new contexts is a key feature of the motor system. For example, the ability to ride a bicycle or swing a racket is often first developed at lower speeds and later applied to faster velocities. A number of previous studies have examined the generalization of motor adaptation across movement directions and found that the learned adaptation decays in a pattern consistent with the existence of motor primitives that display narrow Gaussian tuning. However, few studies have examined the generalization of motor adaptation across movement speeds. Following adaptation to linear velocity-dependent dynamics during point-to-point reaching arm movements at one speed, we tested the ability of subjects to transfer this adaptation to short-duration higher-speed movements aimed at the same target. We found near-perfect linear extrapolation of the trained adaptation with respect to both the magnitude and the time course of the velocity profiles associated with the high-speed movements: a 69% increase in movement speed corresponded to a 74% extrapolation of the trained adaptation. The close match between the increase in movement speed and the corresponding increase in adaptation beyond what was trained indicates linear hypergeneralization. Computational modeling shows that this pattern of linear hypergeneralization across movement speeds is not compatible with previous models of adaptation in which motor primitives display isotropic Gaussian tuning of motor output around their preferred velocities. Instead, we show that this generalization pattern indicates that the primitives involved in the adaptation to viscous dynamics display anisotropic tuning in velocity space and encode the gain between motor output and motion state rather than motor output itself.

Point of care information services: a platform for self-directed continuing medical education for front line decision makers

PubMed Central

Moja, Lorenzo; Kwag, Koren Hyogene

2015-01-01

The structure and aim of continuing medical education (CME) is shifting from the passive transmission of knowledge to a competency-based model focused on professional development. Self-directed learning is emerging as the foremost educational method for advancing competency-based CME. In a field marked by the constant expansion of knowledge, self-directed learning allows physicians to tailor their learning strategy to meet the information needs of practice. Point of care information services are innovative tools that provide health professionals with digested evidence at the front line to guide decision making. By mobilising self-directing learning to meet the information needs of clinicians at the bedside, point of care information services represent a promising platform for competency-based CME. Several points, however, must be considered to enhance the accessibility and development of these tools to improve competency-based CME and the quality of care. PMID:25655251

Real-World Learning Opportunities in Sustainability: From Classroom into the Real World

ERIC Educational Resources Information Center

Brundiers, Katja; Wiek, Arnim; Redman, Charles L.

2010-01-01

Purpose--Academic sustainability programs aim to develop key competencies in sustainability, including problem-solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and…

Knowledge Maps for E-Learning

ERIC Educational Resources Information Center

Lee, Jae Hwa; Segev, Aviv

2012-01-01

Maps such as concept maps and knowledge maps are often used as learning materials. These maps have nodes and links, nodes as key concepts and links as relationships between key concepts. From a map, the user can recognize the important concepts and the relationships between them. To build concept or knowledge maps, domain experts are needed.…

Key Issues in Sex Education: Reflecting on Teaching, Learning and Assessment

ERIC Educational Resources Information Center

Oerton, Sarah; Bowen, Helen

2014-01-01

Drawing upon critical reflections of staff and student experiences of teaching, learning and assessment on an undergraduate module entitled Key Issues in Sex Education, we discuss the strategies used to engage students in debates around sex and relationships education (SRE). To date, there is little research which evaluates how formal assessments…

The Impact of Problem Sets on Student Learning

ERIC Educational Resources Information Center

Kim, Myeong Hwan; Cho, Moon-Heum; Leonard, Karen Moustafa

2012-01-01

The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with…

Teaching Teamwork and Problem Solving Concurrently

ERIC Educational Resources Information Center

Goltz, Sonia M.; Hietapelto, Amy B.; Reinsch, Roger W.; Tyrell, Sharon K.

2008-01-01

Teamwork and problem-solving skills have frequently been identified by business leaders as being key competencies; thus, teaching methods such as problem-based learning and team-based learning have been developed. However, the focus of these methods has been on teaching one skill or the other. A key argument for teaching the skills concurrently is…

Test of e-Learning Related Attitudes (TeLRA) Scale: Development, Reliability and Validity Study

ERIC Educational Resources Information Center

Kisanga, D. H.; Ireson, G.

2016-01-01

The Tanzanian education system is in transition from face-to-face classroom learning to e-learning. E-learning is a new learning approach in Tanzanian Higher Learning Institutions [HLIs] and with teachers being the key stakeholders of all formal education, investigating their attitude towards e-learning is essential. So far, however, there has…

Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

ERIC Educational Resources Information Center

Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2011-01-01

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…

The role of learning environment on high school chemistry students' motivation and self-regulatory processes

NASA Astrophysics Data System (ADS)

Judd, Jeffrey S.

Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes. Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation. As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments. Findings suggest that classroom learning environments and instruction can be modified using variations of these key features to promote specific or various levels of motivation and self-regulatory skill. In this way, educators may tailor their lessons or design their classrooms to better match and develop students' current level of motivation and self-regulation in order to maximize engagement in an academic task.

Interventions for Learning Disorders

MedlinePlus

... about any treatment you are considering. Children and Learning Disabilities Here are some points to keep in mind about learning disabilities. Children with learning disabilities are a very heterogeneous ...

Evaluation of knowledge transfer in an immersive virtual learning environment for the transportation community.

DOT National Transportation Integrated Search

2014-05-01

Immersive Virtual Learning Environments (IVLEs) are extensively used in training, but few rigorous scientific investigations regarding the : transfer of learning have been conducted. Measurement of learning transfer through evaluative methods is key ...

Do Young Learners Exploit the Same Learning Strategies as Adults?

ERIC Educational Resources Information Center

Hrozková, Ivana

2015-01-01

Learning strategies are considered to be one of the key factors affecting the learning process, its effectiveness and study results. They are important for lifelong learning of foreign languages and as a learning skill they represent a priority in the process of European globalization and integration. Moreover, learning strategies as a foreign…

A Confucian Perspective of Self-Cultivation in Learning: Its Implications for Self-Directed Learning

ERIC Educational Resources Information Center

Tan, Charlene

2017-01-01

This article explores a Confucian perspective of self-cultivation in learning and its implications for self-directed learning. Focussing on two key Confucian texts, "Xueji" (Record of Learning) and "Xunzi," this essay expounds the purpose, content, process and essence of self-cultivation in learning. From a Confucian viewpoint,…

Transformative Learning as an "Inter-Practice" Phenomenon

ERIC Educational Resources Information Center

Hodge, Steven

2014-01-01

Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing…

The University for Industry and Local Information, Advice and Guidance Partnerships. Report on a NICEC/CRAC Policy Consultation Held in Association with the National Advisory Council for Careers and Educational Guidance (Cambridge, England, February 24-25, 1999). Conference Briefing.

ERIC Educational Resources Information Center

Watts, Tony

The University for Industry (UFI) and local information, advice, and guidance (IAG) partnerships are two key aspects of the British Government's lifelong learning strategy. UFI's key role is to expand the demand for and supply of learning and to exploit the learning potential of information and communication technologies. The main UFI activities…

Avoidance learning: a review of theoretical models and recent developments

PubMed Central

Krypotos, Angelos-Miltiadis; Effting, Marieke; Kindt, Merel; Beckers, Tom

2015-01-01

Avoidance is a key characteristic of adaptive and maladaptive fear. Here, we review past and contemporary theories of avoidance learning. Based on the theories, experimental findings and clinical observations reviewed, we distill key principles of how adaptive and maladaptive avoidance behavior is acquired and maintained. We highlight clinical implications of avoidance learning theories and describe intervention strategies that could reduce maladaptive avoidance and prevent its return. We end with a brief overview of recent developments and avenues for further research. PMID:26257618

Using findings in multimedia learning to inform technology-based behavioral health interventions.

PubMed

Aronson, Ian David; Marsch, Lisa A; Acosta, Michelle C

2013-09-01

Clinicians and researchers are increasingly using technology-based behavioral health interventions to improve intervention effectiveness and to reach underserved populations. However, these interventions are rarely informed by evidence-based findings of how technology can be optimized to promote acquisition of key skills and information. At the same time, experts in multimedia learning generally do not apply their findings to health education or conduct research in clinical contexts. This paper presents an overview of some key aspects of multimedia learning research that may allow those developing health interventions to apply informational technology with the same rigor as behavioral science content. We synthesized empirical multimedia learning literature from 1992 to 2011. We identified key findings and suggested a framework for integrating technology with educational and behavioral science theory. A scientific, evidence-driven approach to developing technology-based interventions can yield greater effectiveness, improved fidelity, increased outcomes, and better client service.

Human body motion tracking based on quantum-inspired immune cloning algorithm

NASA Astrophysics Data System (ADS)

Han, Hong; Yue, Lichuan; Jiao, Licheng; Wu, Xing

2009-10-01

In a static monocular camera system, to gain a perfect 3D human body posture is a great challenge for Computer Vision technology now. This paper presented human postures recognition from video sequences using the Quantum-Inspired Immune Cloning Algorithm (QICA). The algorithm included three parts. Firstly, prior knowledge of human beings was used, the key joint points of human could be detected automatically from the human contours and skeletons which could be thinning from the contours; And due to the complexity of human movement, a forecasting mechanism of occlusion joint points was addressed to get optimum 2D key joint points of human body; And then pose estimation recovered by optimizing between the 2D projection of 3D human key joint points and 2D detection key joint points using QICA, which recovered the movement of human body perfectly, because this algorithm could acquire not only the global optimal solution, but the local optimal solution.

Interventions and assessment tools addressing key concepts people need to know to appraise claims about treatment effects: a systematic mapping review.

PubMed

Austvoll-Dahlgren, Astrid; Nsangi, Allen; Semakula, Daniel

2016-12-29

People's ability to appraise claims about treatment effects is crucial for informed decision-making. Our objective was to systematically map this area of research in order to (a) provide an overview of interventions targeting key concepts that people need to understand to assess treatment claims and (b) to identify assessment tools used to evaluate people's understanding of these concepts. The findings of this review provide a starting point for decisions about which key concepts to address when developing new interventions, and which assessment tools should be considered. We conducted a systematic mapping review of interventions and assessment tools addressing key concepts important for people to be able to assess treatment claims. A systematic literature search was done by a reserach librarian in relevant databases. Judgement about inclusion of studies and data collection was done by at least two researchers. We included all quantitative study designs targeting one or more of the key concepts, and targeting patients, healthy members of the public, and health professionals. The studies were divided into four categories: risk communication and decision aids, evidence-based medicine and critical appraisal, understanding of controlled trials, and science education. Findings were summarised descriptively. We included 415 studies, of which the interventions and assessment tools we identified included only a handful of the key concepts. The most common key concepts in interventions were "Treatments usually have beneficial and harmful effects," "Treatment comparisons should be fair," "Compare like with like," and "Single studies can be misleading." A variety of assessment tools were identified, but only four assessment tools included 10 or more key concepts. There is great potential for developing learning and assessment tools targeting key concepts that people need to understand to assess claims about treatment effects. There is currently no instrument covering assessment of all these key concepts.

41 CFR Appendix A to Subpart B of... - 3-Key Points and Principles

Code of Federal Regulations, 2010 CFR

2010-07-01

... Principles A Appendix A to Subpart B of Part 102 Public Contracts and Property Management Federal Property.... B, App. A Appendix A to Subpart B of Part 102-3—Key Points and Principles This appendix provides... principles that may be applied to situations not covered elsewhere in this subpart. The guidance follows: Key...

ClinicalKey: a point-of-care search engine.

PubMed

Vardell, Emily

2013-01-01

ClinicalKey is a new point-of-care resource for health care professionals. Through controlled vocabulary, ClinicalKey offers a cross section of resources on diseases and procedures, from journals to e-books and practice guidelines to patient education. A sample search was conducted to demonstrate the features of the database, and a comparison with similar tools is presented.

Undertaking clinical audit, with reference to a Prescribing Observatory for Mental Health audit of lithium monitoring.

PubMed

Paton, Carol; Barnes, Thomas R E

2014-06-01

Audit is an important tool for quality improvement. The collection of data on clinical performance against evidence-based and clinically relevant standards, which are considered by clinicians to be realistic in routine practice, can usefully prompt reflective practice and the implementation of change. Evidence of participation in clinical audit is required to achieve intended learning outcomes for trainees in psychiatry and revalidation for those who are members of the Royal College of Psychiatrists. This article addresses some of the practical steps involved in conducting an audit project, and, to illustrate key points, draws on lessons learnt from a national, audit-based, quality improvement programme of lithium prescribing and monitoring conducted through the Prescribing Observatory for Mental Health.

Epigenetics and allergy: from basic mechanisms to clinical applications.

PubMed

Potaczek, Daniel P; Harb, Hani; Michel, Sven; Alhamwe, Bilal Alashkar; Renz, Harald; Tost, Jörg

2017-04-01

Allergic diseases are on the rise in the Western world and well-known allergy-protecting and -driving factors such as microbial and dietary exposure, pollution and smoking mediate their influence through alterations of the epigenetic landscape. Here, we review key facts on the involvement of epigenetic modifications in allergic diseases and summarize and critically evaluate the lessons learned from epigenome-wide association studies. We show the potential of epigenetic changes for various clinical applications: as diagnostic tools, to assess tolerance following immunotherapy or possibly predict the success of therapy at an early time point. Furthermore, new technological advances such as epigenome editing and DNAzymes will allow targeted alterations of the epigenome in the future and provide novel therapeutic tools.

Commentary: ambiguity and uncertainty: neglected elements of medical education curricula?

PubMed

Luther, Vera P; Crandall, Sonia J

2011-07-01

Despite significant advances in scientific knowledge and technology, ambiguity and uncertainty are still intrinsic aspects of contemporary medicine. To practice confidently and competently, a physician must learn rational approaches to complex and ambiguous clinical scenarios and must possess a certain degree of tolerance of ambiguity. In this commentary, the authors discuss the role that ambiguity and uncertainty play in medicine and emphasize why openly addressing these topics in the formal medical education curriculum is critical. They discuss key points from original research by Wayne and colleagues and their implications for medical education. Finally, the authors offer recommendations for increasing medical student tolerance of ambiguity and uncertainty, including dedicating time to attend candidly to ambiguity and uncertainty as a formal part of every medical school curriculum.

The relational underpinnings of quality internal auditing in medical clinics in Israel.

PubMed

Carmeli, Abraham; Zisu, Malka

2009-03-01

Internal auditing is a key mechanism in enhancing organizational reliability. However, research on the ways quality internal auditing is enabled through learning, deterrence, motivation and process improvement is scant. In particular, the relational underpinnings of internal auditing have been understudied. This study attempts to address this need by examining how organizational trust, perceived organizational support and psychological safety enable internal auditing. Data collected from employees in medical clinics of one of the largest healthcare organizations in Israel at two points in time six months apart. Our results show that organizational trust and perceived organizational support are positively related to psychological safety (measured at time 1), which, in turn, is associated with internal auditing (measured at time 2).

Evaluation of knowledge transfer in an immersive virtual learning environment for the transportation community : [tech summary].

DOT National Transportation Integrated Search

2014-05-01

mmersive Virtual Learning Environments (IVLEs) are extensively used in training, but few rigorous scienti c investigations regarding : the transfer of learning have been conducted. Measurement of learning transfer through evaluative methods is key...

The Learning Organization: Theory into Practice.

ERIC Educational Resources Information Center

Otala, Matti

1995-01-01

Key elements of learning organizations are as follows: understanding strengths, weaknesses, threats, and opportunities; open-book management; streamlined processes; team spirit; lifelong learning and skill recycling; and removing anxiety. A learning organization consists of empowered, motivated people committed to improving continuously. (SK)

Transformation of Learning in Education and Training: Key Qualifications Revisited. CEDEFOP Reference Series.

ERIC Educational Resources Information Center

Kamarainen, Pekka, Ed.; Attwell, Graham, Ed.; Brown, Alan, Ed.

This book contains 15 papers examining European approaches to the theme of key qualifications. The following papers are included: "Key Qualifications Revisited: An Introduction" (Pekka Kamarainen); "Exploring Key Qualifications: Context, Theory, and Practice in Europe" (Pekka Kamarainen); "Rethinking Key Qualifications:…

Workplace Learning: Emerging Trends and New Perspectives

ERIC Educational Resources Information Center

Fenwick, Tara

2008-01-01

This chapter focuses on "learning processes" in the workplace from concepts emerging in the field of adult education, without straying into pedagogies and programs that can enhance learning. It discusses four topics on learning processes that seem to be particularly important for addressing key purposes and issues of workplace learning from an…

Student Learning Theory Goes (Back) to (High) School

ERIC Educational Resources Information Center

Ginns, Paul; Martin, Andrew J.; Papworth, Brad

2014-01-01

Biggs' 3P (Presage-Process-Product) model, a key framework in Student Learning Theory, provides a powerful means of understanding relations between students' perceptions of the teaching and learning environment, learning strategies, and learning outcomes. While influential in higher education, fewer tests of the model in secondary education…

The Value of Significant Learning Strategies in Undergraduate Education

ERIC Educational Resources Information Center

Coco, Charles M.

2012-01-01

Learning taxonomies can assist faculty in developing course structures that promote enhanced student learning in the cognitive and affective domains. Significant Learning is one approach to course design that allows for development in six key areas: Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to…

Out of the Ghetto: Psychological Bases of Dialogic Learning

ERIC Educational Resources Information Center

García Carrión, Rocío

2012-01-01

The conception of learning in the information society has been affected by the dialogic turn of educational psychology. The effective teaching-learning processes respond more and more to the communicative conception of learning in which dialogue and interaction are key elements. In this framework, the dialogic learning emerges as an…

Cases on Technological Adaptability and Transnational Learning: Issues and Challenges

ERIC Educational Resources Information Center

Mukerji, Siran, Ed.; Tripathi, Purnendu, Ed.

2010-01-01

Technology holds the key for bridging the gap between access to quality education and the need for enhanced learning experiences. This book contains case studies on divergent themes of personalized learning environments, inclusive learning for social change, innovative learning and assessment techniques, technology and international partnership…

Comparing Hybrid Learning with Traditional Approaches on Learning the Microsoft Office Power Point 2003 Program in Tertiary Education

ERIC Educational Resources Information Center

Vernadakis, Nikolaos; Antoniou, Panagiotis; Giannousi, Maria; Zetou, Eleni; Kioumourtzoglou, Efthimis

2011-01-01

The purpose of this study was to determine the effectiveness of a hybrid learning approach to deliver a computer science course concerning the Microsoft office PowerPoint 2003 program in comparison to delivering the same course content in the form of traditional lectures. A hundred and seventy-two first year university students were randomly…

SEMANTIC3D.NET: a New Large-Scale Point Cloud Classification Benchmark

NASA Astrophysics Data System (ADS)

Hackel, T.; Savinov, N.; Ladicky, L.; Wegner, J. D.; Schindler, K.; Pollefeys, M.

2017-05-01

This paper presents a new 3D point cloud classification benchmark data set with over four billion manually labelled points, meant as input for data-hungry (deep) learning methods. We also discuss first submissions to the benchmark that use deep convolutional neural networks (CNNs) as a work horse, which already show remarkable performance improvements over state-of-the-art. CNNs have become the de-facto standard for many tasks in computer vision and machine learning like semantic segmentation or object detection in images, but have no yet led to a true breakthrough for 3D point cloud labelling tasks due to lack of training data. With the massive data set presented in this paper, we aim at closing this data gap to help unleash the full potential of deep learning methods for 3D labelling tasks. Our semantic3D.net data set consists of dense point clouds acquired with static terrestrial laser scanners. It contains 8 semantic classes and covers a wide range of urban outdoor scenes: churches, streets, railroad tracks, squares, villages, soccer fields and castles. We describe our labelling interface and show that our data set provides more dense and complete point clouds with much higher overall number of labelled points compared to those already available to the research community. We further provide baseline method descriptions and comparison between methods submitted to our online system. We hope semantic3D.net will pave the way for deep learning methods in 3D point cloud labelling to learn richer, more general 3D representations, and first submissions after only a few months indicate that this might indeed be the case.

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

ERIC Educational Resources Information Center

Lee, Frank J.; Anderson, John R.

2001-01-01

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

Towards High-Quality Reflective Learning amongst Law Undergraduate Students: Analysing Students' Reflective Journals during a Problem-Based Learning Course

ERIC Educational Resources Information Center

Rué, Joan; Font, Antoni; Cebrián, Gisela

2013-01-01

There is wide agreement that problem-based learning is a key strategy to promote individual abilities for "learning how to learn". This paper presents the main contributions that reflective journals and the problem-based learning approach can make to foster professional knowledge and quality learning in higher education. Thirty-six…

Elements of Scenario-Based Learning on Suicidal Patient Care Using Real-Time Video.

PubMed

Lu, Chuehfen; Lee, Hueying; Hsu, Shuhui; Shu, Inmei

2016-01-01

This study aims understanding of students' learning experiences when receiving scenario-based learning combined with real-time video. Videos that recorded student nurses intervention with a suicidal standardized patient (SP) were replayed immediately as teaching materials. Videos clips and field notes from ten classes were analysed. Investigators and method triangulation were used to boost the robustness of the study. Three key elements, emotional involvement, concretizing of the teaching material and substitute learning were identified. Emotions were evoked among the SP, the student performer and the students who were observing, thus facilitating a learning effect. Concretizing of the teaching material refers to students were able to focus on the discussions using visual and verbal information. Substitute learning occurred when the students watching the videos, both the strengths and weaknesses represented were similar to those that would be likely to occur. These key elements explicate their learning experience and suggested a strategic teaching method.

Trends in Learning Outcomes Assessment. Key Findings from a Survey among Administrators at AAC&U Member Institutions

ERIC Educational Resources Information Center

Association of American Colleges and Universities, 2016

2016-01-01

This 2016 report summarizes key findings from a national survey among chief academic officers at Association of American Colleges & Universities (AAC&U) member institutions and explores trends in learning outcomes and approaches to assessing them. It documents that many in higher education are moving away from standardized tests and…

Local markets for global health technologies: lessons learned from advancing 6 new products.

PubMed

Matthias, Dipika Mathur; Taylor, Catharine H; Sen, Debjeet; Metzler, Mutsumi

2014-05-01

Key components to support local institutional and consumer markets are: supply chain, finance, clinical use, and consumer use. Key lessons learned: (1) Build supply and demand simultaneously. (2) Support a lead organization to drive the introduction process. (3) Plan for scale up from the start. (4) Profitability for the private sector is an absolute.

Understanding and Enhancing Pupils' Learning Progress in Schools in Deprived Communities

ERIC Educational Resources Information Center

Dann, Ruth

2016-01-01

This paper draws on data from the "Raising Pupil Attainment in Key Stage 1 in Stoke-on-Trent" research project. The particular focus is on how teachers, head teachers and teaching assistants (n?=?59) articulate pupils' learning success in five highly achieving schools in deprived communities. Six key themes are highlighted which are…

Strengthening Ecological Mindfulness through Hybrid Learning in Vital Coalitions

ERIC Educational Resources Information Center

Sol, Jifke; Wals, Arjen E. J.

2015-01-01

In this contribution a key policy "tool" used in the Dutch Environmental Education and Learning for Sustainability Policy framework is introduced as a means to develop a sense of place and associated ecological mindfulness. The key elements of this tool, called the vital coalition, are described while an example of its use in practice,…

The Development of Thai Learners' Key Competencies by Project-Based Learning Using ICT

ERIC Educational Resources Information Center

Soparat, Sasithorn; Arnold, Savitree Rochanasmita; Klaysom, Saowadee

2015-01-01

This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to develop learners' five key competencies based on Thai Basic Education Curriculum 2008, which consists of 1) communication capability 2) thinking capability 3) problem solving capability 4) capability in applying life skills and 5) capability in…

Development of Competencies and Teaching-Learning Arrangements in Higher Education: Findings from Germany

ERIC Educational Resources Information Center

Schaeper, Hildegard

2009-01-01

The Bologna Process places special emphasis on the outcomes of higher education in terms of employability and key competencies. Taking Germany as an example, this article examines whether the introduction of a two-tier degree structure actually has led to an enhanced acquisition of key competencies. Based on constructivist learning theories, in…

Language Learning at Key Stage 2: Findings from a Longitudinal Study

ERIC Educational Resources Information Center

Cable, Carrie; Driscoll, Patricia; Mitchell, Rosamond; Sing, Sue; Cremin, Teresa; Earl, Justine; Eyres, Ian; Holmes, Bernardette; Martin, Cynthia; Heins, Barbara

2012-01-01

This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a…

What Is It that Entrepreneurs Learn from Experience?

ERIC Educational Resources Information Center

Martin, Frank; Smith, Ronnie

2010-01-01

The issue of whether or not entrepreneurs really learn from experience has been one of the key themes of entrepreneurship research. If they do learn from experience, what do they learn? The importance of knowledge and learning to the performance of a business has been highlighted by many authors, who emphasize the role of life cycle, learning from…

Students' Reflections on the Relationships between Safe Learning Environments, Learning Challenge and Positive Experiences of Learning in a Simulated GP Clinic

ERIC Educational Resources Information Center

Young, J. E.; Williamson, M. I.; Egan, T. G.

2016-01-01

Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…

Constructivist Learning Environments and Defining the Online Learning Community

ERIC Educational Resources Information Center

Brown, Loren

2014-01-01

The online learning community is frequently referred to, but ill defined. The constructivist philosophy and approach to teaching and learning is both an effective means of constructing an online learning community and it is a tool by which to define key elements of the learning community. In order to build a nurturing, self-sustaining online…

Personal Learning Environments in the Workplace: An Exploratory Study into the Key Business Decision Factors

ERIC Educational Resources Information Center

Chatterjee, Arunangsu; Law, Effie Lai-Chong; Mikroyannidis, Alexander; Owen, Glyn; Velasco, Karen

2013-01-01

Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain…

Modeling Students' Readiness to Adopt Mobile Learning in Higher Education: An Empirical Study

ERIC Educational Resources Information Center

Al-Adwan, Ahmad Samed; Al-Madadha, Amr; Zvirzdinaite, Zahra

2018-01-01

Mobile devices are increasingly coming to penetrate people's daily lives. Mobile learning (m-learning) is viewed as key to the coming era of electronic learning (e-learning). In the meantime, the use of mobile devices for learning has made a significant contribution to delivering education among higher education students worldwide. However, while…

Harmonizing Self-Directed and Teacher-Directed Approaches to Learning.

ERIC Educational Resources Information Center

Bell, Deanne F.; Bell, Durward L.

1983-01-01

A combination of self-directed learning and teacher-directed learning provides a rich and flexible learning experience and accommodates various teaching styles. The key to a successful mixture is the appropriate use of criterion-referencing and normative-referencing for learner evaluation. (JOW)

Learning turning points--in life with long-term illness--visualized with the help of the life-world philosophy.

PubMed

Berglund, Mia M U

2014-01-01

A long-term illness is an occurrence that changes one's life and generates a need to learn how to live with it. This article is based on an empirical study of interviews on people living with different long-term illnesses. The results have shown that the learning process is a complex phenomenon interwoven with life as a whole. The essential meaning of learning to live with long-term illness concerns a movement toward a change of understanding of access to the world. In this movement, in which everyday lives as well as relationships with oneself and others are affected, a continual renegotiation is needed. Texts from existential/lifeworld philosopher, Heidegger and Gadamer, have been used to get a greater understanding of the empirical results. These texts have been analysed with particular focus on learning turning points and the importance of reflection. The results are highlighted under the following themes: Pursuit of balance-the aim of learning, The tense grip-the resistance to learning, To live more really-the possibilities of the learning, Distancing-the how of the learning, and The tense of the learning-the whole of the learning. In those learning turning points are present. Knowledge from this study has been used to make a didactic model designed to give caregivers a tool to support patients' learning. The didactic model is called: The challenge to take charge of life with a long-term illness.

Learning by Doing.

ERIC Educational Resources Information Center

Schettler, Joel

2002-01-01

Suggests that, as people become the key differentiation of competitive advantage, companies are turning to experiential learning programs to foster work force collaboration and cooperation. Discusses the history of experiential learning and its application in the workplace. (JOW)

Proposal on a sustainable strategy to avoid point source pollution of water with plant protection products.

PubMed

Mestdagh, Inge; Bonicelli, Bernard; Laplana, Ramon; Roettele, Manfred

2009-01-01

Based on the results and lessons learned from the TOPPS project (Training the Operators to prevent Pollution from Point Sources), a proposal on a sustainable strategy to avoid point source pollution from Plant Protection Products (PPPs) was made. Within this TOPPS project (2005-2008), stakeholders were interviewed and research and analysis were done in 6 pilot catchment areas (BE, FR, DE, DK, IT, PL). Next, there was a repeated survey on operators' perception and opinion to measure changes resulting from TOPPS activities and good and bad practices were defined based on the Best Management Practices (risk analysis). Aim of the proposal is to suggest a strategy considering the differences between countries which can be implemented on Member State level in order to avoid PPP pollution of water through point sources. The methodology used for the up-scaLing proposal consists of the analysis of the current situation, a gap analysis, a consistency analysis and organisational structures for implementation. The up-scaling proposal focuses on the behaviour of the operators, on the equipment and infrastructure available with the operators. The proposal defines implementation structures to support correct behaviour through the development and updating of Best Management Practices (BMPs) and through the transfer and the implementation of these BMPs. Next, the proposal also defines requirements for the improvement of equipment and infrastructure based on the defined key factors related to point source pollution. It also contains cost estimates for technical and infrastructure upgrades to comply with BMPs.

Ensemble Clustering Classification compete SVM and One-Class classifiers applied on plant microRNAs Data.

PubMed

Yousef, Malik; Khalifa, Waleed; AbedAllah, Loai

2016-12-22

The performance of many learning and data mining algorithms depends critically on suitable metrics to assess efficiency over the input space. Learning a suitable metric from examples may, therefore, be the key to successful application of these algorithms. We have demonstrated that the k-nearest neighbor (kNN) classification can be significantly improved by learning a distance metric from labeled examples. The clustering ensemble is used to define the distance between points in respect to how they co-cluster. This distance is then used within the framework of the kNN algorithm to define a classifier named ensemble clustering kNN classifier (EC-kNN). In many instances in our experiments we achieved highest accuracy while SVM failed to perform as well. In this study, we compare the performance of a two-class classifier using EC-kNN with different one-class and two-class classifiers. The comparison was applied to seven different plant microRNA species considering eight feature selection methods. In this study, the averaged results show that ECkNN outperforms all other methods employed here and previously published results for the same data. In conclusion, this study shows that the chosen classifier shows high performance when the distance metric is carefully chosen.

Ensemble Clustering Classification Applied to Competing SVM and One-Class Classifiers Exemplified by Plant MicroRNAs Data.

PubMed

Yousef, Malik; Khalifa, Waleed; AbdAllah, Loai

2016-12-01

The performance of many learning and data mining algorithms depends critically on suitable metrics to assess efficiency over the input space. Learning a suitable metric from examples may, therefore, be the key to successful application of these algorithms. We have demonstrated that the k-nearest neighbor (kNN) classification can be significantly improved by learning a distance metric from labeled examples. The clustering ensemble is used to define the distance between points in respect to how they co-cluster. This distance is then used within the framework of the kNN algorithm to define a classifier named ensemble clustering kNN classifier (EC-kNN). In many instances in our experiments we achieved highest accuracy while SVM failed to perform as well. In this study, we compare the performance of a two-class classifier using EC-kNN with different one-class and two-class classifiers. The comparison was applied to seven different plant microRNA species considering eight feature selection methods. In this study, the averaged results show that EC-kNN outperforms all other methods employed here and previously published results for the same data. In conclusion, this study shows that the chosen classifier shows high performance when the distance metric is carefully chosen.

Enriched childhood experiences moderate age-related motor and cognitive decline

PubMed Central

Metzler, Megan J.; Saucier, Deborah M.; Metz, Gerlinde A.

2012-01-01

Aging is associated with deterioration of skilled manual movement. Specifically, aging corresponds with increased reaction time, greater movement duration, segmentation of movement, increased movement variability, and reduced ability to adapt to external forces and inhibit previously learned sequences. Moreover, it is thought that decreased lateralization of neural function in older adults may point to increased neural recruitment as a compensatory response to deterioration of key frontal and intra-hemispheric networks, particularly of callosal structures. However, factors that mediate age-related motor decline are not well understood. Here we show that music training in childhood is associated with reduced age-related decline of bimanual and unimanual motor skills in a MIDI keyboard motor learning task. Compared to older adults without music training, older adults with more than a year of music training demonstrated proficient bimanual and unimanual movement, evidenced by enhanced speed and decreased movement errors. Further, this group demonstrated significantly better implicit learning in the weather prediction task, a non-motor task. The performance of older adults with music training in those tasks was comparable to young adults. Older adults, however, displayed greater verbal ability compared to young adults irrespective of a past history of music training. Our results indicate that music training early in life may reduce age-associated decline of neural motor and cognitive networks. PMID:23423702

Machine learning in computational biology to accelerate high-throughput protein expression.

PubMed

Sastry, Anand; Monk, Jonathan; Tegel, Hanna; Uhlen, Mathias; Palsson, Bernhard O; Rockberg, Johan; Brunk, Elizabeth

2017-08-15

The Human Protein Atlas (HPA) enables the simultaneous characterization of thousands of proteins across various tissues to pinpoint their spatial location in the human body. This has been achieved through transcriptomics and high-throughput immunohistochemistry-based approaches, where over 40 000 unique human protein fragments have been expressed in E. coli. These datasets enable quantitative tracking of entire cellular proteomes and present new avenues for understanding molecular-level properties influencing expression and solubility. Combining computational biology and machine learning identifies protein properties that hinder the HPA high-throughput antibody production pipeline. We predict protein expression and solubility with accuracies of 70% and 80%, respectively, based on a subset of key properties (aromaticity, hydropathy and isoelectric point). We guide the selection of protein fragments based on these characteristics to optimize high-throughput experimentation. We present the machine learning workflow as a series of IPython notebooks hosted on GitHub (https://github.com/SBRG/Protein_ML). The workflow can be used as a template for analysis of further expression and solubility datasets. ebrunk@ucsd.edu or johanr@biotech.kth.se. Supplementary data are available at Bioinformatics online. © The Author (2017). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Learning experience in endodontics: Brazilian students' perceptions.

PubMed

Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

2013-05-01

Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

Practical considerations for transitioning early childhood interventions to scale: lessons from the Saving Brains portfolio.

PubMed

Radner, James M; Ferrer, Marvin J S; McMahon, Dominique; Shankar, Anuraj H; Silver, Karlee L

2018-05-01

Small pilot studies of young children have frequently shown promise, but very few have been successfully scaled to the regional or national levels. How can we ensure that these promising approaches move from a suite of pilots to full-scale implementation that can deliver sustainable impact for hundreds of millions of children? To elucidate concrete lessons learned and suggestions on accelerating the transition to impact at scale, we reviewed the Saving Brains portfolio to better understand three points: (1) the extent to which useful signals of impact could be extracted from data at the seed phase, (2) the ways in which innovators (project leaders) were approaching human resource challenges critical for scaling, and (3) the multisector diversity of the portfolio and the way innovators entered partnerships. The findings suggest key considerations for transitioning early childhood development interventions to scale and sustainability: strong entrepreneurial leadership, rigorous measurement and active use of data in support of adaptive learning, and champions acting at subnational levels. Together, these can enable flexible, iterative learning that can make the scaling process an opportunity to increase the level of benefit each child receives from an intervention. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of The New York Academy of Sciences.

'I now have a visual image in my mind and it is something I will never forget': an analysis of an arts-informed approach to health professions ethics education.

PubMed

Kinsella, Elizabeth Anne; Bidinosti, Susan

2016-05-01

This paper reports on a study of an arts informed approach to ethics education in a health professions education context. The purpose of this study was to investigate students' reported learning experiences as a result of engagement with an arts-informed project in a health professions' ethics course. A hermeneutic phenomenological methodological approach was adopted for the study. The data were collected over 5 years, and involved analysis of 234 occupational therapy students' written reflections on learning. Phenomenological methods were used. Five key themes were identified with respect to students' reported learning including: becoming aware of values, (re) discovering creativity, coming to value reflection in professional life, deepening self-awareness, and developing capacities to imagine future practices. There appear to be a number of unique ways in which arts-informed approaches can contribute to health professions education including: activating imaginative engagement, fostering interpretive capacity, inspiring transformative understandings, offering new ways of knowing, deepening reflection, and heightening consciousness, while also enriching the inner life of practitioners. Innovative approaches are being used to introduce arts-informed practices in health professions curricula programs. The findings point to the promise of arts-informed approaches for advancing health sciences education.

Decision PBL: A 4-year retrospective case study of the use of virtual patients in problem-based learning.

PubMed

Ellaway, Rachel H; Poulton, Terry; Jivram, Trupti

2015-01-01

In 2009, St George's University of London (SGUL) replaced their paper-based problem-based learning (PBL) cases with virtual patients for intermediate-level undergraduate students. This involved the development of Decision-Problem-Based Learning (D-PBL), a variation on progressive-release PBL that uses virtual patients instead of paper cases, and focuses on patient management decisions and their consequences. Using a case study method, this paper describes four years of developing and running D-PBL at SGUL from individual activities up to the ways in which D-PBL functioned as an educational system. A number of broad issues were identified: the importance of debates and decision-making in making D-PBL activities engaging and rewarding; the complexities of managing small group dynamics; the time taken to complete D-PBL activities; the changing role of the facilitator; and the erosion of the D-PBL process over time. A key point in understanding this work is the construction and execution of the D-PBL activity, as much of the value of this approach arises from the actions and interactions of students, their facilitators and the virtual patients rather than from the design of the virtual patients alone. At a systems level D-PBL needs to be periodically refreshed to retain its effectiveness.

Reliability, validity, and investigation of the index of learning styles in a Chinese language version for late adolescents of Taiwanese.

PubMed

Ku, David Tawei; Shen, Chun-Yi

2009-01-01

The Felder-Soloman Index of Learning Styles (ILS) has been a popular instrument for measuring learning styles of college students for the past two decades. Even though several researchers have translated the ILS into Chinese for their own studies, a Chinese version has not been standardized and evaluated, nor has anyone reported on its reliability and validity. Based on data collected from 2,748 students at a large private university in Taiwan, this study investigates the reliability and validity of the Chinese version of the ILS. In addition, through factor analysis and structural equation modeling (SEM) analysis, problematic test items are identified for further modification. Results show that the reliability of each scale of the ILS has a pattern similar to that of previous studies. The study therefore investigates the identified problematic elements and discusses two key points: (1) the language and translation problems and (2) precision and design. In addition, results of the significant interaction effects of analysis of variance (ANOVA) for active/reflective and sensing/intuitive scales indicate the effect of college differences depends on the levels between genders. Moreover, in general, female students are significantly more intuitive and global and less visual than male students. Other detailed analysis of academic disciplines and gender onILS are also reported.

A Point of Discrimination--Public Law 94-142.

ERIC Educational Resources Information Center

Padula, William V.

1979-01-01

The paper points out that because of an incorrect interpretation of the development of learning disabilities, physically handicapped children with learning disabilities are being discriminated against in the provisions of Public Law 94-142, the Education for All Handicapped Children Act. (PHR)

Distance Metric Tracking

DTIC Science & Technology

2016-03-02

some close- ness constant and dissimilar pairs be more distant than some larger constant. Online and non -linear extensions to the ITML methodology are...is obtained, instead of solving an objective function formed from the entire dataset. Many online learning methods have regret guarantees, that is... function Metric learning seeks to learn a metric that encourages data points marked as similar to be close and data points marked as different to be far

Applying Adaptive Swarm Intelligence Technology with Structuration in Web-Based Collaborative Learning

ERIC Educational Resources Information Center

Huang, Yueh-Min; Liu, Chien-Hung

2009-01-01

One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…

Facilitating Online Reflective Learning for Health and Social Care Professionals

ERIC Educational Resources Information Center

Morgan, Jane; Rawlinson, Mark; Weaver, Mike

2006-01-01

Health and social care education has a long established association with reflective learning as a way of developing post-qualifying professional practice. Reflective learning is also a key feature of self-regulatory learning, which is an essential aspect of life-long learning for today's National Health Service workforce. Using a small-scale case…

Inquisitivism or "The HHHMMM??? What Does This Button Do?" Approach to Learning.

ERIC Educational Resources Information Center

Harapnuik, Dwayne

This paper discusses the development of a learning approach based on the unique needs of adult learners who are required to learn and use new information technologies. It establishes how the "Inquisitivism" learning approach has evolved from a synthesis of key cognitive learning theories into one cohesive approach and how the…

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…

Forgetski Vygotsky: Or, a Plea for Bootstrapping Accounts of Learning

ERIC Educational Resources Information Center

Luntley, Michael

2017-01-01

This paper argues that sociocultural accounts of learning fail to answer the key question about learning--how is it possible? Accordingly, we should adopt an individualist bootstrapping methodology in providing a theory of learning. Such a methodology takes seriously the idea that learning is staged and distinguishes between a non-comprehending…

Intergenerational Learning: A Valuable Learning Experience for Higher Education Students

ERIC Educational Resources Information Center

Corrigan, Trudy; McNamara, Gerry; O'Hara, Joe

2013-01-01

Problem Statement: This paper reports on the evaluation of a project rooted in the principles and practice of Intergenerational Learning. Intergenerational Learning is increasingly seen as a key strategy in providing learning opportunities for older people in societies where the profile of the population is ageing rapidly. No significant work has,…

Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

ERIC Educational Resources Information Center

Radovan, Marko; Perdih, Mojca

2016-01-01

E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning's main component, enables alternative means of accessing the web-based learning materials that comprise the…

Effective Summer Programming: What Educators and Policymakers Should Know

ERIC Educational Resources Information Center

McEachin, Andrew; Augustine, Catherine H.; McCombs, Jennifer

2018-01-01

The evidence suggests that many types of summer learning programs have the potential to reduce summer learning losses and perhaps create learning gains. However, implementing a summer program does not guarantee positive effects on students' learning. A key question then is: What factors make a summer learning program effective? This article, drawn…

Competencies for e-Instructors: How to Qualify and Guarantee Sustainability

ERIC Educational Resources Information Center

Gulbahar, Yasemin; Kalelioglu, Filiz

2015-01-01

e-Learning is becoming more popular than ever with the advent of new technologies and new inventions for teaching and learning. Hence, competent e-Instructors are key to successful e-Learning implementations and they should have the appropriate skills and experience for the effective implementation of e-Learning and blended learning. e-Instructors…

Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education

ERIC Educational Resources Information Center

Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2015-01-01

Student teacher learning is a key issue for further professional development. Literature on student teacher learning suggests that students learn about teaching and undergo professional transformation during their education. However, studies often focus on a certain time period and on how students should learn instead of how they actually do…

A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome

ERIC Educational Resources Information Center

Lin, Ming-Hung; Chen, Huang-Cheng; Liu, Kuang-Sheng

2017-01-01

In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. In this…

Putting Learning into Library Planning

ERIC Educational Resources Information Center

Bennett, Scott

2015-01-01

This essay notes the emergence of learning as a key factor in academic library planning. It argues for an improved, learning-oriented planning process by noting the dangers that arise from the priority usually given to fixing dysfunctional space and from the traps of mistaking the "things" of learning for learning itself and of thinking…

Self-Assessment in University Assessment of Prior Learning Procedures

ERIC Educational Resources Information Center

Brinke, D. Joosten-Ten; Sluijsmans, D. M. A.; Jochems, W. M. G.

2009-01-01

Competency-based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses…

Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning

ERIC Educational Resources Information Center

Garcia-Carrion, Rocio; Gomez, Aitor; Molina, Silvia; Ionescu, Vladia

2017-01-01

Teachers' professional development in Schools as Learning Communities may become a key process for the sustainability and transferability of this model worldwide. Learning Communities (LC) is a community-based project that aims to transform schools through dialogic learning and involves research-grounded schools that implement Successful…

Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.

PubMed

Potter, Christine E; Wang, Tianlin; Saffran, Jenny R

2017-04-01

Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. Copyright © 2016 Cognitive Science Society, Inc.

Second language experience facilitates statistical learning of novel linguistic materials

PubMed Central

Potter, Christine E.; Wang, Tianlin; Saffran, Jenny R.

2016-01-01

Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In the present research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, six months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, while both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. PMID:27988939

Assessing the Impact of Lesson Study on the Teaching Practice of Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Grove, Michael C.

Despite wave after wave of educational reform in the United States our students continue to lag behind their peers in other industrialized countries on virtually all measures of academic achievement. Effective professional development (PD) is seen as a key to improving instructional practice and therefore student learning, but traditional forms of PD have been wholly unsuccessful in changing teaching practice. Over the last two decades an emerging body of research has identified some key features of effective PD that seem to create meaningful change and improvement in instructional practice. Some of this research highlights the promise of adapting Japanese lesson study (LS) to the American context as a means of incrementally improving instruction. Much of the existing research around LS is descriptive in nature and offers little insight into if and how participation in LS impacts subsequent instructional practice. This study utilized case study methodology to examine the instructional practice of one group of four middle school science teachers before, during, and after participation in LS. The study attempted to identify specific learning outcomes of a LS process, to identify influences on teacher learning during LS, and to identify subsequent changes in the instructional practice of participants resulting from participation in LS. Key findings from the study include significant teacher learning derived from the LS process, the identification of influences that enhanced or inhibited teacher learning, and clear evidence that participants successfully integrated learning from the LS into subsequent instructional practice. Learning outcomes included deepening of subject matter knowledge, increased understanding of student thinking and abilities, clarity of expectations for student performance, recognition of the ineffectiveness of past instructional practice, specific instructional strategies, shared student learning goals, and an increased commitment to future development of student learning. Influences supporting teacher learning were trust and honest dialogue among participants, focused collaboration, examination of student work, and the opportunity to watch other teachers deliver instruction. Influences inhibiting teacher learning related to failure to adhere to key features of the LS protocol. The study offers initial evidence confirming the promise of LS as a model of effective PD.

A longitudinal interprofessional simulation curriculum for critical care teams: Exploring successes and challenges.

PubMed

Leclair, Laurie W; Dawson, Mary; Howe, Alison; Hale, Sue; Zelman, Eric; Clouser, Ryan; Garrison, Garth; Allen, Gilman

2018-05-01

Interprofessional care teams are the backbone of intensive care units (ICUs) where severity of illness is high and care requires varied skills and experience. Despite this care model, longitudinal educational programmes for such workplace teams rarely include all professions. In this article, we report findings on the initial assessment and evaluation of an ongoing, longitudinal simulation-based curriculum for interprofessional workplace critical care teams. The study had two independent components, quantitative learner assessment and qualitative curricular evaluation. To assess curriculum effectiveness at meeting learning objectives, participant-reported key learning points identified using a self-assessment tool administered immediately following curricular participation were mapped to session learning objectives. To evaluate the curriculum, we conducted a qualitative study using a phenomenology approach involving purposeful sampling of nine curricular participants undergoing recorded semi-structured interviews. Verbatim transcripts were reviewed by two independent readers to derive themes further subdivided into successes and barriers. Learner self-assessment demonstrated that the majority of learners, across all professions, achieved at least one intended learning objective with senior learners more likely to report team-based objectives and junior learners more likely to report knowledge/practice objectives. Successes identified by curricular evaluation included authentic critical care curricular content, safe learning environment, and team comradery from shared experience. Barriers included unfamiliarity with the simulation environment and clinical coverage for curricular participation. This study suggests that a sustainable interprofessional curriculum for workplace ICU critical care teams can achieve the desired educational impact and effectively deliver authentic simulated work experiences if barriers to educational engagement and participation can be overcome.

Development and validation of a learning progression for change of seasons, solar and lunar eclipses, and moon phases

NASA Astrophysics Data System (ADS)

Testa, Italo; Galano, Silvia; Leccia, Silvio; Puddu, Emanuella

2015-12-01

In this paper, we report about the development and validation of a learning progression about the Celestial Motion big idea. Existing curricula, research studies on alternative conceptions about these phenomena, and students' answers to an open questionnaire were the starting point to develop initial learning progressions about change of seasons, solar and lunar eclipses, and Moon phases; then, a two-tier multiple choice questionnaire was designed to validate and improve them. The questionnaire was submitted to about 300 secondary students of different school levels (14 to 18 years old). Item response analysis and curve integral method were used to revise the hypothesized learning progressions. Findings support that spatial reasoning is a key cognitive factor for building an explanatory framework for the Celestial Motion big idea, but also suggest that causal reasoning based on physics mechanisms underlying the phenomena, as light flux laws or energy transfers, may significantly impact a students' understanding. As an implication of the study, we propose that the teaching of the three discussed astronomy phenomena should follow a single teaching-learning path along the following sequence: (i) emphasize from the beginning the geometrical aspects of the Sun-Moon-Earth system motion; (ii) clarify consequences of the motion of the Sun-Moon-Earth system, as the changing solar radiation flow on the surface of Earth during the revolution around the Sun; (iii) help students moving between different reference systems (Earth and space observer's perspective) to understand how Earth's rotation and revolution can change the appearance of the Sun and Moon. Instructional and methodological implications are also briefly discussed.

Colorectal endoscopic submucosal dissection (ESD) in the West - when can satisfactory results be obtained? A single-operator learning curve analysis.

PubMed

Spychalski, Michał; Skulimowski, Aleksander; Dziki, Adam; Saito, Yutaka

2017-12-01

Up to date we lack a detailed description of the colorectal endoscopic submucosal dissection (ESD) learning curve, that would represent the experience of the Western center. The aim of this study was to define the critical points of the learning curve and to draw up lesions qualification guidelines tailored to the endoscopists experience. We have carried out a single center prospective study. Between June 2013 and December 2016, 228 primary colorectal lesions were managed by ESD procedure. In order to create a learning curve model and to carry out the analysis the cases were divided into six periods, each consisting of 38 cases. The overall en bloc resection rate was 79.39%. The lowest en bloc resection rate (52.36%) was observed in the first period. After completing 76 procedures, the resection rate surged to 86% and it was accompanied by the significant increase in the mean procedure speed of ≥9 cm 2 /h. Lesions localization and diameter had a signification impact on the outcomes. After 76 procedures, en bloc resection rate of 90.9 and 90.67% were achieved for the left side of colon and rectum, respectively. In the right side of colon statistically significant lower resection rate of 67.57% was observed. We have proved that in the setting of the Western center, colorectal ESD can yield excellent results. It seems that the key to the success during the learning period is 'tailoring' lesions qualification guidelines to the experience of the endoscopist, as lesions diameter and localization highly influence the outcomes.

Dopaminergic control of motivation and reinforcement learning: a closed-circuit account for reward-oriented behavior.

PubMed

Morita, Kenji; Morishima, Mieko; Sakai, Katsuyuki; Kawaguchi, Yasuo

2013-05-15

Humans and animals take actions quickly when they expect that the actions lead to reward, reflecting their motivation. Injection of dopamine receptor antagonists into the striatum has been shown to slow such reward-seeking behavior, suggesting that dopamine is involved in the control of motivational processes. Meanwhile, neurophysiological studies have revealed that phasic response of dopamine neurons appears to represent reward prediction error, indicating that dopamine plays central roles in reinforcement learning. However, previous attempts to elucidate the mechanisms of these dopaminergic controls have not fully explained how the motivational and learning aspects are related and whether they can be understood by the way the activity of dopamine neurons itself is controlled by their upstream circuitries. To address this issue, we constructed a closed-circuit model of the corticobasal ganglia system based on recent findings regarding intracortical and corticostriatal circuit architectures. Simulations show that the model could reproduce the observed distinct motivational effects of D1- and D2-type dopamine receptor antagonists. Simultaneously, our model successfully explains the dopaminergic representation of reward prediction error as observed in behaving animals during learning tasks and could also explain distinct choice biases induced by optogenetic stimulation of the D1 and D2 receptor-expressing striatal neurons. These results indicate that the suggested roles of dopamine in motivational control and reinforcement learning can be understood in a unified manner through a notion that the indirect pathway of the basal ganglia represents the value of states/actions at a previous time point, an empirically driven key assumption of our model.

Dis-integration of communication in healthcare education: Workplace learning challenges and opportunities.

PubMed

Rosenbaum, Marcy E

2017-11-01

The purpose of this paper, based on a 2016 Heidelberg International Conference on Communication in Healthcare (ICCH) plenary presentation, is to examine a key problem in communication skills training for health professional learners. Studies have pointed to a decline in medical students' communication skills and attitudes as they proceed through their education, particularly during their clinical workplace training experiences. This paper explores some of the key factors in this disintegration, drawing on selected literature and highlighting some curriculum efforts and research conducted at the University of Iowa Carver College of Medicine as a case study of these issues. Five key factors contributing to the disintegration of communication skills and attitudes are presented including: 1) lack of formal communication skills training during clinical clerkships; 2) informal workplace teaching failing to explicitly address learner clinical communication skills; 3) emphasizing content over process in relation to clinician-patient interactions; 4) the relationship between ideal communication models and the realities of clinical practice; and 5) clinical teachers' lack of knowledge and skills to effectively teach about communication in the clinical workplace. Within this discussion, potential practical responses by individual clinical teachers and broader curricular and faculty development efforts to address each of these factors are presented. Copyright © 2017 Elsevier B.V. All rights reserved.

Teachers' and postgraduate nursing students' experience of the educational environment in Iran: A qualitative Research.

PubMed

Hajihosseini, Fatemeh; Tafreshi, Mansoureh Zagheri; Hosseini, Meimanat; Baghestani, Ahmad Reza

2017-08-01

The learning environment has a significant role in determining nursing students' academic achievements and course satisfaction. Creating a proper educational environment is therefore necessary for improving the quality of teaching and learning, and for delivering competent graduates to society. The present study was conducted to explore teachers' and postgraduate nursing students' experience of the educational environment in Iran. This qualitative study uses an inductive approach and conventional content analysis. Data were collected through semi-structured face-to-face interviews with seven PhD students, seven faculty members (directors) and two focus groups comprising of fourteen master's students in total, selected from three major universities in Tehran, Iran. Seven subcategories were extracted from the data, including the organizational context, interactive climate, teachers' competency, student appreciation, research centeredness, educational guidance and professionalism. The educational environment of postgraduate nursing programs in Iran encompasses different dimensions that can serve as both key points for educational environment evaluators and as guidelines for officials at different levels, to modify the weaknesses and improve the strengths of the system.

[Postgraduate training program in laboratory medicine at a clinical teaching hospital].

PubMed

Matsuo, Shuji

2003-04-01

The Tenri Hospital resident system was introduced in 1976 and the training program for laboratory medicine began in 1982. Thus, the author proposes goals for the the future on the basis of experience. It is appropriate that trainees study emergency tests, blood transfusion and microbiology(particularly Gram's stain and sputum culture) as practical matters, and in addition to these, learn how to reply to consultations from physicians, learn the laboratory flow(so-called laboratory system), and announce interpretations of laboratory data at reversed clinical pathological conference(R-CPC). The objectives of these training programs are to gain skills for appropriate laboratory utilization and interpretation, and develop communications and consultations with clinical pathologists and medical technologists. The key points of success in the training are close cooperation of the laboratory and teaching divisions. Particularly, cooperation with medical technologists is necessary, and it is essential medical practice for trainees because they will have to work with them in future. Finally it should be emphasized that there training has a limited effect because of the short duration. It is thus important to communicate and discuss clinical matters regularly in medicine.

Language-as-resource and language-as-political: tensions in the bilingual mathematics classroom

NASA Astrophysics Data System (ADS)

Planas, Núria; Civil, Marta

2013-09-01

In this article we reflect on the learning of mathematics in bilingual settings from a social and a political perspective. In particular we highlight two concepts that are key to our work: language-as-resource and language-as-political. To do so, we draw on classroom data from students of Mexican origin in Tucson, USA, and students from Latin America in Barcelona, Spain. The language policies in our contexts share a message of privileging the language of instruction (English or Catalan) over other languages. Our analysis of the two sets of data points to differences in the mathematical participation of students on the basis of which language they use. We develop the argument that, even if languages other than Catalan and English are accepted and certain pedagogies may be close to a language-as-resource approach, the use of the students' languages is politically mediated in such a way that its pedagogical value (as a medium of communication and learning) is not always taken into account in the bilingual mathematics classroom.

Teachers’ and postgraduate nursing students’ experience of the educational environment in Iran: A qualitative Research

PubMed Central

Hajihosseini, Fatemeh; Tafreshi, Mansoureh Zagheri; Hosseini, Meimanat; Baghestani, Ahmad Reza

2017-01-01

Background The learning environment has a significant role in determining nursing students’ academic achievements and course satisfaction. Creating a proper educational environment is therefore necessary for improving the quality of teaching and learning, and for delivering competent graduates to society. Objective The present study was conducted to explore teachers’ and postgraduate nursing students’ experience of the educational environment in Iran. Methods This qualitative study uses an inductive approach and conventional content analysis. Data were collected through semi-structured face-to-face interviews with seven PhD students, seven faculty members (directors) and two focus groups comprising of fourteen master’s students in total, selected from three major universities in Tehran, Iran. Results Seven subcategories were extracted from the data, including the organizational context, interactive climate, teachers’ competency, student appreciation, research centeredness, educational guidance and professionalism. Conclusion The educational environment of postgraduate nursing programs in Iran encompasses different dimensions that can serve as both key points for educational environment evaluators and as guidelines for officials at different levels, to modify the weaknesses and improve the strengths of the system. PMID:28979741

Where There Is a WIL There Is a Way: Using a Critical Reflective Approach to Enhance Work Readiness

ERIC Educational Resources Information Center

Wingrove, Dallas; Turner, Michelle

2015-01-01

Creating authentic learning experiences that prepare students for their future work in an ever-changing workforce represents a key challenge in higher education. One key way to enable the integration of learning and work is to foster students' capacity for critical reflection and reflexive thinking. This paper seeks to contribute to knowledge of…

The Identification of Key Issues in the Development of Sustainable e-Learning and Virtual Campus Initiatives

ERIC Educational Resources Information Center

Stansfield, Mark; Connolly, Thomas; Cartelli, Antonio; Jimoyiannis, Athanassios; Magalhaes, Hugo; Maillet, Katherine

2009-01-01

This paper explores a number of key issues that have been identified as being important in the identification and evaluation of best practice within the context of e-learning and virtual campuses. The "Promoting Best Practice in Virtual Campuses" (PBP-VC) project is a two year European Commission Education Audiovisual and Culture…

A Stakeholder Analysis of One Institution's Assuring Learning Experience--Is the Promise and the Practice Worth the Price?

ERIC Educational Resources Information Center

French, Erica; Casali, Gian Luca

2014-01-01

Universities around the world are rushing to implement assurance of learning policies and practices with varying degrees of success. One School investigated its own policy and practice development through the eyes of its key stakeholders to identify whether the practice was worth the price. Findings indicate that although the key stakeholders…

A Survey of Self-Advocacy Groups for People with Learning Disabilities in an English Region: Part II.

ERIC Educational Resources Information Center

McNally, Steve

2003-01-01

The second article on a survey of self-advocacy groups for people with learning disabilities in England reports key findings that included the consistency of the issues identified as important and the willingness to engage in research. Key themes were self-advocacy, rights, day service center issues, staffing, personal relationships, complaints,…

Adult Learning: A Key for the 21st Century. CONFINTEA V Background Papers (Hamburg, Germany, July 14-18, 1997).

ERIC Educational Resources Information Center

Adult Education and Development, 1997

1997-01-01

The following papers are included: "Foreword" (Jakob Horn, Paul Belanger); "Internationalization and Globalization" (Ove Korsgaard); "Adult Learning and the Challenges of the 21st Century" (Marc-Laurent Hazoume); "Diversity in Adult Education: Some Key Concepts in Minority and Indigenous Issues" (Linda King de Jardon); "The Culture of Peace: The…

MSFC Skylab lessons learned

NASA Technical Reports Server (NTRS)

1974-01-01

Key lessons learned during the Skylab Program that could have impact on on-going and future programs are presented. They present early and sometimes subjective opinions; however, they give insights into key areas of concern. These experiences from a complex space program management and space flight serve as an early assessment to provide the most advantage to programs underway. References to other more detailed reports are provided.

Identification of Key Issues in Adopting a Web 2.0 E-Portfolio Strategy

ERIC Educational Resources Information Center

McKenna, Gary F.; Stansfield, Mark H.

2013-01-01

The purpose of the paper is to identify key issues relating to best practice and sustainability in Web 2.0 as an e-Learning strategy for supporting e-portfolios in Higher Education. A practical guidelines framework was developed for best practices, which can be justified by the lack of available frameworks in the e-Learning literature. A…

Relative versus Absolute Stimulus Control in the Temporal Bisection Task

ERIC Educational Resources Information Center

de Carvalho, Marilia Pinhiero; Machado, Armando

2012-01-01

When subjects learn to associate two sample durations with two comparison keys, do they learn to associate the keys with the short and long samples (relational hypothesis), or with the specific sample durations (absolute hypothesis)? We exposed 16 pigeons to an ABA design in which phases A and B corresponded to tasks using samples of 1 s and 4 s,…

The Influence of Organisational Commitment, Job Involvement and Utility Perceptions on Trainees' Motivation to Improve Work through Learning

ERIC Educational Resources Information Center

von Treuer, Kathryn; McHardy, Katherine; Earl, Celisha

2013-01-01

Workplace training is a key strategy often used by organisations to optimise performance. Further, trainee motivation is a key determinant of the degree to which the material learned in a training programme will be transferred to the workplace, enhancing the performance of the trainee. This study investigates the relationship between several…

Developing an Objective Structured Clinical Examination to Assess Work-Integrated Learning in Exercise Physiology

ERIC Educational Resources Information Center

Naumann, Fiona; Moore, Keri; Mildon, Sally; Jones, Philip

2014-01-01

This paper aims to develop a valid method to assess the key competencies of the exercise physiology profession acquired through work-integrated learning (WIL). In order to develop a competency-based assessment, the key professional tasks needed to be identified and the test designed so students' competency in different tasks and settings could be…

Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory

ERIC Educational Resources Information Center

Simon, Martin A.; Tzur, Ron

2004-01-01

Simon's (1995) development of the construct of hypothetical learning trajectory (HLT) offered a description of key aspects of planning mathematics lessons. An HLT consists of the goal for the students' learning, the mathematical tasks that will be used to promote student learning, and hypotheses about the process of the students' learning.…

Understanding the Behavioral Intention to Play Austronesian Learning Games: From the Perspectives of Learning Outcome, Service Quality, and Hedonic Value

ERIC Educational Resources Information Center

Hsiao, Kuo-Lun; Huang, Tien-Chi; Chen, Mu-Yen; Chiang, Nien-Ting

2018-01-01

Although ubiquitous learning is a novel and creative teaching approach, two key issues inhibit its success overall: a lack of appropriate learning strategies regarding learning objectives, and ineffective learning tools for receiving knowledge regarding the chosen subjects. To address these issues, we develops and designs a game-based educational…

Web-Based Reading Annotation System with an Attention-Based Self-Regulated Learning Mechanism for Promoting Reading Performance

ERIC Educational Resources Information Center

Chen, Chih-Ming; Huang, Sheng-Hui

2014-01-01

Due to the rapid development of information technology, web-based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web-based learning environments, and self-regulated learning (SRL) is key to autonomic learning…

Addressing Point of Need in Interactive Multimedia Instruction: A Conceptual Review and Evaluation

DTIC Science & Technology

2013-11-01

classroom setting, ability grouping refers to the practice of putting students into groups on the basis of individual group members’ ability levels...presentation of elaborated/basic vs. advanced material, color cuing, pretesting and modifying learning presentation based on performance) ...learners’ points of need. The point of need concept is focused both on the accessibility of information to support the learning process as well as

Generation Z, Meet Cooperative Learning

ERIC Educational Resources Information Center

Igel, Charles; Urquhart, Vicki

2012-01-01

Today's Generation Z teens need to develop teamwork and social learning skills to be successful in the 21st century workplace. Teachers can help students develop these skills and enhance academic achievement by implementing cooperative learning strategies. Three key principles for successful cooperative learning are discussed. (Contains 1 figure.)

Distributed Learning Metadata Standards

ERIC Educational Resources Information Center

McClelland, Marilyn

2004-01-01

Significant economies can be achieved in distributed learning systems architected with a focus on interoperability and reuse. The key building blocks of an efficient distributed learning architecture are the use of standards and XML technologies. The goal of plug and play capability among various components of a distributed learning system…

Strategic HRD Practices as Key Factors in Organizational Learning

ERIC Educational Resources Information Center

Tseng, Chien-Chi; McLean, Gary N.

2007-01-01

Relationships between strategic HRD practices and organizational learning were explored through a literature review. Organizations that learn and develop their SHRD practices have more opportunities to obtain and integrate the nine SHRD outcomes in the learning process: organizational missions and goals, top management leadership, environmental…

Comparison of Scalar Expectancy Theory (SET) and the Learning-to-Time (LeT) model in a successive temporal bisection task.

PubMed

Arantes, Joana

2008-06-01

The present research tested the generality of the "context effect" previously reported in experiments using temporal double bisection tasks [e.g., Arantes, J., Machado, A. Context effects in a temporal discrimination task: Further tests of the Scalar Expectancy Theory and Learning-to-Time models. J. Exp. Anal. Behav., in press]. Pigeons learned two temporal discriminations in which all the stimuli appear successively: 1s (red) vs. 4s (green) and 4s (blue) vs. 16s (yellow). Then, two tests were conducted to compare predictions of two timing models, Scalar Expectancy Theory (SET) and the Learning-to-Time (LeT) model. In one test, two psychometric functions were obtained by presenting pigeons with intermediate signal durations (1-4s and 4-16s). Results were mixed. In the critical test, pigeons were exposed to signals ranging from 1 to 16s and followed by the green or the blue key. Whereas SET predicted that the relative response rate to each of these keys should be independent of the signal duration, LeT predicted that the relative response rate to the green key (compared with the blue key) should increase with the signal duration. Results were consistent with LeT's predictions, showing that the context effect is obtained even when subjects do not need to make a choice between two keys presented simultaneously.

Ecological Knowledge Among Communities, Managers and Scientists: Bridging Divergent Perspectives to Improve Forest Management Outcomes

NASA Astrophysics Data System (ADS)

Rist, Lucy; Shackleton, Charlie; Gadamus, Lily; Chapin, F. Stuart; Gowda, C. Made; Setty, Siddappa; Kannan, Ramesh; Shaanker, R. Uma

2016-04-01

Multiple actors are typically involved in forest management, namely communities, managers and researchers. In such cases, suboptimal management outcomes may, in addition to other factors, be symptomatic of a divergence in perspectives among these actors driven by fundamental differences in ecological knowledge. We examine the degree of congruence between the understandings of actors surrounding key issues of management concern in three case studies from tropical, subtropical and boreal forests. We identify commonly encountered points of divergence in ecological knowledge relating to key management processes and issues. We use these to formulate seven hypotheses about differences in the bodies of knowledge that frequently underlie communication and learning failures in forest management contexts where multiple actors are involved and outcomes are judged to be suboptimal. Finally, we present a set of propositions to acknowledge and narrow these differences. A more complete recognition of the full triangulation between all actors involved, and of the influence that fundamental differences in ecological knowledge can exert, may help lead to a more fruitful integration between local knowledge and practice, manager knowledge and practice, and contemporary science in forest management.

About approximation of integer factorization problem by the combination fixed-point iteration method and Bayesian rounding for quantum cryptography

NASA Astrophysics Data System (ADS)

Ogorodnikov, Yuri; Khachay, Michael; Pljonkin, Anton

2018-04-01

We describe the possibility of employing the special case of the 3-SAT problem stemming from the well known integer factorization problem for the quantum cryptography. It is known, that for every instance of our 3-SAT setting the given 3-CNF is satisfiable by a unique truth assignment, and the goal is to find this assignment. Since the complexity status of the factorization problem is still undefined, development of approximation algorithms and heuristics adopts interest of numerous researchers. One of promising approaches to construction of approximation techniques is based on real-valued relaxation of the given 3-CNF followed by minimizing of the appropriate differentiable loss function, and subsequent rounding of the fractional minimizer obtained. Actually, algorithms developed this way differ by the rounding scheme applied on their final stage. We propose a new rounding scheme based on Bayesian learning. The article shows that the proposed method can be used to determine the security in quantum key distribution systems. In the quantum distribution the Shannon rules is applied and the factorization problem is paramount when decrypting secret keys.

Supervised Outlier Detection in Large-Scale Mvs Point Clouds for 3d City Modeling Applications

NASA Astrophysics Data System (ADS)

Stucker, C.; Richard, A.; Wegner, J. D.; Schindler, K.

2018-05-01

We propose to use a discriminative classifier for outlier detection in large-scale point clouds of cities generated via multi-view stereo (MVS) from densely acquired images. What makes outlier removal hard are varying distributions of inliers and outliers across a scene. Heuristic outlier removal using a specific feature that encodes point distribution often delivers unsatisfying results. Although most outliers can be identified correctly (high recall), many inliers are erroneously removed (low precision), too. This aggravates object 3D reconstruction due to missing data. We thus propose to discriminatively learn class-specific distributions directly from the data to achieve high precision. We apply a standard Random Forest classifier that infers a binary label (inlier or outlier) for each 3D point in the raw, unfiltered point cloud and test two approaches for training. In the first, non-semantic approach, features are extracted without considering the semantic interpretation of the 3D points. The trained model approximates the average distribution of inliers and outliers across all semantic classes. Second, semantic interpretation is incorporated into the learning process, i.e. we train separate inlieroutlier classifiers per semantic class (building facades, roof, ground, vegetation, fields, and water). Performance of learned filtering is evaluated on several large SfM point clouds of cities. We find that results confirm our underlying assumption that discriminatively learning inlier-outlier distributions does improve precision over global heuristics by up to ≍ 12 percent points. Moreover, semantically informed filtering that models class-specific distributions further improves precision by up to ≍ 10 percent points, being able to remove very isolated building, roof, and water points while preserving inliers on building facades and vegetation.

Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum.

PubMed

Rafai, Nicole; Lemos, Martin; Kennes, Lieven Nils; Hawari, Ayichah; Gerhardt-Szép, Susanne; Classen-Linke, Irmgard

2016-11-25

Establishing a strong link early on between preclinical coursework and the clinical context is necessary for students to be able to recognize the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. Our objective was to enhance the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interdisciplinary skills training course on "Palpation of the Head and Neck Muscles" and to measure the learning outcomes. For the curricular development of the expanded course module, Kern's 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by an e-learning application. A randomized control study measured effects of the two components (skills training, e-module) on learning outcomes. Four learning methods were compared: (1) lecture, (2) lecture + e-module, (3) lecture + skills training, (4) lecture + skills training + e-module. An objective structured clinical examination (OSCE) was used to measure and compare learning outcomes. The two-way variance analysis demonstrated that participation in the skills training had a statistically significant effect on the OSCE results (p = 0.0007). Students who participated in the skills training did better (φ 107.4 ± 14.4 points) than students who only attended the lecture (φ 88.8 ± 26.2 points). Students who used the e-module but did not attend the skills training earned a slightly but not significantly higher average number of points (φ 91.8 ± 31.3 points) than those who only attended the lecture. The learning outcomes of the skills training were again significantly increased when the training was combined with the e-module (φ 121.8 ± 21.8 points), thus making it the ideal method for achieving the learning objectives defined in this study. The "Palpation of the Head and Neck Muscles" interdisciplinary skills training course linking basic anatomical knowledge and clinical skills led to clearly improved learning outcomes for both, anatomical knowledge and clinical skills. The additional use of an e-learning tool (e-module) improved the learning effect.

EURAMET.T-K7 Key Comparison of Water Triple-Point Cells

NASA Astrophysics Data System (ADS)

Peruzzi, A.; Bosma, R.; Kerkhof, O.; Rosenkranz, P.; Del Campo Maldonado, M. D.; Strnad, R.; Nielsen, J.; Anagnostou, M.; Veliki, T.; Zvizdic, D.; Grudnewicz, E.; Nedea, M.; Neagu, D. M.; Steur, P.; Filipe, E.; Lobo, I.; Antonsen, I.; Renaot, E.; Heinonen, M.; Weckstrom, T.; Bojkovski, J.; Turzo-Andras, E.; Nemeth, S.; White, M.; Tegeler, E.; Dobre, M.; Duris, S.; Kartal Dogan, A.; Uytun, A.; Augevicius, V.; Pauzha, A.; Pokhodun, A.; Simic, S.

2011-12-01

The results of a EURAMET key comparison of water triple-point cells (EURAMET.T-K7) are reported. The equipment used, the measuring conditions applied, and the procedures adopted for the water triple-point measurement at the participating laboratories are synthetically presented. The definitions of the national reference for the water triple-point temperature adopted by each laboratory are disclosed. The multiplicity of degrees of equivalence arising for the linking laboratories with respect to the "mother" comparison CCT-K7 is discussed in detail.

LearnAlaska Portal

Science.gov Websites

ESS (Employee Self Service) E-Travel Online Login IRIS FIN/PROC Login IRIS HRM Login LearnAlaska SFOA SharePoint Site TRIPS (Traveler Integrated Profile System) Vendor Self Service (VSS) Resources Alaska & Resources Manuals Payment Detail Report Salary Schedules SFOA SharePoint Site (SOA Only) Training

The Attractions of Joined-Up Thinking.

ERIC Educational Resources Information Center

Payne, John

1998-01-01

Several British initiatives for workplace learning (University for Industry, Individual Learning Accounts, employee development) have common goals: widening participation, recognizing adult learning as a key to social inclusion, providing equal opportunities, and extending guidance provision for adults. (SK)

Image detection and compression for memory efficient system analysis

NASA Astrophysics Data System (ADS)

Bayraktar, Mustafa

2015-02-01

The advances in digital signal processing have been progressing towards efficient use of memory and processing. Both of these factors can be utilized efficiently by using feasible techniques of image storage by computing the minimum information of image which will enhance computation in later processes. Scale Invariant Feature Transform (SIFT) can be utilized to estimate and retrieve of an image. In computer vision, SIFT can be implemented to recognize the image by comparing its key features from SIFT saved key point descriptors. The main advantage of SIFT is that it doesn't only remove the redundant information from an image but also reduces the key points by matching their orientation and adding them together in different windows of image [1]. Another key property of this approach is that it works on highly contrasted images more efficiently because it`s design is based on collecting key points from the contrast shades of image.

Judgment of Learning, Monitoring Accuracy, and Student Performance in the Classroom Context

ERIC Educational Resources Information Center

Cao, Li; Nietfeld, John L.

2005-01-01

As a key component in self-regulated learning, the ability to accurately judge the status of learning enables students to become strategic and effective in the learning process. Weekly monitoring exercises were used to improve college students' (N = 94) accuracy of judgment of learning over a 14-week educational psychology course. A time series…

Approaches to Learning and School Readiness in Head Start: Applications to Preschool Science

ERIC Educational Resources Information Center

Bustamante, Andres S.; White, Lisa J.; Greenfield, Daryl B.

2017-01-01

Approaches to learning are a set of domain-general skills that encompass curiosity, persistence, planning, and engagement in group learning. These skills play a key role in preschoolers' learning and predict school readiness in math and language. Preschool science is a critical domain for early education and facilitates learning across domains.…

Using the Contextual Model of Learning to Understand Visitor Learning from a Science Center Exhibition

ERIC Educational Resources Information Center

Falk, John; Storksdieck, Martin

2005-01-01

Falk and Dierking's Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: (1) How do specific independent variables individually contribute…

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

ERIC Educational Resources Information Center

Chang, Wen-Chih; Yang, Hsuan-Che; Shih, Timothy K.; Chao, Louis R.

2009-01-01

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning…

Blurring the Boundaries? Supporting Students and Staff within an Online Learning Environment

ERIC Educational Resources Information Center

Quinsee, Susannah; Hurst, Judith

2005-01-01

The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. One of the key elements of this transformational process is…

Analysis of Documents Published in Scopus Database on Foreign Language Learning through Mobile Learning: A Content Analysis

ERIC Educational Resources Information Center

Uzunboylu, Huseyin; Genc, Zeynep

2017-01-01

The purpose of this study is to determine the recent trends in foreign language learning through mobile learning. The study was conducted employing document analysis and related content analysis among the qualitative research methodology. Through the search conducted on Scopus database with the key words "mobile learning and foreign language…

Effects of a Critical Thinking Skills Program on the Learning Motivation of Primary School Students

ERIC Educational Resources Information Center

Hu, Weiping; Jia, Xiaojuan; Plucker, Jonathan A.; Shan, Xinxin

2016-01-01

Learning motivation has a significant effect on student learning, which is a key determinant of academic performance and creativity. It is increasingly popular and important to cultivate learning motivation in schools. To consider this trend, a long-term intervention program named "Learn to Think" (LTT) was designed not only to improve…

The Effect of Key-Words Video Captions on Vocabulary Learning through Mobile-Assisted Language Learning

ERIC Educational Resources Information Center

Mahdi, Hassan Saleh

2017-01-01

Video captioning is a useful tool for vocabulary learning. In the literature, video captioning has been investigated by many studies, and the results indicated that video captioning is useful to foster vocabulary learning. However, most of the previous studies have investigated the effect of full captions on vocabulary learning. In addition, most…

Lifelong Learning in Action: Transforming Education in the 21st Century.

ERIC Educational Resources Information Center

Longworth, Norman

This book presents key concepts in lifelong learning and case studies illustrating the impact of lifelong learning on schools throughout the world. The following are among the topics discussed in the book's 22 chapters: (1) the principle that learning is for the people; (2) educational decision making; (3) learning ownership and motivation; (4)…

Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion

ERIC Educational Resources Information Center

Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica

2017-01-01

This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD). The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and…

Turning Pupils on to Learning: Creative Classrooms in Action. Creative Teaching/Creative Schools

ERIC Educational Resources Information Center

Elkington, Rob, Ed.

2011-01-01

"Turning Pupils on to Learning" documents and makes visible how creative learning approaches can engage and motivate children in their learning. The book features six case studies of creative learning projects that cover the early years through to Key Stage 3 which are written by the teachers and creative practitioners involved. From the creation…

Responsive eLearning exercises to enhance student interaction with metabolic pathways.

PubMed

Roesler, William J; Dreaver-Charles, Kristine

2018-05-01

Successful learning of biochemistry requires students to engage with the material. In the past this often involved students writing out pathways by hand, and more recently directing students to online resources such as videos, songs, and animated slide presentations. However, even these latter resources do not really provide students an opportunity to engage with the material in an active fashion. As part of an online introductory metabolism course that was developed at our university, we created a series of twelve online interactive activities using Adobe Captivate 9. These activities targeted glycolysis, gluconeogenesis, the pentose phosphate pathway, glycogen metabolism, the citric acid cycle, and fatty acid oxidation. The interactive exercises consisted of two types. One involved dragging objects such as names of enzymes or allosteric modifiers to their correct drop locations such as a particular point in a metabolic pathway, a specific enzyme, and so forth. A second type involved clicking on objects, locations within a pathway, and so forth, in response to a particular question. In both types of exercises, students received feedback on their decisions in order to enhance learning. The student feedback received on these activities was very positive, and indicated that they found them to increase their confidence in the material and that they had learned the key principles of each pathway. © 2018 by The International Union of Biochemistry and Molecular Biology, 46(3):223-229, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Data Programming: Creating Large Training Sets, Quickly.

PubMed

Ratner, Alexander; De Sa, Christopher; Wu, Sen; Selsam, Daniel; Ré, Christopher

2016-12-01

Large labeled training sets are the critical building blocks of supervised learning methods and are key enablers of deep learning techniques. For some applications, creating labeled training sets is the most time-consuming and expensive part of applying machine learning. We therefore propose a paradigm for the programmatic creation of training sets called data programming in which users express weak supervision strategies or domain heuristics as labeling functions , which are programs that label subsets of the data, but that are noisy and may conflict. We show that by explicitly representing this training set labeling process as a generative model, we can "denoise" the generated training set, and establish theoretically that we can recover the parameters of these generative models in a handful of settings. We then show how to modify a discriminative loss function to make it noise-aware, and demonstrate our method over a range of discriminative models including logistic regression and LSTMs. Experimentally, on the 2014 TAC-KBP Slot Filling challenge, we show that data programming would have led to a new winning score, and also show that applying data programming to an LSTM model leads to a TAC-KBP score almost 6 F1 points over a state-of-the-art LSTM baseline (and into second place in the competition). Additionally, in initial user studies we observed that data programming may be an easier way for non-experts to create machine learning models when training data is limited or unavailable.

Using Gagne's theory to teach procedural skills.

PubMed

Buscombe, Charlotte

2013-10-01

Many key medical procedures are performed every day in clinical practice to yield important diagnostic information and to help determine the disease response to intensive treatments. Training clinicians to perform procedures competently and confidently thus carries considerable weight, helping to assure patient safety, the obtainment of adequate samples and minimising patient discomfort. This article considers how Robert Gagne's instructional design model may be effectively used to design lesson plans and teach procedural skills in small group settings. Gagne's model is based upon the information-processing model of mental events that occur when adults are presented with various stimuli. It highlights nine specific instructional events, which correlate with crucial conditions of learning, and are arranged to maximally enhance the learning process, improve session flow and, ultimately, ensure lesson objectives are comprehensively addressed. This article uses the nine points described by Gagne to outline a comprehensive lesson guide for teaching psychomotor skills, using a bone-marrow aspirate procedure as an example. Each of Gagne's instructional events is considered with specific activities for each, and with the variety of activities delineated to meet diverse learning styles. Gagne's instructional events can produce an effective and comprehensive lesson plan for teaching procedural skills, preparing learners with various preferred learning styles to perform psychomotor skills competently in clinical practice. This lesson plan can be of use for both teachers and students across clinical specialties, encouragingly outlining how Gagne's systematic and widely referenced theory can be creatively and practically used. © 2013 John Wiley & Sons Ltd.

[Medical Studies + Internship + Vocational Training = A Complete Ophthalmic Surgeon? A Theoretical Analysis of the Ophthalmic Surgery Training from the Perspective of Medical and Educational Sciences].

PubMed

Köffler, N M; Kastl, G

2017-02-01

"Let's have the courage to train young doctors to conduct ophthalmic surgery!" - This is the final plea of this theoretical article, which appeals for greater collaboration between medical and educational sciences in the training of ophthalmic surgeons. It will be discussed whether surgery-based training is adequate, from the point of view of both medical knowledge and learning theory. Standard requirements for the specialist qualification in ophthalmic surgery are presented for Bavaria, Austria and Switzerland; these are then compared and contrasted with the experience-based practice of vocational training. Assuming that vocational training can be understood as providing the context for action-oriented learning, the relevance of procedural knowledge will be discussed for the development of practical surgical skills. A model for expertise in ophthalmic surgery will be outlined. Instructors' didactic skills and expertise will be discussed in relation to the requirements and guidelines for receiving the license to train assistants. In general, the article highlights the relevance of performance in learning surgery, and calls for the provision of sufficient possibilities to learn surgery in the course of assistant doctors' vocational training. This article addresses those who are involved in ophthalmologists' and ophthalmic surgeons' vocational training (e.g. medical instructors, medical associations, assistant doctors) and who welcome thought-provoking impulses from unfamiliar academic disciplines on key questions and concerns in practical vocational training. Georg Thieme Verlag KG Stuttgart · New York.

Data Programming: Creating Large Training Sets, Quickly

PubMed Central

Ratner, Alexander; De Sa, Christopher; Wu, Sen; Selsam, Daniel; Ré, Christopher

2018-01-01

Large labeled training sets are the critical building blocks of supervised learning methods and are key enablers of deep learning techniques. For some applications, creating labeled training sets is the most time-consuming and expensive part of applying machine learning. We therefore propose a paradigm for the programmatic creation of training sets called data programming in which users express weak supervision strategies or domain heuristics as labeling functions, which are programs that label subsets of the data, but that are noisy and may conflict. We show that by explicitly representing this training set labeling process as a generative model, we can “denoise” the generated training set, and establish theoretically that we can recover the parameters of these generative models in a handful of settings. We then show how to modify a discriminative loss function to make it noise-aware, and demonstrate our method over a range of discriminative models including logistic regression and LSTMs. Experimentally, on the 2014 TAC-KBP Slot Filling challenge, we show that data programming would have led to a new winning score, and also show that applying data programming to an LSTM model leads to a TAC-KBP score almost 6 F1 points over a state-of-the-art LSTM baseline (and into second place in the competition). Additionally, in initial user studies we observed that data programming may be an easier way for non-experts to create machine learning models when training data is limited or unavailable. PMID:29872252

Translating Theory Into Practice: Implementing a Program of Assessment.

PubMed

Hauer, Karen E; O'Sullivan, Patricia S; Fitzhenry, Kristen; Boscardin, Christy

2018-03-01

A program of assessment addresses challenges in learner assessment using a centrally planned, coordinated approach that emphasizes assessment for learning. This report describes the steps taken to implement a program of assessment framework within a medical school. A literature review on best practices in assessment highlighted six principles that guided implementation of the program of assessment in 2016-2017: (1) a centrally coordinated plan for assessment aligns with and supports a curricular vision; (2) multiple assessment tools used longitudinally generate multiple data points; (3) learners require ready access to information-rich feedback to promote reflection and informed self-assessment; (4) mentoring is essential to facilitate effective data use for reflection and learning planning; (5) the program of assessment fosters self-regulated learning behaviors; and (6) expert groups make summative decisions about grades and readiness for advancement. Implementation incorporated stakeholder engagement, use of multiple assessment tools, design of a coaching program, and creation of a learner performance dashboard. The assessment team monitors adherence to principles defining the program of assessment and gathers and responds to regular feedback from key stakeholders, including faculty, staff, and students. Next steps include systematically collecting evidence for validity of individual assessments and the program overall. Iterative review of student performance data informs curricular improvements. The program of assessment also highlights technology needs that will be addressed with information technology experts. The outcome ultimately will entail showing evidence of validity that the program produces physicians who engage in lifelong learning and provide high-quality patient care.

From specific examples to general knowledge in language learning.

PubMed

Tamminen, Jakke; Davis, Matthew H; Rastle, Kathleen

2015-06-01

The extraction of general knowledge from individual episodes is critical if we are to learn new knowledge or abilities. Here we uncover some of the key cognitive mechanisms that characterise this process in the domain of language learning. In five experiments adult participants learned new morphological units embedded in fictitious words created by attaching new affixes (e.g., -afe) to familiar word stems (e.g., "sleepafe is a participant in a study about the effects of sleep"). Participants' ability to generalise semantic knowledge about the affixes was tested using tasks requiring the comprehension and production of novel words containing a trained affix (e.g., sailafe). We manipulated the delay between training and test (Experiment 1), the number of unique exemplars provided for each affix during training (Experiment 2), and the consistency of the form-to-meaning mapping of the affixes (Experiments 3-5). In a task where speeded online language processing is required (semantic priming), generalisation was achieved only after a memory consolidation opportunity following training, and only if the training included a sufficient number of unique exemplars. Semantic inconsistency disrupted speeded generalisation unless consolidation was allowed to operate on one of the two affix-meanings before introducing inconsistencies. In contrast, in tasks that required slow, deliberate reasoning, generalisation could be achieved largely irrespective of the above constraints. These findings point to two different mechanisms of generalisation that have different cognitive demands and rely on different types of memory representations. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

Children's Everyday Learning by Assuming Responsibility for Others: Indigenous Practices as a Cultural Heritage Across Generations.

PubMed

Fernández, David Lorente

2015-01-01

This chapter uses a comparative approach to examine the maintenance of Indigenous practices related with Learning by Observing and Pitching In in two generations--parent generation and current child generation--in a Central Mexican Nahua community. In spite of cultural changes and the increase of Western schooling experience, these practices persist, to different degrees, as a Nahua cultural heritage with close historical relations to the key value of cuidado (stewardship). The chapter explores how children learn the value of cuidado in a variety of everyday activities, which include assuming responsibility in many social situations, primarily in cultivating corn, raising and protecting domestic animals, health practices, and participating in family ceremonial life. The chapter focuses on three main points: (1) Cuidado (assuming responsibility for), in the Nahua socio-cultural context, refers to the concepts of protection and "raising" as well as fostering other beings, whether humans, plants, or animals, to reach their potential and fulfill their development. (2) Children learn cuidado by contributing to family endeavors: They develop attention and self-motivation; they are capable of responsible actions; and they are able to transform participation to achieve the status of a competent member of local society. (3) This collaborative participation allows children to continue the cultural tradition and to preserve a Nahua heritage at a deeper level in a community in which Nahuatl language and dress have disappeared, and people do not identify themselves as Indigenous. © 2015 Elsevier Inc. All rights reserved.

Reflective learning in community-based dental education.

PubMed

Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace.

PubMed

Lloyd, Bradley; Pfeiffer, Daniella; Dominish, Jacqueline; Heading, Gaynor; Schmidt, David; McCluskey, Annie

2014-03-25

Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. A qualitative study was conducted with a purposively selected maximum variation sample (n =46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The 'framework approach' was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Key enablers of workplace learning included having access to peers, expertise and 'learning networks', protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes.

The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace

PubMed Central

2014-01-01

Background Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. Methods A qualitative study was conducted with a purposively selected maximum variation sample (n = 46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The ‘framework approach’ was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Results Key enablers of workplace learning included having access to peers, expertise and ‘learning networks’, protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Conclusion Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes. PMID:24661614

Experiencing Variation: Learning Opportunities in Doctoral Supervision

ERIC Educational Resources Information Center

Kobayashi, Sofie; Berge, Maria; Grout, Brian W. W.; Rump, Camilla Østerberg

2017-01-01

This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with…

Self-Directed Learning: A Tool for Lifelong Learning

ERIC Educational Resources Information Center

Boyer, Stefanie L.; Edmondson, Diane R.; Artis, Andrew B.; Fleming, David

2014-01-01

A meta-analytic review of self-directed learning (SDL) research over 30 years, five countries, and across multiple academic disciplines is used to explore its relationships with five key nomologically related constructs for effective workplace learning. The meta-analysis revealed positive relationships between SDL and internal locus of control,…

Monitoring Collaborative Activities in Computer Supported Collaborative Learning

ERIC Educational Resources Information Center

Persico, Donatella; Pozzi, Francesca; Sarti, Luigi

2010-01-01

Monitoring the learning process in computer supported collaborative learning (CSCL) environments is a key element for supporting the efficacy of tutor actions. This article proposes an approach for analysing learning processes in a CSCL environment to support tutors in their monitoring tasks. The approach entails tracking the interactions within…

Problem Finding in Professional Learning Communities: A Learning Study Approach

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Caleon, Imelda Santos

2016-01-01

This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding--a key process involved in collaborative problem solving--that…

??Enhancing Work Place Competency through Innovative Integrated Learning

ERIC Educational Resources Information Center

Rao, A. V. Nageswara; Mohan, V. Krishna; Sahu, Dasarathi

2009-01-01

The present business environment demands innovative integrated learning which is a key driver of growth and productivity. In an economy driven by knowledge management the emphasis is on continuous and instant innovative learning in the organization. The holistic approach to Integrated learning involves the understanding of business requirements…

The Power of Service-Learning.

ERIC Educational Resources Information Center

McCarthy, Mary H.; Corbin, Linda

2003-01-01

Describes key elements of service learning: response to the community, student-led decision-making, analytical reflection. Includes a case study of service learning in the Hudson, Massachusetts, Public School District, the main goal of which is to provide students with opportunities to learn the core values of empathy, ethics, and service. (PKP)