Science of Agricultural Plants

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee, Ed.

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Science of Agricultural Mechanization

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee, Ed.

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Science of Agricultural Environment

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee, Ed.

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Science of Agricultural Animals

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee, Ed.

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Concepts of Agriscience

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Polymer Science. Program CIP: 15.0607

ERIC Educational Resources Information Center

Research and Curriculum Unit, 2010

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Is Sucralose Too Good to Be True?

ERIC Educational Resources Information Center

Thomas, Courtney L.

2012-01-01

Student interest in artificial sweeteners can enhance the biochemistry classroom learning experience. This in class, guided-inquiry activity focuses on sucralose and fits into a 50-min biochemistry class for undergraduate science majors. Background knowledge of carbohydrate structure, function, and metabolism as well as familiarity with…

Marketing. Program CIP: Marketing: 52.1801

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee, Ed.

2008-01-01

Secondary career-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Engineering. Program CIP: 14.1901

ERIC Educational Resources Information Center

Agee, Kelly, Ed.

2009-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Health Sciences. Program CIP: 51.0000

ERIC Educational Resources Information Center

Murdock, Ashleigh, Ed.

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

"This above All: To Thine Own Self Be True"--Ethical Considerations and Risks in Conducting Higher Education Learning Activities in the Virtual World "Second Life" [TM

ERIC Educational Resources Information Center

Childs, Mark; Schnieders, H. Lori; Williams, Gweno

2012-01-01

Using virtual worlds as media for learning and teaching gives rise to the potential for many unique ethical problems. Some of these arise due to the nature of the engagement with these virtual worlds, in which the students create a virtual representation, called an avatar, which may enable a sense of embodiment, and hence exposure, within the…

Student Learning through Service Learning: Effects on Academic Development, Civic Responsibility, Interpersonal Skills and Practical Skills

ERIC Educational Resources Information Center

Hébert, Ali; Hauf, Petra

2015-01-01

Although anecdotal evidence and research alike espouse the benefits of service learning, some researchers have suggested that more rigorous testing is required in order to determine its true effect on students. This is particularly true in the case of academic development, which has been inconsistently linked to service learning. It has been…

Business Fundamentals. Program CIP: Business Fundamentals: 52.0101

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee, Ed.

2008-01-01

Secondary career-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Hunting Stories.

ERIC Educational Resources Information Center

Johnson, Frank

Eleven stories describe traditional practices and true adventures of the Tlingit hunters of Southeast Alaska. The stories are accompanied by learning activities and discussion questions for students and are arranged under the headings of bear, mountain goat and deer, and seal and sea lion. Topics include hunting weapons and strategies, bravery,…

Diesel Service Technician. Program CIP: 47.0605

ERIC Educational Resources Information Center

Agee, Kelly, Ed.

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Automotive Service Technician. Program CIP: 47.0604 - Transportation

ERIC Educational Resources Information Center

Agee, Kelly, Ed.

2008-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Industrial Maintenance. Program CIP: 47.0303 - Industrial Maintenance

ERIC Educational Resources Information Center

Research and Curriculum Unit, 2009

2009-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Culinary Arts. Program CIP: 12.0500-Culinary Arts

ERIC Educational Resources Information Center

Murdock, Ashleigh, Ed.

2008-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Welding Technology. Program CIP: 48.0508 - WELDING

ERIC Educational Resources Information Center

Ferguson, Doug

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Simulation and Animation Design. Program CIP: 50.0411

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee, Ed.

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Early Childhood Education. Program CIP: 19.0709

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee, Ed.

2010-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Installation and Service: HVAC. Program CIP: 47.0201

ERIC Educational Resources Information Center

Research and Curriculum Unit, 2009

2009-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Management. Program CIP: Business Management: 52.0204

ERIC Educational Resources Information Center

Murdock, Ashleigh Barbee, Ed.

2008-01-01

Secondary career-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Explorations in statistics: hypothesis tests and P values.

PubMed

Curran-Everett, Douglas

2009-06-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This second installment of Explorations in Statistics delves into test statistics and P values, two concepts fundamental to the test of a scientific null hypothesis. The essence of a test statistic is that it compares what we observe in the experiment to what we expect to see if the null hypothesis is true. The P value associated with the magnitude of that test statistic answers this question: if the null hypothesis is true, what proportion of possible values of the test statistic are at least as extreme as the one I got? Although statisticians continue to stress the limitations of hypothesis tests, there are two realities we must acknowledge: hypothesis tests are ingrained within science, and the simple test of a null hypothesis can be useful. As a result, it behooves us to explore the notions of hypothesis tests, test statistics, and P values.

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

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

Burmeister, J

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In themore » transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning.« less

Simple yet Hidden Counterexamples in Undergraduate Real Analysis

ERIC Educational Resources Information Center

Shipman, Barbara A.; Shipman, Patrick D.

2013-01-01

We study situations in introductory analysis in which students affirmed false statements as true, despite simple counterexamples that they easily recognized afterwards. The study draws attention to how simple counterexamples can become hidden in plain sight, even in an active learning atmosphere where students proposed simple (as well as more…

2005 Mississippi Curriculum Framework: Secondary Masonry. (Program CIP: 46.0101 - Mason/Masonry)

ERIC Educational Resources Information Center

Davis, Milton; Harris, Chester; Richards, Toney; Smith, Allen; Weatherly, Ronald; Weeks, W. D.

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2007 Mississippi Curriculum Framework: Secondary Agriscience. (Program CIP: 01.0000 - Agriculture, General)

ERIC Educational Resources Information Center

Cantrell, Steve; Conway, Scott; Jack, Linda; Stuckey, Dan

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

An Active Old Age--Senior Citizens in Germany.

ERIC Educational Resources Information Center

Metzler, Birgit

1998-01-01

Life expectancies are rising all over the world, leading to higher proportions of older adults in the population. This is especially true in Japan and Germany. In Germany today, "old" no longer means necessarily "poor and frail." Through volunteer work, lifelong learning, study tours, and participation in sports, older Germans…

Feminist Social Projects: Building Bridges between Communities and Universities

ERIC Educational Resources Information Center

Webb, Patricia; Cole, Kirsti; Skeen, Thomas

2007-01-01

In this article, the authors call for tying service learning to feminist agendas, emphasizing civic activism involving true collaboration with communities. They report on a graduate seminar, "Feminism and Composition," at their own university that worked toward this goal by having students self-reflectively participate in local organizations that…

Dynamics of study strategies and teacher regulation in virtual patient learning activities: a cross sectional survey.

PubMed

Edelbring, Samuel; Wahlström, Rolf

2016-04-23

Students' self-regulated learning becomes essential with increased use of exploratory web-based activities such as virtual patients (VPs). The purpose was to investigate the interplay between students' self-regulated learning strategies and perceived benefit in VP learning activities. A cross-sectional study (n = 150) comparing students' study strategies and perceived benefit of a virtual patient learning activity in a clinical clerkship preparatory course. Teacher regulation varied among three settings and was classified from shared to strong. These settings were compared regarding their respective relations between regulation strategies and perceived benefit of the virtual patient activity. Self-regulation learning strategy was generally associated with perceived benefit of the VP activities (rho 0.27, p < 0.001), but was not true in all settings. The association was higher in the two strongly regulated settings. The external regulation strategy did generally associate weakly with perceived benefit (rho 0.17, p < 0.05) with large variations between settings. The flexible student-autonomous appeal of virtual patients should not lead to the dismissal of guidance and related course activities. External teacher and peer regulation seem to be productive for increasing learners' perceived benefit. Awareness of the interplay among teacher regulation (external) and various study strategies can increase the value of flexible web-based learning resources to students.

2005 Mississippi Curriculum Framework: Secondary Metal Trades. (Program CIP: 48.0590 - Metal Trades)

ERIC Educational Resources Information Center

Brown, Gary; Sample, John; Waits, Jeffrey; Britt, Albert; McKee, Steve; Sullivan, Kirk; Warren, Brian

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Using a Personal Development Plan for Different Purposes: Its Influence on Undertaking Learning Activities and Job Performance

ERIC Educational Resources Information Center

Beausaert, Simon A. J.; Segers, Mien S. R.; Gijselaers, Wim H.

2011-01-01

Today, organizations are increasingly implementing assessment tools such as Personal Development Plans. Although the true power of the tool lies in supporting the employee's continuing professional development, organizations implement the tool for various different purposes, professional development purposes on the one hand and promotion/salary…

2005 Mississippi Curriculum Framework: Secondary Cosmetology. (Program CIP: 12.0401 - Cosmetology/Cosmetologist, General)

ERIC Educational Resources Information Center

Buchanon, Rouser; Farmer, Helen

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Activities for Students: Connecting Spatial Reasoning Ideas in Mathematics and Chemistry

ERIC Educational Resources Information Center

Raje, Sonali; Krach, Michael; Kaplan, Gail

2013-01-01

Concepts in mathematics are often universally applicable to other fields. A critical aspect for success in high school or college is the ability to transfer content knowledge from one discipline to another. This is especially true for material learned in the sciences and mathematics. Several studies have suggested that strong mathematical skills…

2007 Mississippi Curriculum Framework: Secondary Diesel Service Technology. (Program CIP: 47.0605 - Diesel Mechanics Technology/Technician)

ERIC Educational Resources Information Center

Ellison, Dave; Jackson, Edward

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Design Considerations for Integrating Twitter into an Online Course

ERIC Educational Resources Information Center

Rohr, Linda E.; Costello, Jane; Hawkins, Thomas

2015-01-01

While the use of Twitter for communication and assessment activities in online courses is not new, it has not been without its challenges. This is increasingly true of high enrolment courses. The use of a Twitter Evaluation application which leverages a Learning Management System's (LMS's) application programming interface (API) provides a…

2005 Mississippi Curriculum Framework: Secondary Welding Theory and Applications. (Program CIP: 48.0508 - Welding Technology/Welder)

ERIC Educational Resources Information Center

Cochran, Harry; Lawrence, Kenneth; Wages, Larry; Box, Dale; Johnston, Joe; Switzer, Ronald

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured…

2007 Mississippi Curriculum Framework: Secondary Custodian/Caretaker Services. (Program CIP: 19.0702 - Adult Development and Aging)

ERIC Educational Resources Information Center

Blake, LC; Harthcock, Sandra

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2005 Mississippi Curriculum Framework: Secondary Horticulture. (Program CIP: 01.0601 - Applied Horticulture/Horticultural Operations, General)

ERIC Educational Resources Information Center

Research and Curriculum Unit, 2005

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2006 Mississippi Curriculum Framework: Secondary Forestry. (Program CIP: 03.0511 - Forestry Technology/Technician)

ERIC Educational Resources Information Center

Research and Curriculum Unit, 2006

2006-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Beyond Simple Participation: Providing a Reliable Informal Assessment Tool of Student Engagement for Teachers

ERIC Educational Resources Information Center

Wagetti, Rebecca J.; Johnston, Patricia; Jones, Leslie B.

2017-01-01

Educators have realized the importance of engaging students in learning. Teachers often see participatory behaviors like "hand raising" as evidence of students being engaged in an activity. These indications of engagement do not capture motivational factors behind true engagement. A research team developed a five item scale to easily…

2007 Mississippi Curriculum Framework: Secondary Technology Applications. (Program CIP: 21.0101 - Technology Applications)

ERIC Educational Resources Information Center

Fava, David; Gunkel, Andy; Hood, Jennifer; Mason, Debra; Walker, Jim

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2005 Mississippi Curriculum Framework: Secondary Aging Services. (Program CIP: 19.0702 - Adult Development and Aging)

ERIC Educational Resources Information Center

Walker, Kathy

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2005 Mississippi Curriculum Framework: Secondary Building Trades. (Program CIP: 46.0000 - Construction Trades, General)

ERIC Educational Resources Information Center

Jernigan, Jarvis; Manning, Phillip; Matkins, Billy

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Working with Stories: An Active Learning Approach to Theories of Deviance

ERIC Educational Resources Information Center

Levy, Donald P.; Merenstein, Beth

2005-01-01

The study of theory is often a daunting and uninviting, if not terrifying, introduction to sociology courses. Most students do not see theory as helpful intellectual hardware that can facilitate understanding, interpretation and construction of social knowledge. This is true not only in theory courses, but also in many sociology courses including…

2007 Mississippi Curriculum Framework: Secondary Introduction to Agriscience. (Program CIP: 01.0001 - Introduction to Agriscience)

ERIC Educational Resources Information Center

Research and Curriculum Unit, 2007

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2007 Mississippi Curriculum Framework: Secondary Computer Graphics. (Program CIP: 50.0402 - Commercial and Advertising Art)

ERIC Educational Resources Information Center

Creel, Jo Anne; Denson, Cornelius; New, Ray

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2008 Mississippi Curriculum Framework: Family and Consumer Sciences. (Program CIP: 19.9999 - Family and Consumer Sciences)

ERIC Educational Resources Information Center

Rosetti, Pamela; Byrd, Jenean; West, Brenda; Bigham, Melody

2008-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2005 Mississippi Curriculum Framework: Secondary Machine Tool Operation. (Program CIP: 48.0503 - Machine Shop Technology/Assistant)

ERIC Educational Resources Information Center

Gorman, Nathan; Parker, Ronald; Lurie, Charles; Maples, Thomas

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Tried and True: Springing into Linear Models

ERIC Educational Resources Information Center

Darling, Gerald

2012-01-01

In eighth grade, students usually learn about forces in science class and linear relationships in math class, crucial topics that form the foundation for further study in science and engineering. An activity that links these two fundamental concepts involves measuring the distance a spring stretches as a function of how much weight is suspended…

2005 Mississippi Curriculum Framework: Secondary Hotel, Restaurant, and Tourism Management. (Program CIP: 52.0901--Hospitality Administration/Management)

ERIC Educational Resources Information Center

Bruce, Lady Anne; Chandler, Mark; Nichols, Raynette; Nevill, Becky

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2007 Mississippi Curriculum Framework: Secondary Food Products (Meats). (Program CIP: 01.0401 - Agricultural and Food Products Processing)

ERIC Educational Resources Information Center

Research and Curriculum Unit, 2007

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

ERIC Educational Resources Information Center

Faroa, Brendon Duran

2017-01-01

Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term "student engagement" has been felt throughout the higher education landscape. This is especially true for South…

Thermoregulatory Behavior in Diurnal Lizards as a Vehicle for Teaching Scientific Process

ERIC Educational Resources Information Center

Platz, James E.

2009-01-01

Field experiments offer the opportunity for hands on experience with the scientific process. While this is true of a wide variety of activities, many have pitfalls both experimental and logistical that reduce the overall rate of success, in turn, influencing student learning outcomes. Relying on small, territorial, diurnal lizards and an array of…

2007 Mississippi Curriculum Framework: Secondary Agriculture Power and Machinery. (Program CIP: 01.0204 - Agricultural Power Machinery Operation)

ERIC Educational Resources Information Center

James, Lee; James, Terry; Washington, Lee; Taylor, John Grady; Rushing, Jimmy

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2006 Mississippi Curriculum Framework: Secondary Small Engine Repair. (Program CIP: 47.0606 - Small Engine Mechanic and Repairer)

ERIC Educational Resources Information Center

Evans, Jimmie; Britt, Steve; Smith, Toby; Jackson, Wade

2006-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2006 Mississippi Curriculum Framework: Secondary Outboard Marine Engine Mechanics. (Program CIP: 47.0692 - Outboard Engine Mechanics I)

ERIC Educational Resources Information Center

Chavarria, Ricardo; Bounds, Terry

2006-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2007 Mississippi Curriculum Framework: Secondary Design Technology for Fashion and Interiors. (Program CIP: 19.0901 - Apparel and Textiles, General)

ERIC Educational Resources Information Center

Ingram, Carol; Lawrence, Angie; Pou, Margaret

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2005 Mississippi Curriculum Framework: Secondary Vehicle and Mobile Equipment Technician. (Program CIP: 47.0699 - Vehicle Maintenance and Repair Technology, Other)

ERIC Educational Resources Information Center

Brackeen, Scott; Freeman, Roscoe; Tiblier, Chris; Batton, James; Ealy, Houston; Simmons, Gerald

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2006 Mississippi Curriculum Framework: Secondary Agricultural and Natural Resources Technology. (Program CIP: 01.0003 - Agricultural and Natural Resources)

ERIC Educational Resources Information Center

Bennett, Aaron; Chaney, David; Cole, Ted; Sumrall, Billy; White, Andy

2006-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2005 Mississippi Curriculum Framework: Secondary General Drafting. (Program CIP: 15.1301 - Drafting and Design Technology/Technician, General)

ERIC Educational Resources Information Center

Kirk, Karen; Ladner, Daryl; Lewis, Carroll; Moran, Sheryl; Schneider, Chester; Strickland, Ruth Ann; Welch, Amanda

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2007 Mississippi Curriculum Framework: Secondary Automotive Collision Repair Technology. (Program CIP: 47.0603 - Autobody/Collision and Repair Technology/Technician)

ERIC Educational Resources Information Center

Dowds, Eris; Anderson, Daniel; Sizemore, Rick; Johnson, John

2007-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

2006 Mississippi Curriculum Framework: Secondary Culinary and Related Foods Technology. (Program CIP: 20.0401 - Institutional Food Workers & Admin)

ERIC Educational Resources Information Center

Durand, Linda; Early, Lanell; Wood, Becky Jolly

2006-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Learner Autonomy and Telecollaborative Language Learning

ERIC Educational Resources Information Center

Little, David

2016-01-01

When I was invited to give one of the keynote talks at the Second International Conference on Telecollaboration in Higher Education, my first thought was that I should decline. It is true that for thirty years I was responsible for Trinity College Dublin's self-access language learning facilities and resources; true also that around the turn of…

Active learning on the ward: outcomes from a comparative trial with traditional methods.

PubMed

Melo Prado, Hegla; Hannois Falbo, Gilliatt; Rodrigues Falbo, Ana; Natal Figueirôa, José

2011-03-01

Academic activity during internship is essentially practical and ward rounds are traditionally considered the cornerstone of clinical education. However, the efficacy and effectiveness of ward rounds for learning purposes have been under-investigated and it is necessary to assess alternative educational paradigms for this activity. This study aimed to compare the educational effectiveness of ward rounds conducted with two different learning methodologies. Student subjects were first tested on 30 true/false questions to assess their initial degree of knowledge on pneumonia and diarrhoea. Afterwards, they attended ward rounds conducted using an active and a traditional learning methodology. The participants were submitted to a second test 48hours later in order to assess knowledge acquisition and were asked to answer two questions about self-directed learning and their opinions on the two learning methodologies used. Seventy-two medical students taking part in a paediatric clinic rotation were enrolled. The active methodology proved to be more effective than the traditional methodology for the three outcomes considered: knowledge acquisition (33 students [45.8%] versus 21 students [29.2%]; p=0.03); self-directed learning (38 students [52.8%] versus 11 students [15.3%]; p<0.001), and student opinion on the methods (61 students [84.7%] versus 38 students [52.8%]; p<0.001). The active methodology produced better results than the traditional methodology in a ward-based context. This study seems to be valuable in terms of the new evidence it demonstrates on learning methodologies in the context of the ward round. © Blackwell Publishing Ltd 2011.

29 CFR Appendix A to Part 35 - Age Distinctions in Statutes Affecting Financial Assistance Administered by DOL

Code of Federal Regulations, 2010 CFR

2010-07-01

... implementing regulations as “a worker at least 16 years of age, * * *, who is employed to learn a skilled trade... 29 Labor 1 2010-07-01 2010-07-01 true Age Distinctions in Statutes Affecting Financial Assistance... BASIS OF AGE IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE FROM THE DEPARTMENT OF...

2005 Mississippi Curriculum Framework: Secondary Heating and Air Conditioning. (Program CIP: 47.0201 - Heating, Air Conditioning, Ventilation, and Refrigeration Maintenance Technology/Technician)

ERIC Educational Resources Information Center

Green, Jacob; LeBatard, Ernest; Wiggington, Donnie; Williams, Bennett

2005-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

How to facilitate freshmen learning and support their transition to a university study environment

NASA Astrophysics Data System (ADS)

Kangas, Jari; Rantanen, Elisa; Kettunen, Lauri

2017-11-01

Most freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a 'safe community' to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success.

Online Student Learning and Earth System Processes

NASA Astrophysics Data System (ADS)

Mackay, R. M.

2002-12-01

Many students have difficulty understanding dynamical processes related to Earth's climate system. This is particularly true in Earth System Science courses designed for non-majors. It is often tempting to gloss over these conceptually difficult topics and have students spend more study time learning factual information or ideas that require rather simple linear thought processes. Even when the professor is ambitious and tackles the more difficult ideas of system dynamics in such courses, they are typically greeted with frustration and limited success. However, an understanding of generic system concepts and processes is quite arguably an essential component of any quality liberal arts education. We present online student-centered learning modules that are designed to help students explore different aspects of Earth's climate system (see http://www.cs.clark.edu/mac/physlets/GlobalPollution/maintrace.htm for a sample activity). The JAVA based learning activities are designed to: be assessable to anyone with Web access; be self-paced, engaging, and hands-on; and make use of past results from science education research. Professors can use module activities to supplement lecture, as controlled-learning-lab activities, or as stand-alone homework assignments. Acknowledgement This work was supported by NASA Office of Space Science contract NASW-98037, Atmospheric and Environmental Research Inc. of Lexington, MA., and Clark College.

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

In harmony: inquiry based learning in a blended physics and music class

NASA Astrophysics Data System (ADS)

Hechter, Richard P.; Bergman, Daniel

2016-11-01

The power of music to resonate within us transcends conventional boundaries established in cultural, geographic, and political contexts. In our world, as physics educators, so does the resonating of physics phenomena. Secondary level physics is a perfect place to blend these two genres. While advocating for STEM-based education is at the forefront of pedagogical reform, seldom do we use this cross-boundary vision as the foundation to teach and learn in true collaboration of science and arts classrooms. As music enthusiasts, and physics educators, we developed new resources for a blended music and physics class through inquiry-based learning activities. Punctuated with modern technology, we aimed our activities for an engaging learning experience towards developing conceptual understandings of sound and harmonics at the grade 11 level. The umbrella activity shared here was designed to engage a wide range of students through the universal language of music, and provide them a hands-on and minds-on experience to explore harmonics through both music and physics lenses. It is our intention to provide readers with an overview of the activity, a description of exemplar student-designed inquiry-based investigations, and helpful suggestions for potential for use in reader’s classrooms.

[Effects of false memories on the Concealed Information Test].

PubMed

Zaitsu, Wataru

2012-10-01

The effects of false memories on polygraph examinations with the Concealed Information Test (CIT) were investigated by using the Deese-Roediger-McDermott (DRM) paradigm, which allows participants to evoke false memories. Physiological responses to questions consisting of learned, lure, and unlearned items were measured and recorded. The results indicated that responses to lure questions showed critical responses to questions about learned items. These responses included repression of respiration, an increase in electrodermal activity, and a drop in heart rate. These results suggest that critical response patterns are generated in the peripheral nervous system by true and false memories.

Memory-related hippocampal activation in the sleeping toddler.

PubMed

Prabhakar, Janani; Johnson, Elliott G; Nordahl, Christine Wu; Ghetti, Simona

2018-06-19

Nonhuman research has implicated developmental processes within the hippocampus in the emergence and early development of episodic memory, but methodological challenges have hindered assessments of this possibility in humans. Here, we delivered a previously learned song and a novel song to 2-year-old toddlers during natural nocturnal sleep and, using functional magnetic resonance imaging, found that hippocampal activation was stronger for the learned song compared with the novel song. This was true regardless of whether the song was presented intact or backwards. Toddlers who remembered where and in the presence of which toy character they heard the song exhibited stronger hippocampal activation for the song. The results establish that hippocampal activation in toddlers reflects past experiences, persists despite some alteration of the stimulus, and is associated with behavior. This research sheds light on early hippocampal and memory functioning and offers an approach to interrogate the neural substrates of early memory.

2002 Mississippi Curriculum Framework: Comprehensive Consumer & Homemaking Education (Program CIP: 20.0101 - Comprehensive Consumer & Homemaking Education). Family and Consumer Sciences (Program CIP: 20.0192 - Family and Consumer Sciences)

ERIC Educational Resources Information Center

Arthur, Jan; Blackwell, Michelle; Clemmer, Phyllis; Cocroft, Shunda; Everett, Laurelie; Green, Coretta; West, Brenda; Yarbrough, Ruthie

2002-01-01

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

Learning to walk before we run: what can medical education learn from the human body about integrated care.

PubMed

Manusov, Eron G; Marlowe, Daniel P; Teasley, Deborah J

2013-04-01

True integration requires a shift in all levels of medical and allied health education; one that emphasizes team learning, practicing, and evaluating from the beginning of each students' educational experience whether that is as physician, nurse, psychologist, or any other health profession. Integration of healthcare services will not occur until medical education focuses, like the human body, on each system working inter-dependently and cohesively to maintain balance through continual change and adaptation. The human body develops and maintains homeostasis by a process of communication: true integrated care relies on learned interprofessionality and ensures shared responsibility and practice.

Learning to walk before we run: what can medical education learn from the human body about integrated care

PubMed Central

Manusov, Eron G; Marlowe, Daniel P; Teasley, Deborah J

2013-01-01

True integration requires a shift in all levels of medical and allied health education; one that emphasizes team learning, practicing, and evaluating from the beginning of each students’ educational experience whether that is as physician, nurse, psychologist, or any other health profession. Integration of healthcare services will not occur until medical education focuses, like the human body, on each system working inter-dependently and cohesively to maintain balance through continual change and adaptation. The human body develops and maintains homeostasis by a process of communication: true integrated care relies on learned interprofessionality and ensures shared responsibility and practice. PMID:23882167

Neural correlates of context-dependent feature conjunction learning in visual search tasks.

PubMed

Reavis, Eric A; Frank, Sebastian M; Greenlee, Mark W; Tse, Peter U

2016-06-01

Many perceptual learning experiments show that repeated exposure to a basic visual feature such as a specific orientation or spatial frequency can modify perception of that feature, and that those perceptual changes are associated with changes in neural tuning early in visual processing. Such perceptual learning effects thus exert a bottom-up influence on subsequent stimulus processing, independent of task-demands or endogenous influences (e.g., volitional attention). However, it is unclear whether such bottom-up changes in perception can occur as more complex stimuli such as conjunctions of visual features are learned. It is not known whether changes in the efficiency with which people learn to process feature conjunctions in a task (e.g., visual search) reflect true bottom-up perceptual learning versus top-down, task-related learning (e.g., learning better control of endogenous attention). Here we show that feature conjunction learning in visual search leads to bottom-up changes in stimulus processing. First, using fMRI, we demonstrate that conjunction learning in visual search has a distinct neural signature: an increase in target-evoked activity relative to distractor-evoked activity (i.e., a relative increase in target salience). Second, we demonstrate that after learning, this neural signature is still evident even when participants passively view learned stimuli while performing an unrelated, attention-demanding task. This suggests that conjunction learning results in altered bottom-up perceptual processing of the learned conjunction stimuli (i.e., a perceptual change independent of the task). We further show that the acquired change in target-evoked activity is contextually dependent on the presence of distractors, suggesting that search array Gestalts are learned. Hum Brain Mapp 37:2319-2330, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

PREDICTING CORONAL MASS EJECTIONS USING MACHINE LEARNING METHODS

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

Bobra, M. G.; Ilonidis, S.

Of all the activity observed on the Sun, two of the most energetic events are flares and coronal mass ejections (CMEs). Usually, solar active regions that produce large flares will also produce a CME, but this is not always true. Despite advances in numerical modeling, it is still unclear which circumstances will produce a CME. Therefore, it is worthwhile to empirically determine which features distinguish flares associated with CMEs from flares that are not. At this time, no extensive study has used physically meaningful features of active regions to distinguish between these two populations. As such, we attempt to domore » so by using features derived from (1) photospheric vector magnetic field data taken by the Solar Dynamics Observatory ’s Helioseismic and Magnetic Imager instrument and (2) X-ray flux data from the Geostationary Operational Environmental Satellite’s X-ray Flux instrument. We build a catalog of active regions that either produced both a flare and a CME (the positive class) or simply a flare (the negative class). We then use machine-learning algorithms to (1) determine which features distinguish these two populations, and (2) forecast whether an active region that produces an M- or X-class flare will also produce a CME. We compute the True Skill Statistic, a forecast verification metric, and find that it is a relatively high value of ∼0.8 ± 0.2. We conclude that a combination of six parameters, which are all intensive in nature, will capture most of the relevant information contained in the photospheric magnetic field.« less

A template-finding algorithm and a comprehensive benchmark for homology modeling of proteins

PubMed Central

Vallat, Brinda Kizhakke; Pillardy, Jaroslaw; Elber, Ron

2010-01-01

The first step in homology modeling is to identify a template protein for the target sequence. The template structure is used in later phases of the calculation to construct an atomically detailed model for the target. We have built from the Protein Data Bank a large-scale learning set that includes tens of millions of pair matches that can be either a true template or a false one. Discriminatory learning (learning from positive and negative examples) is employed to train a decision tree. Each branch of the tree is a mathematical programming model. The decision tree is tested on an independent set from PDB entries and on the sequences of CASP7. It provides significant enrichment of true templates (between 50-100 percent) when compared to PSI-BLAST. The model is further verified by building atomically detailed structures for each of the tentative true templates with modeller. The probability that a true match does not yield an acceptable structural model (within 6Å RMSD from the native structure), decays linearly as a function of the TM structural-alignment score. PMID:18300226

Design for learning: deconstructing virtual patient activities.

PubMed

Ellaway, Rachel H; Davies, David

2011-01-01

Digital technologies are used in almost every aspect of contemporary health professional education (HPE) but our understanding of their true potential as instructional tools rather than administrative tools has not significantly advanced in the last decade. One notable exception to this has been the rise of the 'virtual patient' as an educational intervention in HPE. This article attempts to deconstruct the virtual patient concept by developing a model of virtual patients as artifacts with intrinsic encoded properties and emergent constructed properties that build on the core concept of 'activity'.

Sensory Cortical Population Dynamics Uniquely Track Behavior across Learning and Extinction

PubMed Central

Katz, Donald B.

2014-01-01

Neural responses in many cortical regions encode information relevant to behavior: information that necessarily changes as that behavior changes with learning. Although such responses are reasonably theorized to be related to behavior causation, the true nature of that relationship cannot be clarified by simple learning studies, which show primarily that responses change with experience. Neural activity that truly tracks behavior (as opposed to simply changing with experience) will not only change with learning but also change back when that learning is extinguished. Here, we directly probed for this pattern, recording the activity of ensembles of gustatory cortical single neurons as rats that normally consumed sucrose avidly were trained first to reject it (i.e., conditioned taste aversion learning) and then to enjoy it again (i.e., extinction), all within 49 h. Both learning and extinction altered cortical responses, consistent with the suggestion (based on indirect evidence) that extinction is a novel form of learning. But despite the fact that, as expected, postextinction single-neuron responses did not resemble “naive responses,” ensemble response dynamics changed with learning and reverted with extinction: both the speed of stimulus processing and the relationships among ensemble responses to the different stimuli tracked behavioral relevance. These data suggest that population coding is linked to behavior with a fidelity that single-neuron coding is not. PMID:24453316

Easy and Informative: Using Confidence-Weighted True-False Items for Knowledge Tests in Psychology Courses

ERIC Educational Resources Information Center

Dutke, Stephan; Barenberg, Jonathan

2015-01-01

We introduce a specific type of item for knowledge tests, confidence-weighted true-false (CTF) items, and review experiences of its application in psychology courses. A CTF item is a statement about the learning content to which students respond whether the statement is true or false, and they rate their confidence level. Previous studies using…

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

Learned control over spinal nociception in patients with chronic back pain.

PubMed

Krafft, S; Göhmann, H-D; Sommer, J; Straube, A; Ruscheweyh, R

2017-10-01

Descending pain inhibition suppresses spinal nociception, reducing nociceptive input to the brain. It is modulated by cognitive and emotional processes. In subjects with chronic pain, it is impaired, possibly contributing to pain persistence. A previously developed feedback method trains subjects to activate their descending inhibition. Participants are trained to use cognitive-emotional strategies to reduce their spinal nociception, as quantified by the nociceptive flexor reflex (RIII reflex), under visual feedback about their RIII reflex size. The aim of the present study was to test whether also subjects with chronic back pain can achieve a modulation of their descending pain inhibition under RIII feedback. In total, 33 subjects with chronic back pain received either true (n = 18) or sham RIII feedback (n = 15), 15 healthy control subjects received true RIII feedback. All three groups achieved significant RIII suppression, largest in controls (to 76 ± 26% of baseline), intermediate in chronic back pain subjects receiving true feedback (to 82 ± 13%) and smallest in chronic back pain subjects receiving sham feedback (to 89 ± 14%, all p < 0.05). However, only chronic pain subjects receiving true feedback significantly improved their descending inhibition over the feedback training, quantified by the conditioned pain modulation effect (test pain reduction of baseline before training: to 98 ± 26%, after: to 80 ± 21%, p < 0.01). Our results show that subjects with chronic back pain can achieve a reduction of their spinal nociception and improve their descending pain inhibition under RIII feedback training. Subjects with chronic back pain can learn to control their spinal nociception, quantified by the RIII reflex, when they receive feedback about the RIII reflex. © 2017 European Pain Federation - EFIC®.

Having students create short video clips to help transition from naïve conceptions about mechanics to true Newtonian physics

NASA Astrophysics Data System (ADS)

Corten-Gualtieri, Pascale; Ritter, Christian; Plumat, Jim; Keunings, Roland; Lebrun, Marcel; Raucent, Benoit

2016-07-01

Most students enter their first university physics course with a system of beliefs and intuitions which are often inconsistent with the Newtonian frame of reference. This article presents an experiment of collaborative learning aiming at helping first-year students in an engineering programme to transition from their naïve intuition about dynamics to the Newtonian way of thinking. In a first activity, students were asked to critically analyse the contents of two video clips from the point of view of Newtonian mechanics. In a second activity, students had to design and realise their own video clip to illustrate a given aspect of Newtonian mechanics. The preparation of the scenario for the second activity required looking up and assimilating scientific knowledge. The efficiency of the activity was assessed on an enhanced version of the statistical analysis method proposed by Hestenes and Halloun, which relies on a pre-test and a post-test to measure individual learning.

Many people agreeing that something is true is not the same thing as people who spend their life studying something (who speak the same way and agree about what makes something true) agreeing that something is true!

NASA Astrophysics Data System (ADS)

Jacobs, P.

2016-12-01

Burning stuff from the ground for power is changing our home. It's warming up. But some people don't understand or agree that this is true! When people who learn about stuff for their life's work- who speak the same way and agree about what makes something true, and come from many different places and groups- agree that stuff shows something is true, then it's okay to act like it's true, even if you don't study it. This is different from when a lot of people just agree about something.

34 CFR 300.309 - Determining the existence of a specific learning disability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Determining the existence of a specific learning... Specific Learning Disabilities § 300.309 Determining the existence of a specific learning disability. (a) The group described in § 300.306 may determine that a child has a specific learning disability, as...

Increased Technology Provision and Learning: Giving More for Nothing?

ERIC Educational Resources Information Center

Quillerou, Emmanuelle

2011-01-01

The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for studying and learning because of work and/or family…

RITES: Online (Reaching In-Service Teachers With Earth Sciences Online)

NASA Astrophysics Data System (ADS)

Baptiste, H.

2002-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believe that the power of technology could not be effectively utilized unless it is grounded in new models of teaching and learning based on a student centered and project based curriculum, that increases opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believe the aforementioned ideas and points to be equally true for the inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses are delivered by distance learning via the university WebCt distance education system. Teachers are encouraged to use technology in their classrooms and to record their students' involvement in science activities with digital cameras. Teachers involved in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight the teachers in the roles of designer, researcher, and collaborator. As a result of our courses our teachers attain the following positive outcomes: 1) Teachers experience the inquiry approach to learning about the spheres of our earth. 2) Teachers become confident in using technology. 3) Teachers learn to work cooperatively in-groups and understand what their own students must feel. 4) Teachers find ways to obtain dynamic professional development and not leave their classrooms or homes. 5) Teachers develop relationships with other teachers that have an interest in teaching science and a learning community evolves.

Plan of Work 2010: Towards True Student-Centered Learning

ERIC Educational Resources Information Center

European Students' Union (NJ1), 2010

2010-01-01

The European Students' Union's (ESU's) vision regarding the Student Centered Learning concept stems from the fundamental belief that the learning process should have at its core learning objectives as they are prioritized by each individual students, also that each (potential) student should be empowered to define those objectives and progress…

Brain Hemisphere Dominance: Building the Whole-Brain Singer

ERIC Educational Resources Information Center

Boyd, Amanda R.

2012-01-01

The concept of brain hemisphere dominance serves as the basis for many educational learning theories. The dominant brain hemisphere guides the learning process, but both hemispheres are necessary for true learning to take place. This treatise outlines and analyzes the dominance factor, a learning theory developed by Dr. Carla Hannaford, which…

Combining Psychological Models with Machine Learning to Better Predict People’s Decisions

DTIC Science & Technology

2012-03-09

us know that certain activities are unhealthy – smoking, eating non-healthy foods, and not exercising enough. However, we prefer these behaviors as...health, e.g. accept small discounts, while fewer are willing to take drastic lifestyle changes. As was true with the AAT studies, alternative models...the game, the driver must balance between exploitation, or choosing the arm which performed best until the current time, and exploration, or trying new

Five Dispositions for Personalization

ERIC Educational Resources Information Center

Carter, Kim

2017-01-01

The author reviews various ways personalized learning has come to be interpreted and asserts that rather than requiring we create individualized learning plans for each student, true personalization requires that teachers give learners the tools, knowledge, skills, and dispositions to manage themselves and their learning environment. Teachers…

Active prospective control is required for effective sensorimotor learning.

PubMed

Snapp-Childs, Winona; Casserly, Elizabeth; Mon-Williams, Mark; Bingham, Geoffrey P

2013-01-01

Passive modeling of movements is often used in movement therapy to overcome disabilities caused by stroke or other disorders (e.g. Developmental Coordination Disorder or Cerebral Palsy). Either a therapist or, recently, a specially designed robot moves or guides the limb passively through the movement to be trained. In contrast, action theory has long suggested that effective skill acquisition requires movements to be actively generated. Is this true? In view of the former, we explicitly tested the latter. Previously, a method was developed that allows children with Developmental Coordination Disorder to produce effective movements actively, so as to improve manual performance to match that of typically developing children. In the current study, we tested practice using such active movements as compared to practice using passive movement. The passive movement employed, namely haptic tracking, provided a strong test of the comparison, one that showed that the mere inaction of the muscles is not the problem. Instead, lack of prospective control was. The result was no effective learning with passive movement while active practice with prospective control yielded significant improvements in performance.

Undergraduate Political Communication in Action: Volunteer Experiences in a Situated Learning Course

ERIC Educational Resources Information Center

Brubaker, Jennifer

2011-01-01

In many college classes, students spend their time learning about the theories from the linear logic of a textbook. However, true learning occurs when these theories are integrated with hands-on authentic experiences. Situated learning courses are designed to bridge the gap between the theoretical and the authentic. Students apply classroom…

Reciprocity within Biochemistry and Biology Service-Learning

ERIC Educational Resources Information Center

Santas, Amy J.

2009-01-01

Service-learning has become a popular pedagogy because of its numerous and far-reaching benefits (e.g. student interest, engagement, and retention). In part, the benefits are a result of the student learning while providing a service that reflects a true need--not simply an exercise. Although service-learning projects have been developed in the…

Computer Algebra, Virtual Learning Environment and Meaningful Learning: Is It Possible?

ERIC Educational Resources Information Center

Abar, Celina A. A. P.; Barbosa, Lisbete Madsen

2011-01-01

A major challenge faced by teachers nowadays relates to the usage of proper educational technology to achieve a true and meaningful learning experience involving time for reflection. Teachers constantly seek new ways to improve instruction, but in virtual learning environments they often find themselves in a new role, interacting in a dynamic…

Actualizing the Learning Community.

ERIC Educational Resources Information Center

Braman, Dave

Where conditions are right, continuing education (CE) staff working in true collaboration with campus-based credit staff can meet the learning needs of the community and improve instructional quality with greater resource efficiency. CE staff must become learning strategists who bring ideas from their marketplace experience to the instructional…

Pervasive, Lifestyle-Integrated Mobile Learning for Distance Learners: An Analysis and Unexpected Results from a Podcasting Study

ERIC Educational Resources Information Center

Lee, Mark J. W.; Chan, Anthony

2007-01-01

This article opens with a discussion of how and why mobile learning (m-learning) is purported to be the next step in the evolution of distance education, before looking at various perspectives on what m-learning constitutes. It critically examines the degree to which "true" m-learning has been achieved, by offering pedagogical value…

Doormat or Dictator?

ERIC Educational Resources Information Center

Pawlas, George E.

1993-01-01

Somewhere between easygoing and hardboiled management extremes lies the realm of true leadership. An effective administrator gets results by leading people (not ordering them), learning how to handle them, and discovering what makes each one tick. A true leader captures and holds staff members' confidence, helps them develop needed skills, and…

Experiential Learning and the Liberal Arts.

ERIC Educational Resources Information Center

Smith, John Kares

True "liberal learning" often occurs far from our campuses and direct influence. The Ladakhi, a non-western culture located between Tibet, China, and Pakistan, passed on "liberal learning" as part of its communal experience. The Ladakhis were wealthy, self-sufficient, lived in roomy houses, had zero "gross national…

A Performance Curriculum and Learning Outcomes.

ERIC Educational Resources Information Center

Dalton, Leonard F.

A performance curriculum communicates with students, teachers, administrators, counselors, and taxpayers. Its heart is a series of statements which explain in observable terms what the teacher will accept as evidence that what is to be learned has been learned. Such statements allow: true teacher-pupil understanding; individually diagnosed and…

[Development and evaluation of an educational program for promotion of healthy nutrition and physical activity by health volunteers].

PubMed

Yamaguchi, Yukio; Kai, Yuko; Kumamoto, Hiroko

2009-12-01

The purpose of the present trial was to develop and evaluate an educational program for promotion of healthy nutrition and physical activity by health volunteers. The educational program consisted of the following four phases: preliminary self-learning by mail (3 weeks), basic learning (3 sessions of 3 hours), practice of planned activities (2 months), and a report session (1 session of 3 hours). Beginner volunteers (n=18, mean age 63.3 +/- 6.4) were recruited from two volunteer health organizations in Kurume city. They then participated in a program that taught basic health knowledge regarding nutrition and physical activity, how to plan effective support activities, and methods for self-evaluation. In the preliminary self-learning phase, an assessment sheet, health information, and homework (goal setting, etc.) were delivered to the volunteers by mail. In the basic learning phase, volunteers attended a 3 day seminar on essential principles for behavioral change and assessment methods for volunteer activity. In addition, effective support activities were planned through group discussion. After a 2-month practice of support activities, each group reported and discussed the results of their activity in a 3-hour report session. Main outcome measures were health knowledge (15 items, 0-1 points), self-efficacy for life style support (5 items, 0-100%), and evaluation of the educational program (9 items, 1-5 points). All measures were self-administered. Significant increases in rate of true answers for health knowledge were observed during the preliminary self-learning and before basic learning phases (54.8% --> 67.1%, P < 0.05), and before and after basic learning phases (67.1% --> 87.6%, P < 0.05). Self-efficacy for life style support were significantly higher after the report session than before the preliminary self-learning phase (35.1% --> 53.1%, P < 0.05). In the two-month practice, all groups received feedback through questionnaires completed by participants who took part in their planned activity. The mean scores for the overall evaluation of the program, the effectiveness of the course materials and group-work, the staff, and the course contents were all higher than 4.0 points. These findings indicate that this program is structured effectively and is appropriate for educating beginner health volunteers regarding promotion of healthy nutrition and physical activity.

Stuck in the Groove: A Critique of Compulsory Schooling

ERIC Educational Resources Information Center

Hansen, Ron

2011-01-01

Learning in formal schools violates several simple principles: that no one can learn on an empty spirit; that true learning requires an absence of fear or authority; that learning is the most natural of human instincts. By making schooling compulsory, we have abandoned trust in our individual and collective experience in favour of experts and…

The Potential of Experiential Learning Models and Practices in Career and Technical Education and Career and Technical Teacher Education

ERIC Educational Resources Information Center

Clark, Robert W.; Threeton, Mark D.; Ewing, John C.

2010-01-01

Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as…

The Scholarship of Teaching and Learning: Challenges for Malaysian Academics

ERIC Educational Resources Information Center

Harland, Tony; Raja Hussain, Raja Maznah; Bakar, Aishah Abu

2014-01-01

This paper explores the adoption of the scholarship of teaching and learning (SoTL) by 10 Malaysian university academics. SoTL was part of a pioneering sector-wide initiative for improving teaching and learning. The qualitative study showed that there had been no true learning phase for SoTL because academics had high expectations of rapid success…

Searching for the Authentic: The True North and the True Composer.

ERIC Educational Resources Information Center

Fisher, Alfred J.

1988-01-01

Explains how the author's experiences with Native people's ways and music had a powerful linkage to his own musical composition in that these cultural experiences acted as a catalyst to action and subsequent self-knowledge. Compares this learning process to that found in higher education. (SV)

Enhancing Large-Group Problem-Based Learning in Veterinary Medical Education.

ERIC Educational Resources Information Center

Pickrell, John A.

This project for large-group, problem-based learning at Kansas State University College of Veterinary Medicine developed 47 case-based videotapes that are used to model clinical conditions and also involved veterinary practitioners to formulate true practice cases into student learning opportunities. Problem-oriented, computer-assisted diagnostic…

Evaluating the effect of a clicker in an information literacy course for college nursing students in Taiwan.

PubMed

Lin, Kai-Yin

2015-03-01

In this technology era, information literacy is a global imperative. This is true for nursing students as well because they will have to help patients through operating computerized equipment. The key foundation of learning is concentration. The primary objectiveof this research was to explore the effect of clickers on nursing college students' concentration. The research involved 51 student volunteers and was quasi-experimental, with both a pretest and a posttest design. Student concentration was measured by using Student Concentration Scale in a Classroom-Learning Environment. The results showed that students' learning concentration improved, an outcome that could support integrating clickers into classroom teaching activities, and students' concentration level was better after clickers were used in the teaching process as a whole. Items under the "Concentration Capacity and Concentration Consciousness" category reached a significant level. Based on the analysis of the results, suggestions have been made for teaching and future research.

Diversity of devices along with diversity of data formats as a new challenge in global teaching and learning system

NASA Astrophysics Data System (ADS)

Sultana, Razia; Christ, Andreas; Meyrueis, Patrick

2014-07-01

The popularity of mobile communication devices is increasing day by day among students, especially for e-learning activities. "Always-ready-to-use" feature of mobile devices is a key motivation for students to use it even in a short break for a short time. This leads to new requirements regarding learning content presentation, user interfaces, and system architecture for heterogeneous devices. To support diverse devices is not enough to establish global teaching and learning system, it is equally important to support various formats of data along with different sort of devices having different capabilities in terms of processing power, display size, supported data formats, operating system, access method of data etc. Not only the existing data formats but also upcoming data formats, such as due to research results in the area of optics and photonics, virtual reality etc should be considered. This paper discusses the importance, risk and challenges of supporting heterogeneous devices to provide heterogeneous data as a learning content to make global teaching and learning system literally come true at anytime and anywhere. We proposed and implemented a sustainable architecture to support device and data format independent learning system.

26 CFR 1.25A-4 - Lifetime Learning Credit.

Code of Federal Regulations, 2014 CFR

2014-04-01

... qualified tuition and related expenses for purposes of the Lifetime Learning Credit. (d) Effective date. The... 26 Internal Revenue 1 2014-04-01 2013-04-01 true Lifetime Learning Credit. 1.25A-4 Section 1.25A-4... Rates During A Taxable Year § 1.25A-4 Lifetime Learning Credit. (a) Amount of the credit—(1) Taxable...

26 CFR 1.25A-4 - Lifetime Learning Credit.

Code of Federal Regulations, 2011 CFR

2011-04-01

... qualified tuition and related expenses for purposes of the Lifetime Learning Credit. (d) Effective date. The... 26 Internal Revenue 1 2011-04-01 2009-04-01 true Lifetime Learning Credit. 1.25A-4 Section 1.25A-4... Rates During A Taxable Year § 1.25A-4 Lifetime Learning Credit. (a) Amount of the credit—(1) Taxable...

26 CFR 1.25A-4 - Lifetime Learning Credit.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Lifetime Learning Credit. 1.25A-4 Section 1.25A-4... Rates During A Taxable Year § 1.25A-4 Lifetime Learning Credit. (a) Amount of the credit—(1) Taxable... § 1.25A-1(c), for taxable years beginning before 2003, the Lifetime Learning Credit amount is 20...

Neural Global Pattern Similarity Underlies True and False Memories.

PubMed

Ye, Zhifang; Zhu, Bi; Zhuang, Liping; Lu, Zhonglin; Chen, Chuansheng; Xue, Gui

2016-06-22

The neural processes giving rise to human memory strength signals remain poorly understood. Inspired by formal computational models that posit a central role of global matching in memory strength, we tested a novel hypothesis that the strengths of both true and false memories arise from the global similarity of an item's neural activation pattern during retrieval to that of all the studied items during encoding (i.e., the encoding-retrieval neural global pattern similarity [ER-nGPS]). We revealed multiple ER-nGPS signals that carried distinct information and contributed differentially to true and false memories: Whereas the ER-nGPS in the parietal regions reflected semantic similarity and was scaled with the recognition strengths of both true and false memories, ER-nGPS in the visual cortex contributed solely to true memory. Moreover, ER-nGPS differences between the parietal and visual cortices were correlated with frontal monitoring processes. By combining computational and neuroimaging approaches, our results advance a mechanistic understanding of memory strength in recognition. What neural processes give rise to memory strength signals, and lead to our conscious feelings of familiarity? Using fMRI, we found that the memory strength of a given item depends not only on how it was encoded during learning, but also on the similarity of its neural representation with other studied items. The global neural matching signal, mainly in the parietal lobule, could account for the memory strengths of both studied and unstudied items. Interestingly, a different global matching signal, originated from the visual cortex, could distinguish true from false memories. The findings reveal multiple neural mechanisms underlying the memory strengths of events registered in the brain. Copyright © 2016 the authors 0270-6474/16/366792-11$15.00/0.

True and fake information spreading over the Facebook

NASA Astrophysics Data System (ADS)

Yang, Dong; Chow, Tommy W. S.; Zhong, Lu; Tian, Zhaoyang; Zhang, Qingpeng; Chen, Guanrong

2018-09-01

Social networks have involved more and more users who search for and share information extensively and frequently. Tremendous evidence in Facebook, Twitter, Flickr and Google+ alike shows that such social networks are the major information sources as well as the most effective platforms for information transmission and exchange. The dynamic propagation of various information may gradually disseminate, drastically increase, strongly compete with each other, or slowly decrease. These observations had led to the present study of the spreading process of true and fake information over social networks, particularly the Facebook. Specifically, in this paper the topological structure of two huge-scale Facebook network datasets are investigated regarding their statistical properties. Based on that, an information model for simulating the true and fake information spreading over the Facebook is established. Through controlling the spreading parameters in extensive large-scale simulations, it is found that the final density of stiflers increases with the growth of the spreading rate, while it would decline with the increase of the removal rate. Moreover, it is found that the spreading process of the true-fake information is closely related to the node degrees on the network. Hub-individuals with high degrees have large probabilities to learn hidden information and then spread it. Interestingly, it is found that the spreading rate of the true information but not of the fake information has a great effect on the information spreading process, reflecting the human nature in believing and spreading truths in social activities. The new findings validate the proposed model to be capable of characterizing the dynamic evolution of true and fake information over the Facebook, useful and informative for future social science studies.

Use of Uncertainty Reduction and Narrative Paradigm Theories in Management Consulting and Teaching: Lessons Learned

ERIC Educational Resources Information Center

Barker, Randolph T.; Gower, Kim

2009-01-01

Teaching business communication while performing professional business consulting is the perfect learning match. The bizarre but true stories from the consulting world provide excellent analogies for classroom learning, and feedback from students about the consulting experiences reaffirms the power of using stories for teaching. When discussing…

Administrators' Professional Learning via Twitter: The Dissonance between Beliefs and Actions

ERIC Educational Resources Information Center

Cho, Vincent

2016-01-01

Purpose: Although there has been increasing optimism about the potential for social media platforms such as Twitter to support educators' professional learning, it is yet unclear whether such promises hold true. Accordingly, the purpose of this paper is to explore school administrators' use of Twitter for professional learning.…

Impact of Portfolio Assessment on Physics Students' Outcomes: Examination of Learning and Attitude

ERIC Educational Resources Information Center

Gunay, Abdulkadir; Ogan-Bekiroglu, Feral

2014-01-01

In spite of the commendations for the use of portfolio assessment, there is still little evidence indicating that such assessment actually supports and encourages student learning. Hence, this research study aimed to empirically identify the effects of implementation of portfolio assessment on student learning and attitudes. True-experimental…

Benchmarking Operations to Promote Learning: An Internal Supply Chain Perspective

ERIC Educational Resources Information Center

Benton, Helen; Binder, Mario; Egel-Hess, Wolfgang

2007-01-01

Despite the widespread discussion of organisational learning, there is little scholarly contribution on promoting learning through the practical application of management tools. This is especially true in a complex internal supply chain context of an organisation. This paper seeks to address this gap by exploring and analysing the capability of…

Cognitive Addition: Comparison of Learning Disabled and Academically Normal Children.

ERIC Educational Resources Information Center

Geary, David C.; And Others

To isolate the process deficits underlying a specific learning disability in mathematics achievement, 77 academically normal and 46 learning disabled (LD) students in second, fourth or sixth grade were presented 140 simple addition problems using a true-false reaction time verification paradigm. (The problems were on a video screen controlled by…

Problem-Based Learning in the Physical Science Classroom, K-12

ERIC Educational Resources Information Center

McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

2018-01-01

"Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

Impact of a Sustained Cooperative Learning Intervention on Student Motivation

ERIC Educational Resources Information Center

Fernandez-Rio, Javier; Sanz, Naira; Fernandez-Cando, Judith; Santos, Luis

2017-01-01

Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective. Purpose: The main goal was to investigate the impact of a sustained Cooperative…

The Relationship Between Fidelity and Learning in Aviation Training and Assessment

NASA Technical Reports Server (NTRS)

Noble, Cliff

2002-01-01

Flight simulators can be designed to train pilots or assess their flight performance. Low-Fidelity simulators maximize the initial learning rate of novice pilots and minimize initial costs; whereas, expensive, high-fidelity simulators predict the realworld in-flight performance of expert pilots (Fink & Shriver, 1978 Hays & Singer 1989; Kinkade & Wheaton. 1972). Although intuitively appealing and intellectually convenient to generalize concepts of learning and assessment, what holds true for the role of fidelity in assessment may not always hold true for learning, and vice versa. To bring clarity to this issue, the author distinguishes the role of fidelity in learning from its role in assessment as a function of skill level by applying the hypothesis of Alessi (1988) and reviewing the Laughery, Ditzian, and Houtman (1982) study on simulator validity. Alessi hypothesized that there is it point beyond which one additional unit of flight-simulator fidelity results in a diminished rate of learning. The author of this current paper also suggests the existence of an optimal point beyond which one additional unit of flight-simulator fidelity results in a diminished rate of practical assessment of nonexpert pilot performance.

Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing.

PubMed

Park, Esther O; Park, Ji Hyun

2018-04-01

The effectiveness of flipped learning as one of the teaching methods of active learning has been left unexamined in nursing majors, compared to the frequent attempts to uncover the effectiveness of it in other disciplines. The purpose of this study was to reveal the effectiveness of flipped learning pedagogy in an adult health nursing course, controlling for other variables. The study applied a quasi-experimental approach, comparing pre- and post-test results in learning outcomes. Included in this analysis were the records of 81 junior nursing major students. The convenience sampling method was used to select the participants. Those in the experimental group were exposed to a flipped classroom experience that was given after the completion of their traditional class. The students' learning outcomes and the level of critical thinking skills were evaluated before and after the intervention of the flipped classroom. After the flipped classroom experience, the scores of the students' achievement in subject topics and critical thinking skills, specifically intellectual integrity and creativity, showed a greater level of increase than those of their controlled counterparts. This remained true even after controlling for previous academic performance and the level of creativity. This study confirmed the effectiveness of the flipped classroom as a measure of active learning by applying a quantitative approach. But, regarding the significance of the initial contribution of flipped learning in the discipline of nursing science, carrying out a more authentic experimental study could justify the impact of flipped learning pedagogy. © 2017 Japan Academy of Nursing Science.

Towards Cluster-Assembled Materials of True Monodispersity in Size and Chemical Environment: Synthesis, Dynamics and Activity

DTIC Science & Technology

2016-10-27

AFRL-AFOSR-UK-TR-2016-0037 Towards cluster-assembled materials of true monodispersity in size and chemical environment: Synthesis, Dynamics and...Towards cluster-assembled materials of true monodispersity in size and chemical environment: synthesis, dynamics and activity 5a.  CONTRACT NUMBER 5b...report Towards cluster-assembled materials of true monodispersity in size and chemical environment: Synthesis, Dynamics and Activity Ulrich Heiz

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills.

PubMed

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy.

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills †

PubMed Central

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy. PMID:29904518

Reflective Learning in a Chinese MBA Programme: Scale Assessment and Future Recommendations

ERIC Educational Resources Information Center

Xiao, Qian; Zhu, Pinghui; Hsu, Maxwell K.; Zhuang, Weiling; Peltier, James

2016-01-01

The purpose of this study was twofold: (1) to use Chinese MBA students to validate the expanded reflective learning continuum and address the concerns raised in this regard in business education; (2) to determine whether the continuum concept holds true in a non-western culture and whether the reflective learning continuum remains a powerful force…

The Relationship between Workplace Climate, Motivation and Learning Approaches for Knowledge Workers

ERIC Educational Resources Information Center

Vanthournout, Gert; Noyens, Dorien; Gijbels, David; Van den Bossche, Piet

2014-01-01

Workplace learning is becoming a central tenet for a large proportion of today's employees. This seems especially true for so-called knowledge workers. Today, it remains unclear how differences in the quality of workplace learning are affected by differences in perception of the workplace environment and the motivation of knowledge workers to…

Reading-Writing Relationships in First and Second Language Academic Literacy Development

ERIC Educational Resources Information Center

Grabe, William; Zhang, Cui

2016-01-01

Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

Word Learning: Homophony and the Distribution of Learning Exemplars

ERIC Educational Resources Information Center

Dautriche, Isabelle; Chemla, Emmanuel; Christophe, Anne

2016-01-01

How do children infer the meaning of a word? Current accounts of word learning assume that children expect a word to map onto exactly one concept whose members form a coherent category. If this assumption was strictly true, children should infer that a homophone, such as "bat," refers to a single superordinate category that encompasses…

Clear Goals, Clear Results: Content-Focused Routines Support Learning for Everyone--Including Coaches

ERIC Educational Resources Information Center

Bickel, Donna DiPrima; Bernstein-Danis, Tabetha; Matsumura, Lindsay Clare

2014-01-01

Learning how to give effective feedback can be a difficult task for teacher leaders. This is especially true for what is called "hard feedback"--that is, feedback that challenges the teacher's practice and therefore may cause some level of professional discomfort. Educators at the University of Pittsburgh's Institute for Learning have…

Growth in Oral Reading Fluency of Spanish ELL Students with Learning Disabilities

ERIC Educational Resources Information Center

Rubin, Daniel Ian

2016-01-01

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

Embodying a cognitive model in a mobile robot

NASA Astrophysics Data System (ADS)

Benjamin, D. Paul; Lyons, Damian; Lonsdale, Deryle

2006-10-01

The ADAPT project is a collaboration of researchers in robotics, linguistics and artificial intelligence at three universities to create a cognitive architecture specifically designed to be embodied in a mobile robot. There are major respects in which existing cognitive architectures are inadequate for robot cognition. In particular, they lack support for true concurrency and for active perception. ADAPT addresses these deficiencies by modeling the world as a network of concurrent schemas, and modeling perception as problem solving. Schemas are represented using the RS (Robot Schemas) language, and are activated by spreading activation. RS provides a powerful language for distributed control of concurrent processes. Also, The formal semantics of RS provides the basis for the semantics of ADAPT's use of natural language. We have implemented the RS language in Soar, a mature cognitive architecture originally developed at CMU and used at a number of universities and companies. Soar's subgoaling and learning capabilities enable ADAPT to manage the complexity of its environment and to learn new schemas from experience. We describe the issues faced in developing an embodied cognitive architecture, and our implementation choices.

RITES: Online (Reaching In-service Teachers with Earth Sciences Online)

NASA Astrophysics Data System (ADS)

Baptiste, H.

2003-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believed that the power of technology could not be effectively utilized unless it was grounded in new models of teaching and learning based on a student centered and project based curriculum, that increased opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believed the aforementioned ideas and points to be equally true for the teacher candidates and inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses were delivered by distance learning via the university WebCt distance education system to teacher candidates (preservice teachers) and inservice teachers. Teacher candidates and inservice teachers were encouraged to use technology when involving their students in science inquiry activities and to record their students' involvement in science activities with digital cameras. Teacher candidates and inservice teachers involve in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight teacher candidates and inservice teachers in the roles of designer, researcher, and collaborator. Examples of student works will also be a part of the Power point presentation. As a result of our courses our teachers have attained the following positive outcomes: 1) Teacher candidates and inservice teachers are experiencing the inquiry approach to learning about the spheres of our earth. 2) Teacher candidates and inservice teachers are becoming confident in using technology. 3) Teacher candidates and inservice teachers are learning to work cooperatively in-groups and understand what their own students must feel. 4) Teacher candidates and inservice teachers are finding ways to obtain dynamic professional development and not leave their classrooms or homes. 5) Teacher candidates and inservice teachers are developing relationships with other teachers that have an interest in teaching science and a learning community is evolving.

22 CFR 1508.350 - What must I do if I learn of information required under § 1508.335 after entering into a covered...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true What must I do if I learn of information... Information-Primary Tier Participants § 1508.350 What must I do if I learn of information required under... with which you entered into the transaction if you learn either that— (a) You failed to disclose...

22 CFR 1508.350 - What must I do if I learn of information required under § 1508.335 after entering into a covered...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true What must I do if I learn of information... Information-Primary Tier Participants § 1508.350 What must I do if I learn of information required under... with which you entered into the transaction if you learn either that— (a) You failed to disclose...

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

NASA Astrophysics Data System (ADS)

Park-Martinez, Jayne Irene

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

An ensemble deep learning based approach for red lesion detection in fundus images.

PubMed

Orlando, José Ignacio; Prokofyeva, Elena; Del Fresno, Mariana; Blaschko, Matthew B

2018-01-01

Diabetic retinopathy (DR) is one of the leading causes of preventable blindness in the world. Its earliest sign are red lesions, a general term that groups both microaneurysms (MAs) and hemorrhages (HEs). In daily clinical practice, these lesions are manually detected by physicians using fundus photographs. However, this task is tedious and time consuming, and requires an intensive effort due to the small size of the lesions and their lack of contrast. Computer-assisted diagnosis of DR based on red lesion detection is being actively explored due to its improvement effects both in clinicians consistency and accuracy. Moreover, it provides comprehensive feedback that is easy to assess by the physicians. Several methods for detecting red lesions have been proposed in the literature, most of them based on characterizing lesion candidates using hand crafted features, and classifying them into true or false positive detections. Deep learning based approaches, by contrast, are scarce in this domain due to the high expense of annotating the lesions manually. In this paper we propose a novel method for red lesion detection based on combining both deep learned and domain knowledge. Features learned by a convolutional neural network (CNN) are augmented by incorporating hand crafted features. Such ensemble vector of descriptors is used afterwards to identify true lesion candidates using a Random Forest classifier. We empirically observed that combining both sources of information significantly improve results with respect to using each approach separately. Furthermore, our method reported the highest performance on a per-lesion basis on DIARETDB1 and e-ophtha, and for screening and need for referral on MESSIDOR compared to a second human expert. Results highlight the fact that integrating manually engineered approaches with deep learned features is relevant to improve results when the networks are trained from lesion-level annotated data. An open source implementation of our system is publicly available at https://github.com/ignaciorlando/red-lesion-detection. Copyright © 2017 Elsevier B.V. All rights reserved.

SOLAR FLARE PREDICTION USING SDO/HMI VECTOR MAGNETIC FIELD DATA WITH A MACHINE-LEARNING ALGORITHM

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

Bobra, M. G.; Couvidat, S., E-mail: couvidat@stanford.edu

2015-01-10

We attempt to forecast M- and X-class solar flares using a machine-learning algorithm, called support vector machine (SVM), and four years of data from the Solar Dynamics Observatory's Helioseismic and Magnetic Imager, the first instrument to continuously map the full-disk photospheric vector magnetic field from space. Most flare forecasting efforts described in the literature use either line-of-sight magnetograms or a relatively small number of ground-based vector magnetograms. This is the first time a large data set of vector magnetograms has been used to forecast solar flares. We build a catalog of flaring and non-flaring active regions sampled from a databasemore » of 2071 active regions, comprised of 1.5 million active region patches of vector magnetic field data, and characterize each active region by 25 parameters. We then train and test the machine-learning algorithm and we estimate its performances using forecast verification metrics with an emphasis on the true skill statistic (TSS). We obtain relatively high TSS scores and overall predictive abilities. We surmise that this is partly due to fine-tuning the SVM for this purpose and also to an advantageous set of features that can only be calculated from vector magnetic field data. We also apply a feature selection algorithm to determine which of our 25 features are useful for discriminating between flaring and non-flaring active regions and conclude that only a handful are needed for good predictive abilities.« less

Effects of Different Types of True-False Questions on Memory Awareness and Long-Term Retention

ERIC Educational Resources Information Center

Schaap, Lydia; Verkoeijen, Peter; Schmidt, Henk

2014-01-01

This study investigated the effects of two different true-false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and…

Innovation Partnerships to Enhance Student Learning and Development

ERIC Educational Resources Information Center

Roberts, Dennis C.; Komives, Susan R.

2016-01-01

Following chapters that have offered examples and tools relevant to higher education institutions that wish to enhance student learning and development, this chapter summarizes and extends the conversation of how true partnerships in international higher education can be cultivated to achieve the deepest impact.

Changing Concepts of Educational Equality

ERIC Educational Resources Information Center

Cropley, A. J.

1976-01-01

States that if educational equality is defined, not in terms of equal learning facilities and equally well qualified teachers, but in terms of equal outcomes, equality has not been achieved. True equality implies recognition of learning as life-long process, for the purpose of self-fulfillment. (Author/RW)

"Probably True" Says the Expert: How Two Types of Lexical Hedges Influence Students' Evaluation of Scientificness

ERIC Educational Resources Information Center

Thiebach, Monja; Mayweg-Paus, Elisabeth; Jucks, Regina

2015-01-01

Contemporary school learning typically includes the processing of popular scientific information as found in journals, magazines, and/or the WWW. The German high school curriculum emphasizes that students should have achieved science literacy and have learned to evaluate the substance of text-based learning content by the end of high school.…

A Critique of Confucian Learning: On Learners and Knowledge

ERIC Educational Resources Information Center

Hung, Ruyu

2016-01-01

In Confucianism, the subject of learning is one of the most important concerns. For centuries, Confucian thinkers have been devoted to seeking answers to questions such as, how to be a morally noble and decent human being? (??), how to be a true and moral human being--a noble man? (junzi, ??) and how to learn to be a junzi? A "junzi" can…

The cortical basis of true memory and false memory for motion.

PubMed

Karanian, Jessica M; Slotnick, Scott D

2014-02-01

Behavioral evidence indicates that false memory, like true memory, can be rich in sensory detail. By contrast, there is fMRI evidence that true memory for visual information produces greater activity in earlier visual regions than false memory, which suggests true memory is associated with greater sensory detail. However, false memory in previous fMRI paradigms may have lacked sufficient sensory detail to recruit earlier visual processing regions. To investigate this possibility in the present fMRI study, we employed a paradigm that produced feature-specific false memory with a high degree of visual detail. During the encoding phase, moving or stationary abstract shapes were presented to the left or right of fixation. During the retrieval phase, shapes from encoding were presented at fixation and participants classified each item as previously "moving" or "stationary" within each visual field. Consistent with previous fMRI findings, true memory but not false memory for motion activated motion processing region MT+, while both true memory and false memory activated later cortical processing regions. In addition, false memory but not true memory for motion activated language processing regions. The present findings indicate that true memory activates earlier visual regions to a greater degree than false memory, even under conditions of detailed retrieval. Thus, the dissociation between previous behavioral findings and fMRI findings do not appear to be task dependent. Future work will be needed to assess whether the same pattern of true memory and false memory activity is observed for different sensory modalities. Copyright © 2013 Elsevier Ltd. All rights reserved.

29 CFR 98.365 - What must I do if I learn of information required under § 98.355 after entering into a covered...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 1 2010-07-01 2010-07-01 true What must I do if I learn of information required under Â... What must I do if I learn of information required under § 98.355 after entering into a covered... with a person at a higher tier, you must provide immediate written notice to that person if you learn...

22 CFR 1006.350 - What must I do if I learn of information required under § 1006.335 after entering into a covered...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true What must I do if I learn of information...-Primary Tier Participants § 1006.350 What must I do if I learn of information required under § 1006.335... Foundation office with which you entered into the transaction if you learn either that— (a) You failed to...

29 CFR 98.350 - What must I do if I learn of information required under § 98.335 after entering into a covered...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 1 2010-07-01 2010-07-01 true What must I do if I learn of information required under Â... What must I do if I learn of information required under § 98.335 after entering into a covered... transaction if you learn either that— (a) You failed to disclose information earlier, as required by § 98.335...

22 CFR 1508.365 - What must I do if I learn of information required under § 1508.355 after entering into a covered...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true What must I do if I learn of information...-Lower Tier Participants § 1508.365 What must I do if I learn of information required under § 1508.355... written notice to that person if you learn either that— (a) You failed to disclose information earlier, as...

22 CFR 1006.365 - What must I do if I learn of information required under § 1006.355 after entering into a covered...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true What must I do if I learn of information...-Lower Tier Participants § 1006.365 What must I do if I learn of information required under § 1006.355... written notice to that person if you learn either that— (a) You failed to disclose information earlier, as...

22 CFR 1508.365 - What must I do if I learn of information required under § 1508.355 after entering into a covered...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true What must I do if I learn of information...-Lower Tier Participants § 1508.365 What must I do if I learn of information required under § 1508.355... written notice to that person if you learn either that— (a) You failed to disclose information earlier, as...

22 CFR 1006.350 - What must I do if I learn of information required under § 1006.335 after entering into a covered...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true What must I do if I learn of information...-Primary Tier Participants § 1006.350 What must I do if I learn of information required under § 1006.335... Foundation office with which you entered into the transaction if you learn either that— (a) You failed to...

22 CFR 1006.365 - What must I do if I learn of information required under § 1006.355 after entering into a covered...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true What must I do if I learn of information...-Lower Tier Participants § 1006.365 What must I do if I learn of information required under § 1006.355... written notice to that person if you learn either that— (a) You failed to disclose information earlier, as...

Barriers to Implementation of Effective Professional Learning Communities

ERIC Educational Resources Information Center

Kincaid, Eric R

2014-01-01

The implementation of professional learning communities (PLCs) in schools has been shown to increase the academic performance of students and develop a beneficial and productive culture of true teacher collaboration. Despite these demonstrated benefits, resistance to PLC implementation has been documented in various forms throughout the…

Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain.

PubMed

Redmond, Catherine; Davies, Carmel; Cornally, Deirdre; Adam, Ewa; Daly, Orla; Fegan, Marianne; O'Toole, Margaret

2018-01-01

Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. Students (n=192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula. Copyright © 2017 Elsevier Ltd. All rights reserved.

Profile of NASA software engineering: Lessons learned from building the baseline

NASA Technical Reports Server (NTRS)

Hall, Dana; Mcgarry, Frank

1993-01-01

It is critically important in any improvement activity to first understand the organization's current status, strengths, and weaknesses and, only after that understanding is achieved, examine and implement promising improvements. This fundamental rule is certainly true for an organization seeking to further its software viability and effectiveness. This paper addresses the role of the organizational process baseline in a software improvement effort and the lessons we learned assembling such an understanding for NASA overall and for the NASA Goddard Space Flight Center in particular. We discuss important, core data that must be captured and contrast that with our experience in actually finding such information. Our baselining efforts have evolved into a set of data gathering, analysis, and crosschecking techniques and information presentation formats that may prove useful to others seeking to establish similar baselines for their organization.

Family Science: An Ethnographic Case Study of the Ordinary Science and Literacy Experiences of One Family

ERIC Educational Resources Information Center

McCarty, Glenda M.

2012-01-01

Despite the copious research available on science learning, little is known about ways in which the public engages in free-choice science learning and even fewer studies have focused on how families engage in science to learn about the world around them. The same was true about studies of literacy development in the home until the 1980s when…

Korean University EFL Student Perspectives of Smartphone Applications (Apps) as Tools for Language Learning: An Action Research Study

ERIC Educational Resources Information Center

Jackson, Bernedette S.

2017-01-01

Learning a second or foreign language may be a daunting task for anyone; however, learning a language that is vastly different from a person's native language can be extremely difficult. This is especially true in South Korea where English is taught and spoken as a foreign language. For Korean students, who typically study English from a young…

Using Technology to Provide Differentiated Instruction for Deaf Learners

ERIC Educational Resources Information Center

Shepherd, Carol M.; Alpert, Madelon

2015-01-01

Knowledge is power. Technological devices provide the new pathway to online learning and student retention. This is especially true for deaf learners, who have difficulty learning with the traditional pedagogies used in teaching. Results of studies have indicated that students using the suggested new technologies become more interested and…

Virtual Learning: Embracing True Education Reform

ERIC Educational Resources Information Center

Pohl, Robert

2009-01-01

Communication, commerce, and social patterns have changed dramatically during the past 25 years, and technology has played a major role in these transformations. Yet, one product of technology that schools have not embraced is virtual learning. For technology to play a substantive role in education, an alternative K-12 model must be established…

Communication Boot Camp: Discover the Speaker in You!

ERIC Educational Resources Information Center

Binti Ali, Zuraidah; Binti Nor Azmi, Noor Hafiza; Phillip, Alicia; bin Mokhtar, Mohd Zin

2013-01-01

Learning can take place almost anywhere, and this is especially true for our undergraduates who wish to become public speakers. Besides university course and public speaking workshops on campus grounds, undergraduates are now looking for a different learning environment--communication boot camps!! This study presents a compilation of learners'…

The Novelty Exploration Bonus and Its Attentional Modulation

ERIC Educational Resources Information Center

Krebs, Ruth M.; Schott, Bjorn H.; Schutze, Hartmut; Duzel, Emrah

2009-01-01

We hypothesized that novel stimuli represent salient learning signals that can motivate "exploration" in search for potential rewards. In computational theories of reinforcement learning, this is referred to as the novelty "exploration bonus" for rewards. If true, stimulus novelty should enhance the reward anticipation signals in brain areas that…

Linear- and Repetitive Feature Detection Within Remotely Sensed Imagery

DTIC Science & Technology

2017-04-01

applicable to Python or other pro- gramming languages with image- processing capabilities. 4.1 Classification machine learning The first methodology uses...remotely sensed images that are in panchromatic or true-color formats. Image- processing techniques, in- cluding Hough transforms, machine learning, and...data fusion .................................................................................................... 44 6.3 Context-based processing

Mathematical Problem Solving for Youth with ADHD, with and without Learning Disabilities.

ERIC Educational Resources Information Center

Zentall, Sydney S.; Ferkis, Mary Ann

1993-01-01

This review of research finds that, when IQ and reading ability are controlled, "true" math deficits of students with learning disabilities, attention deficit disorders, and attention deficit hyperactive disorders (ADHD) are specific to mathematical concepts and problem types. Slow computation affects problem solving by increasing attentional…

Improving Satellite Observation Utilization for Model Initialization with Machine Learning: An Introduction and Tackling the "Labeled Dataset" Challenge for Cyclones Around the World

NASA Astrophysics Data System (ADS)

Bonfanti, C. E.; Stewart, J.; Lee, Y. J.; Govett, M.; Trailovic, L.; Etherton, B.

2017-12-01

One of the National Oceanic and Atmospheric Administration (NOAA) goals is to provide timely and reliable weather forecasts to support important decisions when and where people need it for safety, emergencies, planning for day-to-day activities. Satellite data is essential for areas lacking in-situ observations for use as initial conditions in Numerical Weather Prediction (NWP) Models, such as spans of the ocean or remote areas of land. Currently only about 7% of total received satellite data is selected for use and from that, an even smaller percentage ever are assimilated into NWP models. With machine learning, the computational and time costs needed for satellite data selection can be greatly reduced. We study various machine learning approaches to process orders of magnitude more satellite data in significantly less time allowing for a greater quantity and more intelligent selection of data to be used for assimilation purposes. Given the future launches of satellites in the upcoming years, machine learning is capable of being applied for better selection of Regions of Interest (ROI) in the magnitudes more of satellite data that will be received. This paper discusses the background of machine learning methods as applied to weather forecasting and the challenges of creating a "labeled dataset" for training and testing purposes. In the training stage of supervised machine learning, labeled data are important to identify a ROI as either true or false so that the model knows what signatures in satellite data to identify. Authors have selected cyclones, including tropical cyclones and mid-latitude lows, as ROI for their machine learning purposes and created a labeled dataset of true or false for ROI from Global Forecast System (GFS) reanalysis data. A dataset like this does not yet exist and given the need for a high quantity of samples, is was decided this was best done with automation. This process was done by developing a program similar to the National Center for Environmental Prediction (NCEP) tropical cyclone tracker by Marchok that was used to identify cyclones based off its physical characteristics. We will discuss the methods and challenges to creating this dataset and the dataset's use for our current supervised machine learning model as well as use for future work on events such as convection initiation.

The use of multiple tools for teaching medical biochemistry.

PubMed

Sé, Alexandre B; Passos, Renato M; Ono, André H; Hermes-Lima, Marcelo

2008-03-01

In this work, we describe the use of several strategies employing the philosophies of active learning and problem-based learning (PBL) that may be used to improve the teaching of metabolic biochemistry to medical and nutritional undergraduate students. The main activities are as follows: 1) a seminar/poster system in a mini-congress format (using topics of applied biochemistry); 2) a true/false applied biochemistry exam (written by peer tutors); 3) a 9-h exam on metabolism (based in real publications); 4) the Advanced Biochemistry course (directed to peer tutors, where students learn how to read and criticize real medical papers); 5) experiments about nutrition and metabolism, using students as volunteers, and about free radicals (real science for students); 6) the BioBio blog (taking advantage of the "web age," this enhances out of class exchanges of information between the professor, students, and peer tutors); 7) student lectures on public health issues and metabolic disorders directed to the community and lay people; and 8) the BioBio quiz show. The main objective of these activities is to provide students with a more practical and interesting approach to biochemistry, such as the application of theoretical knowledge to real situations (diseases, experiments, media information, and scientific discoveries). In addition, we emphasize the importance of peer tutor activities for optimized learning of both students and peer tutors, the importance of a closer interaction between students and teaching staff, and the necessity to initiate students precociously in two broad fields of medical activity: "real" basic science and contact with the public (also helping students--future doctors and nutritionists--to be able to communicate with lay people). Most activities were evaluated by the students through written questionnaires and informal conversations, along various semesters, indicating good acceptance and approval of these methods. Good student scores in the biochemistry exams and seminars indicated that these activities are also working as valid educational tools.

Classification and unsupervised clustering of LIGO data with Deep Transfer Learning

NASA Astrophysics Data System (ADS)

George, Daniel; Shen, Hongyu; Huerta, E. A.

2018-05-01

Gravitational wave detection requires a detailed understanding of the response of the LIGO and Virgo detectors to true signals in the presence of environmental and instrumental noise. Of particular interest is the study of anomalous non-Gaussian transients, such as glitches, since their occurrence rate in LIGO and Virgo data can obscure or even mimic true gravitational wave signals. Therefore, successfully identifying and excising these anomalies from gravitational wave data is of utmost importance for the detection and characterization of true signals and for the accurate computation of their significance. To facilitate this work, we present the first application of deep learning combined with transfer learning to show that knowledge from pretrained models for real-world object recognition can be transferred for classifying spectrograms of glitches. To showcase this new method, we use a data set of twenty-two classes of glitches, curated and labeled by the Gravity Spy project using data collected during LIGO's first discovery campaign. We demonstrate that our Deep Transfer Learning method enables an optimal use of very deep convolutional neural networks for glitch classification given small and unbalanced training data sets, significantly reduces the training time, and achieves state-of-the-art accuracy above 98.8%, lowering the previous error rate by over 60%. More importantly, once trained via transfer learning on the known classes, we show that our neural networks can be truncated and used as feature extractors for unsupervised clustering to automatically group together new unknown classes of glitches and anomalous signals. This novel capability is of paramount importance to identify and remove new types of glitches which will occur as the LIGO/Virgo detectors gradually attain design sensitivity.

Learning neural connectivity from firing activity: efficient algorithms with provable guarantees on topology.

PubMed

Karbasi, Amin; Salavati, Amir Hesam; Vetterli, Martin

2018-04-01

The connectivity of a neuronal network has a major effect on its functionality and role. It is generally believed that the complex network structure of the brain provides a physiological basis for information processing. Therefore, identifying the network's topology has received a lot of attentions in neuroscience and has been the center of many research initiatives such as Human Connectome Project. Nevertheless, direct and invasive approaches that slice and observe the neural tissue have proven to be time consuming, complex and costly. As a result, the inverse methods that utilize firing activity of neurons in order to identify the (functional) connections have gained momentum recently, especially in light of rapid advances in recording technologies; It will soon be possible to simultaneously monitor the activities of tens of thousands of neurons in real time. While there are a number of excellent approaches that aim to identify the functional connections from firing activities, the scalability of the proposed techniques plays a major challenge in applying them on large-scale datasets of recorded firing activities. In exceptional cases where scalability has not been an issue, the theoretical performance guarantees are usually limited to a specific family of neurons or the type of firing activities. In this paper, we formulate the neural network reconstruction as an instance of a graph learning problem, where we observe the behavior of nodes/neurons (i.e., firing activities) and aim to find the links/connections. We develop a scalable learning mechanism and derive the conditions under which the estimated graph for a network of Leaky Integrate and Fire (LIf) neurons matches the true underlying synaptic connections. We then validate the performance of the algorithm using artificially generated data (for benchmarking) and real data recorded from multiple hippocampal areas in rats.

Assessing Professional Competence by Using Occupational Judgment Tests Derived From Job Analysis Questionnaires

DTIC Science & Technology

2009-01-01

theoretical framework developed by Edward L. Thorndike and his contemporaries (1935), proposed that (a) learning occurs in both formal and informal settings...implies, and general learning theory ( Thorndike , 1935) suggests, that more motivated employees should acquire more knowledge, so there should be a...that is predicted by tacit knowledge and general learning theory (Sternberg & Wagner, 1993; Thorndike , 1935). Table 3 reports modest true-score

Convex Formulations of Learning from Crowds

NASA Astrophysics Data System (ADS)

Kajino, Hiroshi; Kashima, Hisashi

It has attracted considerable attention to use crowdsourcing services to collect a large amount of labeled data for machine learning, since crowdsourcing services allow one to ask the general public to label data at very low cost through the Internet. The use of crowdsourcing has introduced a new challenge in machine learning, that is, coping with low quality of crowd-generated data. There have been many recent attempts to address the quality problem of multiple labelers, however, there are two serious drawbacks in the existing approaches, that are, (i) non-convexity and (ii) task homogeneity. Most of the existing methods consider true labels as latent variables, which results in non-convex optimization problems. Also, the existing models assume only single homogeneous tasks, while in realistic situations, clients can offer multiple tasks to crowds and crowd workers can work on different tasks in parallel. In this paper, we propose a convex optimization formulation of learning from crowds by introducing personal models of individual crowds without estimating true labels. We further extend the proposed model to multi-task learning based on the resemblance between the proposed formulation and that for an existing multi-task learning model. We also devise efficient iterative methods for solving the convex optimization problems by exploiting conditional independence structures in multiple classifiers.

GeoBus: bringing experiential Earth science learning to secondary schools in the UK

NASA Astrophysics Data System (ADS)

Pike, C. J.; Robinson, R. A. J.; Roper, K. A.

2014-12-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Over 30,000 pupils will have been involved in experiential Earth science learning activities by December 2014, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning in Scotland and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. Three potentially unsurprising observations hold true for all the schools that GeoBus visits: young learners like to experiment and use unfamiliar equipment to make measurements, the element of competition stimulates learners to ask questions and maintain focus and enthusiasum, and role playing is an effective way to get learners to participate in group projects and to communicate with each other. Examples of our workshops and experiential learning activities for a range of ages will be presented along with feedback from teachers and young learners.

Prediction of Short-Distance Aerial Movement of Phakopsora pachyrhizi Urediniospores Using Machine Learning.

PubMed

Wen, L; Bowen, C R; Hartman, G L

2017-10-01

Dispersal of urediniospores by wind is the primary means of spread for Phakopsora pachyrhizi, the cause of soybean rust. Our research focused on the short-distance movement of urediniospores from within the soybean canopy and up to 61 m from field-grown rust-infected soybean plants. Environmental variables were used to develop and compare models including the least absolute shrinkage and selection operator regression, zero-inflated Poisson/regular Poisson regression, random forest, and neural network to describe deposition of urediniospores collected in passive and active traps. All four models identified distance of trap from source, humidity, temperature, wind direction, and wind speed as the five most important variables influencing short-distance movement of urediniospores. The random forest model provided the best predictions, explaining 76.1 and 86.8% of the total variation in the passive- and active-trap datasets, respectively. The prediction accuracy based on the correlation coefficient (r) between predicted values and the true values were 0.83 (P < 0.0001) and 0.94 (P < 0.0001) for the passive and active trap datasets, respectively. Overall, multiple machine learning techniques identified the most important variables to make the most accurate predictions of movement of P. pachyrhizi urediniospores short-distance.

False memory for context activates the parahippocampal cortex.

PubMed

Karanian, Jessica M; Slotnick, Scott D

2014-01-01

Previous studies have reported greater activity in the parahippocampal cortex during true memory than false memory, which has been interpreted as reflecting greater sensory processing during true memory. However, in these studies, sensory detail and contextual information were confounded. In the present fMRI study, we employed a novel paradigm to dissociate these factors. During encoding, abstract shapes were presented in one of two contexts (i.e., moving or stationary). During retrieval, participants classified shapes as previously "moving" or "stationary." Critically, contextual processing was relatively greater during false memory ("moving" responses to stationary items), while sensory processing was relatively greater during true memory ("moving" responses to moving items). Within the medial temporal lobe, false memory versus true memory produced greater activity in the parahippocampal cortex, whereas true memory versus false memory produced greater activity in the hippocampus. The present results indicate that the parahippocampal cortex mediates contextual processing rather than sensory processing.

The Value of a Multicultural and Critical Pedagogy: Learning Democracy through Diversity and Dissent

ERIC Educational Resources Information Center

Cammarota, Julio

2011-01-01

In this article, the author argues that true knowledge of democracy requires learning about the values of diversity and dissent. The American brand of democratic ideology has inspired numerous movements for inclusion through the securing of rights and opportunities for marginalized populations. Multicultural education is a recent historical…

The Grading System: Does an "A" Really Equal Learning?

ERIC Educational Resources Information Center

Haley, Beverly

1988-01-01

Good grades on a report card do not necessarily mean the material has been comprehended. This article examines the relative worth of grades; extra credit assignments; categorizing students into A, B, or C boxes; and the role of parental pressures for higher grades. Grading systems should be subordinate to true learning motivation. (MLH)

Assessing Understanding of Sampling Distributions and Differences in Learning amongst Different Learning Styles

ERIC Educational Resources Information Center

Beeman, Jennifer Leigh Sloan

2013-01-01

Research has found that students successfully complete an introductory course in statistics without fully comprehending the underlying theory or being able to exhibit statistical reasoning. This is particularly true for the understanding about the sampling distribution of the mean, a crucial concept for statistical inference. This study…

Learning from Our Students

ERIC Educational Resources Information Center

Noddings, Nel

2004-01-01

Most teachers have been good students. Some students are fast learners and attain the required knowledge and skills easily; others are obedient, hard workers. In either case, teachers are likely to believe that if students really try, they will do well. Listening to students over many years, the author has learned that this is probably not true.…

Drift in Children's Categories: When Experienced Distributions Conflict with Prior Learning

ERIC Educational Resources Information Center

Kalish, Charles W.; Zhu, XiaoJin; Rogers, Timothy T.

2015-01-01

Psychological intuitions about natural category structure do not always correspond to the true structure of the world. The current study explores young children's responses to conflict between intuitive structure and authoritative feedback using a semi-supervised learning (Zhu et al., 2007) paradigm. In three experiments, 160 children between the…

Learning from the True Customers

ERIC Educational Resources Information Center

Kaster, Gregory

2012-01-01

Madison Elementary School, a K-6 school of 335 students in Marshfield, Wisconsin, recognizes the value of student feedback and strives to learn more through monthly student meetings, whole-class sit-downs, and student exit interviews. As the principal of Madison Elementary School, the author meets with a group of students for half an hour during…

"Learn by Doing" Research: Introduction

ERIC Educational Resources Information Center

Moye, Johnny J.; Dugger, William E., Jr.; Starkweather, Kendall N.

2014-01-01

The research in this "Learning by Doing" study focuses on a special type of doing that applies to science, technology, engineering, and mathematics (STEM) education. In the early stages of humankind, the act of doing was essential for survival and drove the evolution of technology. As was true in ancient times, knowledge and the ability…

Influence of Type of Assessment and Stress on the Learning Outcome

ERIC Educational Resources Information Center

Tetteh, Godson Ayertei; Sarpong, Frederick Asafo-Adjei

2015-01-01

Purpose: The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student's approach to learning and the teacher's approach to teaching are concepts that have been widely researched, few…

Supporting the Learning of Children with Chronic Illness

ERIC Educational Resources Information Center

A'Bear, David

2014-01-01

This qualitative study explores the challenges that chronically ill students face in their learning as a result of prolonged and intermittent absences from school. It shows how the use of iPod technology as a communicative link minimized the impact of absences and allowed the student to experience true inclusion in their classroom, enabling the…

An International Graduate Student's ESL Learning Experience beyond the Classroom

ERIC Educational Resources Information Center

Liu, Lu

2011-01-01

International graduate students are coming in ever-growing numbers to English-speaking countries. Educators have long believed that the successful English-learning experience of these students in their home countries will naturally lead to success in their academic studies and social life abroad. However, this may be not true. Using my…

The Intersection of Service-Learning and Moral Growth

ERIC Educational Resources Information Center

Scott, Joel H.

2012-01-01

For the better part of the past 100 years, John Dewey, Ernest Boyer, and other higher education reform advocates have challenged universities to hold true to their civic roots and responsibilities by promoting teaching and scholarship in the context of the real world. In response, service-learning has evolved into a viable pedagogy to encourage…

Family Background, Self-Confidence and Economic Outcomes

ERIC Educational Resources Information Center

Filippin, Antonio; Paccagnella, Marco

2012-01-01

In this paper we analyze the role played by self-confidence, modeled as beliefs about one's ability, in shaping task choices. We propose a model in which fully rational agents exploit all the available information to update their beliefs using Bayes' rule, eventually learning their true type. We show that when the learning process does not…

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

ERIC Educational Resources Information Center

Pouravood, Roland C.

1997-01-01

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

The Evolution of Oscillatory Behavior during Learning on a Ski Simulator

ERIC Educational Resources Information Center

Teulier, Caroline; Nourrit, Deborah; Delignieres, Didier

2006-01-01

Recent experiments on the ski simulator produced ambiguous results and raised unanswered questions concerning the true nature of "novice" behavior and the occurrence of behavioral changes during learning. The aim of the present experiment was to analyze the evolving behavior of three beginners during six practice sessions on a ski simulator. The…

True-3D Accentuating of Grids and Streets in Urban Topographic Maps Enhances Human Object Location Memory

PubMed Central

Edler, Dennis; Bestgen, Anne-Kathrin; Kuchinke, Lars; Dickmann, Frank

2015-01-01

Cognitive representations of learned map information are subject to systematic distortion errors. Map elements that divide a map surface into regions, such as content-related linear symbols (e.g. streets, rivers, railway systems) or additional artificial layers (coordinate grids), provide an orientation pattern that can help users to reduce distortions in their mental representations. In recent years, the television industry has started to establish True-3D (autostereoscopic) displays as mass media. These modern displays make it possible to watch dynamic and static images including depth illusions without additional devices, such as 3D glasses. In these images, visual details can be distributed over different positions along the depth axis. Some empirical studies of vision research provided first evidence that 3D stereoscopic content attracts higher attention and is processed faster. So far, the impact of True-3D accentuating has not yet been explored concerning spatial memory tasks and cartography. This paper reports the results of two empirical studies that focus on investigations whether True-3D accentuating of artificial, regular overlaying line features (i.e. grids) and content-related, irregular line features (i.e. highways and main streets) in official urban topographic maps (scale 1/10,000) further improves human object location memory performance. The memory performance is measured as both the percentage of correctly recalled object locations (hit rate) and the mean distances of correctly recalled objects (spatial accuracy). It is shown that the True-3D accentuating of grids (depth offset: 5 cm) significantly enhances the spatial accuracy of recalled map object locations, whereas the True-3D emphasis of streets significantly improves the hit rate of recalled map object locations. These results show the potential of True-3D displays for an improvement of the cognitive representation of learned cartographic information. PMID:25679208

Creating a Brief Rating Scale for the Assessment of Learning Disabilities Using Reliability and True Score Estimates of the Scale's Items Based on the Rasch Model

ERIC Educational Resources Information Center

Sideridis, Georgios; Padeliadu, Susana

2013-01-01

The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder). A sample of 1,108 students with and without a diagnosis of learning disabilities took part…

Deep learning for medical image segmentation - using the IBM TrueNorth neurosynaptic system

NASA Astrophysics Data System (ADS)

Moran, Steven; Gaonkar, Bilwaj; Whitehead, William; Wolk, Aidan; Macyszyn, Luke; Iyer, Subramanian S.

2018-03-01

Deep convolutional neural networks have found success in semantic image segmentation tasks in computer vision and medical imaging. These algorithms are executed on conventional von Neumann processor architectures or GPUs. This is suboptimal. Neuromorphic processors that replicate the structure of the brain are better-suited to train and execute deep learning models for image segmentation by relying on massively-parallel processing. However, given that they closely emulate the human brain, on-chip hardware and digital memory limitations also constrain them. Adapting deep learning models to execute image segmentation tasks on such chips, requires specialized training and validation. In this work, we demonstrate for the first-time, spinal image segmentation performed using a deep learning network implemented on neuromorphic hardware of the IBM TrueNorth Neurosynaptic System and validate the performance of our network by comparing it to human-generated segmentations of spinal vertebrae and disks. To achieve this on neuromorphic hardware, the training model constrains the coefficients of individual neurons to {-1,0,1} using the Energy Efficient Deep Neuromorphic (EEDN)1 networks training algorithm. Given the 1 million neurons and 256 million synapses, the scale and size of the neural network implemented by the IBM TrueNorth allows us to execute the requisite mapping between segmented images and non-uniform intensity MR images >20 times faster than on a GPU-accelerated network and using <0.1 W. This speed and efficiency implies that a trained neuromorphic chip can be deployed in intra-operative environments where real-time medical image segmentation is necessary.

Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment.

PubMed

Oblak, Ethan F; Lewis-Peacock, Jarrod A; Sulzer, James S

2017-07-01

Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic) and feedback timing (continuous or intermittent). Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results suggest that different self-regulation mechanisms prefer different feedback timings, and that these factors can be effectively explored and optimized via simulation prior to deployment in the MRI scanner.

Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment

PubMed Central

Sulzer, James S.

2017-01-01

Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic) and feedback timing (continuous or intermittent). Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results suggest that different self-regulation mechanisms prefer different feedback timings, and that these factors can be effectively explored and optimized via simulation prior to deployment in the MRI scanner. PMID:28753639

Solar Flare Prediction Model with Three Machine-learning Algorithms using Ultraviolet Brightening and Vector Magnetograms

NASA Astrophysics Data System (ADS)

Nishizuka, N.; Sugiura, K.; Kubo, Y.; Den, M.; Watari, S.; Ishii, M.

2017-02-01

We developed a flare prediction model using machine learning, which is optimized to predict the maximum class of flares occurring in the following 24 hr. Machine learning is used to devise algorithms that can learn from and make decisions on a huge amount of data. We used solar observation data during the period 2010-2015, such as vector magnetograms, ultraviolet (UV) emission, and soft X-ray emission taken by the Solar Dynamics Observatory and the Geostationary Operational Environmental Satellite. We detected active regions (ARs) from the full-disk magnetogram, from which ˜60 features were extracted with their time differentials, including magnetic neutral lines, the current helicity, the UV brightening, and the flare history. After standardizing the feature database, we fully shuffled and randomly separated it into two for training and testing. To investigate which algorithm is best for flare prediction, we compared three machine-learning algorithms: the support vector machine, k-nearest neighbors (k-NN), and extremely randomized trees. The prediction score, the true skill statistic, was higher than 0.9 with a fully shuffled data set, which is higher than that for human forecasts. It was found that k-NN has the highest performance among the three algorithms. The ranking of the feature importance showed that previous flare activity is most effective, followed by the length of magnetic neutral lines, the unsigned magnetic flux, the area of UV brightening, and the time differentials of features over 24 hr, all of which are strongly correlated with the flux emergence dynamics in an AR.

Solar Flare Prediction Model with Three Machine-learning Algorithms using Ultraviolet Brightening and Vector Magnetograms

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

Nishizuka, N.; Kubo, Y.; Den, M.

We developed a flare prediction model using machine learning, which is optimized to predict the maximum class of flares occurring in the following 24 hr. Machine learning is used to devise algorithms that can learn from and make decisions on a huge amount of data. We used solar observation data during the period 2010–2015, such as vector magnetograms, ultraviolet (UV) emission, and soft X-ray emission taken by the Solar Dynamics Observatory and the Geostationary Operational Environmental Satellite . We detected active regions (ARs) from the full-disk magnetogram, from which ∼60 features were extracted with their time differentials, including magnetic neutralmore » lines, the current helicity, the UV brightening, and the flare history. After standardizing the feature database, we fully shuffled and randomly separated it into two for training and testing. To investigate which algorithm is best for flare prediction, we compared three machine-learning algorithms: the support vector machine, k-nearest neighbors (k-NN), and extremely randomized trees. The prediction score, the true skill statistic, was higher than 0.9 with a fully shuffled data set, which is higher than that for human forecasts. It was found that k-NN has the highest performance among the three algorithms. The ranking of the feature importance showed that previous flare activity is most effective, followed by the length of magnetic neutral lines, the unsigned magnetic flux, the area of UV brightening, and the time differentials of features over 24 hr, all of which are strongly correlated with the flux emergence dynamics in an AR.« less

A Reference Model for Sustainable E-Learning Service Systems: Experiences with the Joint University/Teradata Consortium

ERIC Educational Resources Information Center

Demirkan, Haluk; Goul, Michael; Gros, Mary

2010-01-01

Many e-learning service systems fail. This is particularly true for those sponsored by joint industry/university consortia where substantial economic investments are required up-front. This article provides an industry/university consortia reference model validated through experiences with the 8-year-old Teradata University Network. The reference…

An Exploratory Study of Online Teaching in For-Profit Undergraduate Education Degree Programs

ERIC Educational Resources Information Center

Butler, Rufina E.

2013-01-01

Throughout the history of higher education, measurement of learning was based on face-to-face delivery. Today, delivery of higher education through distance learning is moving to the forefront, and the quality of education offered in this venue has become a contentious topic. This is especially true with the undergraduate population, a population…

How Do Schools Compensate for Socio-Economic Disadvantage? PISA in Focus No. 76

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses an additional challenge. Yet it is also true that schools with effective learning environments and…

Strong Teams, Strong Schools: Teacher-to-Teacher Collaboration Creates Synergy that Benefits Students

ERIC Educational Resources Information Center

Sparks, Dennis

2013-01-01

Schools rise and fall based on the quality of the teamwork that occurs within their walls. Well-functioning leadership and teaching teams are essential to the continuous improvement of teaching and learning. That is particularly true when schools have clearly articulated, stretching aspirations for the learning of all their students. Effective…

Beyond the Echo Chamber: Pedagogical Tools for Civic Engagement Discourse and Reflection

ERIC Educational Resources Information Center

Panke, Stefanie; Stephens, John

2018-01-01

How can educators leverage blogs and other social media spaces to encourage a reflective, critical discourse about civic engagement that fosters a true learning exchange over promoting one's own ideas? This article reports upon a single case study of the "Community Engagement Learning Exchange," a multi-author blog on civic engagement.…

Effects of Training in Universal Design for Learning on Lesson Plan Development

ERIC Educational Resources Information Center

Spooner, Fred; Baker, Joshua N.; Harris, Amber A.; Ahlgrim-Delzell, Lynn; Browder, Diane M.

2007-01-01

The effects of training in Universal Design for Learning (UDL) on lesson plan development of special and general educators in a college classroom environment were investigated. A true experimental group design with a control group was used for this study. A one-hour teacher training session introduced UDL to the experimental group; the control…

Learning Friendship: The "Indispensable Basis of a Good Society"

ERIC Educational Resources Information Center

Shushok, Frank, Jr.

2008-01-01

Aristotle believed that perfect friendship based in goodness is rare because few people seek to be good. In this article, the author suggests that colleges and universities can prove him wrong by helping students understand the ways and whys of being a true friend. Here, he advocates a friendship curriculum to guide students in learning to create…

Challenges for Adult Skill Formation in the Globalising Learning Economy--A European Perspective

ERIC Educational Resources Information Center

Lundvall, Bengt-Åke; Rasmussen, Palle

2016-01-01

The globalising learning economy driven by more intense competition and the wide use of information and communication technologies is characterised by rapid change in technologies and markets. At the level of labour markets and within enterprises, this is reflected in continuous change in skill requirements for employees. This is true for all…

The Triple Flip: Using Technology for Peer and Self-Editing of Writing

ERIC Educational Resources Information Center

Hojeij, Zeina; Hurley, Zoe

2017-01-01

Many teachers consider themselves digital immigrants who struggle to keep up with student digital natives. Whether or not this dichotomy still holds true, in a 21st Century context of teaching and learning, is debatable not least of all because of the exponential development of apps and mobile learning technology. Nevertheless, it is sometimes…

The Impact of Problem-Based Learning on Iranian EFL Learners' Speaking Proficiency

ERIC Educational Resources Information Center

Ansarian, Loghman; Adlipour, Ali Akbar; Saber, Mehrnoush Akhavan; Shafiei, Elmira

2016-01-01

The study investigated the effect of problem-based learning through cognition-based tasks on speaking proficiency of Iranian intermediate EFL learners in comparison to the effect of objective-based tasks. To this end, a true experimental research design was employed. Ninety five (N = 95) language learners studying at a language institute in the…

Integrating True Short Stories into English Classes: The Case of Foundation Students in Oman

ERIC Educational Resources Information Center

Al Siyabi, Munira Said

2017-01-01

Searching for practical ways to improve students' English language skills is a real concern for all English teachers. There is a consensus among ELT practitioners regarding the significance of reading for learning new languages, since reading gives depth to language learning (Stern, 2001). Thus, teachers are obligated to provide their students…

Tried and True: Tested Ideas for Teaching and Learning from the Regional Educational Laboratories.

ERIC Educational Resources Information Center

Levinson, Luna; Stonehill, Robert

This collection of 16 tested ideas for improving teaching and learning evolved from the work of the 1995 Proven Laboratory Practices Task Force charged with identifying and collecting the best and most useful work from the Regional Educational Laboratories. The Regional Educational Laboratory program is the largest research and development…

Creating Turbulent Flow Realizations with Generative Adversarial Networks

NASA Astrophysics Data System (ADS)

King, Ryan; Graf, Peter; Chertkov, Michael

2017-11-01

Generating valid inflow conditions is a crucial, yet computationally expensive, step in unsteady turbulent flow simulations. We demonstrate a new technique for rapid generation of turbulent inflow realizations that leverages recent advances in machine learning for image generation using a deep convolutional generative adversarial network (DCGAN). The DCGAN is an unsupervised machine learning technique consisting of two competing neural networks that are trained against each other using backpropagation. One network, the generator, tries to produce samples from the true distribution of states, while the discriminator tries to distinguish between true and synthetic samples. We present results from a fully-trained DCGAN that is able to rapidly draw random samples from the full distribution of possible inflow states without needing to solve the Navier-Stokes equations, eliminating the costly process of spinning up inflow turbulence. This suggests a new paradigm in physics informed machine learning where the turbulence physics can be encoded in either the discriminator or generator. Finally, we also propose additional applications such as feature identification and subgrid scale modeling.

Modeling the Development of Audiovisual Cue Integration in Speech Perception

PubMed Central

Getz, Laura M.; Nordeen, Elke R.; Vrabic, Sarah C.; Toscano, Joseph C.

2017-01-01

Adult speech perception is generally enhanced when information is provided from multiple modalities. In contrast, infants do not appear to benefit from combining auditory and visual speech information early in development. This is true despite the fact that both modalities are important to speech comprehension even at early stages of language acquisition. How then do listeners learn how to process auditory and visual information as part of a unified signal? In the auditory domain, statistical learning processes provide an excellent mechanism for acquiring phonological categories. Is this also true for the more complex problem of acquiring audiovisual correspondences, which require the learner to integrate information from multiple modalities? In this paper, we present simulations using Gaussian mixture models (GMMs) that learn cue weights and combine cues on the basis of their distributional statistics. First, we simulate the developmental process of acquiring phonological categories from auditory and visual cues, asking whether simple statistical learning approaches are sufficient for learning multi-modal representations. Second, we use this time course information to explain audiovisual speech perception in adult perceivers, including cases where auditory and visual input are mismatched. Overall, we find that domain-general statistical learning techniques allow us to model the developmental trajectory of audiovisual cue integration in speech, and in turn, allow us to better understand the mechanisms that give rise to unified percepts based on multiple cues. PMID:28335558

Modeling the Development of Audiovisual Cue Integration in Speech Perception.

PubMed

Getz, Laura M; Nordeen, Elke R; Vrabic, Sarah C; Toscano, Joseph C

2017-03-21

Adult speech perception is generally enhanced when information is provided from multiple modalities. In contrast, infants do not appear to benefit from combining auditory and visual speech information early in development. This is true despite the fact that both modalities are important to speech comprehension even at early stages of language acquisition. How then do listeners learn how to process auditory and visual information as part of a unified signal? In the auditory domain, statistical learning processes provide an excellent mechanism for acquiring phonological categories. Is this also true for the more complex problem of acquiring audiovisual correspondences, which require the learner to integrate information from multiple modalities? In this paper, we present simulations using Gaussian mixture models (GMMs) that learn cue weights and combine cues on the basis of their distributional statistics. First, we simulate the developmental process of acquiring phonological categories from auditory and visual cues, asking whether simple statistical learning approaches are sufficient for learning multi-modal representations. Second, we use this time course information to explain audiovisual speech perception in adult perceivers, including cases where auditory and visual input are mismatched. Overall, we find that domain-general statistical learning techniques allow us to model the developmental trajectory of audiovisual cue integration in speech, and in turn, allow us to better understand the mechanisms that give rise to unified percepts based on multiple cues.

Using Family Science Day Events to Inspire Future Scientists

NASA Astrophysics Data System (ADS)

Brevik, Corinne

2015-04-01

Dickinson State University organizes four Family Science Day events each fall to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large-variety of hands-on activities which center around the event's theme. Previous themes include The Amazing Telescope, Night of the Titanic, Dinosaur Prophecy, and Space Exploration. These events are amazing opportunities to show young children how much fun science can be. Many of the kids come from schools where science is neither interactive nor engaging. The activities help the children learn that science is a process of discovery that helps us better understand the world around us. University students staff all of the activity booths at these events, and this has proven to be a very valuable experience for them as well. Some of the students who help are majoring in a science field, and for them, the experience teaches public communication. They learn to break complicated concepts down into simpler terms that young kids can understand. Other students who help with these events are not science majors but may be taking a science course as part of their college curriculum. For these students, the experience reinforces various concepts that they are learning in their science class. For many of them, it also opens their eyes to the idea that science can be engaging. Some of them even discover that they have a true gift for teaching.

Lessons Learned Through the Implementation of an eHealth Physical Activity Gaming Intervention with High School Youth.

PubMed

Pope, Lizzy; Garnett, Bernice; Dibble, Marguerite

2018-04-01

To encourage high school students to meet physical activity goals using a newly developed game, and to document the feasibility, benefits, and challenges of using an electronic gaming application to promote physical activity in high school students. Working with youth and game designers an electronic game, Camp Conquer, was developed to motivate high school students to meet physical activity goals. One-hundred-five high school students were recruited to participate in a 12-week pilot test of the game and randomly assigned to a Game Condition or Control Condition. Students in both conditions received a FitBit to track their activity, and participants in the Game Condition received access to Camp Conquer. Number of steps and active minutes each day were tracked for all participants. FitBit use, game logins, and qualitative feedback from researchers, school personnel, and participants were used to determine intervention engagement. The majority of study participants did not consistently wear their FitBit or engage with the gaming intervention. Numerous design challenges and barriers to successful implementation such as the randomized design, absence of a true school-based champion, ease of use, and game glitches were identified. Developing games is an exciting technique for motivating the completion of a variety of health behaviors. Although the present intervention was not successful in increasing physical activity in high school students, important lessons were learned regarding how to best structure a gaming intervention for the high school population.

Functional activity of the right temporo-parietal junction and of the medial prefrontal cortex associated with true and false belief reasoning.

PubMed

Döhnel, Katrin; Schuwerk, Tobias; Meinhardt, Jörg; Sodian, Beate; Hajak, Göran; Sommer, Monika

2012-04-15

Since false belief reasoning requires mental state representation independently of the state of reality, it is seen as a key ability in Theory of Mind (ToM). Although true beliefs do not have to be processed independently of the state of reality, growing behavioural evidence indicates that true belief reasoning is different from just reasoning about the state of reality. So far, neural studies on true and false belief reasoning revealed inconsistent findings in the medial prefrontal cortex (MPFC) and in the right temporo-parietal junction (R-TPJ), brain regions that are hypothesized to play an important role in ToM. To further explore true and false belief reasoning, the present functional magnetic resonance imaging (fMRI) study in eighteen adult subjects used methodological refinements such as ensuring that the true belief trials did not elicit false belief reasoning, as well as including paralleled control conditions requiring reasoning about the state of reality. When compared to its control condition, common R-TPJ activity was observed for true and false belief reasoning, supporting its role in belief reasoning in general, and indicating that, at least in adults, also true belief reasoning appears to be different from reasoning about the state of reality. Differential activity was observed in a broad network of brain regions such as the MPFC, the inferior frontal cortex, and the precuneus. False over true belief reasoning induced activation in the posterior MPFC (pMPFC), supporting its role in the decoupling mechanisms, which is defined as processing a mental state independently of the state of reality. Copyright © 2012 Elsevier Inc. All rights reserved.

School and Asthma

MedlinePlus

... t breathe, you can't learn! What About Sports? You might think that because you have asthma ... t run around on the playground or play sports. That's not true! Even some professional athletes have ...

Family science: An ethnographic case study of the ordinary science and literacy experiences of one family

NASA Astrophysics Data System (ADS)

McCarty, Glenda M.

Despite the copious research available on science learning, little is known about ways in which the public engages in free-choice science learning and even fewer studies have focused on how families engage in science to learn about the world around them. The same was true about studies of literacy development in the home until the 1980s when researchers (e.g. Bissex, 1980; Heath, 1983; Taylor, 1983) began documenting the literacy happenings and practices of young children in natural settings. Findings from intensive emergent literacy research studies have challenged traditional approaches to the teaching and learning of literacy, especially drawing attention to the active role children take in their own learning. Drawing upon those early literacy studies, this research project uses ethnographic case study methods along with a naturalistic inquiry approach, to document the daily explorations of one science-oriented family. Over a three year span, I have followed my own family, in our natural setting, through our day-to-day experiences with science and literacy as we seek to mediate and understand the world around us. In doing so, I have explored the ways we have shared knowledge and constructed learning through science books and read alouds, self-initiated inquiry learning, and communication. Throughout the three year research period, I have collected data and documented my own young children's understanding of the nature of science by observing their engagement with world around them.

Changes in Student Knowledge and Views of Geohazards, Societal Risks, and Monitoring at Active Plate Boundaries Using a Data-Rich Curriculum

NASA Astrophysics Data System (ADS)

Selkin, P. A.; Goodell, L. P.; Teasdale, R.

2015-12-01

The "Living on the Edge: Building Resilient Societies on Active Plate Margins" curriculum consists of six data-rich activities, each intended for a 50-minute class, in which students assess risk at active plate boundaries due to earthquakes and volcanoes. Developed as part of the InTeGrate NSF STEP Center the peer-reviewed, publically available materials (http://serc.carleton.edu/104296) have been used at several institutions in diverse classroom settings including small laboratory sections, large lecture courses, medium-sized upper division courses and professional development programs for middle and high school teachers. Pre- and post-instruction surveys measured content knowledge and geoscience literacy, self-efficacy in using geologic data to assess hazards and risk, and attitudes towards the value of monitoring plate margins. The activities have overall positive effects on knowledge of geohazard concepts. Views about the value of scientific practice also became more positive: 74% of students indicated they "agree" or "strongly agree" that monitoring geologic activity has value to them personally (even if they don't live on an active plate margin) and 94% indicated that such monitoring is valuable to society. Most became more confident in evaluating geologic hazard and risk (>60% of students self-described increased confidence by one or more Likert levels). Student knowledge of both the types and limits of data in forecasting geological hazards and their effects also improved. However, attitudes toward sustainability and geoscience careers did not change. Learning and attitudinal improvements are true for all classroom types, but the degree of change varies with class size and the amount of time spent on activities. Learning data and instructor feedback suggest that interactive classroom activities that use real-world data to address societally relevant issues increase student learning and enhance students' ability to synthesize scientific information.

Transformational Teaching in the Information Age: Making Why and How We Teach Relevant to Students

ERIC Educational Resources Information Center

Rosebrough, Thomas R.; Leverett, Ralph G.

2011-01-01

Yes, it's true that today's students have tons of distractions that take their attention away from the hard work of learning. That's why it's more important than ever to establish a teaching relationship with students that makes academic learning relevant to their lives. Here's a book that explains how to do that by changing teaching practices…

An Examination of a Teacher's Use of Authentic Assessment in an Urban Middle School Setting

ERIC Educational Resources Information Center

Stevens, Patricia

2013-01-01

Today in urban education, schools are forced to keep up and compete with students nationally with high-stake testing. Standardized tests are often bias in nature and often do not measure the true ability of a student. Casas (2003) believes that all children can learn but they may learn differently. Therefore, using authentic assessments is an…

The Pedagogical-Technological Divide and the Elephant in the Room

ERIC Educational Resources Information Center

Dron, Jon

2012-01-01

There is a widely held belief in e-learning circles that pedagogy must come before technology. In this paper it is argued that, not only is that not true, but that it is a weak distinction as pedagogies, insofar as they represent a set of techniques and tools for learning, are as much technologies as the computers, forums, virtual classrooms and…

The Race to the Top--Early Learning Challenge Year Two Progress Report

ERIC Educational Resources Information Center

US Department of Education, 2014

2014-01-01

The human brain develops rapidly in the first five years of life. High-quality early learning experiences can have a profound and lasting positive effect on young children during these years, setting the stage for success in kindergarten and beyond. This is especially true for young children with high needs who are from low-income families; who…

Asian Medical Students: Quality of Life and Motivation to Learn

ERIC Educational Resources Information Center

Henning, Marcus A.; Hawken, Susan J.; Krageloh, Christian; Zhao, Yipin; Doherty, Iain

2011-01-01

Issues linked with the notions of quality of life (QOL) and motivation to learn among Asian medical students have not been well documented. This is true in both the international and the New Zealand contexts. Our paper addresses this lack of research by focusing on the QOL of international and domestic Asian students studying in New Zealand, where…

How to Facilitate Freshmen Learning and Support Their Transition to a University Study Environment

ERIC Educational Resources Information Center

Kangas, Jari; Rantanen, Elisa; Kettunen, Lauri

2017-01-01

Most freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate…

The Academic and Social Implications of Virtual Learning Environments for Gifted High School Students with an Autism Spectrum Disorder

ERIC Educational Resources Information Center

Bryant, Lorna Elizabeth

2011-01-01

In public schools today, students who are identified as individuals with gifts and talents are generally confronted with education that is not fitted to their learning needs and self-regulatory potentials (Colangelo, Assouline, & Gross, 2004). The mismatch between needs and services is particularly true of those students who, in addition to…

Exploring Students' Learning Needs: Expectation and Challenges

ERIC Educational Resources Information Center

Poedjiastutie, Dwi; Oliver, Rhonda

2017-01-01

Needs analysis is not new in education or academic circles. Many scholars and educators in different parts of the world see this approach as a valuable tool for program development and review as it is a mechanism that can be used to link the students' present academic learning with their future needs. This is also true with respect to language…

The Role of Creativity in the Development of Identity and Purpose in Undergraduate Seniors

ERIC Educational Resources Information Center

Aaron, Robert William

2010-01-01

Creativity is highly valued when teaching children to play, and it is through acts of play children begin to learn about the world. However, along the road to adulthood, creative minds often become stifled. Creativity may be viewed as impractical or unnecessary when learning hard and true facts, and yet, as experienced in childhood, creativity…

Pressure to cooperate: is positive reward interdependence really needed in cooperative learning?

PubMed

Buchs, Céline; Gilles, Ingrid; Dutrévis, Marion; Butera, Fabrizio

2011-03-01

BACKGROUND. Despite extensive research on cooperative learning, the debate regarding whether or not its effectiveness depends on positive reward interdependence has not yet found clear evidence. AIMS. We tested the hypothesis that positive reward interdependence, as compared to reward independence, enhances cooperative learning only if learners work on a 'routine task'; if the learners work on a 'true group task', positive reward interdependence induces the same level of learning as reward independence. SAMPLE. The study involved 62 psychology students during regular workshops. METHOD. Students worked on two psychology texts in cooperative dyads for three sessions. The type of task was manipulated through resource interdependence: students worked on either identical (routine task) or complementary (true group task) information. Students expected to be assessed with a Multiple Choice Test (MCT) on the two texts. The MCT assessment type was introduced according to two reward interdependence conditions, either individual (reward independence) or common (positive reward interdependence). A follow-up individual test took place 4 weeks after the third session of dyadic work to examine individual learning. RESULTS. The predicted interaction between the two types of interdependence was significant, indicating that students learned more with positive reward interdependence than with reward independence when they worked on identical information (routine task), whereas students who worked on complementary information (group task) learned the same with or without reward interdependence. CONCLUSIONS. This experiment sheds light on the conditions under which positive reward interdependence enhances cooperative learning, and suggests that creating a real group task allows to avoid the need for positive reward interdependence. © 2010 The British Psychological Society.

Vocabulary Learning in a Yorkshire Terrier: Slow Mapping of Spoken Words

PubMed Central

Griebel, Ulrike; Oller, D. Kimbrough

2012-01-01

Rapid vocabulary learning in children has been attributed to “fast mapping”, with new words often claimed to be learned through a single presentation. As reported in 2004 in Science a border collie (Rico) not only learned to identify more than 200 words, but fast mapped the new words, remembering meanings after just one presentation. Our research tests the fast mapping interpretation of the Science paper based on Rico's results, while extending the demonstration of large vocabulary recognition to a lap dog. We tested a Yorkshire terrier (Bailey) with the same procedures as Rico, illustrating that Bailey accurately retrieved randomly selected toys from a set of 117 on voice command of the owner. Second we tested her retrieval based on two additional voices, one male, one female, with different accents that had never been involved in her training, again showing she was capable of recognition by voice command. Third, we did both exclusion-based training of new items (toys she had never seen before with names she had never heard before) embedded in a set of known items, with subsequent retention tests designed as in the Rico experiment. After Bailey succeeded on exclusion and retention tests, a crucial evaluation of true mapping tested items previously successfully retrieved in exclusion and retention, but now pitted against each other in a two-choice task. Bailey failed on the true mapping task repeatedly, illustrating that the claim of fast mapping in Rico had not been proven, because no true mapping task had ever been conducted with him. It appears that the task called retention in the Rico study only demonstrated success in retrieval by a process of extended exclusion. PMID:22363421

Celiac Disease Changes Everything

MedlinePlus

... but a true gift. Read More "Celiac Disease" Articles Celiac Disease Changes Everything / What is Celiac Disease? / Symptoms, Diagnosis and Treatment / Four Inches and Seven Pounds… / Learning to Live Well with Celiac Disease / Living Gluten- ...

Inner and outer coronary vessel wall segmentation from CCTA using an active contour model with machine learning-based 3D voxel context-aware image force

NASA Astrophysics Data System (ADS)

Sivalingam, Udhayaraj; Wels, Michael; Rempfler, Markus; Grosskopf, Stefan; Suehling, Michael; Menze, Bjoern H.

2016-03-01

In this paper, we present a fully automated approach to coronary vessel segmentation, which involves calcification or soft plaque delineation in addition to accurate lumen delineation, from 3D Cardiac Computed Tomography Angiography data. Adequately virtualizing the coronary lumen plays a crucial role for simulating blood ow by means of fluid dynamics while additionally identifying the outer vessel wall in the case of arteriosclerosis is a prerequisite for further plaque compartment analysis. Our method is a hybrid approach complementing Active Contour Model-based segmentation with an external image force that relies on a Random Forest Regression model generated off-line. The regression model provides a strong estimate of the distance to the true vessel surface for every surface candidate point taking into account 3D wavelet-encoded contextual image features, which are aligned with the current surface hypothesis. The associated external image force is integrated in the objective function of the active contour model, such that the overall segmentation approach benefits from the advantages associated with snakes and from the ones associated with machine learning-based regression alike. This yields an integrated approach achieving competitive results on a publicly available benchmark data collection (Rotterdam segmentation challenge).

The impact of sleep on true and false memory across long delays.

PubMed

Pardilla-Delgado, Enmanuelle; Payne, Jessica D

2017-01-01

While the influence of sleep on memory has a long history, sleep's role in the formation of false memories is less clear. Moreover, virtually nothing is known about the development of false memories beyond delays of about 12h. Here, for the first time, we assess post-sleep development of true and false memories across longer delay intervals of 24 and 48h. Although technically a false memory, remembering information that is related to the theme, or gist, of an experience can be considered an adaptive process. Some evidence suggests that sleep, compared to a wake period, increases both true and gist-based false memories in the Deese-Roediger-McDermott (DRM) task, but not all studies have returned this result, and most studies cannot rule out the possibility that sleep is merely protecting the information from interference, as opposed to actively aiding its consolidation. Here, to equate amount of time spent awake and asleep across groups, we assess how the positioning of sleep relative to memory encoding impacts retention across longer delays of 24 and 48h. Participants encoded 16 DRM lists in the morning (WAKE 1st Groups) or evening (SLEEP 1st Groups), and were tested either 24 or 48h later at the same time of day. Results demonstrate that true memory is better when participants sleep soon after learning. Sleeping first also increased false memory, but only in low performers. Importantly, and similar to previous studies, we found a negative correlation between slow-wave sleep (SWS) and false memory, suggesting that SWS may be detrimental for semantic/gist processing. Copyright © 2016 Elsevier Inc. All rights reserved.

Epileptic Seizures Prediction Using Machine Learning Methods

PubMed Central

Usman, Syed Muhammad

2017-01-01

Epileptic seizures occur due to disorder in brain functionality which can affect patient's health. Prediction of epileptic seizures before the beginning of the onset is quite useful for preventing the seizure by medication. Machine learning techniques and computational methods are used for predicting epileptic seizures from Electroencephalograms (EEG) signals. However, preprocessing of EEG signals for noise removal and features extraction are two major issues that have an adverse effect on both anticipation time and true positive prediction rate. Therefore, we propose a model that provides reliable methods of both preprocessing and feature extraction. Our model predicts epileptic seizures' sufficient time before the onset of seizure starts and provides a better true positive rate. We have applied empirical mode decomposition (EMD) for preprocessing and have extracted time and frequency domain features for training a prediction model. The proposed model detects the start of the preictal state, which is the state that starts few minutes before the onset of the seizure, with a higher true positive rate compared to traditional methods, 92.23%, and maximum anticipation time of 33 minutes and average prediction time of 23.6 minutes on scalp EEG CHB-MIT dataset of 22 subjects. PMID:29410700

A Familiar(ity) Problem: Assessing the Impact of Prerequisites and Content Familiarity on Student Learning.

PubMed

Shaffer, Justin F; Dang, Jennifer V; Lee, Amanda K; Dacanay, Samantha J; Alam, Usman; Wong, Hollie Y; Richards, George J; Kadandale, Pavan; Sato, Brian K

2016-01-01

Prerequisites are embedded in most STEM curricula. However, the assumption that the content presented in these courses will improve learning in later courses has not been verified. Because a direct comparison of performance between students with and without required prerequisites is logistically difficult to arrange in a randomized fashion, we developed a novel familiarity scale, and used this to determine whether concepts introduced in a prerequisite course improved student learning in a later course (in two biology disciplines). Exam questions in the latter courses were classified into three categories, based on the degree to which the tested concept had been taught in the prerequisite course. If content familiarity mattered, it would be expected that exam scores on topics covered in the prerequisite would be higher than scores on novel topics. We found this to be partially true for "Very Familiar" questions (concepts covered in depth in the prerequisite). However, scores for concepts only briefly discussed in the prerequisite ("Familiar") were indistinguishable from performance on topics that were "Not Familiar" (concepts only taught in the later course). These results imply that merely "covering" topics in a prerequisite course does not result in improved future performance, and that some topics may be able to removed from a course thereby freeing up class time. Our results may therefore support the implementation of student-centered teaching methods such as active learning, as the time-intensive nature of active learning has been cited as a barrier to its adoption. In addition, we propose that our familiarity system could be broadly utilized to aid in the assessment of the effectiveness of prerequisites.

Is extreme learning machine feasible? A theoretical assessment (part II).

PubMed

Lin, Shaobo; Liu, Xia; Fang, Jian; Xu, Zongben

2015-01-01

An extreme learning machine (ELM) can be regarded as a two-stage feed-forward neural network (FNN) learning system that randomly assigns the connections with and within hidden neurons in the first stage and tunes the connections with output neurons in the second stage. Therefore, ELM training is essentially a linear learning problem, which significantly reduces the computational burden. Numerous applications show that such a computation burden reduction does not degrade the generalization capability. It has, however, been open that whether this is true in theory. The aim of this paper is to study the theoretical feasibility of ELM by analyzing the pros and cons of ELM. In the previous part of this topic, we pointed out that via appropriately selected activation functions, ELM does not degrade the generalization capability in the sense of expectation. In this paper, we launch the study in a different direction and show that the randomness of ELM also leads to certain negative consequences. On one hand, we find that the randomness causes an additional uncertainty problem of ELM, both in approximation and learning. On the other hand, we theoretically justify that there also exist activation functions such that the corresponding ELM degrades the generalization capability. In particular, we prove that the generalization capability of ELM with Gaussian kernel is essentially worse than that of FNN with Gaussian kernel. To facilitate the use of ELM, we also provide a remedy to such a degradation. We find that the well-developed coefficient regularization technique can essentially improve the generalization capability. The obtained results reveal the essential characteristic of ELM in a certain sense and give theoretical guidance concerning how to use ELM.

Making Training Stick: A Close Examination of How Trainee Readiness, Supervisor Support, and Practice Foster Transfer in a Mobile Technology-Based Training Program

ERIC Educational Resources Information Center

Putter, Stefanie E.

2013-01-01

Although today's organizations are investing copious amounts of time, money, and resources on employee learning and development, trainees often fail to apply their learning and skills on the job, bringing into question the true value of organizational training. In an attempt to improve understanding of the key individual and organizational…

Learning How to be a Woman in the Canadian Forces/Unlearning it Through Feminism: An Autoethnography of My Learning Journey

ERIC Educational Resources Information Center

Taber, Nancy

2005-01-01

Gender plays a significant role in the experiences of workers within organizations. This is particularly true for women in non-traditional roles as they constantly struggle with gender barriers that are so ensconced in certain organizations and in society as to be accepted without question. Using an autoethnographical account, I explore the…

Restor(y)ing Hope: Stories as Social Movement Learning in Ada Songor Salt Movement

ERIC Educational Resources Information Center

Langdon, Jonathan; Garbary, Rachel

2017-01-01

Stories are a central component of how we understand ourselves and our societies in our world. This is especially true in the case of oral cultures. Stories, how they are used, how they are reframed, and how they change over time, are also an important record of learning. Randall (1996) and Kenyon and Randall (1997) have called this process…

The adult learner: is it necessary to understand for teaching in anesthesiology.

PubMed

Gaiser, Robert R

2010-01-01

Educators came to realize what internists and pediatricians have known all along: adults and children are not the same. They differ in physiology, pharmacology, and learning. To approach teaching of the adult learner as one would a child is likely to fail. To effectively design and execute a curriculum for the adult, the teacher must consider the role of personal experience, learning preparedness, learning orientation, and motivation to learn. Although these principles may seem novel, they represent good judgment when teaching the adult. The key factor for the educator is to determine the needs of the adult (which is typically based upon personal experience) and then design and implement a curriculum based upon these needs. This approach is backward from the approach used in children in which the curriculum is established without any input from the learner. One other means to improve success is to foster personal reflection upon the teaching by the adult learner. This reflection may develop from carefully phrased questions, from activities in applying the knowledge, or from within the learner. By helping the learner to reflect, the true goals of the teaching may be achieved and the teacher is rewarded by having a more knowledgeable provider, who is able to use and to question the new knowledge. The cycle of adult learning is completed but also starts again.

Automatic detection of Martian dark slope streaks by machine learning using HiRISE images

NASA Astrophysics Data System (ADS)

Wang, Yexin; Di, Kaichang; Xin, Xin; Wan, Wenhui

2017-07-01

Dark slope streaks (DSSs) on the Martian surface are one of the active geologic features that can be observed on Mars nowadays. The detection of DSS is a prerequisite for studying its appearance, morphology, and distribution to reveal its underlying geological mechanisms. In addition, increasingly massive amounts of Mars high resolution data are now available. Hence, an automatic detection method for locating DSSs is highly desirable. In this research, we present an automatic DSS detection method by combining interest region extraction and machine learning techniques. The interest region extraction combines gradient and regional grayscale information. Moreover, a novel recognition strategy is proposed that takes the normalized minimum bounding rectangles (MBRs) of the extracted regions to calculate the Local Binary Pattern (LBP) feature and train a DSS classifier using the Adaboost machine learning algorithm. Comparative experiments using five different feature descriptors and three different machine learning algorithms show the superiority of the proposed method. Experimental results utilizing 888 extracted region samples from 28 HiRISE images show that the overall detection accuracy of our proposed method is 92.4%, with a true positive rate of 79.1% and false positive rate of 3.7%, which in particular indicates great performance of the method at eliminating non-DSS regions.

Influence of contingency awareness on neural, electrodermal and evaluative responses during fear conditioning

PubMed Central

Merz, Christian J.; Klucken, Tim; Schweckendiek, Jan; Vaitl, Dieter; Wolf, Oliver T.; Stark, Rudolf

2011-01-01

In an fMRI study, effects of contingency awareness on conditioned responses were assessed in three groups comprising 118 subjects. A differential fear-conditioning paradigm with visual conditioned stimuli, an electrical unconditioned stimulus and two distractors was applied. The instructed aware group was informed about the contingencies, whereas the distractors prevented contingency detection in the unaware group. The third group (learned aware) was not informed about the contingencies, but learned them despite the distractors. Main effects of contingency awareness on conditioned responses emerged in several brain structures. Post hoc tests revealed differential dorsal anterior cingulate, insula and ventral striatum responses in aware conditioning only, whereas the amygdala was activated independent of contingency awareness. Differential responses of the hippocampus were specifically observed in learned aware subjects, indicating a role in the development of contingency awareness. The orbitofrontal cortex showed varying response patterns: lateral structures showed higher responses in instructed aware than unaware subjects, the opposite was true for medial parts. Conditioned subjective and electrodermal responses emerged only in the two aware groups. These results confirm the independence of conditioned amygdala responses from contingency awareness and indicate specific neural circuits for different aspects of fear acquisition in unaware, learned aware and instructed aware subjects. PMID:20693389

Neural differences in the processing of true and false sentences: insights into the nature of 'truth' in language comprehension.

PubMed

Marques, J Frederico; Canessa, Nicola; Cappa, Stefano

2009-06-01

The inquiry on the nature of truth in language comprehension has a long history of opposite perspectives. These perspectives either consider that there are qualitative differences in the processing of true and false statements, or that these processes are fundamentally the same and only differ in quantitative terms. The present study evaluated the processing nature of true and false statements in terms of patterns of brain activity using event-related functional-Magnetic-Resonance-Imaging (fMRI). We show that when true and false concept-feature statements are controlled for relation strength/ambiguity, their processing is associated to qualitatively different processes. Verifying true statements activates the left inferior parietal cortex and the caudate nucleus, a neural correlate compatible with an extended search and matching process for particular stored information. In contrast, verifying false statements activates the fronto-polar cortex and is compatible with a reasoning process of finding and evaluating a contradiction between the sentence information and stored knowledge.

Approximate, computationally efficient online learning in Bayesian spiking neurons.

PubMed

Kuhlmann, Levin; Hauser-Raspe, Michael; Manton, Jonathan H; Grayden, David B; Tapson, Jonathan; van Schaik, André

2014-03-01

Bayesian spiking neurons (BSNs) provide a probabilistic interpretation of how neurons perform inference and learning. Online learning in BSNs typically involves parameter estimation based on maximum-likelihood expectation-maximization (ML-EM) which is computationally slow and limits the potential of studying networks of BSNs. An online learning algorithm, fast learning (FL), is presented that is more computationally efficient than the benchmark ML-EM for a fixed number of time steps as the number of inputs to a BSN increases (e.g., 16.5 times faster run times for 20 inputs). Although ML-EM appears to converge 2.0 to 3.6 times faster than FL, the computational cost of ML-EM means that ML-EM takes longer to simulate to convergence than FL. FL also provides reasonable convergence performance that is robust to initialization of parameter estimates that are far from the true parameter values. However, parameter estimation depends on the range of true parameter values. Nevertheless, for a physiologically meaningful range of parameter values, FL gives very good average estimation accuracy, despite its approximate nature. The FL algorithm therefore provides an efficient tool, complementary to ML-EM, for exploring BSN networks in more detail in order to better understand their biological relevance. Moreover, the simplicity of the FL algorithm means it can be easily implemented in neuromorphic VLSI such that one can take advantage of the energy-efficient spike coding of BSNs.

Knowledge into learning: comparing lecture, e-learning and self-study take-home packet instructional methodologies with nurses.

PubMed

Soper, Tracey

2017-04-01

The aim of this quantitative experimental study was to examine which of three instructional methodologies of traditional lecture, online electronic learning (e-learning) and self-study take-home packets are effective in knowledge acquisition of professional registered nurses. A true experimental design was conducted to contrast the knowledge acquisition of 87 registered nurses randomly selected. A 40-item Acute Coronary Syndrome (ACS) true/false test was used to measure knowledge acquisition. Based on 0.05 significance level, the ANOVA test revealed that there was no difference in knowledge acquisition by registered nurses based on which of three learning instructional method they were assigned. It can be concluded that while all of these instructional methods were equally effective in knowledge acquisition, these methods may not be equally cost- and time-effective. The study was able to determine that there were no significant differences in knowledge acquisition of nurses between the three instructional methodologies. The study also found that all groups scored at the acceptable level for certification. It can be concluded that all of these instructional methods were equally effective in knowledge acquisition but are not equally cost- and time-effective. Therefore, hospital educators may wish to formulate policies regarding choice of instructional method that take into account the efficient use of nurses' time and institutional resources.

Multiswarm comprehensive learning particle swarm optimization for solving multiobjective optimization problems.

PubMed

Yu, Xiang; Zhang, Xueqing

2017-01-01

Comprehensive learning particle swarm optimization (CLPSO) is a powerful state-of-the-art single-objective metaheuristic. Extending from CLPSO, this paper proposes multiswarm CLPSO (MSCLPSO) for multiobjective optimization. MSCLPSO involves multiple swarms, with each swarm associated with a separate original objective. Each particle's personal best position is determined just according to the corresponding single objective. Elitists are stored externally. MSCLPSO differs from existing multiobjective particle swarm optimizers in three aspects. First, each swarm focuses on optimizing the associated objective using CLPSO, without learning from the elitists or any other swarm. Second, mutation is applied to the elitists and the mutation strategy appropriately exploits the personal best positions and elitists. Third, a modified differential evolution (DE) strategy is applied to some extreme and least crowded elitists. The DE strategy updates an elitist based on the differences of the elitists. The personal best positions carry useful information about the Pareto set, and the mutation and DE strategies help MSCLPSO discover the true Pareto front. Experiments conducted on various benchmark problems demonstrate that MSCLPSO can find nondominated solutions distributed reasonably over the true Pareto front in a single run.

Evaluation of Learned Helplessness, Perceived Self-efficacy, and Functional Capacity in Patients With Fibromyalgia and Rheumatoid Arthritis.

PubMed

Moyano, Sebastián; Scolnik, Marina; Vergara, Facundo; García, María Victoria; Sabelli, Mirtha Rosa; Rosa, Javier Eduardo; Catoggio, Luis José; Soriano, Enrique Roberto

2018-03-19

The aims of this study were to compare learned helplessness (LH) and perceived self-efficacy (SE) in patients with fibromyalgia (FM) and rheumatoid arthritis (RA) and to assess their correlation with functional disability, level of perceived pain, and fatigue. This multicenter, cross-sectional study included consecutive patients (aged ≥18 years) with RA, according to the 2010 American College of Rheumatology/European League Against Rheumatism criteria, and FM, according to 2010 American College of Rheumatology criteria. Learned helplessness was measured by the Rheumatology Attitude Index, Spanish version; SE with the Arthritis Self-efficacy Scale, Spanish version; functional capacity with the Health Assessment Questionnaire (HAQ), Argentine version; depression with Center for Epidemiological Studies-Depression Scale 7-item version and perceived pain and fatigue by the visual analog scale. Disease activity was measured by the Clinical Disease Activity Index (CDAI) and disease impact with the Fibromyalgia Impact Questionnaire (FIQ). A total of 215 patients, 100 with FM and 115 with RA, were included. Mean age was 59 (SD, 14) years and 58 (SD, 13) years for FM and RA, patients respectively. Whereas LH and depression were significantly higher, SE was significantly lower in FM patients. We found a positive correlation between LH and HAQ, pain, depression, fatigue, FIQ, and CDAI in FM and RA patients. We observed a negative correlation between SE and HAQ, pain, depression, fatigue, FIQ (FM), and CDAI (RA) in both groups. Both LH and SE correlate significantly with functional capacity, perceived pain, disease activity, and disease impact in RA and FM patients. Learned helplessness was higher in patients with active disease or high disease impact, as opposed to those in remission or with low disease impact, and the reverse was true for SE. Patients with FM had significantly more LH, pain, fatigue, and depression and less SE compared with those with RA.

Semantic Web-based digital, field and virtual geological

NASA Astrophysics Data System (ADS)

Babaie, H. A.

2012-12-01

Digital, field and virtual Semantic Web-based education (SWBE) of geological mapping requires the construction of a set of searchable, reusable, and interoperable digital learning objects (LO) for learners, teachers, and authors. These self-contained units of learning may be text, image, or audio, describing, for example, how to calculate the true dip of a layer from two structural contours or find the apparent dip along a line of section. A collection of multi-media LOs can be integrated, through domain and task ontologies, with mapping-related learning activities and Web services, for example, to search for the description of lithostratigraphic units in an area, or plotting orientation data on stereonet. Domain ontologies (e.g., GeologicStructure, Lithostratigraphy, Rock) represent knowledge in formal languages (RDF, OWL) by explicitly specifying concepts, relations, and theories involved in geological mapping. These ontologies are used by task ontologies that formalize the semantics of computational tasks (e.g., measuring the true thickness of a formation) and activities (e.g., construction of cross section) for all actors to solve specific problems (making map, instruction, learning support, authoring). A SWBE system for geological mapping should also involve ontologies to formalize teaching strategy (pedagogical styles), learner model (e.g., for student performance, personalization of learning), interface (entry points for activities of all actors), communication (exchange of messages among different components and actors), and educational Web services (for interoperability). In this ontology-based environment, actors interact with the LOs through educational servers, that manage (reuse, edit, delete, store) ontologies, and through tools which communicate with Web services to collect resources and links to other tools. Digital geological mapping involves a location-based, spatial organization of geological elements in a set of GIS thematic layers. Each layer in the stack assembles a set of polygonal (e.g., formation, member, intrusion), linear (e.g., fault, contact), and/or point (e.g., sample or measurement site) geological elements. These feature classes, represented in domain ontologies by classes, have their own sets of property (attribute, association relation) and topological (e.g., overlap, adjacency, containment), and network (cross-cuttings; connectivity) relationships. Since geological mapping involves describing and depicting different aspects of each feature class (e.g., contact, formation, structure), the same geographic region may be investigated by different communities, for example, for its stratigraphy, rock type, structure, soil type, and isotopic and paleontological age, using sets of ontologies. These data can become interconnected applying the Semantic Web technologies, on the Linked Open Data Cloud, based on their underlying common geographic coordinates. Sets of geological data published on the Cloud will include multiple RDF links to Cloud's geospatial nodes such as GeoNames and Linked GeoData. During mapping, a device such as smartphone, laptop, or iPad, with GPS and GIS capability and a DBpedia Mobile client, can use the current position to discover and query all the geological linked data, and add new data to the thematic layers and publish them to the Cloud.

A theory of local learning, the learning channel, and the optimality of backpropagation.

PubMed

Baldi, Pierre; Sadowski, Peter

2016-11-01

In a physical neural system, where storage and processing are intimately intertwined, the rules for adjusting the synaptic weights can only depend on variables that are available locally, such as the activity of the pre- and post-synaptic neurons, resulting in local learning rules. A systematic framework for studying the space of local learning rules is obtained by first specifying the nature of the local variables, and then the functional form that ties them together into each learning rule. Such a framework enables also the systematic discovery of new learning rules and exploration of relationships between learning rules and group symmetries. We study polynomial local learning rules stratified by their degree and analyze their behavior and capabilities in both linear and non-linear units and networks. Stacking local learning rules in deep feedforward networks leads to deep local learning. While deep local learning can learn interesting representations, it cannot learn complex input-output functions, even when targets are available for the top layer. Learning complex input-output functions requires local deep learning where target information is communicated to the deep layers through a backward learning channel. The nature of the communicated information about the targets and the structure of the learning channel partition the space of learning algorithms. For any learning algorithm, the capacity of the learning channel can be defined as the number of bits provided about the error gradient per weight, divided by the number of required operations per weight. We estimate the capacity associated with several learning algorithms and show that backpropagation outperforms them by simultaneously maximizing the information rate and minimizing the computational cost. This result is also shown to be true for recurrent networks, by unfolding them in time. The theory clarifies the concept of Hebbian learning, establishes the power and limitations of local learning rules, introduces the learning channel which enables a formal analysis of the optimality of backpropagation, and explains the sparsity of the space of learning rules discovered so far. Copyright © 2016 Elsevier Ltd. All rights reserved.

Procedural training and assessment of competency utilizing simulation.

PubMed

Sawyer, Taylor; Gray, Megan M

2016-11-01

This review examines the current environment of neonatal procedural learning, describes an updated model of skills training, defines the role of simulation in assessing competency, and discusses potential future directions for simulation-based competency assessment. In order to maximize impact, simulation-based procedural training programs should follow a standardized and evidence-based approach to designing and evaluating educational activities. Simulation can be used to facilitate the evaluation of competency, but must incorporate validated assessment tools to ensure quality and consistency. True competency evaluation cannot be accomplished with simulation alone: competency assessment must also include evaluations of procedural skill during actual clinical care. Future work in this area is needed to measure and track clinically meaningful patient outcomes resulting from simulation-based training, examine the use of simulation to assist physicians undergoing re-entry to practice, and to examine the use of procedural skills simulation as part of a maintenance of competency and life-long learning. Copyright © 2016 Elsevier Inc. All rights reserved.

[Effect of emotional content and self reference of learning materials on recall performance].

PubMed

Spies, K

1994-01-01

It is assumed that high affective value and high self-reference of learning material help to improve memory performance as these factors allow better memory consolidation (activation hypothesis) or better integration of the new material into existing knowledge structures (extent-of-processing hypothesis). To test this assumption, 60 subjects were shown 16 short advertising films characterized by low vs. high affective value and low vs. high self-reference. Both factors were varied within subjects. After the films had each been presented twice, subjects had to recall the product names and answer two questions to each film. Results showed for both dependent variables that films with high affective values were better remembered than films with low affective values. The same held true--though to a lower extent--with respect to self-reference. According to the expected linear trend, performance was best for material scoring high on affective value as well as on self-reference, while it was worst for material scoring low on both factors.

False memory for context and true memory for context similarly activate the parahippocampal cortex.

PubMed

Karanian, Jessica M; Slotnick, Scott D

2017-06-01

The role of the parahippocampal cortex is currently a topic of debate. One view posits that the parahippocampal cortex specifically processes spatial layouts and sensory details (i.e., the visual-spatial processing view). In contrast, the other view posits that the parahippocampal cortex more generally processes spatial and non-spatial contexts (i.e., the general contextual processing view). A large number of studies have found that true memories activate the parahippocampal cortex to a greater degree than false memories, which would appear to support the visual-spatial processing view as true memories are typically associated with greater visual-spatial detail than false memories. However, in previous studies, contextual details were also greater for true memories than false memories. Thus, such differential activity in the parahippocampal cortex may have reflected differences in contextual processing, which would challenge the visual-spatial processing view. In the present functional magnetic resonance imaging (fMRI) study, we employed a source memory paradigm to investigate the functional role of the parahippocampal cortex during true memory and false memory for contextual information to distinguish between the visual-spatial processing view and the general contextual processing view. During encoding, abstract shapes were presented to the left or right of fixation. During retrieval, old shapes were presented at fixation and participants indicated whether each shape was previously on the "left" or "right" followed by an "unsure", "sure", or "very sure" confidence rating. The conjunction of confident true memories for context and confident false memories for context produced activity in the parahippocampal cortex, which indicates that this region is associated with contextual processing. Furthermore, the direct contrast of true memory and false memory produced activity in the visual cortex but did not produce activity in the parahippocampal cortex. The present evidence suggests that the parahippocampal cortex is associated with general contextual processing rather than only being associated with visual-spatial processing. Copyright © 2017 Elsevier Ltd. All rights reserved.

Learning to Be "Me" while Coming to Understand "We": Encouraging Prosocial Babies in Group Settings

ERIC Educational Resources Information Center

McMullen, Mary Benson; Addleman, Jennifer M.; Fulford, Amanda M.; Moore, Sarah L.; Mooney, Shari J.; Sisk, Samantha S.; Zachariah, Jasmine

2009-01-01

At the same time young babies are developing an understanding of self as separate from others--what it means to be "me"--many also face having to negotiate living, learning, growing, and developing as part of a group--what it means to be "we". This is true for more than half of all infants in the United States under the age of…

InterAgency Journal (Volume 2, Issue 1, Winter 2011)

DTIC Science & Technology

2011-01-01

true interagency structures and saw USAFRICOM as an opportunity and a test case. As a result, speculation and rumors grew about the details of the... false .14 Likewise a lesson learned must be refutable in theory. A lesson learned that cannot theoretically be refuted can likewise not be...to an ongoing AIDS epidemic, a cholera outbreak would occur and be exacerbated by poor personal hygiene and inadequate sanitation, refuse, sewage

If We Build It, They Will Come! Exploring the Role of ICTs in Curriculum Design and Development: The Myths, Miracles and Affordances

ERIC Educational Resources Information Center

Naidu, S.

2007-01-01

Central to the argument about the influence of media on learning is how this influence is measured or ascertained. Conventional methods which comprise the use of true and quasi-experimental designs are inadequate. Several lessons can be learned from this observation on the media debate. The first is that, conventional methods of ascertaining the…

A Roadmap for True Accountability: Reconceptualizing Language-Learning Services, Reclassification Practices and Monitoring Systems for English Language Learners in U.S. Public Schools

ERIC Educational Resources Information Center

Slama, Rachel B.

2012-01-01

A major problem facing educators in the United States is how to determine when the nation's five million English language learners (ELL) are ready to exit language-learning programs, i.e. to be "reclassified" as fluent English proficient (R-FEP) and placed in mainstream classrooms without additional language support. No Child Left Behind…

Getting and Keeping Students' Brains Energized and Eager

ERIC Educational Resources Information Center

Stormon-Flynn, Mary

2011-01-01

A brain has the capacity to absorb a great deal of information and can make decisions about what role or roles, major or minor, that data will play in its life. While it is most likely true that we learn one new thing every day, our brain, the controller of our thoughts, can decide what number of new things we can learn and remember each day. As I…

ImmuneQuest: Assessment of a Video Game as a Supplement to an Undergraduate Immunology Course.

PubMed

Raimondi, Stacey L

2016-05-01

The study of immunology, particularly in this day and age, is an integral aspect of the training of future biologists, especially health professionals. Unfortunately, many students lose interest in or lack true comprehension of immunology due to the jargon of the field, preventing them from gaining a true conceptual understanding that is essential to all biological learning. To that end, a new video game, ImmuneQuest, has been developed that allows undergraduate students to "be" cells in the immune system, finding and attacking pathogens, while answering questions to earn additional abilities. The ultimate goal of ImmuneQuest is to allow students to understand how the major cells in the immune system work together to fight disease, rather than focusing on them as separate entities as is more commonly done in lecture material. This work provides the first assessment of ImmuneQuest in an upper-level immunology course. Students had significant gains in learning of information presented in ImmuneQuest compared with information discussed in lecture only. Furthermore, while students found the game "frustrating" at times, they agreed that the game aided their learning and recommended it for future courses. Taken together, these results suggest that ImmuneQuest appears to be a useful tool to supplement lecture material and increase student learning and comprehension.

Is awareness necessary for true inference?

PubMed

Leo, Peter D; Greene, Anthony J

2008-09-01

In transitive inference, participants learn a set of context-dependent discriminations that can be organized into a hierarchy that supports inference. Several studies show that inference occurs with or without task awareness. However, some studies assert that without awareness, performance is attributable to pseudoinference. By this account, inference-like performance is achieved by differential stimulus weighting according to the stimuli's proximity to the end items of the hierarchy. We implement an inference task that cannot be based on differential stimulus weighting. The design itself rules out pseudoinference strategies. Success on the task without evidence of deliberative strategies would therefore suggest that true inference can be achieved implicitly. We found that accurate performance on the inference task was not dependent on explicit awareness. The finding is consistent with a growing body of evidence that indicates that forms of learning and memory supporting inference and flexibility do not necessarily depend on task awareness.

REM Sleep Enhancement of Probabilistic Classification Learning is Sensitive to Subsequent Interference

PubMed Central

Barsky, Murray M.; Tucker, Matthew A.; Stickgold, Robert

2015-01-01

During wakefulness the brain creates meaningful relationships between disparate stimuli in ways that escape conscious awareness. Processes active during sleep can strengthen these relationships, leading to more adaptive use of those stimuli when encountered during subsequent wake. Performance on the weather prediction task (WPT), a well-studied measure of implicit probabilistic learning, has been shown to improve significantly following a night of sleep, with stronger initial learning predicting more nocturnal REM sleep. We investigated this relationship further, studying the effect on WPT performance of a daytime nap containing REM sleep. We also added an interference condition after the nap/wake period as an additional probe of memory strength. Our results show that a nap significantly boosts WPT performance, and that this improvement is correlated with the amount of REM sleep obtained during the nap. When interference training is introduced following the nap, however, this REM-sleep benefit vanishes. In contrast, following an equal period of wake, performance is both unchanged from training and unaffected by interference training. Thus, while the true probabilistic relationships between WPT stimuli are strengthened by sleep, these changes are selectively susceptible to the destructive effects of retroactive interference, at least in the short term. PMID:25769506

What does education have to do with the New International Economic Order

NASA Astrophysics Data System (ADS)

Emmerij, Louis

1982-12-01

Greater equality in the distribution of incomes, both nationally and internationally, and more intervention to achieve this, both by national governments and international agencies, are identified as the key ideas in the proposed NIEO. Both ideas have provoked a reaction of new conservatism, aided by the current international recession. At least in part, the power of this reaction is the result of a failure in the educational professions and institutions to respond to the requirements of an NIEO in both domestic and global terms. Although the independent effects of education on social change and income distribution have indeed been over-estimated, it remains true, nevertheless, that education does have social and economic effects. Within states, education might be reorganized so as to dissolve the current dichotomy between a `learning' childhood/adolescence and a `non-learning' adulthood. Rather, learning geared to economic activity, change and restructuring might assist both developing and industrialized states to increase incomes and adjust to the requirements of the NIEO. On the international plane, the growth of development studies and of institutions concerned with the domestic effects of international relations and commerce should facilitate a more informed understanding of the balance between self-reliance and interdependence.

Moodle 2.0: Shifting from a Learning Toolkit to a Open Learning Platform

NASA Astrophysics Data System (ADS)

Alier, Marc; Casañ, María José; Piguillem, Jordi

Learning Management Systems (LMS) have reached a plateau of maturity in features, application to teaching practices and wide adoption by learning institutions. But the Web 2.0 carries new kinds of tools, services and ways of using the web; personally and socially. Some educators and learners have started to advocate for a new approach to frame one's learning sources, from the LMS course space towards Personal Learning Environments (PLE). But PLE's are characterized by its absence of structure, just what is provided by open standards and mashup techniques. Based on 5 years of participative observation research, this article explains the changes in architecture performed on the second version of Moodle, why did these changes happen and what should be the next steps so Moodle can shift from being a learning tool to a true open learning platform.

True cadence and step accumulation are not equivalent: the effect of intermittent claudication on free-living cadence.

PubMed

Stansfield, B; Clarke, C; Dall, P; Godwin, J; Holdsworth, R; Granat, M

2015-02-01

'True cadence' is the rate of stepping during the period of stepping. 'Step accumulation' is the steps within an epoch of time (e.g. 1min). These terms have been used interchangeably in the literature. These outcomes are compared within a population with intermittent claudication (IC). Multiday, 24h stepping activity of those with IC (30) and controls (30) was measured objectively using the activPAL physical activity monitor. 'True cadence' and 'step accumulation' outcomes were calculated. Those with IC took fewer steps/d 6531±2712 than controls 8692±2945 (P=0.003). However, these steps were taken within approximately the same number of minute epochs (IC 301±100min/d; controls 300±70min/d, P=0.894) with only slightly lower true cadence (IC 69 (IQ 66,72) steps/min; controls 72 (IQ 68,76) steps/min, P=0.026), giving substantially lower step accumulation (IC 22 (IQ 19,24) steps/min; controls 30 (IQ 23,34) steps/min) (P<0.001). However, the true cadence of stepping within the blocks of the 1, 5, 20, 30 and 60min with the maximum number of steps accumulated was lower for those with IC than controls (P<0.05). Those with IC took 1300 steps fewer per day above a true cadence of 90 steps/min. True cadence and step accumulation outcomes were radically different for the outcomes examined. 'True cadence' and 'step accumulation' were not equivalent in those with IC or controls. The measurement of true cadence in the population of people with IC provides information about their stepping rate during the time they are stepping. True cadence should be used to correctly describe the rate of stepping as performed. Copyright © 2014 Elsevier B.V. All rights reserved.

Evaluating a Novel Eye Tracking Tool to Detect Invalid Responding in Neurocognitive Assessment

DTIC Science & Technology

2014-05-07

Learning Test-II (CVLT-II; 63), Rey Auditory Verbal Learning Test (RAVLT; 231), Warrington’s Recognition Memory Test (RMT; 274), and Seashore Rhythm...history of brain injury (BR) and unbiased responders without a history of brain injury (UR). Demographics (e.g., age, sex , race/ethnicity, years of...project (i.e., “true” invalid responding) is rarely observed with certainty or experimentally induced . However, behavior that approximates true invalid

CLEANing the Reward: Counterfactual Actions to Remove Exploratory Action Noise in Multiagent Learning

NASA Technical Reports Server (NTRS)

HolmesParker, Chris; Taylor, Mathew E.; Tumer, Kagan; Agogino, Adrian

2014-01-01

Learning in multiagent systems can be slow because agents must learn both how to behave in a complex environment and how to account for the actions of other agents. The inability of an agent to distinguish between the true environmental dynamics and those caused by the stochastic exploratory actions of other agents creates noise in each agent's reward signal. This learning noise can have unforeseen and often undesirable effects on the resultant system performance. We define such noise as exploratory action noise, demonstrate the critical impact it can have on the learning process in multiagent settings, and introduce a reward structure to effectively remove such noise from each agent's reward signal. In particular, we introduce Coordinated Learning without Exploratory Action Noise (CLEAN) rewards and empirically demonstrate their benefits

Neural correlates of true and false belief reasoning.

PubMed

Sommer, Monika; Döhnel, Katrin; Sodian, Beate; Meinhardt, Jörg; Thoermer, Claudia; Hajak, Göran

2007-04-15

Belief reasoning plays a central role in making inferences about other people's mental states. The ability to reason about false beliefs is considered as a critical test for having a Theory of Mind (ToM). There is some controversy as to whether it is the medial prefrontal cortex (MPFC) or the temporo-parietal junction (TPJ) that is centrally involved in belief reasoning. According to developmental studies of belief reasoning we conducted an fMRI experiment with a carefully controlled paradigm (Sally Anne scenario). We compared false belief reasoning with true belief reasoning in parallel tasks, using a series of cartoon stories depicting transfer of an object unbeknownst to the protagonist (false belief) or with the protagonist witnessing (true belief). The false belief versus true belief contrast revealed activation of the dorsal part of the anterior cingulate cortex (dACC), the right lateral rostral prefrontal cortex and the right TPJ associated with false belief. We suggest that the activation of the dACC and the lateral PFC might be associated with action monitoring and stimulus-independent cognitive processing whereas the activation of the TPJ might be related to the computation of mental representations that create perspective differences, such as a person's false belief that contrasts with reality and therefore might be centrally involved in the decoupling mechanism. Additionally we found common patterns of activation for true and false belief reasoning, including inferior parietal and precuneus activation, but we found no activation of the MPFC or the TPJ in general belief reasoning.

Detecting Abnormal Word Utterances in Children With Autism Spectrum Disorders: Machine-Learning-Based Voice Analysis Versus Speech Therapists.

PubMed

Nakai, Yasushi; Takiguchi, Tetsuya; Matsui, Gakuyo; Yamaoka, Noriko; Takada, Satoshi

2017-10-01

Abnormal prosody is often evident in the voice intonations of individuals with autism spectrum disorders. We compared a machine-learning-based voice analysis with human hearing judgments made by 10 speech therapists for classifying children with autism spectrum disorders ( n = 30) and typical development ( n = 51). Using stimuli limited to single-word utterances, machine-learning-based voice analysis was superior to speech therapist judgments. There was a significantly higher true-positive than false-negative rate for machine-learning-based voice analysis but not for speech therapists. Results are discussed in terms of some artificiality of clinician judgments based on single-word utterances, and the objectivity machine-learning-based voice analysis adds to judging abnormal prosody.

Performance measurement of PSF modeling reconstruction (True X) on Siemens Biograph TruePoint TrueV PET/CT.

PubMed

Lee, Young Sub; Kim, Jin Su; Kim, Kyeong Min; Kang, Joo Hyun; Lim, Sang Moo; Kim, Hee-Joung

2014-05-01

The Siemens Biograph TruePoint TrueV (B-TPTV) positron emission tomography (PET) scanner performs 3D PET reconstruction using a system matrix with point spread function (PSF) modeling (called the True X reconstruction). PET resolution was dramatically improved with the True X method. In this study, we assessed the spatial resolution and image quality on a B-TPTV PET scanner. In addition, we assessed the feasibility of animal imaging with a B-TPTV PET and compared it with a microPET R4 scanner. Spatial resolution was measured at center and at 8 cm offset from the center in transverse plane with warm background activity. True X, ordered subset expectation maximization (OSEM) without PSF modeling, and filtered back-projection (FBP) reconstruction methods were used. Percent contrast (% contrast) and percent background variability (% BV) were assessed according to NEMA NU2-2007. The recovery coefficient (RC), non-uniformity, spill-over ratio (SOR), and PET imaging of the Micro Deluxe Phantom were assessed to compare image quality of B-TPTV PET with that of the microPET R4. When True X reconstruction was used, spatial resolution was <3.65 mm with warm background activity. % contrast and % BV with True X reconstruction were higher than those with the OSEM reconstruction algorithm without PSF modeling. In addition, the RC with True X reconstruction was higher than that with the FBP method and the OSEM without PSF modeling method on the microPET R4. The non-uniformity with True X reconstruction was higher than that with FBP and OSEM without PSF modeling on microPET R4. SOR with True X reconstruction was better than that with FBP or OSEM without PSF modeling on the microPET R4. This study assessed the performance of the True X reconstruction. Spatial resolution with True X reconstruction was improved by 45 % and its % contrast was significantly improved compared to those with the conventional OSEM without PSF modeling reconstruction algorithm. The noise level was higher than that with the other reconstruction algorithm. Therefore, True X reconstruction should be used with caution when quantifying PET data.

Singularities of Three-Layered Complex-Valued Neural Networks With Split Activation Function.

PubMed

Kobayashi, Masaki

2018-05-01

There are three important concepts related to learning processes in neural networks: reducibility, nonminimality, and singularity. Although the definitions of these three concepts differ, they are equivalent in real-valued neural networks. This is also true of complex-valued neural networks (CVNNs) with hidden neurons not employing biases. The situation of CVNNs with hidden neurons employing biases, however, is very complicated. Exceptional reducibility was found, and it was shown that reducibility and nonminimality are not the same. Irreducibility consists of minimality and exceptional reducibility. The relationship between minimality and singularity has not yet been established. In this paper, we describe our surprising finding that minimality and singularity are independent. We also provide several examples based on exceptional reducibility.

The process of the Community Psychologist training: Experiences in the Community Psychology nucleus (NUCOM).

PubMed

Moura, James Ferreira; Brito da Silva, Lorena; Cidade, Elívia Camurça; Braga, Alana Alencar; Ximenes, Verônica Morais

2016-01-01

This article presents the Community Psychology training concept created at the Community Psychology Nucleus (NUCOM), Federal University of Ceará (Brazil); mainly composed of university extension processes and their theoretical-methodological bases. Thus, university extension/cooperation emerges as a space to build new knowledge based on a cooperative perspective opposed to traditional anti-dialogical and hegemonic mechanisms. By evidencing the unabridged training of NUCOM's graduate students, we seek to provide elements that will enable the comprehension of the learning concept present in daily relations constructed in extension activities. We also plan to socialize a way of thinking Community Psychology performance, whose reference is the people, with their needs and potentials, emphasizing them as the true subjects of psychological practice.

A New Computer-Based Examination System.

ERIC Educational Resources Information Center

Los Arcos, J. M.; Vano, E.

1978-01-01

Describes a computer-managed instructional system used to formulate, print, and evaluate true-false questions for testing purposes. The design of the system and its application in medical and nuclear engineering courses in two Spanish institutions of higher learning are detailed. (RAO)

Learning Networks: Iran and the Effects of Sanctions

DTIC Science & Technology

2013-03-27

synthesizes and summarizes our research efforts. 15. SUBJECT TERMS Network Science, Social Network Analysis, Dynamic Networks 16. SECURITY...www.ecssr.com/ECSSR/appmanager/portal/ecssr?_nfpb=true. Klebnikov, Paul. " Millionaire Mullahs." Forbes. Forbes Magazine, 21 July 2003. Web. http

Increased cognitive load enables unlearning in procedural category learning.

PubMed

Crossley, Matthew J; Maddox, W Todd; Ashby, F Gregory

2018-04-19

Interventions for drug abuse and other maladaptive habitual behaviors may yield temporary success but are often fragile and relapse is common. This implies that current interventions do not erase or substantially modify the representations that support the underlying addictive behavior-that is, they do not cause true unlearning. One example of an intervention that fails to induce true unlearning comes from Crossley, Ashby, and Maddox (2013, Journal of Experimental Psychology: General), who reported that a sudden shift to random feedback did not cause unlearning of category knowledge obtained through procedural systems, and they also reported results suggesting that this failure is because random feedback is noncontingent on behavior. These results imply the existence of a mechanism that (a) estimates feedback contingency and (b) protects procedural learning from modification when feedback contingency is low (i.e., during random feedback). This article reports the results of an experiment in which increasing cognitive load via an explicit dual task during the random feedback period facilitated unlearning. This result is consistent with the hypothesis that the mechanism that protects procedural learning when feedback contingency is low depends on executive function. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Assessment of various supervised learning algorithms using different performance metrics

NASA Astrophysics Data System (ADS)

Susheel Kumar, S. M.; Laxkar, Deepak; Adhikari, Sourav; Vijayarajan, V.

2017-11-01

Our work brings out comparison based on the performance of supervised machine learning algorithms on a binary classification task. The supervised machine learning algorithms which are taken into consideration in the following work are namely Support Vector Machine(SVM), Decision Tree(DT), K Nearest Neighbour (KNN), Naïve Bayes(NB) and Random Forest(RF). This paper mostly focuses on comparing the performance of above mentioned algorithms on one binary classification task by analysing the Metrics such as Accuracy, F-Measure, G-Measure, Precision, Misclassification Rate, False Positive Rate, True Positive Rate, Specificity, Prevalence.

Goal or gold: overlapping reward processes in soccer players upon scoring and winning money.

PubMed

Häusler, Alexander Niklas; Becker, Benjamin; Bartling, Marcel; Weber, Bernd

2015-01-01

Social rewards are important incentives for human behavior. This is especially true in team sports such as the most popular one worldwide: soccer. We investigated reward processing upon scoring a soccer goal in a standard two-versus-one situation and in comparison to winning in a monetary incentive task. The results show a strong overlap in brain activity between the two conditions in established reward regions of the mesolimbic dopaminergic system, including the ventral striatum and ventromedial pre-frontal cortex. The three main components of reward-associated learning, i.e., reward probability (RP), reward reception (RR) and reward prediction errors (RPE) showed highly similar activation in both con-texts, with only the RR and RPE components displaying overlapping reward activity. Passing and shooting behavior did not correlate with individual egoism scores, but we observe a positive correlation be-tween egoism and activity in the left middle frontal gyrus upon scoring after a pass versus a direct shot. Our findings suggest that rewards in the context of soccer and monetary incentives are based on similar neural processes.

Goal or Gold: Overlapping Reward Processes in Soccer Players upon Scoring and Winning Money

PubMed Central

Häusler, Alexander Niklas; Becker, Benjamin; Bartling, Marcel; Weber, Bernd

2015-01-01

Social rewards are important incentives for human behavior. This is especially true in team sports such as the most popular one worldwide: soccer. We investigated reward processing upon scoring a soccer goal in a standard two-versus-one situation and in comparison to winning in a monetary incentive task. The results show a strong overlap in brain activity between the two conditions in established reward regions of the mesolimbic dopaminergic system, including the ventral striatum and ventromedial pre-frontal cortex. The three main components of reward-associated learning i.e. reward probability (RP), reward reception (RR) and reward prediction errors (RPE) showed highly similar activation in both con-texts, with only the RR and RPE components displaying overlapping reward activity. Passing and shooting behavior did not correlate with individual egoism scores, but we observe a positive correlation be-tween egoism and activity in the left middle frontal gyrus upon scoring after a pass versus a direct shot. Our findings suggest that rewards in the context of soccer and monetary incentives are based on similar neural processes. PMID:25875594

True and False Memories, Parietal Cortex, and Confidence Judgments

ERIC Educational Resources Information Center

Urgolites, Zhisen J.; Smith, Christine N.; Squire, Larry R.

2015-01-01

Recent studies have asked whether activity in the medial temporal lobe (MTL) and the neocortex can distinguish true memory from false memory. A frequent complication has been that the confidence associated with correct memory judgments (true memory) is typically higher than the confidence associated with incorrect memory judgments (false memory).…

What’s the Gist? The influence of schemas on the neural correlates underlying true and false memories

PubMed Central

Webb, Christina E.; Turney, Indira C.; Dennis, Nancy A.

2017-01-01

The current study used a novel scene paradigm to investigate the role of encoding schemas on memory. Specifically, the study examined the influence of a strong encoding schema on retrieval of both schematic and non-schematic information, as well as false memories for information associated with the schema. Additionally, the separate roles of recollection and familiarity in both veridical and false memory retrieval were examined. The study identified several novel results. First, while many common neural regions mediated both schematic and non-schematic retrieval success, schematic recollection exhibited greater activation in visual cortex and hippocampus, regions commonly shown to mediate detailed retrieval. More effortful cognitive control regions in the prefrontal and parietal cortices, on the other hand, supported non-schematic recollection, while lateral temporal cortices supported familiarity-based retrieval of non-schematic items. Second, both true and false recollection, as well as familiarity, were mediated by activity in left middle temporal gyrus, a region associated with semantic processing and retrieval of schematic gist. Moreover, activity in this region was greater for both false recollection and false familiarity, suggesting a greater reliance on lateral temporal cortices for retrieval of illusory memories, irrespective of memory strength. Consistent with previous false memory studies, visual cortex showed increased activity for true compared to false recollection, suggesting that visual cortices are critical for distinguishing between previously viewed targets and related lures at retrieval. Additionally, the absence of common visual activity between true and false retrieval suggests that, unlike previous studies utilizing visual stimuli, when false memories are predicated on schematic gist and not perceptual overlap, there is little reliance on visual processes during false memory retrieval. Finally, the medial temporal lobe exhibited an interesting dissociation, showing greater activity for true compared to false recollection, as well as for false compared to true familiarity. These results provided an indication as to how different types of items are retrieved when studied within a highly schematic context. Results both replicate and extend previous true and false memory findings, supporting the Fuzzy Trace Theory. PMID:27697593

What's the gist? The influence of schemas on the neural correlates underlying true and false memories.

PubMed

Webb, Christina E; Turney, Indira C; Dennis, Nancy A

2016-12-01

The current study used a novel scene paradigm to investigate the role of encoding schemas on memory. Specifically, the study examined the influence of a strong encoding schema on retrieval of both schematic and non-schematic information, as well as false memories for information associated with the schema. Additionally, the separate roles of recollection and familiarity in both veridical and false memory retrieval were examined. The study identified several novel results. First, while many common neural regions mediated both schematic and non-schematic retrieval success, schematic recollection exhibited greater activation in visual cortex and hippocampus, regions commonly shown to mediate detailed retrieval. More effortful cognitive control regions in the prefrontal and parietal cortices, on the other hand, supported non-schematic recollection, while lateral temporal cortices supported familiarity-based retrieval of non-schematic items. Second, both true and false recollection, as well as familiarity, were mediated by activity in left middle temporal gyrus, a region associated with semantic processing and retrieval of schematic gist. Moreover, activity in this region was greater for both false recollection and false familiarity, suggesting a greater reliance on lateral temporal cortices for retrieval of illusory memories, irrespective of memory strength. Consistent with previous false memory studies, visual cortex showed increased activity for true compared to false recollection, suggesting that visual cortices are critical for distinguishing between previously viewed targets and related lures at retrieval. Additionally, the absence of common visual activity between true and false retrieval suggests that, unlike previous studies utilizing visual stimuli, when false memories are predicated on schematic gist and not perceptual overlap, there is little reliance on visual processes during false memory retrieval. Finally, the medial temporal lobe exhibited an interesting dissociation, showing greater activity for true compared to false recollection, as well as for false compared to true familiarity. These results provided an indication as to how different types of items are retrieved when studied within a highly schematic context. Results both replicate and extend previous true and false memory findings, supporting the Fuzzy Trace Theory. Copyright © 2016 Elsevier Ltd. All rights reserved.

The slow decay and quick revival of self-deception

PubMed Central

Chance, Zoë; Gino, Francesca; Norton, Michael I.; Ariely, Dan

2015-01-01

People demonstrate an impressive ability to self-deceive, distorting misbehavior to reflect positively on themselves—for example, by cheating on a test and believing that their inflated performance reflects their true ability. But what happens to self-deception when self-deceivers must face reality, such as when taking another test on which they cannot cheat? We find that self-deception diminishes over time only when self-deceivers are repeatedly confronted with evidence of their true ability (Study 1); this learning, however, fails to make them less susceptible to future self-deception (Study 2). PMID:26347666

Blended learning: emerging best practices in allied health workforce development.

PubMed

Brandt, Barbara F; Quake-Rapp, Cindee; Shanedling, Janet; Spannaus-Martin, Donna; Martin, Peggy

2010-01-01

To remain dynamic and viable, academic institutions preparing the future workforce need to convert to a more accessible and convenient pathway for students. The need for responsiveness is especially true when considering strategies to prepare an allied health workforce in areas of shortages and to meet the needs of the underserved. A blended or hybrid learning model that strategically uses web-based and face-to-face teaching/learning methods is an innovative and strategic way that promotes learner-centered higher education and facilitates a higher learning experience. A model and emerging best practices for implementation are presented from our experience at the Center for Allied Health Programs at the University of Minnesota.

General Machine Learning Model, Review, and Experimental-Theoretic Study of Magnolol Activity in Enterotoxigenic Induced Oxidative Stress.

PubMed

Deng, Yanli; Liu, Yong; Tang, Shaoxun; Zhou, Chuanshe; Han, Xuefeng; Xiao, Wenjun; Pastur-Romay, Lucas Anton; Vazquez-Naya, Jose Manuel; Loureiro, Javier Pereira; Munteanu, Cristian R; Tan, Zhiliang

2017-01-01

This study evaluated the antioxidative effects of magnolol based on the mouse model induced by Enterotoxigenic Escherichia coli (E. coli, ETEC). All experimental mice were equally treated with ETEC suspensions (3.45×109 CFU/ml) after oral administration of magnolol for 7 days at the dose of 0, 100, 300 and 500 mg/kg Body Weight (BW), respectively. The oxidative metabolites and antioxidases for each sample (organism of mouse) were determined: Malondialdehyde (MDA), Nitric Oxide (NO), Glutathione (GSH), Myeloperoxidase (MPO), Catalase (CAT), Superoxide Dismutase (SOD), and Glutathione Peroxidase (GPx). In addition, we also determined the corresponding mRNA expressions of CAT, SOD and GPx as well as the Total Antioxidant Capacity (T-AOC). The experiment was completed with a theoretical study that predicts a series of 79 ChEMBL activities of magnolol with 47 proteins in 18 organisms using a Quantitative Structure- Activity Relationship (QSAR) classifier based on the Moving Averages (MAs) of Rcpi descriptors in three types of experimental conditions (biological activity with specific units, protein target and organisms). Six Machine Learning methods from Weka software were tested and the best QSAR classification model was provided by Random Forest with True Positive Rate (TPR) of 0.701 and Area under Receiver Operating Characteristic (AUROC) of 0.790 (test subset, 10-fold crossvalidation). The model is predicting if the new ChEMBL activities are greater or lower than the average values for the magnolol targets in different organisms. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

A System for True and False Memory Prediction Based on 2D and 3D Educational Contents and EEG Brain Signals.

PubMed

Bamatraf, Saeed; Hussain, Muhammad; Aboalsamh, Hatim; Qazi, Emad-Ul-Haq; Malik, Amir Saeed; Amin, Hafeez Ullah; Mathkour, Hassan; Muhammad, Ghulam; Imran, Hafiz Muhammad

2016-01-01

We studied the impact of 2D and 3D educational contents on learning and memory recall using electroencephalography (EEG) brain signals. For this purpose, we adopted a classification approach that predicts true and false memories in case of both short term memory (STM) and long term memory (LTM) and helps to decide whether there is a difference between the impact of 2D and 3D educational contents. In this approach, EEG brain signals are converted into topomaps and then discriminative features are extracted from them and finally support vector machine (SVM) which is employed to predict brain states. For data collection, half of sixty-eight healthy individuals watched the learning material in 2D format whereas the rest watched the same material in 3D format. After learning task, memory recall tasks were performed after 30 minutes (STM) and two months (LTM), and EEG signals were recorded. In case of STM, 97.5% prediction accuracy was achieved for 3D and 96.6% for 2D and, in case of LTM, it was 100% for both 2D and 3D. The statistical analysis of the results suggested that for learning and memory recall both 2D and 3D materials do not have much difference in case of STM and LTM.

A System for True and False Memory Prediction Based on 2D and 3D Educational Contents and EEG Brain Signals

PubMed Central

2016-01-01

We studied the impact of 2D and 3D educational contents on learning and memory recall using electroencephalography (EEG) brain signals. For this purpose, we adopted a classification approach that predicts true and false memories in case of both short term memory (STM) and long term memory (LTM) and helps to decide whether there is a difference between the impact of 2D and 3D educational contents. In this approach, EEG brain signals are converted into topomaps and then discriminative features are extracted from them and finally support vector machine (SVM) which is employed to predict brain states. For data collection, half of sixty-eight healthy individuals watched the learning material in 2D format whereas the rest watched the same material in 3D format. After learning task, memory recall tasks were performed after 30 minutes (STM) and two months (LTM), and EEG signals were recorded. In case of STM, 97.5% prediction accuracy was achieved for 3D and 96.6% for 2D and, in case of LTM, it was 100% for both 2D and 3D. The statistical analysis of the results suggested that for learning and memory recall both 2D and 3D materials do not have much difference in case of STM and LTM. PMID:26819593

Is extreme learning machine feasible? A theoretical assessment (part I).

PubMed

Liu, Xia; Lin, Shaobo; Fang, Jian; Xu, Zongben

2015-01-01

An extreme learning machine (ELM) is a feedforward neural network (FNN) like learning system whose connections with output neurons are adjustable, while the connections with and within hidden neurons are randomly fixed. Numerous applications have demonstrated the feasibility and high efficiency of ELM-like systems. It has, however, been open if this is true for any general applications. In this two-part paper, we conduct a comprehensive feasibility analysis of ELM. In Part I, we provide an answer to the question by theoretically justifying the following: 1) for some suitable activation functions, such as polynomials, Nadaraya-Watson and sigmoid functions, the ELM-like systems can attain the theoretical generalization bound of the FNNs with all connections adjusted, i.e., they do not degrade the generalization capability of the FNNs even when the connections with and within hidden neurons are randomly fixed; 2) the number of hidden neurons needed for an ELM-like system to achieve the theoretical bound can be estimated; and 3) whenever the activation function is taken as polynomial, the deduced hidden layer output matrix is of full column-rank, therefore the generalized inverse technique can be efficiently applied to yield the solution of an ELM-like system, and, furthermore, for the nonpolynomial case, the Tikhonov regularization can be applied to guarantee the weak regularity while not sacrificing the generalization capability. In Part II, however, we reveal a different aspect of the feasibility of ELM: there also exists some activation functions, which makes the corresponding ELM degrade the generalization capability. The obtained results underlie the feasibility and efficiency of ELM-like systems, and yield various generalizations and improvements of the systems as well.

Fasting induces an anti-inflammatory effect on the neuroimmune system which a high-fat diet prevents

PubMed Central

Lavin, Desiree N.; Joesting, Jennifer J.; Chiu, Gabriel S.; Moon, Morgan L.; Meng, Jia; Dilger, Ryan N.; Freund, Gregory G.

2013-01-01

The neuroimmunological and behavioral consequences of a high-fat diet (HFD) are not well delineated. This is especially true when short term (24 h) fasting is used as a physiologic stressor. In this study, we examined the impact of a HFD on learning and memory and depressive-like behaviors to understand how fasting impacts neuroimmunity and if obesity modulates the response. Mice were fed diets containing either 10% (LFD mice) or 60% (HFD mice) calories from fat for 10-12 wks. Gene transcripts for 26 pro-/anti-inflammatory cytokines and markers of macrophage activation were examined in adipose tissue and whole brain. Mouse learning and memory (spontaneous alternation, novel object) and depressive like behaviors (saccharin preference, burrowing, forced swim) were studied in the fed and fasted state as were gene transcripts for F4/80, CD11b, IL-1alpha, IL-1beta, IL-1R1, IL-1R2, IL-1RA, IL-6 and TNF-alpha in cortex, hippocampus and hypothalamus. In the fed state, HFD mice compared to LFD mice had reduced locomotor activity, were adverse to saccharin and burrowed less. After fasting, LFD mice verse HFD mice lost 18% vs 5% of their body weight, respectively. In addition, HFD mice failed to down-regulate gene transcripts for the myeloid-cell associated proteins F4/80, CD11b and IL-1alpha in the brain, failed to appropriately explore a novel object, failed to reduce locomotor activity and had increased saccharin consumption and burrowing. These data indicate that fasting induces an anti-inflammatory effect on the neuroimmune system which a HFD prevents. This breakdown appears linked to the IL-1 system because of the association of this cytokine with memory and learning. PMID:21527899

Learning To Live with Complexity.

ERIC Educational Resources Information Center

Dosa, Marta

Neither the design of information systems and networks nor the delivery of library services can claim true user centricity without an understanding of the multifaceted psychological environment of users and potential users. The complexity of the political process, social problems, challenges to scientific inquiry, entrepreneurship, and…

In Memoriam: Claude Klee, M.D. | Center for Cancer Research

Cancer.gov

Claude Klee, M.D., a true giant among the many great biochemists at the National Institutes of Health (NIH), died on Monday, April 3, after suffering a heart attack. She was 85 years old.  Learn more...     

Biofidelic Human Activity Modeling and Simulation with Large Variability

DTIC Science & Technology

2014-11-25

A systematic approach was developed for biofidelic human activity modeling and simulation by using body scan data and motion capture data to...replicate a human activity in 3D space. Since technologies for simultaneously capturing human motion and dynamic shapes are not yet ready for practical use, a...that can replicate a human activity in 3D space with the true shape and true motion of a human. Using this approach, a model library was built to

ATLAAS: an automatic decision tree-based learning algorithm for advanced image segmentation in positron emission tomography.

PubMed

Berthon, Beatrice; Marshall, Christopher; Evans, Mererid; Spezi, Emiliano

2016-07-07

Accurate and reliable tumour delineation on positron emission tomography (PET) is crucial for radiotherapy treatment planning. PET automatic segmentation (PET-AS) eliminates intra- and interobserver variability, but there is currently no consensus on the optimal method to use, as different algorithms appear to perform better for different types of tumours. This work aimed to develop a predictive segmentation model, trained to automatically select and apply the best PET-AS method, according to the tumour characteristics. ATLAAS, the automatic decision tree-based learning algorithm for advanced segmentation is based on supervised machine learning using decision trees. The model includes nine PET-AS methods and was trained on a 100 PET scans with known true contour. A decision tree was built for each PET-AS algorithm to predict its accuracy, quantified using the Dice similarity coefficient (DSC), according to the tumour volume, tumour peak to background SUV ratio and a regional texture metric. The performance of ATLAAS was evaluated for 85 PET scans obtained from fillable and printed subresolution sandwich phantoms. ATLAAS showed excellent accuracy across a wide range of phantom data and predicted the best or near-best segmentation algorithm in 93% of cases. ATLAAS outperformed all single PET-AS methods on fillable phantom data with a DSC of 0.881, while the DSC for H&N phantom data was 0.819. DSCs higher than 0.650 were achieved in all cases. ATLAAS is an advanced automatic image segmentation algorithm based on decision tree predictive modelling, which can be trained on images with known true contour, to predict the best PET-AS method when the true contour is unknown. ATLAAS provides robust and accurate image segmentation with potential applications to radiation oncology.

ATLAAS: an automatic decision tree-based learning algorithm for advanced image segmentation in positron emission tomography

NASA Astrophysics Data System (ADS)

Berthon, Beatrice; Marshall, Christopher; Evans, Mererid; Spezi, Emiliano

2016-07-01

Accurate and reliable tumour delineation on positron emission tomography (PET) is crucial for radiotherapy treatment planning. PET automatic segmentation (PET-AS) eliminates intra- and interobserver variability, but there is currently no consensus on the optimal method to use, as different algorithms appear to perform better for different types of tumours. This work aimed to develop a predictive segmentation model, trained to automatically select and apply the best PET-AS method, according to the tumour characteristics. ATLAAS, the automatic decision tree-based learning algorithm for advanced segmentation is based on supervised machine learning using decision trees. The model includes nine PET-AS methods and was trained on a 100 PET scans with known true contour. A decision tree was built for each PET-AS algorithm to predict its accuracy, quantified using the Dice similarity coefficient (DSC), according to the tumour volume, tumour peak to background SUV ratio and a regional texture metric. The performance of ATLAAS was evaluated for 85 PET scans obtained from fillable and printed subresolution sandwich phantoms. ATLAAS showed excellent accuracy across a wide range of phantom data and predicted the best or near-best segmentation algorithm in 93% of cases. ATLAAS outperformed all single PET-AS methods on fillable phantom data with a DSC of 0.881, while the DSC for H&N phantom data was 0.819. DSCs higher than 0.650 were achieved in all cases. ATLAAS is an advanced automatic image segmentation algorithm based on decision tree predictive modelling, which can be trained on images with known true contour, to predict the best PET-AS method when the true contour is unknown. ATLAAS provides robust and accurate image segmentation with potential applications to radiation oncology.

The effect of autogenic training and biofeedback on motion sickness tolerance.

PubMed

Jozsvai, E E; Pigeau, R A

1996-10-01

Motion sickness is characterized by symptoms of vomiting, drowsiness, fatigue and idiosyncratic changes in autonomic nervous system (ANS) responses such as heart rate (HR) and skin temperature (ST). Previous studies found that symptoms of motion sickness are controllable through self-regulation of ANS responses and the best method to teach such control is autogenic-feedback (biofeedback) training. Recent experiments indicated that biofeedback training is ineffective in reducing symptoms of motion sickness or in increasing tolerance to motion. If biofeedback facilitates learning of ANS self-regulation then autogenic training with true feedback (TFB) should lead to better control over ANS responses and better motion tolerance than autogenic training with false feedback (FFB). If there is a relationship between ANS self-regulation and coping with motion stress, a significant correlation should be found between amounts of control over ANS responses and measures of motion tolerance and/or symptoms of motion sickness. There were 3 groups of 6 subjects exposed for 6 weeks to weekly sessions of Coriolis stimulation to induce motion sickness. Between the first and second Coriolis sessions, subjects in the experimental groups received five episodes of autogenic training with either true (group TFB) or false (group FFB) feedback on their HR and ST. The control group (CTL) received no treatment. Subjects learned to control their HR and ST independent of whether they received true or false feedback. Learned control of ST and HR was not related to severity of motion sickness or subject's ability to withstand Coriolis stimulation following treatment. A lack of significant correlation between these variables suggested that subjects were not able to apply their skills of ANS self-regulation in the motion environment, and/ or such skills had little value in reducing symptoms of motion sickness or enhancing their ability to withstand rotations.

An overview of the neuro-cognitive processes involved in the encoding, consolidation, and retrieval of true and false memories

PubMed Central

2012-01-01

Perception and memory are imperfect reconstructions of reality. These reconstructions are prone to be influenced by several factors, which may result in false memories. A false memory is the recollection of an event, or details of an episode, that did not actually occur. Memory formation comprises at least three different sub-processes: encoding, consolidation and the retrieval of the learned material. All of these sub-processes are vulnerable for specific errors and consequently may result in false memories. Whereas, processes like imagery, self-referential encoding or spreading activation can lead to the formation of false memories at encoding, semantic generalization during sleep and updating processes due to misleading post event information, in particular, are relevant at the consolidation stage. Finally at the retrieval stage, monitoring processes, which are assumed to be essential to reject false memories, are of specific importance. Different neuro-cognitive processes have been linked to the formation of true and false memories. Most consistently the medial temporal lobe and the medial and lateral prefrontal cortex have been reported with regard to the formation of true and false memories. Despite the fact that all phases entailing memory formation, consolidation of stored information and retrieval processes, are relevant for the forming of false memories, most studies focused on either memory encoding or retrieval. Thus, future studies should try to integrate data from all phases to give a more comprehensive view on systematic memory distortions. An initial outline is developed within this review to connect the different memory stages and research strategies. PMID:22827854

An overview of the neuro-cognitive processes involved in the encoding, consolidation, and retrieval of true and false memories.

PubMed

Straube, Benjamin

2012-07-24

Perception and memory are imperfect reconstructions of reality. These reconstructions are prone to be influenced by several factors, which may result in false memories. A false memory is the recollection of an event, or details of an episode, that did not actually occur. Memory formation comprises at least three different sub-processes: encoding, consolidation and the retrieval of the learned material. All of these sub-processes are vulnerable for specific errors and consequently may result in false memories. Whereas, processes like imagery, self-referential encoding or spreading activation can lead to the formation of false memories at encoding, semantic generalization during sleep and updating processes due to misleading post event information, in particular, are relevant at the consolidation stage. Finally at the retrieval stage, monitoring processes, which are assumed to be essential to reject false memories, are of specific importance. Different neuro-cognitive processes have been linked to the formation of true and false memories. Most consistently the medial temporal lobe and the medial and lateral prefrontal cortex have been reported with regard to the formation of true and false memories. Despite the fact that all phases entailing memory formation, consolidation of stored information and retrieval processes, are relevant for the forming of false memories, most studies focused on either memory encoding or retrieval. Thus, future studies should try to integrate data from all phases to give a more comprehensive view on systematic memory distortions. An initial outline is developed within this review to connect the different memory stages and research strategies.

Marine Mammal Program: Division of Mammals: Department of Vertebrate

Science.gov Websites

first person who could be termed a curator of marine mammals was Frederick W. True. He had previously Berlin Fisheries Exposition of 1880. True was hired as librarian and acting curator of mammals in the United States National Museum in 1881. True was very active in both exhibits and research, largely

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

PubMed

Hurst, Jacob; Bull, Larry

2006-01-01

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

Student Learning by Research.

ERIC Educational Resources Information Center

Schallies, Michael; Lembens, Anja

2002-01-01

Describes a research and development project aiming to help develop secondary students' abilities to understand biotechnology/genetic engineering. Focuses on an exemplary true-to-life experiment, planned and executed by students in grade 8, that involves external experts and uses an industrial research laboratory for solving genuine questions.…

Lessons from a Dominican Republic Field Study

ERIC Educational Resources Information Center

Gunter, Michael M., Jr.

2010-01-01

Utilizing student-centered pedagogy, this case study explores an increasingly prominent and instructive addition to traditional academic coursework--the field study experience. This is particularly true in the arena of environmental education where students learn best by experiencing environmental problems first-hand and then interacting with…

Listening and Learning from Gender-Nonconforming Children.

PubMed

Ehrensaft, Diane

2014-01-01

The twenty-first century brings to our clinical doorsteps increasing numbers of children exploring and questioning their gender identities and expressions. This paper begins with a reassessment of the psychoanalytic thinking about gender and then outlines a clinical and developmental model of gender adapted from D. W. Winnicott's concepts of true self, false self, and individual creativity. The underlying premise is that gender nonconformity, when the core psychological issue, is not a sign of pathology but rather a reflection of healthy variations on gender possibilities. Working from that premise, composite clinical material from the author's practice as a psychoanalytic gender specialist is presented of a gender-nonconforming child transitioning from female to male, to demonstrate the psychoanalytic tools applied, including listening, mirroring, play, and interpretation, with the goal of facilitating a child's authentic gender self. Emphasis is placed on learning from the patient, working collaboratively with the family and social environments, and remaining suspended in a state of ambiguity and not-knowing as the child explores and solidifies a True Gender Self.

Activation of Imaginal Information on True and False Memories

ERIC Educational Resources Information Center

Chang, Sau Hou; Pierce, Benton H.

2009-01-01

The present study examined the activation of imaginal information on true and false memories. Participants studied a series of concrete objects in pictures or words. The imagery group (n = 96) was instructed to form images and the control group (n = 96) was not instructed to do so. Both groups were then given a standard recognition memory test and…

An Assessment of the Effectiveness of Computer-based Training for Newly Commissioned Surface Warfare Division Officers

DTIC Science & Technology

2008-10-23

a supportive learning community are related to higher satisfaction and achievement, but interviews with SWOs showed that they did not find the CBT...still want human contact. It is particularly noteworthy that no studies were found that describe the effects of a distance learning course like the...officers in the surface navy. To the extent this is true, it is in the best interest of the community to investigate in more depth why training

Fifth-Graders' Ideas about European Exploration of the New World Expressed before and after Studying This Topic within a U.S. History Course. Elementary Subjects Center Series No. 78.

ERIC Educational Resources Information Center

Brophy, Jere; And Others

Prior to a curriculum unit on European exploration of the New World, a class of fifth grade U.S. history students stated what they knew (or thought was true) about the discovery of America and what they wanted to learn about it. After the unit, they reported what they had learned about the general topic of European exploration of North America. In…

Deep Artificial Neural Networks and Neuromorphic Chips for Big Data Analysis: Pharmaceutical and Bioinformatics Applications.

PubMed

Pastur-Romay, Lucas Antón; Cedrón, Francisco; Pazos, Alejandro; Porto-Pazos, Ana Belén

2016-08-11

Over the past decade, Deep Artificial Neural Networks (DNNs) have become the state-of-the-art algorithms in Machine Learning (ML), speech recognition, computer vision, natural language processing and many other tasks. This was made possible by the advancement in Big Data, Deep Learning (DL) and drastically increased chip processing abilities, especially general-purpose graphical processing units (GPGPUs). All this has created a growing interest in making the most of the potential offered by DNNs in almost every field. An overview of the main architectures of DNNs, and their usefulness in Pharmacology and Bioinformatics are presented in this work. The featured applications are: drug design, virtual screening (VS), Quantitative Structure-Activity Relationship (QSAR) research, protein structure prediction and genomics (and other omics) data mining. The future need of neuromorphic hardware for DNNs is also discussed, and the two most advanced chips are reviewed: IBM TrueNorth and SpiNNaker. In addition, this review points out the importance of considering not only neurons, as DNNs and neuromorphic chips should also include glial cells, given the proven importance of astrocytes, a type of glial cell which contributes to information processing in the brain. The Deep Artificial Neuron-Astrocyte Networks (DANAN) could overcome the difficulties in architecture design, learning process and scalability of the current ML methods.

Deep Artificial Neural Networks and Neuromorphic Chips for Big Data Analysis: Pharmaceutical and Bioinformatics Applications

PubMed Central

Pastur-Romay, Lucas Antón; Cedrón, Francisco; Pazos, Alejandro; Porto-Pazos, Ana Belén

2016-01-01

Over the past decade, Deep Artificial Neural Networks (DNNs) have become the state-of-the-art algorithms in Machine Learning (ML), speech recognition, computer vision, natural language processing and many other tasks. This was made possible by the advancement in Big Data, Deep Learning (DL) and drastically increased chip processing abilities, especially general-purpose graphical processing units (GPGPUs). All this has created a growing interest in making the most of the potential offered by DNNs in almost every field. An overview of the main architectures of DNNs, and their usefulness in Pharmacology and Bioinformatics are presented in this work. The featured applications are: drug design, virtual screening (VS), Quantitative Structure–Activity Relationship (QSAR) research, protein structure prediction and genomics (and other omics) data mining. The future need of neuromorphic hardware for DNNs is also discussed, and the two most advanced chips are reviewed: IBM TrueNorth and SpiNNaker. In addition, this review points out the importance of considering not only neurons, as DNNs and neuromorphic chips should also include glial cells, given the proven importance of astrocytes, a type of glial cell which contributes to information processing in the brain. The Deep Artificial Neuron–Astrocyte Networks (DANAN) could overcome the difficulties in architecture design, learning process and scalability of the current ML methods. PMID:27529225

Scientists and Educators Working Together: Everyone Teaches, Everyone Learns

NASA Astrophysics Data System (ADS)

Lebofsky, Larry A.; Lebofsky, N. R.; McCarthy, D. W.; Canizo, T. L.; Schmitt, W.; Higgins, M. L.

2013-10-01

The primary author has been working with three of the authors (Lebofsky, McCarthy, and Cañizo) for nearly 25 years and Schmitt and Higgins for 17 and 8 years, respectively. This collaboration can be summed up with the phrase: “everyone teaches, everyone learns.” What NASA calls E/PO and educators call STEM/STEAM, requires a team effort. Exploration of the Solar System and beyond is a team effort, from research programs to space missions. The same is true for science education. Research scientists with a long-term involvement in science education have come together with science educators, classroom teachers, and informal science educators to create a powerful STEM education team. Scientists provide the science content and act as role models. Science educators provide the pedagogy and are the bridge between the scientists and the teacher. Classroom teachers and informal science educators bring their real-life experiences working in classrooms and in informal settings and can demonstrate scientists’ approaches to problem solving and make curriculum more engaging. Together, we provide activities that are grade-level appropriate, inquiry-based, tied to the literacy, math, and science standards, and connected directly to up-to-date science content and ongoing research. Our programs have included astronomy camps for youth and adults, professional development for teachers, in-school and after-school programs, family science events, and programs in libraries, science centers, and museums. What lessons have we learned? We are all professionals and can learn from each other. By engaging kids and having them participate in activities and ask questions, we can empower them to be the presenters for others, even their families. The activities highlighted on our poster represent programs and collaborations that date back more than two decades: Use models and engage the audience, do not just lecture. Connect the activity with ongoing science and get participants outside to look at the real sky: do a Moon journal, measure shadows, observe constellations, and look through a telescope—the sky is more than just string, balls, or a computer program.

Ongoing behavior predicts perceptual report of interval duration

PubMed Central

Gouvêa, Thiago S.; Monteiro, Tiago; Soares, Sofia; Atallah, Bassam V.; Paton, Joseph J.

2014-01-01

The ability to estimate the passage of time is essential for adaptive behavior in complex environments. Yet, it is not known how the brain encodes time over the durations necessary to explain animal behavior. Under temporally structured reinforcement schedules, animals tend to develop temporally structured behavior, and interval timing has been suggested to be accomplished by learning sequences of behavioral states. If this is true, trial to trial fluctuations in behavioral sequences should be predictive of fluctuations in time estimation. We trained rodents in an duration categorization task while continuously monitoring their behavior with a high speed camera. Animals developed highly reproducible behavioral sequences during the interval being timed. Moreover, those sequences were often predictive of perceptual report from early in the trial, providing support to the idea that animals may use learned behavioral patterns to estimate the duration of time intervals. To better resolve the issue, we propose that continuous and simultaneous behavioral and neural monitoring will enable identification of neural activity related to time perception that is not explained by ongoing behavior. PMID:24672473

Smithsonian Education - Families - Activity Sheets

Science.gov Websites

United States and design your own flag to represent you! Download and print The True Story of the Star ? See lunch boxes from the Smithsonian and design your own! Download and print It's Pop Culture, Kid Be President (PDF). The True Story of the Star-Spangled Banner The True Story of the Star-Spangled

Many roads lead to Rome--is that true of the teaching and learning of pharmacology? Lessons from three medical schools in Malaysia.

PubMed

Sim, S M; Achike, F I; Geh, S L

2005-08-01

In Malaysia many new medical schools (both public and private) have been set up in the last 12 years. As a result of global changes and local adjustments made in medical training, cross-breeds of different medical curricula have produced a wide spectrum of teaching-learning methods in these medical schools. In this paper, we have selected three medical schools--two public (Universiti Malaya and Universiti Putra Malaysia) and one private (International Medical University) to illustrate different approaches in the teaching-learning of pharmacology that exist in Malaysia. How do these different teaching-learning approaches affect the students' interest and ability to "master" pharmacology and in turn to develop a good prescribing practice?

Developing a Conceptual Framework for Student Learning during International Community Engagement

ERIC Educational Resources Information Center

Pink, Matthew A.; Taouk, Youssef; Guinea, Stephen; Bunch, Katie; Flowers, Karen; Nightingale, Karen

2016-01-01

University-community engagement often involves students engaging with people who experience multiple forms of disadvantage or marginalization. This is particularly true when universities work with communities in developing nations. Participation in these projects can be challenging for students. Assumptions about themselves, their professional…

When We Become People with a History

ERIC Educational Resources Information Center

Kerwin, Dale Wayne

2011-01-01

Aboriginal children learn a two-way pedagogy and most Aboriginal learners have to engage in bicultural and bilingual education to succeed in the dominant educational setting. Aboriginal Australians pride themselves on being Aboriginal, however Aboriginal epistemology and ontology are never considered as true methodologies within a dominant…

Children's Exploration of Physical Phenomena during Object Play

ERIC Educational Resources Information Center

Solis, S. Lynneth; Curtis, Kaley N.; Hayes-Messinger, Amani

2017-01-01

Researchers propose that experiencing and manipulating physical principles through objects allows young children to formulate scientific intuitions that may serve as precursors to learning in STEM subjects. This may be especially true when children discover these physical principles through object affordances during play. The present study…

Why Geography Matters.

ERIC Educational Resources Information Center

McDougall, Walter A.

2001-01-01

It is important to learn geography, yet most Americans leave school functionally illiterate in geography. Geography is fundamental to student maturation, the process of true education, and it is a springboard to every other science and humanities subject. Knowledge of maps and geographical information is crucial to the examination of economic,…

34 CFR 376.4 - What definitions apply to this program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true What definitions apply to this program? 376.4 Section... project support. (2) Transitional rehabilitation services means any vocational rehabilitation services... advanced learning technology for skills training; and (iv) Follow-up services for individuals placed in...

Using Elaborative Interrogation Enhanced Worked Examples to Improve Chemistry Problem Solving

ERIC Educational Resources Information Center

Pease, Rebecca Simpson

2012-01-01

Elaborative interrogation, which prompts students to answer why-questions placed strategically within informational text, has been shown to increase learning comprehension through reading. In this study, elaborative interrogation why-questions requested readers to explain why paraphrased statements taken from a reading were "true."…

Class Rank Weighs Down True Learning

ERIC Educational Resources Information Center

Guskey, Thomas R.

2014-01-01

The process of determining class rank does not help students achieve more or reach higher levels of proficiency. Evidence indicates ranking students may diminish students' motivation. High school educators argue that they are compelled to rank-order graduating students because selective colleges and universities require information about…

Increasing skepticism toward potential liars: effects of existential threat on veracity judgments and the moderating role of honesty norm activation

PubMed Central

Schindler, Simon; Reinhard, Marc-André

2015-01-01

With the present research, we investigated effects of existential threat on veracity judgments. According to several meta-analyses, people judge potentially deceptive messages of other people as true rather than as false (so-called truth bias). This judgmental bias has been shown to depend on how people weigh the error of judging a true message as a lie (error 1) and the error of judging a lie as a true message (error 2). The weight of these errors has been further shown to be affected by situational variables. Given that research on terror management theory has found evidence that mortality salience (MS) increases the sensitivity toward the compliance of cultural norms, especially when they are of focal attention, we assumed that when the honesty norm is activated, MS affects judgmental error weighing and, consequently, judgmental biases. Specifically, activating the norm of honesty should decrease the weight of error 1 (the error of judging a true message as a lie) and increase the weight of error 2 (the error of judging a lie as a true message) when mortality is salient. In a first study, we found initial evidence for this assumption. Furthermore, the change in error weighing should reduce the truth bias, automatically resulting in better detection accuracy of actual lies and worse accuracy of actual true statements. In two further studies, we manipulated MS and honesty norm activation before participants judged several videos containing actual truths or lies. Results revealed evidence for our prediction. Moreover, in Study 3, the truth bias was increased after MS when group solidarity was previously emphasized. PMID:26388815

Response-related fMRI of veridical and false recognition of words.

PubMed

Heun, Reinhard; Jessen, Frank; Klose, Uwe; Erb, Michael; Granath, Dirk-Oliver; Grodd, Wolfgang

2004-02-01

Studies on the relation between local cerebral activation and retrieval success usually compared high and low performance conditions, and thus showed performance-related activation of different brain areas. Only a few studies directly compared signal intensities of different response categories during retrieval. During verbal recognition, we recently observed increased parieto-occipital activation related to false alarms. The present study intends to replicate and extend this observation by investigating common and differential activation by veridical and false recognition. Fifteen healthy volunteers performed a verbal recognition paradigm using 160 learned target and 160 new distractor words. The subjects had to indicate whether they had learned the word before or not. Echo-planar MRI of blood-oxygen-level-dependent signal changes was performed during this recognition task. Words were classified post hoc according to the subjects' responses, i.e. hits, false alarms, correct rejections and misses. Response-related fMRI-analysis was used to compare activation associated with the subjects' recognition success, i.e. signal intensities related to the presentation of words were compared by the above-mentioned four response types. During recognition, all word categories showed increased bilateral activation of the inferior frontal gyrus, the inferior temporal gyrus, the occipital lobe and the brainstem in comparison with the control condition. Hits and false alarms activated several areas including the left medial and lateral parieto-occipital cortex in comparison with subjectively unknown items, i.e. correct rejections and misses. Hits showed more pronounced activation in the medial, false alarms in the lateral parts of the left parieto-occipital cortex. Veridical and false recognition show common as well as different areas of cerebral activation in the left parieto-occipital lobe: increased activation of the medial parietal cortex by hits may correspond to true recognition, increased activation of the parieto-occipital cortex by false alarms may correspond to familiarity decisions. Further studies are needed to investigate the reasons for false decisions in healthy subjects and patients with memory problems.

Automated flare forecasting using a statistical learning technique

NASA Astrophysics Data System (ADS)

Yuan, Yuan; Shih, Frank Y.; Jing, Ju; Wang, Hai-Min

2010-08-01

We present a new method for automatically forecasting the occurrence of solar flares based on photospheric magnetic measurements. The method is a cascading combination of an ordinal logistic regression model and a support vector machine classifier. The predictive variables are three photospheric magnetic parameters, i.e., the total unsigned magnetic flux, length of the strong-gradient magnetic polarity inversion line, and total magnetic energy dissipation. The output is true or false for the occurrence of a certain level of flares within 24 hours. Experimental results, from a sample of 230 active regions between 1996 and 2005, show the accuracies of a 24-hour flare forecast to be 0.86, 0.72, 0.65 and 0.84 respectively for the four different levels. Comparison shows an improvement in the accuracy of X-class flare forecasting.

Does a pear growl? Interference from semantic properties of orthographic neighbors.

PubMed

Pecher, Diane; de Rooij, Jimmy; Zeelenberg, René

2009-07-01

In this study, we investigated whether semantic properties of a word's orthographic neighbors are activated during visual word recognition. In two experiments, words were presented with a property that was not true for the word itself. We manipulated whether the property was true for an orthographic neighbor of the word. Our results showed that rejection of the property was slower and less accurate when the property was true for a neighbor than when the property was not true for a neighbor. These findings indicate that semantic information is activated before orthographic processing is finished. The present results are problematic for the links model (Forster, 2006; Forster & Hector, 2002) that was recently proposed in order to bring form-first models of visual word recognition into line with previously reported findings (Forster & Hector, 2002; Pecher, Zeelenberg, & Wagenmakers, 2005; Rodd, 2004).

Automated detection of new impact sites on Martian surface from HiRISE images

NASA Astrophysics Data System (ADS)

Xin, Xin; Di, Kaichang; Wang, Yexin; Wan, Wenhui; Yue, Zongyu

2017-10-01

In this study, an automated method for Martian new impact site detection from single images is presented. It first extracts dark areas in full high resolution image, then detects new impact craters within dark areas using a cascade classifier which combines local binary pattern features and Haar-like features trained by an AdaBoost machine learning algorithm. Experimental results using 100 HiRISE images show that the overall detection rate of proposed method is 84.5%, with a true positive rate of 86.9%. The detection rate and true positive rate in the flat regions are 93.0% and 91.5%, respectively.

Altruistic learning.

PubMed

Seymour, Ben; Yoshida, Wako; Dolan, Ray

2009-01-01

The origin of altruism remains one of the most enduring puzzles of human behaviour. Indeed, true altruism is often thought either not to exist, or to arise merely as a miscalculation of otherwise selfish behaviour. In this paper, we argue that altruism emerges directly from the way in which distinct human decision-making systems learn about rewards. Using insights provided by neurobiological accounts of human decision-making, we suggest that reinforcement learning in game-theoretic social interactions (habitisation over either individuals or games) and observational learning (either imitative of inference based) lead to altruistic behaviour. This arises not only as a result of computational efficiency in the face of processing complexity, but as a direct consequence of optimal inference in the face of uncertainty. Critically, we argue that the fact that evolutionary pressure acts not over the object of learning ('what' is learned), but over the learning systems themselves ('how' things are learned), enables the evolution of altruism despite the direct threat posed by free-riders.

Vertical and horizontal integration of bioinformatics education: A modular, interdisciplinary approach.

PubMed

Furge, Laura Lowe; Stevens-Truss, Regina; Moore, D Blaine; Langeland, James A

2009-01-01

Bioinformatics education for undergraduates has been approached primarily in two ways: introduction of new courses with largely bioinformatics focus or introduction of bioinformatics experiences into existing courses. For small colleges such as Kalamazoo, creation of new courses within an already resource-stretched setting has not been an option. Furthermore, we believe that a true interdisciplinary science experience would be best served by introduction of bioinformatics modules within existing courses in biology and chemistry and other complementary departments. To that end, with support from the Howard Hughes Medical Institute, we have developed over a dozen independent bioinformatics modules for our students that are incorporated into courses ranging from general chemistry and biology, advanced specialty courses, and classes in complementary disciplines such as computer science, mathematics, and physics. These activities have largely promoted active learning in our classrooms and have enhanced student understanding of course materials. Herein, we describe our program, the activities we have developed, and assessment of our endeavors in this area. Copyright © 2009 International Union of Biochemistry and Molecular Biology, Inc.

The expanding role(s) of eosinophils in health and disease

PubMed Central

Jacobsen, Elizabeth A.; Helmers, Richard A.

2012-01-01

Surprisingly, the role(s) of eosinophils in health and disease is often summarized by clinicians and basic research scientists as a pervasive consensus opinion first learned in medical/graduate school. Eosinophils are rare white blood cells whose activities are primarily destructive and are only relevant in parasitic infections and asthma. However, is this consensus correct? This review argues that the wealth of available studies investigating the role(s) of eosinophils in both health and disease demonstrates that the activities of these granulocytes are far more expansive and complex than previously appreciated. In turn, this greater understanding has led to the realization that eosinophils have significant contributory roles in a wide range of diseases. Furthermore, published studies even implicate eosinophil-mediated activities in otherwise healthy persons. We suggest that the collective reports in the literature showing a role for eosinophils in an ever-increasing number of novel settings highlight the true complexity and importance of this granulocyte. Indeed, discussions of eosinophils are no longer simple and more often than not now begin with the question/statement “Did you know …?” PMID:22936660

Learning about memory from (very) large scale hippocampal networks

NASA Astrophysics Data System (ADS)

Meshulam, Leenoy; Gauthier, Jeffrey; Brody, Carlos; Tank, David; Bialek, William

Recent technological progress has dramatically increased our access to the neural activity underlying memory-related tasks. These complex high-dimensional data call for theories that allow us to identify signatures of collective activity in the networks that are crucial for the emergence of cognitive functions. As an example, we study the neural activity in dorsal hippocampus as a mouse runs along a virtual linear track. One of the dominant features of this data is the activity of place cells, which fire when the animal visits particular locations. During the first stage of our work we used a maximum entropy framework to characterize the probability distribution of the joint activity patterns observed across ensembles of up to 100 cells. These models, which are equivalent to Ising models with competing interactions, make surprisingly accurate predictions for the activity of individual neurons given the state of the rest of the network, and this is true both for place cells and for non-place cells. Additionally, the model captures the high-order structure in the data, which cannot be explained by place-related activity alone. For the second stage of our work we study networks of 2000 neurons. To address this much larger system, we are exploring different methods of coarse graining, in the spirit of the renormalization group, searching for simplified models.

Motivational Factors in Telecollaborative Exchanges among Teenagers

ERIC Educational Resources Information Center

Jauregi, Kristi; Melchor-Couto, Sabela

2017-01-01

Motivational factors play an important role in (language) learning processes and research indicates that this is also true for telecollaboration exchanges (Jauregi, de Graaff, van den Bergh, & Kriz, 2012; Melchor-Couto, 2017; in press). This short paper will introduce a study into how motivational factors play a role in telecollaboration…

Principles of Adult Learning: An ESL Context

ERIC Educational Resources Information Center

Finn, Donald

2011-01-01

Given the current global economic situation, industries have been forced to examine their efficiency and effectiveness, and this is also true for adult education programs. Many programs, whether public or private, face budget downsizing which leads to questions of how to effectively instruct the adults they serve. This article provides an overview…

Per una pedagogia della comprensione interculturale (A Method for Teaching Intercultural Understanding).

ERIC Educational Resources Information Center

Titone, Renzo

1986-01-01

Defines true bilingualism as biculturalism, explains what "understanding" another culture means, and describes how to evaluate the effectiveness of teaching methods for students from different cultures. Ideally, individuals learning a second language will acquire a "metacultural" consciousness that permits them to be comfortable in any cultural…

Super Mileage Challenge: Combining Education and Fun!

ERIC Educational Resources Information Center

Thompson, Jim; Fitzgerald, Mike

2006-01-01

Beginning in 1996, key leaders in Indiana business, education, and industry, along with the Department of Education and the Indiana Math Science Technology Education Alliance recognized that creating an event that would showcase true integration of mathematics, science, and technology could make learning more relevant to the lives of students. The…

Reinstatement in Honeybees Is Context-Dependent

ERIC Educational Resources Information Center

Plath, Jenny Aino; Felsenberg, Johannes; Eisenhardt, Dorothea

2012-01-01

During extinction animals experience that the previously learned association between a conditioned stimulus (CS) and an unconditioned stimulus (US) no longer holds true. Accordingly, the conditioned response (CR) to the CS decreases. This decrease of the CR can be reversed by presentation of the US alone following extinction, a phenomenon termed…

Teaching the New Social Studies

ERIC Educational Resources Information Center

Ediger, Marlow

2016-01-01

The new social studies curriculum has a vibrant emphasis with in-depth teaching rather than survey procedures. In-depth teaching stresses the importance of pupils understanding concepts and generalizations more thoroughly than was true formerly. Rote learning and memorization are things of the past unless they are truly vital in ongoing lessons…

Formative Assessment and Writing: A Meta-Analysis

ERIC Educational Resources Information Center

Graham, Steve; Hebert, Michael; Harris, Karen R.

2015-01-01

To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…

Revising Psychology Misconceptions by Integrating a Refutation-Style Text Framework into Poster Presentations

ERIC Educational Resources Information Center

Lassonde, Karla A.; Kolquist, Molly; Vergin, Megan

2017-01-01

Refutation-style texts have been considered a viable strategy for changing psychological misconceptions. The current study aims to integrate refutation-style texts into a classroom-based method of learning. Psychology students were administered a true/false misconception survey and then viewed several refutation-style poster presentations…

Early Identification of Infants Who Are Deaf-Blind

ERIC Educational Resources Information Center

Malloy, Peggy; Thomas, Kathleen Stremel; Schalock, Mark; Davies, Steven; Purvis, Barbara; Udell, Tom

2009-01-01

Experiences that occur during the earliest years of life critically impact children's abilities to learn, move, and interact with others. This is especially true for children with severe sensory and multiple disabilities, for whom physical, communicative, cognitive, social, and emotional developmental domains are deeply intertwined. In…

Early Identification and Referral of Infants Who Are Deaf-Blind

ERIC Educational Resources Information Center

Purvis, Barbara; Malloy, Peggy; Schalock, Mark; McNulty, Kathy; Davies, Steven; Thomas, Kathleen Stremel; Udell, Tom

2014-01-01

Experiences that occur during the earliest years of life critically impact children's abilities to learn, move, and interact with others. This is especially true for children with severe sensory and multiple disabilities, for whom physical, communicative, cognitive, social, and emotional developmental domains are deeply intertwined. In…

Generations at School: Building an Age-Friendly Learning Community

ERIC Educational Resources Information Center

Lovely, Suzette; Buffum, Austin G.; Barth, Roland S.

2007-01-01

Today's workforce comprises distinct generational cohorts-Veterans, Baby Boomers, Gen-Xers, and Millennials. "Generations at School" provides educators with the knowledge and tools to create and sustain true collaboration, teamwork, and consensus. Suzette Lovely and Austin G. Buffum introduce the traits and tipping points of these diverse age…

The LSS Review. Volume 3, Number 2

ERIC Educational Resources Information Center

Page, Stephen, Ed.; Shaw, Danielle, Ed.

2004-01-01

Beginners in many disciplines learn that correlation never proves causation, but sometimes, even in public health, correlation, mistaken for causation, becomes the basis for policy and great expenditures of public and private money. "True experiments" with random assignment to experimental and control groups hold a special place in the…

Curriculum-Based Learning--Museum Style

ERIC Educational Resources Information Center

Yuill, Stephanie

2007-01-01

From the World Conservation Union to front-line practitioners, there is increasing recognition of the interaction between nature and people, and a growing integration of environmental and social issues. This also rings true for natural and cultural heritage educators as the line between nature and culture education slowly blurs. Perhaps the…

I Think (That) Something's Missing: Complementizer Deletion in Nonnative E-Mails

ERIC Educational Resources Information Center

Durham, Mercedes

2011-01-01

Sociolinguistic competence is not often examined in nonnative English acquisition. This is particularly true for features where the variants are neither stylistically nor socially constrained, but rather are acceptable in all circumstances. Learning to use a language fully, however, implies being able to deal with this type of…

Cultural Schemata--Yardstick for Measuring Others: Implications for Teachers

ERIC Educational Resources Information Center

Plata, Maximino

2011-01-01

Classroom teachers' cultural schemata become important factors when they use them as the standard or yardstick to instruct culturally, linguistically, and economically diverse (CLED) students. However, when teachers' yardstick is comprised of limited cross-cultural knowledge and experiences, they cannot gauge the true learning potential of CLED…

Changes in Teachers' Beliefs and Practices in Technology-Rich Classrooms.

ERIC Educational Resources Information Center

Dwyer, David C.; And Others

1991-01-01

The Apple Classrooms of Tomorrow (ACOT) project is a flexible consortium of researchers, educators, students, and parents who have worked collaboratively to create and study innovative learning environments since 1985. ACOT classrooms are true multimedia environments where students move from competitive work patterns toward collaborative ones. (10…

32 CFR 516.16 - Individual and supervisory procedures upon commencement of legal proceedings.

Code of Federal Regulations, 2012 CFR

2012-07-01

... litigation. (b) Supervisory procedures. When supervisors learn that legal proceedings in which the United... 32 National Defense 3 2012-07-01 2009-07-01 true Individual and supervisory procedures upon... to HQDA § 516.16 Individual and supervisory procedures upon commencement of legal proceedings. (a...

STRUCTURE PLUS MEANING EQUALS LANGUAGE PROFICIENCY.

ERIC Educational Resources Information Center

BELASCO, SIMON

TRUE FOREIGN LANGUAGE PROFICIENCY CAN BE ACHIEVED ONLY BY THE INTERNALIZATION OF THE ENTIRE GRAMMAR OF THE TARGET LANGUAGE PLUS THE DEVELOPMENT OF SKILL IN SEMANTIC INTERPRETATION. ADHERENCE TO EITHER OF THE METHODOLOGICAL ASSUMPTIONS THAT UNDERLIE TODAY'S AUDIOLINGUALLY-ORIENTED PROGRAMS WILL LEAD STUDENTS TO NOTHING MORE THAN A LEARNING PLATEAU.…

Radical Thoughts on Simplifying Square Roots

ERIC Educational Resources Information Center

Schultz, Kyle T.; Bismarck, Stephen F.

2013-01-01

A picture is worth a thousand words. This statement is especially true in mathematics teaching and learning. Visual representations such as pictures, diagrams, charts, and tables can illuminate ideas that can be elusive when displayed in symbolic form only. The prevalence of representation as a mathematical process in such documents as…

Methodologies for Researching Cultural Diversity in Education: International Perspectives

ERIC Educational Resources Information Center

Smyth, Geri, Ed.; Santoro, Ninetta, Ed.

2014-01-01

In the true multilingual classroom, children use a variety of languages to learn: their home languages, the school language, foreign and second languages offered in the curriculum, minority languages, endangered languages. Transforming our monolingual classrooms into spaces where a multiplicity of languages can thrive remains a pedagogical…

"I Can't Relate": Refusing Identification Demands in Teaching and Learning

ERIC Educational Resources Information Center

Barnard, Ian

2016-01-01

In literature, composition, and other areas of English Studies, relateability can be an important tool to inscribe marginalized subjects as academic citizens. However, its larger arc reproduces ethnocentric and individualistic ideologies at the national and personal levels that foreclose the true understanding of and engagement with Otherness that…

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

Deep Neural Architectures for Mapping Scalp to Intracranial EEG.

PubMed

Antoniades, Andreas; Spyrou, Loukianos; Martin-Lopez, David; Valentin, Antonio; Alarcon, Gonzalo; Sanei, Saeid; Took, Clive Cheong

2018-03-19

Data is often plagued by noise which encumbers machine learning of clinically useful biomarkers and electroencephalogram (EEG) data is no exemption. Intracranial EEG (iEEG) data enhances the training of deep learning models of the human brain, yet is often prohibitive due to the invasive recording process. A more convenient alternative is to record brain activity using scalp electrodes. However, the inherent noise associated with scalp EEG data often impedes the learning process of neural models, achieving substandard performance. Here, an ensemble deep learning architecture for nonlinearly mapping scalp to iEEG data is proposed. The proposed architecture exploits the information from a limited number of joint scalp-intracranial recording to establish a novel methodology for detecting the epileptic discharges from the sEEG of a general population of subjects. Statistical tests and qualitative analysis have revealed that the generated pseudo-intracranial data are highly correlated with the true intracranial data. This facilitated the detection of IEDs from the scalp recordings where such waveforms are not often visible. As a real-world clinical application, these pseudo-iEEGs are then used by a convolutional neural network for the automated classification of intracranial epileptic discharges (IEDs) and non-IED of trials in the context of epilepsy analysis. Although the aim of this work was to circumvent the unavailability of iEEG and the limitations of sEEG, we have achieved a classification accuracy of 68% an increase of 6% over the previously proposed linear regression mapping.

An impoverished machine: challenges to human learning and instructional technology.

PubMed

Taraban, Roman

2008-08-01

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.

Not only cardiovascular, but also coordinative exercise increases hippocampal volume in older adults

PubMed Central

Niemann, Claudia; Godde, Ben; Voelcker-Rehage, Claudia

2014-01-01

Cardiovascular activity has been shown to be positively associated with gray and white matter volume of, amongst others, frontal and temporal brain regions in older adults. This is particularly true for the hippocampus, a brain structure that plays an important role in learning and memory, and whose decline has been related to the development of Alzheimer’s disease. In the current study, we were interested in whether not only cardiovascular activity but also other types of physical activity, i.e., coordination training, were also positively associated with the volume of the hippocampus in older adults. For this purpose we first collected cross-sectional data on “metabolic fitness” (cardiovascular fitness and muscular strength) and “motor fitness” (e.g., balance, movement speed, fine coordination). Second, we performed a 12-month randomized controlled trial. Results revealed that motor fitness but not metabolic fitness was associated with hippocampal volume. After the 12-month intervention period, both, cardiovascular and coordination training led to increases in hippocampal volume. Our findings suggest that a high motor fitness level as well as different types of physical activity were beneficial to diminish age-related hippocampal volume shrinkage or even increase hippocampal volume. PMID:25165446

Theorists and Techniques: Connecting Education Theories to Lamaze Teaching Techniques

PubMed Central

Podgurski, Mary Jo

2016-01-01

ABSTRACT Should childbirth educators connect education theory to technique? Is there more to learning about theorists than memorizing facts for an assessment? Are childbirth educators uniquely poised to glean wisdom from theorists and enhance their classes with interactive techniques inspiring participant knowledge and empowerment? Yes, yes, and yes. This article will explore how an awareness of education theory can enhance retention of material through interactive learning techniques. Lamaze International childbirth classes already prepare participants for the childbearing year by using positive group dynamics; theory will empower childbirth educators to address education through well-studied avenues. Childbirth educators can provide evidence-based learning techniques in their classes and create true behavioral change. PMID:26848246

Why do young adults develop a passion for Internet activities? The associations among personality, revealing "true self" on the Internet, and passion for the Internet.

PubMed

Tosun, Leman Pinar; Lajunen, Timo

2009-08-01

This study examines the associations of harmonious passion (HP) and obsessive passion (OP) for Internet activities with Eysenckian personality dimensions in a sample of 421 university students. Results show that psychoticism correlates positively with both HP and OP; extroversion correlates positively with HP only; and neuroticism has no correlation with passion for Internet activities. Additionally, the study examines participants' tendency to express their "true self" on the Internet, and the results reveal that this tendency has a positive association with psychoticism, neuroticism, and both types of passion for the Internet. Moreover, the relationship between psychoticism and passion (both harmonious and obsessive) is mediated by the tendency to express true self on the Internet. The results were interpreted from the media dependency perspective.

Forecasting Solar Flares Using Magnetogram-based Predictors and Machine Learning

NASA Astrophysics Data System (ADS)

Florios, Kostas; Kontogiannis, Ioannis; Park, Sung-Hong; Guerra, Jordan A.; Benvenuto, Federico; Bloomfield, D. Shaun; Georgoulis, Manolis K.

2018-02-01

We propose a forecasting approach for solar flares based on data from Solar Cycle 24, taken by the Helioseismic and Magnetic Imager (HMI) on board the Solar Dynamics Observatory (SDO) mission. In particular, we use the Space-weather HMI Active Region Patches (SHARP) product that facilitates cut-out magnetograms of solar active regions (AR) in the Sun in near-realtime (NRT), taken over a five-year interval (2012 - 2016). Our approach utilizes a set of thirteen predictors, which are not included in the SHARP metadata, extracted from line-of-sight and vector photospheric magnetograms. We exploit several machine learning (ML) and conventional statistics techniques to predict flares of peak magnitude {>} M1 and {>} C1 within a 24 h forecast window. The ML methods used are multi-layer perceptrons (MLP), support vector machines (SVM), and random forests (RF). We conclude that random forests could be the prediction technique of choice for our sample, with the second-best method being multi-layer perceptrons, subject to an entropy objective function. A Monte Carlo simulation showed that the best-performing method gives accuracy ACC=0.93(0.00), true skill statistic TSS=0.74(0.02), and Heidke skill score HSS=0.49(0.01) for {>} M1 flare prediction with probability threshold 15% and ACC=0.84(0.00), TSS=0.60(0.01), and HSS=0.59(0.01) for {>} C1 flare prediction with probability threshold 35%.

Investigating the Retention and Time-Course of Phonotactic Constraint Learning From Production Experience

PubMed Central

Warker, Jill A.

2013-01-01

Adults can rapidly learn artificial phonotactic constraints such as /f/ only occurs at the beginning of syllables by producing syllables that contain those constraints. This implicit learning is then reflected in their speech errors. However, second-order constraints in which the placement of a phoneme depends on another characteristic of the syllable (e.g., if the vowel is /æ/, /f/ occurs at the beginning of syllables and /s/ occurs at the end of syllables but if the vowel is /I/, the reverse is true) require a longer learning period. Two experiments question the transience of second-order learning and whether consolidation plays a role in learning phonological dependencies. Using speech errors as a measure of learning, Experiment 1 investigated the durability of learning, and Experiment 2 investigated the time-course of learning. Experiment 1 found that learning is still present in speech errors a week later. Experiment 2 looked at whether more time in the form of a consolidation period or more experience in the form of more trials was necessary for learning to be revealed in speech errors. Both consolidation and more trials led to learning; however, consolidation provided a more substantial benefit. PMID:22686839

Machine Learning for Treatment Assignment: Improving Individualized Risk Attribution

PubMed Central

Weiss, Jeremy; Kuusisto, Finn; Boyd, Kendrick; Liu, Jie; Page, David

2015-01-01

Clinical studies model the average treatment effect (ATE), but apply this population-level effect to future individuals. Due to recent developments of machine learning algorithms with useful statistical guarantees, we argue instead for modeling the individualized treatment effect (ITE), which has better applicability to new patients. We compare ATE-estimation using randomized and observational analysis methods against ITE-estimation using machine learning, and describe how the ITE theoretically generalizes to new population distributions, whereas the ATE may not. On a synthetic data set of statin use and myocardial infarction (MI), we show that a learned ITE model improves true ITE estimation and outperforms the ATE. We additionally argue that ITE models should be learned with a consistent, nonparametric algorithm from unweighted examples and show experiments in favor of our argument using our synthetic data model and a real data set of D-penicillamine use for primary biliary cirrhosis. PMID:26958271

Machine Learning for Treatment Assignment: Improving Individualized Risk Attribution.

PubMed

Weiss, Jeremy; Kuusisto, Finn; Boyd, Kendrick; Liu, Jie; Page, David

2015-01-01

Clinical studies model the average treatment effect (ATE), but apply this population-level effect to future individuals. Due to recent developments of machine learning algorithms with useful statistical guarantees, we argue instead for modeling the individualized treatment effect (ITE), which has better applicability to new patients. We compare ATE-estimation using randomized and observational analysis methods against ITE-estimation using machine learning, and describe how the ITE theoretically generalizes to new population distributions, whereas the ATE may not. On a synthetic data set of statin use and myocardial infarction (MI), we show that a learned ITE model improves true ITE estimation and outperforms the ATE. We additionally argue that ITE models should be learned with a consistent, nonparametric algorithm from unweighted examples and show experiments in favor of our argument using our synthetic data model and a real data set of D-penicillamine use for primary biliary cirrhosis.

Multivariate analysis of full-term neonatal polysomnographic data.

PubMed

Gerla, V; Paul, K; Lhotska, L; Krajca, V

2009-01-01

Polysomnography (PSG) is one of the most important noninvasive methods for studying maturation of the child brain. Sleep in infants is significantly different from sleep in adults. This paper addresses the problem of computer analysis of neonatal polygraphic signals. We applied methods designed for differentiating three important neonatal behavioral states: quiet sleep, active sleep, and wakefulness. The proportion of these states is a significant indicator of the maturity of the newborn brain in clinical practice. In this study, we used data provided by the Institute for Care of Mother and Child, Prague (12 newborn infants of similar postconceptional age). The data were scored by an experienced physician to four states (wake, quiet sleep, active sleep, movement artifact). For accurate classification, it was necessary to determine the most informative features. We used a method based on power spectral density (PSD) applied to each EEG channel. We also used features derived from electrooculogram (EOG), electromyogram (EMG), ECG, and respiration [pneumogram (PNG)] signals. The most informative feature was the measure of regularity of respiration from the PNG signal. We designed an algorithm for interpreting these characteristics. This algorithm was based on Markov models. The results of automatic detection of sleep states were compared to the "sleep profiles" determined visually. We evaluated both the success rate and the true positive rate of the classification, and statistically significant agreement of the two scorings was found. Two variants, for learning and for testing, were applied, namely learning from the data of all 12 newborns and tenfold cross-validation, and learning from the data of 11 newborns and testing on the data from the 12th newborn. We utilized information obtained from several biological signals (EEG, ECG, PNG, EMG, EOG) for our final classification. We reached the final success rate of 82.5%. The true positive rate was 81.8% and the false positive rate was 6.1%. The most important step in the whole process is feature extraction and feature selection. In this process, we used visualization as an additional tool that helped us to decide which features to select. Proper selection of features may significantly influence the success rate of the classification. We made a visual comparison of the computed features with the manual scoring provided by the expert. A hidden Markov model was used for classification. The advantage of this model is that it determines the future behavior of the process by its present state. In this way, it preserves information about temporal development.

Preschool Attendance in Chicago Public Schools: Relationships with Learning Outcomes and Reasons for Absences

ERIC Educational Resources Information Center

Ehrlich, Stacy B.; Gwynne, Julia A.; Stitziel Pareja, Amber; Allensworth, Elaine M.; Moore, Paul; Jagesic, Sanja; Sorice, Elizabeth

2014-01-01

Significant attention is currently focused on ensuring that children are enrolled in preschool. However, regular attendance is also critically important. Children with better preschool attendance have higher kindergarten readiness scores, this is especially true for students entering with low skills. Unfortunately, many preschool-aged children are…

Experiential Learning of the Efficient Market Hypothesis: Two Trading Games

ERIC Educational Resources Information Center

Park, Andreas

2010-01-01

In goods markets, an equilibrium price balances demand and supply. In a financial market, an equilibrium price also aggregates people's information to reveal the true value of a financial security. Although the underlying idea of informationally efficient markets is one of the centerpieces of capital market theory, students often have difficulties…

Non-Science Majors' Critical Evaluation of Websites in a Biotechnology Course

ERIC Educational Resources Information Center

Halverson, Kristy L.; Siegel, Marcelle A.; Freyermuth, Sharyn K.

2010-01-01

Helping students develop criteria for judgment and apply examination skills is essential for promoting scientific literacy. With the increasing availability of the Internet, it is even more essential that students learn how to evaluate the science they gather from online resources. This is particularly true because publishing information on the…

Who Prophets from Big Data in Education? New Insights and New Challenges

ERIC Educational Resources Information Center

Lynch, Collin F.

2017-01-01

Big Data can radically transform education by enabling personalized learning, deep student modeling, and true longitudinal studies that compare changes across classrooms, regions, and years. With these promises, however, come risks to individual privacy and educational validity, along with deep policy and ethical issues. Education is largely a…

The Applicability of Interactive Item Templates in Varied Knowledge Types

ERIC Educational Resources Information Center

Koong, Chorng-Shiuh; Wu, Chi-Ying

2011-01-01

A well-edited assessment can enhance student's learning motives. Applicability of items, which includes item content and template, plays a crucial role in authoring a good assessment. Templates in discussion contain not only conventional true & false, multiple choice, completion item and short answer but also of those interactive ones. Methods…

Undergraduate Mathematics Majors' Writing Performance Producing Proofs and Counterexamples about Continuous Functions

ERIC Educational Resources Information Center

Ko, Yi-Yin; Knuth, Eric

2009-01-01

In advanced mathematical thinking, proving and refuting are crucial abilities to demonstrate whether and why a proposition is true or false. Learning proofs and counterexamples within the domain of continuous functions is important because students encounter continuous functions in many mathematics courses. Recently, a growing number of studies…

Chris Woodhead: A New Champion of Eugenic Theories

ERIC Educational Resources Information Center

Chitty, Clyde

2009-01-01

Eugenic Theories are clearly alive and well in present-day society--or this is at least true of those theories relating to the passing on of abilities and talents from one generation to the next. This depressing thought was prompted by a reading of Chris Woodhead's latest book "A Desolation of Learning."

Systems Engineering Knowledge Asset (SEKA) Management for Higher Performing Engineering Teams: People, Process and Technology toward Effective Knowledge-Workers

ERIC Educational Resources Information Center

Shelby, Kenneth R., Jr.

2013-01-01

Systems engineering teams' value-creation for enterprises is slower than possible due to inefficiencies in communication, learning, common knowledge collaboration and leadership conduct. This dissertation outlines the surrounding people, process and technology dimensions for higher performing engineering teams. It describes a true experiment…

The Effectiveness of Music Mentoring at the True Music Workshop, Incorporated in an Eastern City

ERIC Educational Resources Information Center

Young-Griffin, Jacqueline L.

2012-01-01

Music mentoring is a phenomenon that has been found to be increasingly significant with regards to counseling. It behooves counselors, educators, behavioral health coordinators, and researchers to examine this methodology more closely because of its propensity to perpetuate a child's connectivity to school and learning. This research project…

Using Human Interest Stories To Demonstrate Relevant Concepts in the Public Speaking Classroom.

ERIC Educational Resources Information Center

Stowell, Jessica

Students can learn the concepts of descriptive language, "group think," and how to overcome communication apprehension painlessly by using human interest stories with humerous elements. A public relations teacher uses two audio tapes and a true story about a former student in her classroom. Garrison Keillor's 12-minute story "Tomato…

Keep it Simple

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

Wiley, H. S.

2010-05-01

Creating a story for a particular audience is one of the most difficult tasks for anyone to learn. This is true for scientists and writers as well as any creative artist who tries to understand the complexity of the world and explain it to other people. Telling a good story always takes skill. Telling a popular story, however, requires simplification.

The True Gift of Education Is More Giving

ERIC Educational Resources Information Center

Bathina, Jyothi

2014-01-01

Educators visit India to spread expertise and learn a more important lesson in community. They hadn't anticipated the quiet successes in the schools and classrooms they visited, causing them nearly overnight to switch from being experts to novices. No matter the socioeconomic status of the school, most striking was the high value placed on…

48 CFR 2052.215-78 - Travel approvals and reimbursement-Alternate 1.

Code of Federal Regulations, 2010 CFR

2010-10-01

... clause of this contract when, at any time, the contractor learns that travel expenses will cause the... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Travel approvals and... Clauses 2052.215-78 Travel approvals and reimbursement—Alternate 1. As prescribed in 2015.209-70(d), the...

Understanding Overconfidence: Theories of Intelligence, Preferential Attention, and Distorted Self-Assessment

ERIC Educational Resources Information Center

Ehrlinger, Joyce; Mitchum, Ainsley L.; Dweck, Carol S.

2016-01-01

Knowing what we do not yet know is critical for learning. Nonetheless, people typically overestimate their prowess--but is this true of everyone? Three studies examined who shows overconfidence and why. Study 1 demonstrated that participants with an entity (fixed) theory of intelligence, those known to avoid negative information, showed…

29 CFR 790.17 - “Administrative regulation, order, ruling, approval, or interpretation.”

Code of Federal Regulations, 2010 CFR

2010-07-01

... (93 Cong. Rec. 5281). 107 That this is true on and after the effective date of the Act is clear from... Administrator's letter, not learning of the Administrator's subsequent published statement rescinding his contrary interpretations, continued to rely upon the Administrator's letter after the effective date of the...

We're Losing Our Minds: Rethinking American Higher Education

ERIC Educational Resources Information Center

Keeling, Richard P.; Hersh, Richard H.

2011-01-01

America is being held back by the quality and quantity of learning in college. This is a true educational emergency! Many college graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. We are losing our minds--and endangering our social, economic, and scientific leadership.…

Challenges for Educational Technologists in the 21st Century

ERIC Educational Resources Information Center

Mayes, Robin; Natividad, Gloria; Spector, J. Michael

2015-01-01

In 1972, Edsger Dijkstra claimed that computers had only introduced the new problem of learning to use them effectively. This is especially true in 2015 with regard to powerful new educational technologies. This article describes the challenges that 21st century educational technologists are, and will be, addressing as they undertake the effective…

Non-Disclosing Students with Disabilities or Learning Challenges: Characteristics and Size of a Hidden Population

ERIC Educational Resources Information Center

Grimes, Susan; Scevak, Jill; Southgate, Erica; Buchanan, Rachel

2017-01-01

Internationally, university students with disabilities (SWD) are recognised as being under-represented in higher education. They face significant problems accessing appropriate accommodations for their disability. Academic outcomes for this group are lower in terms of achievement and graduation rates. The true size of the SWD group at university…

Boundary Kernel Estimation of the Two Sample Comparison Density Function

DTIC Science & Technology

1989-05-01

not for the understand- ing, love, and steadfast support of my wife, Catheryn . She supported my move to statistics a mere fortnight after we were...school one learns things of a narrow and technical nature; 0 Catheryn has shown me much of what is fundamentally true and important in this world. To her

Developmental Reading Disorders in Japan--Prevalence, Profiles, and Possible Mechanisms

ERIC Educational Resources Information Center

Welty, Yumiko Tanaka; Menn, Lise; Oishi, Noriko

2014-01-01

Japan has been considered dyslexia-free because of the nature of the orthography, which consists of the visually simple kana syllabary and some thousands of visually complex, logographic kanji characters. It is true that few children struggle with learning kana, which provide consistent mappings between symbols and their pronunciation. Indeed,…

Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School Science and Writing Teachers

ERIC Educational Resources Information Center

Baker, William P.; Barstack, Renee; Clark, Diane; Hull, Elizabeth; Goodman, Ben; Kook, Judy; Kraft, Kaatje; Ramakrishna, Pushpa; Roberts, Elisabeth; Shaw, Jerome; Weaver, David; Lang, Michael

2008-01-01

Student writing skills are an important concern for every teacher. This is especially true when using inquiry-based approaches in the science classroom. Writing promotes critical-thinking skills and construction of vital scientific concepts and challenges ingrained misconceptions. Yet, many teachers encounter practical problems when incorporating…

Rhythm Perception and Its Role in Perception and Learning of Dysrhythmic Speech

ERIC Educational Resources Information Center

Borrie, Stephanie A.; Lansford, Kaitlin L.; Barrett, Tyson S.

2017-01-01

Purpose: The perception of rhythm cues plays an important role in recognizing spoken language, especially in adverse listening conditions. Indeed, this has been shown to hold true even when the rhythm cues themselves are dysrhythmic. This study investigates whether expertise in rhythm perception provides a processing advantage for perception…

ABCs of Being Smart: J Is for Journey

ERIC Educational Resources Information Center

Foster, Joanne

2013-01-01

The old saying, "life is a journey" may sound cliched, but the words are nevertheless true. Children can learn a great deal from the travels and directions chosen by others, and especially from people whose life stories or experiences offer inspiration by virtue of their effort, perseverance, and acquired success. This article presents a…

Aspects of Collaborative Learning Environment Using Distributed Virtual Environments.

ERIC Educational Resources Information Center

Bouras, C.; Trantafillou, V.; Tsiatsos, T.

A decisive factor for new technologies is always the added value with respect to the efficiency and capacity of traditional technologies. This also is true when considering the impact of new technologies in training applications. New types of applications have been developed during the last few years to incorporate information technology in the…

Learning Basic English in Overcrowded Classes for True Beginners

ERIC Educational Resources Information Center

Santana, Isaias

2016-01-01

The higher educational institution where this study took place is located in the Dominican Republic. The purpose of this study was to provide insights to the effectiveness and impact of the instructional process applied in a Basic English class under overcrowding conditions, implementing an in depth interview to the faculty members and an…

Developmental Characteristics of Middle Schoolers and Middle School Organization.

ERIC Educational Resources Information Center

Thornburg, Hershel D.

The extent to which the middle school becomes a true educational alternative is directly related to the ability of middle school educators and researchers to identify and investigate the developmental needs and learning capacities of students. Three important developmental characteristics of early adolescents are a high need for peer friendships,…

Shaping the Public Narrative about Teaching and Learning

ERIC Educational Resources Information Center

Sullivan, Patrick

2017-01-01

An urgent crisis is before us. A huge gap has appeared between how the public perceives higher education and what academics and researchers at colleges and universities know to be true. It is imperative that scholars and educators take the lead in closing this dangerous--and highly politicized--gap. This article discusses the politicization of…

The Shoestring Library

ERIC Educational Resources Information Center

Fullner, Sheryl Kindle

2010-01-01

An organized collection of budget saving methods, materials, and strategies, these tips are all tried-and-true examples of ways to stretch the media specialist's budget and time, and change even the drabbest library into an inviting oasis of learning. Makeovers are mesmerizing. Whether it is the 400-pound man who turns into a hunk or a hovel that…

Just-in-Time Teaching Techniques through Web Technologies for Vocational Students' Reading and Writing Abilities

ERIC Educational Resources Information Center

Chantoem, Rewadee; Rattanavich, Saowalak

2016-01-01

This research compares the English language achievements of vocational students, their reading and writing abilities, and their attitudes towards learning English taught with just-in-time teaching techniques through web technologies and conventional methods. The experimental and control groups were formed, a randomized true control group…

The USDA and K-12 Partnership: A Model Program for Federal Agencies

ERIC Educational Resources Information Center

Scott, Timothy P.; Wilson, Craig; Upchurch, Dan R.; Goldberg, Maria; Bentz, Adrienne

2011-01-01

The Future Scientists Program of Texas A&M University and the Agricultural Research Service branch of USDA serves as a model program of effective collaboration between a federal agency and K-12. It demonstrates true partnership that contextualizes learning of science and provides quality professional development, benefiting teachers and their…

Examining Preservice Elementary Teachers' Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum

ERIC Educational Resources Information Center

Menon, Deepika; Chandrasekhar, Meera; Kosztin, Dorina; Steinhoff, Douglas

2017-01-01

While iPads and other mobile devices are gaining popularity in educational settings, challenges associated with teachers' use of technology continue to hold true. Preparing preservice teachers within teacher preparation programs to gain experience learning and teaching science using mobile technologies is critical for them to develop positive…

Moving Students to "The Why?"

ERIC Educational Resources Information Center

Cioe, Michael; King, Sherryl; Ostien, Deborah; Pansa, Nancy; Staples, Megan

2015-01-01

Justification is a critical mathematical practice that must play a role in teaching and learning at all grade levels. Having students share their reasoning and explain how they know something is true or correct is the process of justification. The authors (a team of teachers and researchers) worked together for two years with an NSF-funded project…

A Dream Realized

ERIC Educational Resources Information Center

Pierpont, Katherine

2005-01-01

This article features the Center for Inquiry, a school where the teachers are making their dreams come true. As a school designed wholly by teachers, the Center for Inquiry (CFI) in Indianapolis, Indiana, is teaching kids how to take ownership of learning. Originally designed to be a school within a school for exchange and preservice teachers, the…

Merging Education with Experience: Transforming Learning into Practice

ERIC Educational Resources Information Center

Warren, Janet W.

2012-01-01

According to Bennis (2003), "True leaders are not born, but made, and usually self-made" (p. 33). The purpose of this study was to identify and examine what factors influenced and limited the opportunities of African American females to obtain and maintain leadership roles in administrative positions at urban schools and the value of…

An Evaluation of an Innovative Drug Education Program: First Year Results.

ERIC Educational Resources Information Center

Schaps, Eric; And Others

An innovative drug education course was taught to seventh and eighth graders and evaluated in a true experiment. Students learned Lasswell's framework for understanding human needs and motives, a systematic decision-making procedure, and information about the pharmacological, psychological, and social consequences of licit and illicit drug use.…

Fossils, Facies and Geologic Time: Active Learning Yields More Expert-Like Thinking in a Large Class for Senior Science Students

NASA Astrophysics Data System (ADS)

Sutherland, S.; Jones, F. M.

2012-12-01

Teaching and assessing concepts involving the relationships between deep time and the Earth System can be challenging. This is especially true in elective courses for senior general science students who should be starting to think more like experts, but lack background knowledge in geology. By comparing student activities and work, both before and after introducing active learning strategies, we show that increased maturity of thinking about geological time was achieved in the science elective "Earth and Life through Time" taken by 150 upper level general science students. Student demographics were very similar in 2010 and 2011 allowing comparison of data from a consistent end of term survey, classroom observations, and test or exercise questions used in both years. Students identified the workload as greater in 2011, yet they also gave the course a stronger overall rating of excellence. Also, students in 2011 felt assessments and homework were more appropriate and expressed a nearly unanimous preference for group versus solo class work. More objective indicators of improvement include item analysis on test questions which shows increased difficulty and discrimination without compromising overall scores. The wide variety of changes introduced in 2011 do make it difficult to rigorously ascribe specific causes for improvement in how students think about geologic time. However the shift towards more sophisticated thinking involving skills rather than recall can be demonstrated by comparing geological interpretations produced by students in early and improved versions of exercises. For example, labs have always involved basic identification of rocks and fossils. Now, the new in-class group-based activities enable students to use data to establish the relative history of a geologic section, including environments, ages of known materials, and time spans of materials missing at unconformities. In addition to activities, specific exam questions and corresponding results from both versions of the course also reveal improvements. In order to help educators improve teaching and assessment of geologic time in similar settings, we will offer some details about course modifications and activities. First, learning goals were adjusted to emphasize skills geologists use when interpreting the geological record, rather than focusing on specific knowledge such dates, time spans and rock or fossil names. Then, one third of the lectures were replaced with 50-minute guided group activities, higher level clicker-based questioning strategies were introduced, labs were restructured to include follow up in-class group activities, structured reading and homework exercises were added, and formative and evaluative assessments were diversified. In conclusion, we will show that introducing active learning strategies has helped meet the challenges of increasing the sophistication of students' thinking about geologic time, at the same time as increasing their satisfaction. The specific strategies should be transferrable to any course in which senior general science students learn to use the rock and fossil record to experience the ways in which geoscientists integrate geology and paleontology to interpret the Earth System's evolution.

Based on a True Story: Using Movies as Source Material for General Chemistry Reports

NASA Astrophysics Data System (ADS)

Griep, Mark A.; Mikasen, Marjorie L.

2005-10-01

Research for chemical reports and case study analysis of chemical topics are two commonly used learning activities to engage and enrich student understanding of the content in introductory chemistry courses. Even though movies are excellent vehicles for exploring the human dimension of events, they have been used only sparingly as source material in introductory science courses. One reason for this sparing use has been the lack of a list of suitable movies. To fill this void, a list of one dozen highly rated movies is presented. The focus of these movies is either a scientist's chemical research or the societal impact of some chemical compound. The method by which two of these movies were used as source material for a written report in a general chemistry course is described. The student response to the exercise was enthusiastic.

Clustering redshift distributions for the Dark Energy Survey

NASA Astrophysics Data System (ADS)

Helsby, Jennifer

Accurate determination of photometric redshifts and their errors is critical for large scale structure and weak lensing studies for constraining cosmology from deep, wide imaging surveys. Current photometric redshift methods suffer from bias and scatter due to incomplete training sets. Exploiting the clustering between a sample of galaxies for which we have spectroscopic redshifts and a sample of galaxies for which the redshifts are unknown can allow us to reconstruct the true redshift distribution of the unknown sample. Here we use this method in both simulations and early data from the Dark Energy Survey (DES) to determine the true redshift distributions of galaxies in photometric redshift bins. We find that cross-correlating with the spectroscopic samples currently used for training provides a useful test of photometric redshifts and provides reliable estimates of the true redshift distribution in a photometric redshift bin. We discuss the use of the cross-correlation method in validating template- or learning-based approaches to redshift estimation and its future use in Stage IV surveys.

Risk-sensitive reinforcement learning.

PubMed

Shen, Yun; Tobia, Michael J; Sommer, Tobias; Obermayer, Klaus

2014-07-01

We derive a family of risk-sensitive reinforcement learning methods for agents, who face sequential decision-making tasks in uncertain environments. By applying a utility function to the temporal difference (TD) error, nonlinear transformations are effectively applied not only to the received rewards but also to the true transition probabilities of the underlying Markov decision process. When appropriate utility functions are chosen, the agents' behaviors express key features of human behavior as predicted by prospect theory (Kahneman & Tversky, 1979 ), for example, different risk preferences for gains and losses, as well as the shape of subjective probability curves. We derive a risk-sensitive Q-learning algorithm, which is necessary for modeling human behavior when transition probabilities are unknown, and prove its convergence. As a proof of principle for the applicability of the new framework, we apply it to quantify human behavior in a sequential investment task. We find that the risk-sensitive variant provides a significantly better fit to the behavioral data and that it leads to an interpretation of the subject's responses that is indeed consistent with prospect theory. The analysis of simultaneously measured fMRI signals shows a significant correlation of the risk-sensitive TD error with BOLD signal change in the ventral striatum. In addition we find a significant correlation of the risk-sensitive Q-values with neural activity in the striatum, cingulate cortex, and insula that is not present if standard Q-values are used.

Can Statistical Machine Learning Algorithms Help for Classification of Obstructive Sleep Apnea Severity to Optimal Utilization of Polysomnography Resources?

PubMed

Bozkurt, Selen; Bostanci, Asli; Turhan, Murat

2017-08-11

The goal of this study is to evaluate the results of machine learning methods for the classification of OSA severity of patients with suspected sleep disorder breathing as normal, mild, moderate and severe based on non-polysomnographic variables: 1) clinical data, 2) symptoms and 3) physical examination. In order to produce classification models for OSA severity, five different machine learning methods (Bayesian network, Decision Tree, Random Forest, Neural Networks and Logistic Regression) were trained while relevant variables and their relationships were derived empirically from observed data. Each model was trained and evaluated using 10-fold cross-validation and to evaluate classification performances of all methods, true positive rate (TPR), false positive rate (FPR), Positive Predictive Value (PPV), F measure and Area Under Receiver Operating Characteristics curve (ROC-AUC) were used. Results of 10-fold cross validated tests with different variable settings promisingly indicated that the OSA severity of suspected OSA patients can be classified, using non-polysomnographic features, with 0.71 true positive rate as the highest and, 0.15 false positive rate as the lowest, respectively. Moreover, the test results of different variables settings revealed that the accuracy of the classification models was significantly improved when physical examination variables were added to the model. Study results showed that machine learning methods can be used to estimate the probabilities of no, mild, moderate, and severe obstructive sleep apnea and such approaches may improve accurate initial OSA screening and help referring only the suspected moderate or severe OSA patients to sleep laboratories for the expensive tests.

Strategies for continuing professional development among younger, middle-aged, and older nurses: a biographical approach.

PubMed

Pool, Inge A; Poell, Rob F; Berings, Marjolein G M C; ten Cate, Olle

2015-05-01

A nursing career can last for more than 40 years, during which continuing professional development is essential. Nurses participate in a variety of learning activities that correspond with their developmental motives. Lifespan psychology shows that work-related motives change with age, leading to the expectation that motives for continuing professional development also change. Nevertheless, little is known about nurses' continuing professional development strategies in different age groups. To explore continuing professional development strategies among younger, middle-aged, and older nurses. A qualitative study using semi-structured interviews, from a biographical perspective. Data were analysed using a vertical process aimed at creating individual learning biographies, and a horizontal process directed at discovering differences and similarities between age groups. Twenty-one nurses in three age groups from general and academic hospitals in the Netherlands. In all age groups, daily work was an important trigger for professional development on the ward. Performing extra or new tasks appeared to be an additional trigger for undertaking learning activities external to the ward. Learning experiences in nurses' private lives also contributed to their continuing professional development. Besides these similarities, the data revealed differences in career stages and private lives, which appeared to be related to differences in continuing professional development strategy; 'gaining experience and building a career' held particularly true among younger nurses, 'work-life balance' and 'keeping work interesting and varied' to middle-aged nurses, and 'consistency at work' to older nurses. Professional development strategies can aim at performing daily patient care, extra tasks and other roles. Age differences in these strategies appear to relate to tenure, perspectives on the future, and situations at home. These insights could help hospitals to orientate continuing professional development approaches toward the needs of all age groups. This should be particularly relevant in the face of present demographic changes in the nursing workforce. Copyright © 2015 Elsevier Ltd. All rights reserved.

Hippocampal, amygdala, and neocortical synchronization of theta rhythms is related to an immediate recall during rey auditory verbal learning test.

PubMed

Babiloni, Claudio; Vecchio, Fabrizio; Mirabella, Giovanni; Buttiglione, Maura; Sebastiano, Fabio; Picardi, Angelo; Di Gennaro, Giancarlo; Quarato, Pier P; Grammaldo, Liliana G; Buffo, Paola; Esposito, Vincenzo; Manfredi, Mario; Cantore, Giampaolo; Eusebi, Fabrizio

2009-07-01

It is well known that theta rhythms (3-8 Hz) are the fingerprint of hippocampus, and that neural activity accompanying encoding of words differs according to whether the items are later remembered or forgotten ["subsequent memory effect" (SME)]. Here, we tested the hypothesis that temporal synchronization of theta rhythms among hippocampus, amygdala, and neocortex is related to immediate memorization of repeated words. To address this issue, intracerebral electroencephalographic (EEG) activity was recorded in five subjects with drug-resistant temporal lobe epilepsy (TLE), under presurgical monitoring routine. During the recording of the intracerebral EEG activity, the subjects performed a computerized version of Rey auditory verbal learning test (RAVLT), a popular test for the clinical evaluation of the immediate and delayed memory. They heard the same list of 15 common words for five times. Each time, immediately after listening the list, the subjects were required to repeat as many words as they could recall. Spectral coherence of the intracerebral EEG activity was computed in order to assess the temporal synchronization of the theta (about 3-8 Hz) rhythms among hippocampus, amygdala, and temporal-occipital neocortex. We found that theta coherence values between amygdala and hippocampus, and between hippocampus and occipital-temporal cortex, were higher in amplitude during successful than unsuccessful immediate recall. A control analysis showed that this was true also for a gamma band (40-45 Hz). Furthermore, these theta and gamma effects were not observed in an additional (control) subject with drug-resistant TLE and a wide lesion to hippocampus. In conclusion, a successful immediate recall to the RAVLT was associated to the enhancement of temporal synchronization of the theta (gamma) rhythms within a cerebral network including hippocampus, amygdala, and temporal-occipital neocortex. Copyright 2009 Wiley-Liss, Inc

Blue Sky Funders Forum - Advancing Environmental Literacy through Funder Collaboration

NASA Astrophysics Data System (ADS)

Chen, A.

2015-12-01

The Blue Sky Funders Forum inspires, deepens, and expands private funding and philanthropic leadership to promote learning opportunities that connect people and nature and promote environmental literacy. Being prepared for the future requires all of us to understand the consequences of how we live on where we live - the connection between people and nature. Learning about the true meaning of that connection is a process that starts in early childhood and lasts a lifetime. Blue Sky brings supporters of this work together to learn from one another and to strategize how to scale up the impact of the effective programs that transform how people interact with their surroundings. By making these essential learning opportunities more accessible in all communities, we broaden and strengthen the constituency that makes well-informed choices, balancing the needs of today with the needs of future generations.

A Bootstrapping Model of Frequency and Context Effects in Word Learning.

PubMed

Kachergis, George; Yu, Chen; Shiffrin, Richard M

2017-04-01

Prior research has shown that people can learn many nouns (i.e., word-object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross-situational learning, people must approximately track which words and referents co-occur most frequently. This study investigates the effects of allowing some word-referent pairs to appear more frequently than others, as is true in real-world learning environments. Surprisingly, high-frequency pairs are not always learned better, but can also boost learning of other pairs. Using a recent associative model (Kachergis, Yu, & Shiffrin, 2012), we explain how mixing pairs of different frequencies can bootstrap late learning of the low-frequency pairs based on early learning of higher frequency pairs. We also manipulate contextual diversity, the number of pairs a given pair appears with across training, since it is naturalistically confounded with frequency. The associative model has competing familiarity and uncertainty biases, and their interaction is able to capture the individual and combined effects of frequency and contextual diversity on human learning. Two other recent word-learning models do not account for the behavioral findings. Copyright © 2016 Cognitive Science Society, Inc.

Changing viewer perspectives reveals constraints to implicit visual statistical learning.

PubMed

Jiang, Yuhong V; Swallow, Khena M

2014-10-07

Statistical learning-learning environmental regularities to guide behavior-likely plays an important role in natural human behavior. One potential use is in search for valuable items. Because visual statistical learning can be acquired quickly and without intention or awareness, it could optimize search and thereby conserve energy. For this to be true, however, visual statistical learning needs to be viewpoint invariant, facilitating search even when people walk around. To test whether implicit visual statistical learning of spatial information is viewpoint independent, we asked participants to perform a visual search task from variable locations around a monitor placed flat on a stand. Unbeknownst to participants, the target was more often in some locations than others. In contrast to previous research on stationary observers, visual statistical learning failed to produce a search advantage for targets in high-probable regions that were stable within the environment but variable relative to the viewer. This failure was observed even when conditions for spatial updating were optimized. However, learning was successful when the rich locations were referenced relative to the viewer. We conclude that changing viewer perspective disrupts implicit learning of the target's location probability. This form of learning shows limited integration with spatial updating or spatiotopic representations. © 2014 ARVO.

Fasting induces an anti-inflammatory effect on the neuroimmune system which a high-fat diet prevents.

PubMed

Lavin, Desiree N; Joesting, Jennifer J; Chiu, Gabriel S; Moon, Morgan L; Meng, Jia; Dilger, Ryan N; Freund, Gregory G

2011-08-01

The neuroimmunological and behavioral consequences of a high-fat diet (HFD) are not well delineated. This is especially true when short term (24 h) fasting is used as a physiologic stressor. In this study, we examined the impact of a HFD on learning and memory and depressive-like behaviors to understand how fasting impacts neuroimmunity and whether obesity modulates the response. Mice were fed diets containing either 10% (low-fat diet (LFD) mice) or 60% (HFD mice) calories from fat for 10-12 weeks. Gene transcripts for 26 pro-/anti-inflammatory cytokines and markers of macrophage activation were examined in adipose tissue and whole brain. Mouse learning and memory (spontaneous alternation, novel object) and depressive-like behaviors (saccharin preference, burrowing, forced swim) were studied in the fed and fasted state as were gene transcripts for F4/80, CD11b, interleukin-1α (IL-1α), IL-1β, IL-1R1, IL-1R2, IL-1RA, IL-6 and tumor necrosis factor-α in cortex, hippocampus and hypothalamus. In the fed state, HFD mice compared to LFD mice had reduced locomotor activity, and were adverse to saccharin and burrowed less. After fasting, LFD mice vs. HFD mice lost 18 vs. 5% of their body weight, respectively. In addition, HFD mice failed to downregulate gene transcripts for the myeloid-cell associated proteins F4/80, CD11b and IL-1α in the brain, failed to appropriately explore a novel object, failed to reduce locomotor activity and had increased saccharin consumption and burrowing. These data indicate that fasting induces an anti-inflammatory effect on the neuroimmune system which a HFD prevents. This breakdown appears linked to the IL-1 system because of the association of this cytokine with memory and learning.

Lessons offered, lessons learned: reflections on how doing family therapy can affect therapists.

PubMed

Heatherington, Laurie; Friedlander, Myrna L; Diamond, Gary M

2014-08-01

Only in working conjointly with couples and families do therapists literally witness clients struggling to improve their most intimate relationships. In writing this article, we realized that, in true systemic fashion, not only have many of our clients benefited from working with us, but also we have learned some invaluable lessons from them. Indeed, practicing couple and family therapy gives therapists many opportunities to learn about themselves, especially when it is done thoughtfully. In this article, we reflect on myriad ways in which couples and family therapy has affected each of us personally-as individuals, as partners, as parents, as adult children in our families of origin, and as educators. © 2014 Wiley Periodicals, Inc.

Learning partial differential equations via data discovery and sparse optimization

NASA Astrophysics Data System (ADS)

Schaeffer, Hayden

2017-01-01

We investigate the problem of learning an evolution equation directly from some given data. This work develops a learning algorithm to identify the terms in the underlying partial differential equations and to approximate the coefficients of the terms only using data. The algorithm uses sparse optimization in order to perform feature selection and parameter estimation. The features are data driven in the sense that they are constructed using nonlinear algebraic equations on the spatial derivatives of the data. Several numerical experiments show the proposed method's robustness to data noise and size, its ability to capture the true features of the data, and its capability of performing additional analytics. Examples include shock equations, pattern formation, fluid flow and turbulence, and oscillatory convection.

Tried and True: Self-Regulation Theory as a Guiding Framework for Teaching Parents Diabetes Education Using Human Patient Simulation

PubMed Central

Sullivan-Bolyai, Susan; Johnson, Kimberly; Cullen, Karen; Hamm, Terry; Bisordi, Jean; Blaney, Kathleen; Maguire, Laura; Melkus, Gail

2014-01-01

Parents become emotionally upset when learning their child has Type 1 Diabetes, yet they are expected to quickly learn functional diabetes management. The purpose of this article is to describe the application of Self-Regulation theory to guide a family-focused education intervention using human patient simulation to enhance the initial education of parents in diabetes management. A brief description is provided of the intervention framed by Self-Regulation theory. Based on the literature, we describe the educational vignettes used based on Self-Regulation in the randomized controlled trial entitled Parent Education Through Simulation-Diabetes. Examples of theory-in-practice will be illustrated by parental learning responses to this alternative educational innovation. PMID:25365286

Learning partial differential equations via data discovery and sparse optimization.

PubMed

Schaeffer, Hayden

2017-01-01

We investigate the problem of learning an evolution equation directly from some given data. This work develops a learning algorithm to identify the terms in the underlying partial differential equations and to approximate the coefficients of the terms only using data. The algorithm uses sparse optimization in order to perform feature selection and parameter estimation. The features are data driven in the sense that they are constructed using nonlinear algebraic equations on the spatial derivatives of the data. Several numerical experiments show the proposed method's robustness to data noise and size, its ability to capture the true features of the data, and its capability of performing additional analytics. Examples include shock equations, pattern formation, fluid flow and turbulence, and oscillatory convection.

Learning partial differential equations via data discovery and sparse optimization

PubMed Central

2017-01-01

We investigate the problem of learning an evolution equation directly from some given data. This work develops a learning algorithm to identify the terms in the underlying partial differential equations and to approximate the coefficients of the terms only using data. The algorithm uses sparse optimization in order to perform feature selection and parameter estimation. The features are data driven in the sense that they are constructed using nonlinear algebraic equations on the spatial derivatives of the data. Several numerical experiments show the proposed method's robustness to data noise and size, its ability to capture the true features of the data, and its capability of performing additional analytics. Examples include shock equations, pattern formation, fluid flow and turbulence, and oscillatory convection. PMID:28265183

Designing Tutorial Modalities and Strategies for Digital Games: Lessons from Education

ERIC Educational Resources Information Center

White, Matthew M.

2012-01-01

Contemporary digital games do little to help novice and disadvantaged players wanting to learn to play. The novice-expert divide is a significant barrierfor entry for disadvantaged groups who want to play digital games; this is especially true for women (Jenson, Fisher, & De Castell, 2011). In response to this problem, three new tutorial…

Everyday Creativity: Spaces and Places for Ideas to Flourish

ERIC Educational Resources Information Center

Bloom, Paula Jorde; Hentschel, Ann

2012-01-01

In an era of early learning standards, packaged curriculums, and state quality rating systems, many directors lament that the accountability movement has sapped the creativity out of their programs. They say their teachers feel constricted, as though their own good ideas just don't matter anymore. Not true. In fact, it's more vital than ever to…

26 CFR 25.2511-1 - Transfers in general.

Code of Federal Regulations, 2014 CFR

2014-04-01

... decedent's property within a reasonable time after learning of the existence of the transfer, he will be... 26 Internal Revenue 14 2014-04-01 2013-04-01 true Transfers in general. 25.2511-1 Section 25.2511... TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Transfers § 25.2511-1 Transfers in general. (a) The...

Psychological Warfare: The Media and Relational Aggression among Female College Students

ERIC Educational Resources Information Center

Goldberg, Rebecca M.

2009-01-01

For this study, the researcher examined the media's influences on the experience of relational aggression among college women. Women in the United States of America are learning to stifle their true selves in favor of the feminine ideal, which includes behaving covertly. Examples of female behavior as presented in the Western media include a wide…

Effects of Information Technologies, Department Characteristics and Individual Roles on Improving Knowledge Sharing Visibility: A Qualitative Case Study

ERIC Educational Resources Information Center

Zhang, Xi; Vogel, Douglas R.; Zhou, Zhongyun

2012-01-01

Knowledge sharing visibility (KSV) is a critical environmental factor which can reduce social loafing in knowledge sharing (KS). This is especially true in ICT [information and communication technology]-based KS in learning organisations. As such, it is imperative that we better understand how to design technology enabled knowledge management…

How to Develop Learners Who Are Consistently Curious and Questioning

ERIC Educational Resources Information Center

Scurry, Jamie E.; Wilburn, Ariel; Villagomez, Alex; McCarthy, Mike

2010-01-01

In a society that reaches for silver-bullet solutions, higher education is not immune from widespread attempts to raise graduation rates through scaling one-size-fits-all models at lower costs. Yet people at Big Picture Learning believe any true, long-term solution that will produce more graduates with high-quality degrees must be…

New Teachers and Technology Preparation: Immersion or Infusion?

ERIC Educational Resources Information Center

Egeland, Paul

2009-01-01

In the 21st Century, it is imperative for new teachers to be well prepared for utilizing technology to enhance instruction and increase student learning. While this is true for all teacher education programs it may be more challenging for those steeped in the liberal arts. With an emphasis on thinking liberally and understanding a breadth of…

School Readiness for Infants and Toddlers? Really? Yes, Really!

ERIC Educational Resources Information Center

Petersen, Sandra

2012-01-01

If it is true that "new discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old", then the infant/toddler field must claim the concept of school readiness. The brain's foundation for all later learning is created in the first three years of life. As many…

The "Negative" Credit Card Effect: Credit Cards as Spending-Limiting Stimuli in New Zealand

ERIC Educational Resources Information Center

Lie, Celia; Hunt, Maree; Peters, Heather L.; Veliu, Bahrie; Harper, David

2010-01-01

The "credit card effect" describes a finding where greater value is given to consumer items if credit card logos are present. One explanation for the effect is that credit cards elicit spending behavior through associative learning. If this is true, social, economic and historical contexts should alter this effect. In Experiment 1, Year…

Fractions: The New Frontier for Theories of Numerical Development

ERIC Educational Resources Information Center

Siegler, Robert S.; Fazio, Lisa K.; Bailey, Drew H.; Zhou, Xinlin

2013-01-01

Recent research on fractions has broadened and deepened theories of numerical development. Learning about fractions requires children to recognize that many properties of whole numbers are not true of numbers in general and also to recognize that the one property that unites all real numbers is that they possess magnitudes that can be ordered on…

A Study on CPH and Debate Summary in FLL

ERIC Educational Resources Information Center

Liu, Zhiliang

2009-01-01

The optimal age in FLL (foreign language learning) for children has been discussed over 50 years but there is no satisfactory conclusion for us. However, the notion "the younger, the better" in FLL has a big market in the world. As a result, the distorted hypothesis is being spread widely as a true and complete theory. Specifically…

How African-American Elementary Students in High-Poverty Schools Experience Creative Expression: A Case Study Approach

ERIC Educational Resources Information Center

Willis, Belinda F.

2016-01-01

Literature that addresses how the arts enhance student learning through creative expression is minimal. This is especially true for African-American elementary students from high-poverty backgrounds. The purpose of this study was to employ a case study design to explore how African-American elementary students in high-poverty schools experience…

Perceptions of First-Year Title I Teachers Regarding Their Induction Program

ERIC Educational Resources Information Center

Anderson, Faith

2017-01-01

Many first-year teachers who enter teaching are not prepared to fulfill all of the daily teaching requirements. This is especially true of teachers assigned to Title I classrooms where the teaching challenges are often magnified. Although first-year teachers in Title I classrooms may have different learning needs than their non-Title I…

A Study of Understanding: Alchemy, Abstraction, and Circulating Reference in Tertiary Science Education

ERIC Educational Resources Information Center

Merritt, Brett W.

2013-01-01

Understanding is widely touted to be of paramount importance for education. This is especially true in science education research and development where understanding is heralded as one of the cornerstones of reform. Teachers are expected to teach for understanding and students are expected to learn with understanding. This dissertation is an…

Cognitive Benefits and Costs of Bilingualism in Elementary School Students: The Case of Mathematical Word Problems

ERIC Educational Resources Information Center

Kempert, Sebastian; Saalbach, Henrik; Hardy, Ilonca

2011-01-01

Previous research has emphasized the importance of language for learning mathematics. This is especially true when mathematical problems have to be extracted from a meaningful context, as in arithmetic word problems. Bilingual learners with a low command of the instructional language thus may face challenges when dealing with mathematical…

Understanding the Relationship among Arrhenius, Brønsted-Lowry, and Lewis Theories

ERIC Educational Resources Information Center

Paik, Seoung-Hey

2015-01-01

Many studies suggest that students have difficulties in learning acid-base concepts. This study presents some conflicts in the textbook descriptions of these concepts and proposes these to be the cause of the students' difficulties. This is especially true regarding the description of the relationship among the Arrhenius, Brønsted-Lowry, and Lewis…

Mental Health in Schools: Lessons Learned from Exclusion

ERIC Educational Resources Information Center

Specht, Jacqueline A.

2013-01-01

Students who are excluded from the daily life of schools are at risk for mental illness. This is especially true for children with disabilities as they are marginalized by assumptions and beliefs about what they "cannot" do at school as opposed to what they can do. This article presents research literature on belonging, inclusion, and social and…

Enacting True Partnerships within Community-Based Learning: Faculty and Community Partners Reflect on the Challenges of Engagement

ERIC Educational Resources Information Center

Kerrigan, Seanna M.; Reitenauer, Vicki L.; Arevalo-Meier, Nora

2015-01-01

In the past two decades, the literature on campus-community partnerships as core components of pedagogies of engagement has grown exponentially. In this article, the director and a longtime faculty member of Portland State University's capstone program report on interviews conducted with ten faculty-community partner pairs, gleaning insights on…

How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

ERIC Educational Resources Information Center

Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy

2015-01-01

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a…

Results from a National Needs Assessment Survey: A View of Assessment Efforts within Chemistry Departments

ERIC Educational Resources Information Center

Emenike, Mary Elizabeth; Schroeder, Jacob; Murphy, Kristen; Holme, Thomas

2013-01-01

As is true for virtually all of higher education, chemistry departments are often required to provide evidence of student learning at both course and curricular levels through evaluation and assessment. The ACS Exams Institute conducted a needs assessment survey of 1500 chemistry faculty members from across the country to investigate motivation,…

Teachers' Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students

ERIC Educational Resources Information Center

Lucero, Audrey

2014-01-01

Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of…

Helping Students Prepare for Qualifying Exams; A Summary of WCRA Institute III.

ERIC Educational Resources Information Center

Parmer, Lorraine

This paper describes several learning laboratory program approaches to teaching students how to prepare for professional school admission exams. That these exams are true aptitude tests is a myth repeatedly deflated when students study for the tests and manage to score significantly higher on a second testing. Factors in addition to intelligence…

Investigating Effects of Using Digital Video in Teacher Training in Cambodia

ERIC Educational Resources Information Center

Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Den Brok, Perry

2018-01-01

While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of…

Correlation of Reading and Listening Comprehension Discrepancy with Teacher Perceptions of Reading Disability in Ghana

ERIC Educational Resources Information Center

Taylor, Mark

2014-01-01

The catalyst for this study emerged from the unprecedented number of Ghanaian students with reading difficulties, in an environment where school counselors are generally unavailable, funding is limited, and most educators do not recognize learning disabilities as true disabilities. Based on the limitations of the IQ-achievement discrepancy model…

Should Rewards Have a Place in Early Childhood Programs?

ERIC Educational Resources Information Center

Shiller, Virginia M.; O'Flynn, Janet C.; Reineke, June; Sonsteng, Kathleen; Gartrell, Dan

2008-01-01

Does the use of rewards to motivate children to learn or to follow classroom rules run counter to fostering a true desire for mastery? This column, which consists of two separate articles, provides the opposing opinions of the authors regarding the appropriateness of giving rewards in an early childhood classroom. In "Using Rewards in the Early…

A Study of the Effectiveness of Web-Based Homework in Teaching Undergraduate Business Statistics

ERIC Educational Resources Information Center

Palocsay, Susan W.; Stevens, Scott P.

2008-01-01

Web-based homework (WBH) Technology can simplify the creation and grading of assignments as well as provide a feasible platform for assessment testing, but its effect on student learning in business statistics is unknown. This is particularly true of the latest software development of Web-based tutoring agents that dynamically evaluate individual…

Hippocampal size is related to short-term true and false memory, and right fusiform size is related to long-term true and false memory.

PubMed

Zhu, Bi; Chen, Chuansheng; Loftus, Elizabeth F; He, Qinghua; Lei, Xuemei; Dong, Qi; Lin, Chongde

2016-11-01

There is a keen interest in identifying specific brain regions that are related to individual differences in true and false memories. Previous functional neuroimaging studies showed that activities in the hippocampus, right fusiform gyrus, and parahippocampal gyrus were associated with true and false memories, but no study thus far has examined whether the structures of these brain regions are associated with short-term and long-term true and false memories. To address that question, the current study analyzed data from 205 healthy young adults, who had valid data from both structural brain imaging and a misinformation task. In the misinformation task, subjects saw the crime scenarios, received misinformation, and took memory tests about the crimes an hour later and again after 1.5 years. Results showed that bilateral hippocampal volume was associated with short-term true and false memories, whereas right fusiform gyrus volume and surface area were associated with long-term true and false memories. This study provides the first evidence for the structural neural bases of individual differences in short-term and long-term true and false memories.

Adolescent females "voice" changes can signal difficulties for teachers and administrators.

PubMed

Wren, D J

1997-01-01

This article describes the different preferences in learning styles of adolescent females and males, based on the pioneering work on adolescent values development by Lawrence Kohlberg and Carol Gilligan. Since values education programs are currently considered very important, educators need to explore the philosophical, psychological, and social influences on students' learning preferences before they can introduce appropriate curricula. An indication of problems in adolescent females frequently is the occurrence of voice changes, for example, girls may express viewpoints that do not represent their true beliefs and feelings. Curricular and co-curricular suggestions are presented.

Deep learning enables reduced gadolinium dose for contrast-enhanced brain MRI.

PubMed

Gong, Enhao; Pauly, John M; Wintermark, Max; Zaharchuk, Greg

2018-02-13

There are concerns over gadolinium deposition from gadolinium-based contrast agents (GBCA) administration. To reduce gadolinium dose in contrast-enhanced brain MRI using a deep learning method. Retrospective, crossover. Sixty patients receiving clinically indicated contrast-enhanced brain MRI. 3D T 1 -weighted inversion-recovery prepped fast-spoiled-gradient-echo (IR-FSPGR) imaging was acquired at both 1.5T and 3T. In 60 brain MRI exams, the IR-FSPGR sequence was obtained under three conditions: precontrast, postcontrast images with 10% low-dose (0.01mmol/kg) and 100% full-dose (0.1 mmol/kg) of gadobenate dimeglumine. We trained a deep learning model using the first 10 cases (with mixed indications) to approximate full-dose images from the precontrast and low-dose images. Synthesized full-dose images were created using the trained model in two test sets: 20 patients with mixed indications and 30 patients with glioma. For both test sets, low-dose, true full-dose, and the synthesized full-dose postcontrast image sets were compared quantitatively using peak-signal-to-noise-ratios (PSNR) and structural-similarity-index (SSIM). For the test set comprised of 20 patients with mixed indications, two neuroradiologists scored blindly and independently for the three postcontrast image sets, evaluating image quality, motion-artifact suppression, and contrast enhancement compared with precontrast images. Results were assessed using paired t-tests and noninferiority tests. The proposed deep learning method yielded significant (n = 50, P < 0.001) improvements over the low-dose images (>5 dB PSNR gains and >11.0% SSIM). Ratings on image quality (n = 20, P = 0.003) and contrast enhancement (n = 20, P < 0.001) were significantly increased. Compared to true full-dose images, the synthesized full-dose images have a slight but not significant reduction in image quality (n = 20, P = 0.083) and contrast enhancement (n = 20, P = 0.068). Slightly better (n = 20, P = 0.039) motion-artifact suppression was noted in the synthesized images. The noninferiority test rejects the inferiority of the synthesized to true full-dose images for image quality (95% CI: -14-9%), artifacts suppression (95% CI: -5-20%), and contrast enhancement (95% CI: -13-6%). With the proposed deep learning method, gadolinium dose can be reduced 10-fold while preserving contrast information and avoiding significant image quality degradation. 3 Technical Efficacy: Stage 5 J. Magn. Reson. Imaging 2018. © 2018 International Society for Magnetic Resonance in Medicine.

True and false memories, parietal cortex, and confidence judgments

PubMed Central

Urgolites, Zhisen J.; Smith, Christine N.

2015-01-01

Recent studies have asked whether activity in the medial temporal lobe (MTL) and the neocortex can distinguish true memory from false memory. A frequent complication has been that the confidence associated with correct memory judgments (true memory) is typically higher than the confidence associated with incorrect memory judgments (false memory). Accordingly, it has often been difficult to know whether a finding is related to memory confidence or memory accuracy. In the current study, participants made recognition memory judgments with confidence ratings in response to previously studied scenes and novel scenes. The left hippocampus and 16 other brain regions distinguished true and false memories when confidence ratings were different for the two conditions. Only three regions (all in the parietal cortex) distinguished true and false memories when confidence ratings were equated. These findings illustrate the utility of taking confidence ratings into account when identifying brain regions associated with true and false memories. Neural correlates of true and false memories are most easily interpreted when confidence ratings are similar for the two kinds of memories. PMID:26472645

Suppression of Antigen-Specific Lymphocyte Activation in Simulated Microgravity

NASA Technical Reports Server (NTRS)

Cooper, David; Pride, Michael W.; Brown, Eric L.; Risin, Diana; Pellis, Neal R.

1999-01-01

Various parameters of immune suppression are observed in astronauts during and after spaceflight, and in isolated immune cells in true and simulated microgravity. Specifically, polyclonal activation of T cells is severely suppressed in true and simulated microgravity. These recent findings with various polyclonal activators suggests a suppression of oligoclonal lymphocyte activation in microgravity. We utilized rotating wall vessel (RWV) bioreactors that simulate aspects of microgravity for cell cultures to analyze three models of antigen-specific activation. A mixed-lymphocyte reaction (MLR), as a model for a primary immune response; a tetanus toxoid (TT) response and a B. burgdorferi (Bb) response, as models of a secondary immune response, were all suppressed in the RWV bioreactor. Our findings confirm that the suppression of activation observed with polyclonal models also encompasses oligoclonal antigen-specific activation.

The National Mechatronic Platform. The basis of the educational programs in the knowledge society

NASA Astrophysics Data System (ADS)

Maties, V.

2016-08-01

The shift from the information society to the knowledge based society caused by the mechatronic revolution, that took place in the 9th decade of the last century, launched a lot of challenges for education and researches activities too. Knowledge production development asks for new educational technologies to stimulate the initiative and creativity as a base to increase the productivity in the knowledge production. The paper presents details related on the innovative potential of mechatronics as educational environment for transdisciplinarity learning and integral education. The basic infrastructure of that environment is based on mechatronic platforms. In order to develop the knowledge production at the national level the specific structures are to be developed. The paper presents details related on the structure of the National Mechatronic Platform as a true knowledge factory. The benefits of the effort to develop the specific infrastructure for knowledge production in the field of mechatronics are outlined too.

Strategic thinking for radiology.

PubMed

Schilling, R B

1997-08-01

We have now analyzed the use and benefits of four Strategic Thinking Tools for Radiology: the Vision Statement, the High Five, the Two-by-Two, and Real-Win-Worth. Additional tools will be provided during the tutorial. The tools provided above should be considered as examples. They all contain the 10 benefits outlined earlier to varying degrees. It is extremely important that the tools be used in a manner consistent with the Vision Statement of the organization. The specific situation, the effectiveness of the team, and the experience developed with the tools over time will determine the true benefits of the process. It has also been shown that with active use of the types of tools provided above, teams have learned to modify the tools for increased effectiveness and have created additional tools for specific purposes. Once individuals in the organization become committed to improving communication and to using tools/frameworks for solving problems as a team, effectiveness becomes boundless.

Walking Back to the Future.

PubMed

Loeffler, Jonna; Raab, Markus; Cañal-Bruland, Rouwen

2017-09-01

Embodied cognition frameworks suggest a direct link between sensorimotor experience and cognitive representations of concepts ( Shapiro, 2011 ). We examined whether this holds also true for concepts that cannot be directly perceived with the sensorimotor system (i.e., temporal concepts). To test this, participants learned object-space (Exp. 1) or object-time (Exp. 2) associations. Afterwards, participants were asked to assign the objects to their location in space/time meanwhile they walked backward, forward, or stood on a treadmill. We hypothesized that walking backward should facilitate the online processing of "behind"/"past"-related stimuli, but hinder the processing of "ahead"/"future"-related stimuli, and a reversed effect for forward walking. Indeed, "ahead"- and "future"-related stimuli were processed slower during backward walking. During forward walking and standing, stimuli were processed equally fast. The results provide partial evidence for the activation of specific spatial and temporal concepts by whole-body movements and are discussed in the context of movement familiarity.

Adaptive functioning in children with epilepsy and learning problems.

PubMed

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

2012-10-01

In the study we describe adaptive functioning in children with epilepsy whose primary caregivers identified them as having learning problems. This was a cross-sectional study of 50 children with epilepsy and learning problems. Caregivers supplied information regarding the child's adaptive functioning and behavior problems. Children rated their self-concept and completed a battery of neuropsychological tests. Mean estimated IQ (PPVT-III) in the participant children was 72.8 (SD = 18.3). On average, children scored 2 standard deviations below the norm on the Vineland Adaptive Behavior Scale-II and this was true even for children with epilepsy who had estimated IQ in the normal range. In conclusion, children with epilepsy and learning problems had relatively low adaptive functioning scores and substantial neuropsychological and mental health problems. In epilepsy, adaptive behavior screening can be very informative and guide further evaluation and intervention, even in those children whose IQ is in the normal range.

The Newest Offering in the Higher Education Leadership Movement: A Model Campus-Wide Residential Program for Faculty and Staff

ERIC Educational Resources Information Center

Scott, Susan M.; Tolar, Mary Hale

2009-01-01

In recent decades, leadership scholars have bemoaned the lack of true leaders and leadership education at all levels and issued the fabled "cry for leadership." Although institutions of higher learning have been engaged in guiding the leaders of society since their inception, they offered no formalized programs or courses until relatively…

Safe Schooling: Always at the Ready

ERIC Educational Resources Information Center

Moore, Brian N.

2012-01-01

Those who spent time in the classroom recognize the need to formulate well-designed lesson plans before they can provide a first-rate education. A lesson plan provides guidance on what they will be teaching, the tools they will need to teach a lesson, and their expectations for the outcomes of the lesson--what kids will learn. The same is true for…

Adult Teachers as Researchers: Ethnographic Approaches to Numeracy and Literacy as Social Practices in South Asia

ERIC Educational Resources Information Center

Street, Brian V.; Rogers, Alan; Baker, Dave

2006-01-01

It has long been orthodoxy among adult educators that those who teach adults need to take into account the existing knowledge, practices, perceptions and expectations of the learners. This is true at both central level where curricula and teaching-learning materials are developed and at local level where adult teacher/facilitator meets adult…

Improving Access to Prekindergarten for Children of Immigrants: "Building Relationships." Fact Sheet No. 3

ERIC Educational Resources Information Center

Lei, Serena

2014-01-01

Pre-K has been shown to strongly boost children's learning trajectories. This is as true, or even truer, for children of immigrants and English language learners (ELLs) as for children overall. Children of immigrants, who make up about a quarter of children in the United States, have significantly lower rates of pre-K enrollment, on average, than…

Improving Access to Prekindergarten for Children of Immigrants: "Enrollment Strategies." Fact Sheet No. 2

ERIC Educational Resources Information Center

Lei, Serena

2014-01-01

Pre-K has been shown to strongly boost children's learning trajectories. This is as true, or even truer, for children of immigrants and English language learners (ELLs) as for children overall. Children of immigrants, who make up about a quarter of children in the United States, have significantly lower rates of pre-K enrollment, on average, than…

Tuesdays with an Open and Distance Learning Mentor

ERIC Educational Resources Information Center

Michau, Abrie; Louw, Willa

2014-01-01

"Tuesdays with Morrie" is a 1997 non-fictional book by an American writer, Mitch Albom, which was later made into a film with the same title. It tells the true story of sociologist Morrie Schwartz and his relationship with Mitch Albom as his protégé. When the professor is diagnosed with a terminal disease, Mitch begins to visit him at…

Improving Access to Prekindergarten for Children of Immigrants: "Outreach." Fact Sheet No. 1

ERIC Educational Resources Information Center

Lei, Serena

2014-01-01

Pre-K has been shown to strongly boost children's learning trajectories. This is as true, or even truer, for children of immigrants and English language learners (ELLs) as for children overall. Children of immigrants, who make up about a quarter of children in the United States, have significantly lower rates of pre-K enrollment, on average, than…

Type practical application in spectral analysis, combining Labview and open source software

NASA Astrophysics Data System (ADS)

Chioncel, C. P.; Anghel Drugarin, C. V.

2018-01-01

The paper presents the interconnection possibility of LabVIEW with his different opportunities and Scilab, one of the successful free MatLAB clones. The interconnection between those was made possible through the LabVIEW to Scilab gateway. This tool can be applied in virtual as well as in real laboratories, representing a true assistance for self-learning, too.

Why We Should Teach the Bohr Model and How to Teach it Effectively

ERIC Educational Resources Information Center

McKagan, S. B.; Perkins, K. K.; Wieman, C. E.

2008-01-01

Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students' ability to learn the true quantum nature of electrons in atoms. Although the evidence for this claim is weak, many have accepted it. This claim has implications for how to present atoms in classes ranging from elementary school…

What Technology Plays Supporting Role in Learning Cycle Approach for Science Education

ERIC Educational Resources Information Center

Turkmen, Hakan

2006-01-01

There has been a movement nationally over past several decades to integrate technology into extent curriculum. This is true both at the K-12 level and in higher education. The purpose of this study is to show what role science education has played in this effort (i.e., what documents, research or associations provide positions on technology usage)…

Odyssey Celebrates the Legacy of Mark Twain with "The Prince and the Pauper." Guide for Educators.

ERIC Educational Resources Information Center

KIDSNET, Washington, DC.

This study guide covers the new television version of one of Mark Twain's most popular stories, "The Prince and the Pauper," the classic tale of two boys whose curiosity about each other's lives leads them to switch places and, in the process, learn valuable lessons about outward appearances and true compassion. The guide summarizes the…

An Autoethnography of a First-Time School District Superintendent: Experiences in Governance, Fiscal Stress, and Community Relations

ERIC Educational Resources Information Center

Rose, Stanley, III.

2011-01-01

There are just over 1,000 sitting superintendents and like number of local educational agencies (LEA's) in California, serving 6.2 million students. Superintendents' ability to share knowledge and learn from each other is limited; this is especially true the further one's work is removed from concentrated urban populations. This study addresses…

"You Probably Don't Even Know I Exist": Notes from a College Prison Program

ERIC Educational Resources Information Center

Maher, Jane

2004-01-01

Although much has been written recently about prison "writing" in general (Wally Lamb's Couldn't Keep It to Myself, Mark Salzman's True Notebooks), far less has been written about the efforts and challenges involved in helping prisoners. In this case, females in a maximum-security prison in Westchester County, New York, learn the kind of writing…

Do Recognition and Priming Index a Unitary Knowledge Base? Comment on Shanks et al. (2003)

ERIC Educational Resources Information Center

Runger, Dennis; Nagy, Gabriel; Frensch, Peter A.

2009-01-01

Whether sequence learning entails a single or multiple memory systems is a moot issue. Recently, D. R. Shanks, L. Wilkinson, and S. Channon advanced a single-system model that predicts a perfect correlation between true (i.e., error free) response time priming and recognition. The Shanks model is contrasted with a dual-process model that…

High School Students Learning University Level Computer Science on the Web: A Case Study of the "DASK"-Model

ERIC Educational Resources Information Center

Grandell, Linda

2005-01-01

Computer science is becoming increasingly important in our society. Meta skills, such as problem solving and logical and algorithmic thinking, are emphasized in every field, not only in the natural sciences. Still, largely due to gaps in tuition, common misunderstandings exist about the true nature of computer science. These are especially…

Brief, pre-learning stress reduces false memory production and enhances true memory selectively in females.

PubMed

Zoladz, Phillip R; Peters, David M; Kalchik, Andrea E; Hoffman, Mackenzie M; Aufdenkampe, Rachael L; Woelke, Sarah A; Wolters, Nicholas E; Talbot, Jeffery N

2014-04-10

Some of the previous research on stress-memory interactions has suggested that stress increases the production of false memories. However, as accumulating work has shown that the effects of stress on learning and memory depend critically on the timing of the stressor, we hypothesized that brief stress administered immediately before learning would reduce, rather than increase, false memory production. In the present study, participants submerged their dominant hand in a bath of ice cold water (stress) or sat quietly (no stress) for 3 min. Then, participants completed a short-term memory task, the Deese-Roediger-McDermott paradigm, in which they were presented with 10 different lists of semantically related words (e.g., candy, sour, sugar) and, after each list, were tested for their memory of presented words (e.g., candy), non-presented unrelated "distractor" words (e.g., hat), and non-presented semantically related "critical lure" words (e.g., sweet). Stress, overall, significantly reduced the number of critical lures recalled (i.e., false memory) by participants. In addition, stress enhanced memory for the presented words (i.e., true memory) in female, but not male, participants. These findings reveal that stress does not unequivocally enhance false memory production and that the timing of the stressor is an important variable that could mediate such effects. Such results could have important implications for understanding the dependability of eyewitness accounts of events that are observed following stress. Copyright © 2014 Elsevier Inc. All rights reserved.

The Role of Balanced Training and Testing Data Sets for Binary Classifiers in Bioinformatics

PubMed Central

Wei, Qiong; Dunbrack, Roland L.

2013-01-01

Training and testing of conventional machine learning models on binary classification problems depend on the proportions of the two outcomes in the relevant data sets. This may be especially important in practical terms when real-world applications of the classifier are either highly imbalanced or occur in unknown proportions. Intuitively, it may seem sensible to train machine learning models on data similar to the target data in terms of proportions of the two binary outcomes. However, we show that this is not the case using the example of prediction of deleterious and neutral phenotypes of human missense mutations in human genome data, for which the proportion of the binary outcome is unknown. Our results indicate that using balanced training data (50% neutral and 50% deleterious) results in the highest balanced accuracy (the average of True Positive Rate and True Negative Rate), Matthews correlation coefficient, and area under ROC curves, no matter what the proportions of the two phenotypes are in the testing data. Besides balancing the data by undersampling the majority class, other techniques in machine learning include oversampling the minority class, interpolating minority-class data points and various penalties for misclassifying the minority class. However, these techniques are not commonly used in either the missense phenotype prediction problem or in the prediction of disordered residues in proteins, where the imbalance problem is substantial. The appropriate approach depends on the amount of available data and the specific problem at hand. PMID:23874456

Active subnetwork recovery with a mechanism-dependent scoring function; with application to angiogenesis and organogenesis studies

PubMed Central

2013-01-01

Background The learning active subnetworks problem involves finding subnetworks of a bio-molecular network that are active in a particular condition. Many approaches integrate observation data (e.g., gene expression) with the network topology to find candidate subnetworks. Increasingly, pathway databases contain additional annotation information that can be mined to improve prediction accuracy, e.g., interaction mechanism (e.g., transcription, microRNA, cleavage) annotations. We introduce a mechanism-based approach to active subnetwork recovery which exploits such annotations. We suggest that neighboring interactions in a network tend to be co-activated in a way that depends on the “correlation” of their mechanism annotations. e.g., neighboring phosphorylation and de-phosphorylation interactions may be more likely to be co-activated than neighboring phosphorylation and covalent bonding interactions. Results Our method iteratively learns the mechanism correlations and finds the most likely active subnetwork. We use a probabilistic graphical model with a Markov Random Field component which creates dependencies between the states (active or non-active) of neighboring interactions, that incorporates a mechanism-based component to the function. We apply a heuristic-based EM-based algorithm suitable for the problem. We validated our method’s performance using simulated data in networks downloaded from GeneGO against the same approach without the mechanism-based component, and two other existing methods. We validated our methods performance in correctly recovering (1) the true interaction states, and (2) global network properties of the original network against these other methods. We applied our method to networks generated from time-course gene expression studies in angiogenesis and lung organogenesis and validated the findings from a biological perspective against current literature. Conclusions The advantage of our mechanism-based approach is best seen in networks composed of connected regions with a large number of interactions annotated with a subset of mechanisms, e.g., a regulatory region of transcription interactions, or a cleavage cascade region. When applied to real datasets, our method recovered novel and biologically meaningful putative interactions, e.g., interactions from an integrin signaling pathway using the angiogenesis dataset, and a group of regulatory microRNA interactions in an organogenesis network. PMID:23432934

Consciousness and the Consolidation of Motor Learning

PubMed Central

Song, Sunbin

2009-01-01

It is no secret that motor learning benefits from repetition. For example, pianists devote countless hours to performing complicated sequences of key presses, and golfers practice their swings thousands of times to reach a level of proficiency. Interestingly, the subsequent waking and sleeping hours after practice also play important roles in motor learning. During this time, a motor skill can consolidate into a more stable form that can lead to improved future performance without intervening practice. Though it is widely believed that sleep is crucial for this consolidation of motor learning, this is not generally true. In many instances only day-time consolidates motor learning, while in other instances neither day-time nor sleep consolidates learning. Recent studies have suggested that conscious awareness during motor training can determine whether sleep or day-time plays a role in consolidation. However, ongoing studies suggest that this explanation is also incomplete. In addition to conscious awareness, attention is an important factor to consider. This review discusses how attention and conscious awareness interact with day and night processes to consolidate a motor memory. PMID:18951924

Natural variation in learning rate and memory dynamics in parasitoid wasps: opportunities for converging ecology and neuroscience

PubMed Central

Hoedjes, Katja M.; Kruidhof, H. Marjolein; Huigens, Martinus E.; Dicke, Marcel; Vet, Louise E. M.; Smid, Hans M.

2011-01-01

Although the neural and genetic pathways underlying learning and memory formation seem strikingly similar among species of distant animal phyla, several more subtle inter- and intraspecific differences become evident from studies on model organisms. The true significance of such variation can only be understood when integrating this with information on the ecological relevance. Here, we argue that parasitoid wasps provide an excellent opportunity for multi-disciplinary studies that integrate ultimate and proximate approaches. These insects display interspecific variation in learning rate and memory dynamics that reflects natural variation in a daunting foraging task that largely determines their fitness: finding the inconspicuous hosts to which they will assign their offspring to develop. We review bioassays used for oviposition learning, the ecological factors that are considered to underlie the observed differences in learning rate and memory dynamics, and the opportunities for convergence of ecology and neuroscience that are offered by using parasitoid wasps as model species. We advocate that variation in learning and memory traits has evolved to suit an insect's lifestyle within its ecological niche. PMID:21106587

Women in STEM: The Effect of Undergraduate Research on Persistence

NASA Astrophysics Data System (ADS)

Wilker, Jodi

The underrepresentation of women in science, technology, engineering, and math (STEM) careers constitutes a major issue in postsecondary science education. Perseverance of women in STEM is linked to a strong science identity. Experiential learning activities, such as undergraduate research, increase science identity and thus should help keep women in STEM. Most studies on research program development are from 4-year institutions, yet many women start at community colleges. The goal of this study was to fill this gap. Science identity and experiential learning theories provided the framework for this case study at a local institution (LECC). Semistructured interviews determined college science faculty and administrators perceptions of advantages and disadvantages of undergraduate research, the viability of developing a research program, and specific research options feasible for LECC. Transcripted data were analyzed through multiple rounds of coding yielding five themes: faculty perception of undergraduate research, authentic experiences, health technologies/nursing programs, LECC students career focus, and the unique culture at LECC. The most viable type of undergraduate research for LECC is course-based and of short timeframe. The project study advocates the use of citizen science (CS) studies in the classroom as they are relatively short-term and can take the place of lab sessions. The true benefit is that students perform authentic science by contributing to an actual scientific research project. CS projects can effect social change by developing science literate citizens, empowering faculty to create authentic learning experiences, and by sparking interest in science and directing women into STEM careers.

Using machine-learning methods to analyze economic loss function of quality management processes

NASA Astrophysics Data System (ADS)

Dzedik, V. A.; Lontsikh, P. A.

2018-05-01

During analysis of quality management systems, their economic component is often analyzed insufficiently. To overcome this issue, it is necessary to withdraw the concept of economic loss functions from tolerance thinking and address it. Input data about economic losses in processes have a complex form, thus, using standard tools to solve this problem is complicated. Use of machine learning techniques allows one to obtain precise models of the economic loss function based on even the most complex input data. Results of such analysis contain data about the true efficiency of a process and can be used to make investment decisions.

Categorizing experience-based foraging plasticity in mites: age dependency, primacy effects and memory persistence

PubMed Central

Davaasambuu, Undarmaa; Saussure, Stéphanie; Christiansen, Inga C.

2018-01-01

Behavioural plasticity can be categorized into activational (also termed contextual) and developmental plasticity. Activational plasticity allows immediate contextual behavioural changes, whereas developmental plasticity is characterized by time-lagged changes based on memory of previous experiences (learning). Behavioural plasticity tends to decline with age but whether this holds true for both plasticity categories and the effects of first-in-life experiences is poorly understood. We tackled this issue by assessing the foraging plasticity of plant-inhabiting predatory mites, Amblyseius swirskii, on thrips and spider mites following age-dependent prey experience, i.e. after hatching or after reaching maturity. Juvenile and young adult predator females were alternately presented thrips and spider mites, for establishing 1st and 2nd prey-in-life experiences, and tested, as gravid females, for their foraging plasticity when offered both prey species. Prey experience by juvenile predators resulted in clear learning effects, which were evident in likelier and earlier attacks on familiar prey, and higher proportional inclusion of familiar prey in total diet. First prey-in-life experience by juvenile but not adult predators resulted in primacy effects regarding attack latency. Prey experience by adult predators resulted mainly in prey-unspecific physiological changes, with easy-to-grasp spider mites providing higher net energy gains than difficult-to-grasp thrips. Prey experience by juvenile, but not adult, predators was adaptive, which was evident in a negative correlation between attack latencies and egg production. Overall, our study provides key evidence that similar experiences by juvenile and adult predators, including first-in-life experiences, may be associated with different types of behavioural plasticity, i.e. developmental and activational plasticity. PMID:29765663

Categorizing experience-based foraging plasticity in mites: age dependency, primacy effects and memory persistence.

PubMed

Schausberger, Peter; Davaasambuu, Undarmaa; Saussure, Stéphanie; Christiansen, Inga C

2018-04-01

Behavioural plasticity can be categorized into activational (also termed contextual) and developmental plasticity. Activational plasticity allows immediate contextual behavioural changes, whereas developmental plasticity is characterized by time-lagged changes based on memory of previous experiences (learning). Behavioural plasticity tends to decline with age but whether this holds true for both plasticity categories and the effects of first-in-life experiences is poorly understood. We tackled this issue by assessing the foraging plasticity of plant-inhabiting predatory mites, Amblyseius swirskii , on thrips and spider mites following age-dependent prey experience, i.e. after hatching or after reaching maturity. Juvenile and young adult predator females were alternately presented thrips and spider mites, for establishing 1st and 2nd prey-in-life experiences, and tested, as gravid females, for their foraging plasticity when offered both prey species. Prey experience by juvenile predators resulted in clear learning effects, which were evident in likelier and earlier attacks on familiar prey, and higher proportional inclusion of familiar prey in total diet. First prey-in-life experience by juvenile but not adult predators resulted in primacy effects regarding attack latency. Prey experience by adult predators resulted mainly in prey-unspecific physiological changes, with easy-to-grasp spider mites providing higher net energy gains than difficult-to-grasp thrips. Prey experience by juvenile, but not adult, predators was adaptive, which was evident in a negative correlation between attack latencies and egg production. Overall, our study provides key evidence that similar experiences by juvenile and adult predators, including first-in-life experiences, may be associated with different types of behavioural plasticity, i.e. developmental and activational plasticity.

Peroxidatic Activity of Mycobacteria and Relation to Catalase

PubMed Central

Winder, Frank G.

1966-01-01

Winder, Frank G. (Trinity College, Dublin, Ireland). Peroxidatic activity of mycobacteria and relation to catalase. J. Bacteriol. 92:413–417. 1966.—Catalase from Mycobacterium smegmatis was purified about 50-fold. All fractions showed a ratio of peroxidatic activity to catalatic activity approximately the same as that of the crude extract, a ratio only about four times that given by catalase from Micrococcus lysodeikticus. This and other evidence strongly suggest that the peroxidatic activity of M. smegmatis is due to its catalase. Less complete evidence suggests that this is true in the case of Mycobacterium tuberculosis also. It is suggested that in the context of the mycobacteria the term “peroxidatic activity” should replace the term “peroxidase” unless evidence is found that a true peroxidase exists in these organisms. PMID:16562129

The School of Virtual Knocks: Learning from Doing--Without Pain of Mistakes

NASA Technical Reports Server (NTRS)

Darby, Michael

2008-01-01

The present day educational process, as currently practiced, is no longer necessarily synonymous with learning, and the concept of learning is becoming disassociated with knowledge acquisition. True, learning is not accidental, nor is the absence of learning normally by choice. It is the result, intended or otherwise, of decisions made by government, researchers, educators, students, parents, and the wider community. It is underpinned by the quality of teaching, the relevancy of the instruction to the student's world, and the perseverance of the student's desire to learn. It is these choices that are driving the wedge between teaching and learning. The learning outcomes are derived by curriculum developers, educational psychologists, government and industry.Yet as advances in understanding how students learn have been made, the advances in technology, specifically models and simulation, which are able to underpin complex knowledge domains, have been left behind if not ignored. While a majority of stakeholders in education agree that the current educational environment is missing the mark, it is important to underpin those impressions with a basis of knowledge. This paper reviews education in order to foster the conclusion that education must change and that the enabling methodologies and technologies already exist in the form of models and simulation.

Previous Institutionalization Is Followed by Broader Amygdala-Hippocampal-PFC Network Connectivity during Aversive Learning in Human Development.

PubMed

Silvers, Jennifer A; Lumian, Daniel S; Gabard-Durnam, Laurel; Gee, Dylan G; Goff, Bonnie; Fareri, Dominic S; Caldera, Christina; Flannery, Jessica; Telzer, Eva H; Humphreys, Kathryn L; Tottenham, Nim

2016-06-15

Early institutional care can be profoundly stressful for the human infant, and, as such, can lead to significant alterations in brain development. In animal models, similar variants of early adversity have been shown to modify amygdala-hippocampal-prefrontal cortex development and associated aversive learning. The current study examined this rearing aberration in human development. Eighty-nine children and adolescents who were either previously institutionalized (PI youth; N = 46; 33 females and 13 males; age range, 7-16 years) or were raised by their biological parents from birth (N = 43; 22 females and 21 males; age range, 7-16 years) completed an aversive-learning paradigm while undergoing functional neuroimaging, wherein visual cues were paired with either an aversive sound (CS+) or no sound (CS-). For the PI youth, better aversive learning was associated with higher concurrent trait anxiety. Both groups showed robust learning and amygdala activation for CS+ versus CS- trials. However, PI youth also exhibited broader recruitment of several regions and increased hippocampal connectivity with prefrontal cortex. Stronger connectivity between the hippocampus and ventromedial PFC predicted significant improvements in future anxiety (measured 2 years later), and this was particularly true within the PI group. These results suggest that for humans as well as for other species, early adversity alters the neurobiology of aversive learning by engaging a broader prefrontal-subcortical circuit than same-aged peers. These differences are interpreted as ontogenetic adaptations and potential sources of resilience. Prior institutionalization is a significant form of early adversity. While nonhuman animal research suggests that early adversity alters aversive learning and associated neurocircuitry, no prior work has examined this in humans. Here, we show that youth who experienced prior institutionalization, but not comparison youth, recruit the hippocampus during aversive learning. Among youth who experienced prior institutionalization, individual differences in aversive learning were associated with worse current anxiety. However, connectivity between the hippocampus and prefrontal cortex prospectively predicted significant improvements in anxiety 2 years following scanning for previously institutionalized youth. Among youth who experienced prior institutionalization, age-atypical engagement of a distributed set of brain regions during aversive learning may serve a protective function. Copyright © 2016 the authors 0270-6474/16/366421-11$15.00/0.

Common component classification: what can we learn from machine learning?

PubMed

Anderson, Ariana; Labus, Jennifer S; Vianna, Eduardo P; Mayer, Emeran A; Cohen, Mark S

2011-05-15

Machine learning methods have been applied to classifying fMRI scans by studying locations in the brain that exhibit temporal intensity variation between groups, frequently reporting classification accuracy of 90% or better. Although empirical results are quite favorable, one might doubt the ability of classification methods to withstand changes in task ordering and the reproducibility of activation patterns over runs, and question how much of the classification machines' power is due to artifactual noise versus genuine neurological signal. To examine the true strength and power of machine learning classifiers we create and then deconstruct a classifier to examine its sensitivity to physiological noise, task reordering, and across-scan classification ability. The models are trained and tested both within and across runs to assess stability and reproducibility across conditions. We demonstrate the use of independent components analysis for both feature extraction and artifact removal and show that removal of such artifacts can reduce predictive accuracy even when data has been cleaned in the preprocessing stages. We demonstrate how mistakes in the feature selection process can cause the cross-validation error seen in publication to be a biased estimate of the testing error seen in practice and measure this bias by purposefully making flawed models. We discuss other ways to introduce bias and the statistical assumptions lying behind the data and model themselves. Finally we discuss the complications in drawing inference from the smaller sample sizes typically seen in fMRI studies, the effects of small or unbalanced samples on the Type 1 and Type 2 error rates, and how publication bias can give a false confidence of the power of such methods. Collectively this work identifies challenges specific to fMRI classification and methods affecting the stability of models. Copyright © 2010 Elsevier Inc. All rights reserved.

Improving de novo sequence assembly using machine learning and comparative genomics for overlap correction.

PubMed

Palmer, Lance E; Dejori, Mathaeus; Bolanos, Randall; Fasulo, Daniel

2010-01-15

With the rapid expansion of DNA sequencing databases, it is now feasible to identify relevant information from prior sequencing projects and completed genomes and apply it to de novo sequencing of new organisms. As an example, this paper demonstrates how such extra information can be used to improve de novo assemblies by augmenting the overlapping step. Finding all pairs of overlapping reads is a key task in many genome assemblers, and to this end, highly efficient algorithms have been developed to find alignments in large collections of sequences. It is well known that due to repeated sequences, many aligned pairs of reads nevertheless do not overlap. But no overlapping algorithm to date takes a rigorous approach to separating aligned but non-overlapping read pairs from true overlaps. We present an approach that extends the Minimus assembler by a data driven step to classify overlaps as true or false prior to contig construction. We trained several different classification models within the Weka framework using various statistics derived from overlaps of reads available from prior sequencing projects. These statistics included percent mismatch and k-mer frequencies within the overlaps as well as a comparative genomics score derived from mapping reads to multiple reference genomes. We show that in real whole-genome sequencing data from the E. coli and S. aureus genomes, by providing a curated set of overlaps to the contigging phase of the assembler, we nearly doubled the median contig length (N50) without sacrificing coverage of the genome or increasing the number of mis-assemblies. Machine learning methods that use comparative and non-comparative features to classify overlaps as true or false can be used to improve the quality of a sequence assembly.

Metaanalysis of recurrence after laparoscopic repair of paraesophageal hernia.

PubMed

Rathore, Munir Ahmad; Andrabi, Syed Imran Hussain; Bhatti, Muhammad Iqbal; Najfi, Syed Muzahir Hussain; McMurray, Arthur

2007-01-01

Recurrence and reflux are 2 most important remote complications of lap-paraesophageal hernia (PEH) repair. However, the extent of recurrence remains unknown. We sought to determine the true incidence of recurrence after lap-PEH repair. A meta-analysis was carried out. PubMed, EMBASE, Cochrane Library, hand search, and personal communication were used to access and appraise studies. The inclusion criteria were full-text papers published from 1991 to date that describe lap-PEH repair in >25 patients, have at least a 6-month follow-up, and address the issue of recurrence. "Wrap migration" papers were excluded. Papers were appraised and the data were isolated on summary sheets. MS Office Excel 2003 was used to plot the results and represent it in graphs. Thirteen studies were eligible (all retrospective case series). A total of 965 patients with 99 recurrences were noted. The overall recurrence rate (in all patients) was 10.2% and was 14% if only the followed up patients (n=658/965) were considered. However, when patients with objective evidence (follow-up Ba esophagogram) were used (301/965), the "true" recurrence rate was 25.5% (ie, 1 in 4 recurred). The learning curve did not appear to be an issue (P=0.27). The studies revealed broad 95 CI and touched the line-of-no-effect, thereby increasing the "chance factor." When an alternate model was applied, esophageal lengthening (by Collis-Nissen gastroplasty) revealed a significant protective influence (P<0.0001). The true incidence of lap-PEH recurrence is 25.5%. The learning curve is not an adequate explanation. Mandatory (protocol) follow-up esophagograms at 1 year are essential. Two emphasis points in the repair have emerged: hiatoplasty and (superadded) esophageal lengthening.

Rx for Abies: silvicultural options for diseased firs in Oregon and Washington.

Treesearch

G.M. Filip; C.L. Schmitt

1990-01-01

The true firs are important species in Oregon and Washington forests, but root diseases, stem decays, and dwarf mistletoes cause more mortality, growth loss, and cull in these species than in any other. This paper consolidates research, observations, and management techniques for diseases of true firs, especially the effects of silvicultural activities on root diseases...

75 FR 25729 - Takes of Marine Mammals Incidental to Specified Activities; Taking Marine Mammals Incidental to...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-07

... (eight species of true porpoises, six species of river dolphins, Kogia, the franciscana, and four species... specifically designed for such operations in the Arctic. Underwater sound propagation results from the use of... often true even in cases when the sounds must be readily audible to the animals based on measured...

The Relationship Between True Colors Temperament Types of Primary Caregivers and Literacy Development: An Exploratory Analysis.

ERIC Educational Resources Information Center

Calahan, Charles A.

1996-01-01

Examines the relationship between the "True Colors" temperament type of the primary caregiver and the readiness to involve her child in the social context of extracurricular reading activities (a summer reading program) intended to promote literacy development. Finds that the "Gold" and "Blue" types involved their children in organized, structured…

The Relative Roles Played by Structural and Pragmatic Language Skills in Relation to Behaviour in a Population of Primary School Children from Socially Disadvantaged Backgrounds

ERIC Educational Resources Information Center

Law, J.; Rush, R.; McBean, K.

2014-01-01

Considerable evidence supports the association between language learning difficulties and behaviour in young children and this is likely to be particularly true of children raised in social disadvantage. Less is known about the way that different aspects of language, specifically pragmatics, interact with behaviour. This study examines the extent…

Development of a Didactical Training Concept for Peer Tutors in Gross Anatomy

ERIC Educational Resources Information Center

Alvarez, Simone; Nikendei, Christoph; Schultz, Jobst-Hendrik

2017-01-01

Even though peer tutors are often used in gross anatomy courses, research in the field is rather a subject of the last two decades. This is especially true about the didactical challenges these types of peer tutors experience during their tutorials and about how they are prepared for the task. The aim of the presented study was to learn about the…

Breaking the Rules: Do Infants Have a True Understanding of False Belief?

ERIC Educational Resources Information Center

Yott, Jessica; Poulin-Dubois, Diane

2012-01-01

It has been suggested that infants' performance on the false belief task can be explained by the use of behavioural rules. To test this hypothesis, 18-month-old infants were trained to learn the new rule that an object that disappeared in location A could be found in location B. Infants were then administered a false belief task based on the…

Learning Discriminative Sparse Models for Source Separation and Mapping of Hyperspectral Imagery

DTIC Science & Technology

2010-10-01

allowing spectroscopic analysis. The data acquired by these spectrometers play significant roles in biomedical, environmental, land-survey, and...noisy in nature , so there are differences between the true and the observed signals. In addition, there are distortions associated with atmosphere... handwriting classification, showing advantages of using both terms instead of only using the reconstruction term as in previous approaches. C. Dictionary

Information Learned from Generic Language Becomes Central to Children's Biological Concepts: Evidence from Their Open-Ended Explanations

ERIC Educational Resources Information Center

Cimpian, Andrei; Markman, Ellen M.

2009-01-01

Generic sentences (e.g., "Snakes have holes in their teeth") convey that a property (e.g., having holes in one's teeth) is true of a category (e.g., snakes). We test the hypothesis that, in addition to this basic aspect of their meaning, generic sentences also imply that the information they express is more conceptually central than the…

The Influence of American Indian Storytelling on the Character and Ecological Awareness of Participating Non-Indian Children and Their Parents

ERIC Educational Resources Information Center

Garcia, Sara Olivia

2012-01-01

Storytelling has been a part of inter-generational teaching and learning in all cultures. This is especially true as related to Indigenous Peoples whose stories reflect on the unique relationships between place, human and non-human entities, and virtues that emphasize respect, courage, generosity, humility, and integrity. For thousands of years,…