WorldWideScience

Sample records for individualized learning plans

  1. PENGEMBANGAN PAKET PELATIHAN KEMANDIRIAN BELAJAR DENGAN STRATEGI INDIVIDUAL LEARNING PLAN UNTUK SISWA SMP

    Directory of Open Access Journals (Sweden)

    Tri Cahyono

    2016-12-01

    Pengelolaan belajar yang dilakukan secara mandiri, memungkinkan siswa untuk belajar sesuai minat dan tanpa paksaan dari pihak lain sehingga akan berdampak positif terhadap prestasi belajar yang diraihnya. Penelitian ini bertujuan untuk mengembangkan paket pelatihan kemandirian belajar dengan menggunakan strategi individual learning plan untuk siswa SMP. Pengembangan paket pelatihan ini menggunakan model penelitian pengembangan Borg & Gall (1983. Berdasarkan hasil penilaian ahli dan pengguna, paket pelatihan kemandirian belajar dengan menggunakan strategi individual learning plan untuk siswa SMP telah memenuhi kriteria kelayakan dan keberterimaan. Uji efektivitas kepada berbagai subjek yang berbeda perlu dilakukan pada penelitian selanjutnya sehingga kekurangan paket pelatihan yang dikembangkan dalam pelatihan ini bisa disempurnakan.

  2. The Development and Use of Individual Learning Plans for Deaf and Hard of Hearing Students in Victoria, Australia

    Science.gov (United States)

    Brown, P. Margaret; Byrnes, Linda J.

    2014-01-01

    This study investigated the Individual Learning Plans of eighty-eight students who were deaf and hard of hearing attending facilities and schools for the deaf in Victoria Australia. The students' assessment and planning portfolios were scrutinised for evidence of formal and informal assessment used to generate goals for the Individual Learning…

  3. Can Individualized Learning Plans in an advanced clinical experience course for fourth year medical students foster Self-Directed Learning?

    Science.gov (United States)

    Chitkara, Maribeth B; Satnick, Daniel; Lu, Wei-Hsin; Fleit, Howard; Go, Roderick A; Chandran, Latha

    2016-09-01

    Residency programs have utilized Individualized Learning Plans (ILPs) to customize resident education while undergraduate medical education has not done so in a meaningful way. We discuss the use of ILPs within a fourth year medical school course to facilitate self-directed learning (SDL). At Stony Brook University School of Medicine, an ILP component was added to the Advanced Clinical Experience (ACE) course for fourth year students. Each completed an ILP outlining personal learning goals and strategies to achieve them. An adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) (Duncan T and McKeachie W, Educ Psych 40(2):117-128, 2005 and Cook DA et al., Med Ed 45:1230-1240, 2011) was used to measure success of ILPs in improving SDL. Qualitative data analysis was conducted on the ILPs and self-reflections. Forty-eight students participated. Two of the four SDL sub-domains identified on the MSLQ showed improvement; self-efficacy (p = .001) and self-regulation (p = .002). 'Medical Knowledge' was the competency most frequently identified as an area of concentration (90 %) and professionalism was selected least frequently (4 %). A higher percentage (83 %) of students who reported complete achievement of their ILP goals also reported feeling better prepared for entering residency. ILPs improve SDL strategies among medical students and may serve as useful tools to help shape future learning goals as they transition to residency training.

  4. Develop a Professional Learning Plan

    Science.gov (United States)

    Journal of Staff Development, 2013

    2013-01-01

    A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

  5. Lessons Learned from Research on Individual Educational Plans in Sweden: Obstacles, Opportunities and Future Challenges

    Science.gov (United States)

    Andreasson, Ingela; Asp-Onsjö, Lisa; Isaksson, Joakim

    2013-01-01

    Since 1995, all Swedish compulsory schools have had a legal obligation to establish individual educational plans (IEPs) for pupils with special educational needs. However, previous research shows that there are a number of issues associated with how these plans are used in schools' overall work and identifies a discrepancy between educational…

  6. Use of individualized learning plans among fourth-year sub-interns in pediatrics and internal medicine.

    Science.gov (United States)

    Shepard, Michelle E; Sastre, Elizabeth A; Davidson, Mario A; Fleming, Amy E

    2012-01-01

    Individualized Learning Plans (ILPs) are an effective tool for promoting self-directed learning among residents. However, no literature details ILP use among medical students. Fifty fourth-year sub-interns in pediatrics and internal medicine created ILPs, including a self-assessment of strengths and weaknesses based on ACGME core competencies and the setting of learning objectives. During weekly follow-up meetings with faculty mentors and peers, students discussed challenges and revised goals. Upon completion of the rotation, students completed a survey of Likert-scale questions addressing satisfaction with and perceived utility of ILP components. Students most often self-identified strengths in the areas of Professionalism and Interpersonal and Communication Skills and weaknesses in Patient Care and Systems-Based Practice. Eighty-two percent set at least one learning objective in an identified area of weakness. Students expressed high confidence in their abilities to create achievable learning objectives and to generate strategies to meet those objectives. Students agreed that discussions during group meetings were meaningful, and they identified the setting learning objectives and weekly meetings as the most important elements of the exercise. Fourth-year sub-interns reported that ILPs helped them to accomplish rotation goals, with the setting of learning objectives and weekly discussions being the most useful elements.

  7. Learning Through Scenario Planning

    DEFF Research Database (Denmark)

    Balarezo, Jose

    level variables, this research corrects this void by investigating the dynamics of organizational learning through the lenses of a corporate scenario planning process. This enhances our scientific understanding of the role that scenario planning might play in the context of organizational learning......This project investigates the uses and effects of scenario planning in companies operating in highly uncertain and dynamic environments. Whereas previous research on scenario planning has fallen short of providing sufficient evidence of its mechanisms and effects on individual or organizational...... and strategic renewal. Empirical evidence of the various difficulties that learning flows has to overcome as it journeys through organizational and hierarchical levels are presented. Despite various cognitive and social psychological barriers identified along the way, the results show the novel...

  8. Implementation of Assurance of Learning Plans: An Accounting Program and Individual Course Analysis

    Science.gov (United States)

    Christensen, Anne L.; Judd, Andrew J.; Nichols, Nancy B.

    2011-01-01

    The authors surveyed faculty at AACSB-accredited schools regarding the learning goals and measures for their accounting programs as well as course objectives for the introductory tax course. They found over 50% of respondents were still developing their learning goals and measures and only 18% of respondents had completed 2 or more rounds of…

  9. INDIVIDUAL ABILITIES AND LIFELONG LEARNING

    Directory of Open Access Journals (Sweden)

    Oleksandr Yu. Burov

    2016-10-01

    Full Text Available This paper describes new and emerging technologies in education, learning environments and methods that have to satisfy lifelong learning, from school age to retirement, on the basis of the psychophysiological model of the cognitive abilities formation. It covers such topics as: evaluation of a human (accounting schoolchildren, youth and adults features abilities and individual propensities, individual trajectory of learning, adaptive learning strategy and design, recommendation on curriculum design, day-to-day support for individual’s learning, assessment of a human learning environment and performance, recommendation regards vocational retraining and/or further carrier etc.. The specific goal is to facilitate a broader understanding of the promise and pitfalls of these technologies and working (learning/teaching environments in global education/development settings, with special regard to the human as subject in the system and to the collaboration of humans and technical, didactic and organizational subsystems.

  10. SCENARIO PLANNING AS LEARNING

    Directory of Open Access Journals (Sweden)

    Antonio Lourenço Junior

    2010-10-01

    Full Text Available Scenario Planning has been increasingly used, from its introduction to the decision process as effective tools to test decisions, and improve performance in a dynamic environment (Chermack, 2005. The purpose of this article is to demonstrate the potential of an experimental Scenario Planning Model to mobilize, encourage and add more content to the organization’s decision making process – mainly with respect to Strategic Plans of two governmental institutions, a pharmaceutical company and a technology education foundation.  This study describes the application stages of a hybrid scenario-planning model – herein referred to as Planning as Learning – via action-research, showing the scenarios resulting from the experiment and describes the main results of an assessment of such practice. In order to do that, two well-established Scenario Planning models (Prospective school and Shell’s model were analyzed. They were used as a reference for the proposition and application of an experimental model in the two study objects. A questionnaire was used to assess the technique impact. It was possible to obtain high levels of reliability. In-depth interviews were also conducted with the participants. At the end, the results confirmed the model efficiency as a basis for decision making in the competitive environment in which the two institutions are inserted, also to encourage the learning process as a group, as observed throughout the work.

  11. Putting Learning into Library Planning

    Science.gov (United States)

    Bennett, Scott

    2015-01-01

    This essay notes the emergence of learning as a key factor in academic library planning. It argues for an improved, learning-oriented planning process by noting the dangers that arise from the priority usually given to fixing dysfunctional space and from the traps of mistaking the "things" of learning for learning itself and of thinking…

  12. Machine learning methods for planning

    CERN Document Server

    Minton, Steven

    1993-01-01

    Machine Learning Methods for Planning provides information pertinent to learning methods for planning and scheduling. This book covers a wide variety of learning methods and learning architectures, including analogical, case-based, decision-tree, explanation-based, and reinforcement learning.Organized into 15 chapters, this book begins with an overview of planning and scheduling and describes some representative learning systems that have been developed for these tasks. This text then describes a learning apprentice for calendar management. Other chapters consider the problem of temporal credi

  13. Modelling the Factors that Affect Individuals' Utilisation of Online Learning Systems: An Empirical Study Combining the Task Technology Fit Model with the Theory of Planned Behaviour

    Science.gov (United States)

    Yu, Tai-Kuei; Yu, Tai-Yi

    2010-01-01

    Understanding learners' behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a…

  14. Technology, Learning, and Individual Differences

    Science.gov (United States)

    Bear, Anne A. Ghost

    2012-01-01

    The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online…

  15. Pre-Class Planning for Individualized Accounting

    Science.gov (United States)

    Clayton, Dean; Brooke, Joyce Ann

    1974-01-01

    Pre-class planning of individualized accounting is involved with goals, objectives, and activities developed and selected by the teacher in providing compatibility between accounting content and teaching strategy. A systematic arrangement of activities should be developed so that students can understand and apply accounting principles at their own…

  16. Look Ahead: Long-Range Learning Plans

    Science.gov (United States)

    Weinstein, Margery

    2010-01-01

    Faced with an unsteady economy and fluctuating learning needs, planning a learning strategy designed to last longer than the next six months can be a tall order. But a long-range learning plan can provide a road map for success. In this article, four companies (KPMG LLP, CarMax, DPR Construction, and EMC Corp.) describe their learning plans, and…

  17. Individual Learning Styles and Creativity

    Science.gov (United States)

    Sitar, Aleša Saša; Cerne, Matej; Aleksic, Darija; Mihelic, Katarina Katja

    2016-01-01

    Business schools are in need of developing creative graduates. This article explores how creativity among business students can be stimulated. Because a considerable amount of knowledge is required for creative ideas to emerge, the learning process has a significant impact on creativity. This, in turn, indicates that learning style is important…

  18. Individual Learning Accounts: Honourable Intentions, Ignoble Utility?

    Science.gov (United States)

    Thursfield, Denise; Smith, Vikki; Holden, Rick; Hamblett, John

    2002-01-01

    Evaluation of the implementation of Individual Learning Accounts in Britain revealed five themes that may explain the program's lack of success: individualistic approach to adult education, conflict of individualism with partnership, ineffective targeting of low-skilled populations, lack of linkage with a lifelong commitment to learning, and…

  19. The Biological Basis of Learning and Individuality.

    Science.gov (United States)

    Kandel, Eric R.; Hawkins, Robert D.

    1992-01-01

    Describes the biological basis of learning and individuality. Presents an overview of recent discoveries that suggest learning engages a simple set of rules that modify the strength of connection between neurons in the brain. The changes are cited as playing an important role in making each individual unique. (MCO)

  20. Distance Learning Plan Development: Initiating Organizational Structures

    National Research Council Canada - National Science Library

    Poole, Clifton

    1998-01-01

    .... Army distance learning plan managers to examine the DLPs they were directing. The analysis showed that neither army nor civilian distance learning plan managers used formalized requirements for organizational structure development (OSD...

  1. A comparison of the individualized education plan and the individualized family service plan.

    Science.gov (United States)

    Decker, B

    1992-03-01

    The individualized education plan (IEP) and the individualized family service plan (IFSP) are mandated for children with special needs. Occupational therapists participate in the development of both the IEP and the IFSP. This paper summarizes the similarities and the differences in the mandated components. The components addressed are (a) information about the child's status, (b) information about the family, (c) outcomes for the child and family, (d) intervention services, (e) other services, (f) dates and duration of services, (g) selection of a case manager, and (h) transition plans.

  2. Lessons Learned for Decommissioning Planning

    International Nuclear Information System (INIS)

    Sohn, Wook; Kim, Young-gook; Kim, Hee-keun

    2015-01-01

    The purpose of this paper is to introduce the U.S. nuclear industrial's some key lessons learned especially for decommissioning planning based on which well informed decommissioning planning can be carried out. For a successful decommissioning, it is crucial to carry out a well-organized decommissioning planning before the decommissioning starts. This paper discussed four key factors which should be decided or considered carefully during the decommissioning planning period with introduction of related decommissioning lessons learned of U.S. nuclear industry. Those factors which have been discussed in this paper include the end state of a site, the overall decommissioning strategy, the management of the spent fuels, and the spent fuel pool island. Among them, the end state of a site should be decided first as it directs the whole decommissioning processes. Then, decisions on the overall decommissioning strategy (DECON vs. SAFSTOR) and the management of the spent fuels (wet vs. dry) should follow. Finally, the spent fuel pool island should be given due consideration because its implementation will result in much cost saving. Hopefully, the results of this paper would provide useful inputs to performing the decommissioning planing for the Kori unit 1

  3. Individual Learning Accounts: A Strategy for Lifelong Learning?

    Science.gov (United States)

    Renkema, Albert

    2006-01-01

    Purpose: Since the end of the previous century social partners in different branches of industry have laid down measures to stimulate individual learning and competence development of workers in collective labour agreements. Special attention is given to stimulating learning demand among traditional non-participants to lifelong learning, such as…

  4. Individual Learning Accounts and Other Models of Financing Lifelong Learning

    Science.gov (United States)

    Schuetze, Hans G.

    2007-01-01

    To answer the question "Financing what?" this article distinguishes several models of lifelong learning as well as a variety of lifelong learning activities. Several financing methods are briefly reviewed, however the principal focus is on Individual Learning Accounts (ILAs) which were seen by some analysts as a promising model for…

  5. Methods for control over learning individual trajectory

    Science.gov (United States)

    Mitsel, A. A.; Cherniaeva, N. V.

    2015-09-01

    The article discusses models, methods and algorithms of determining student's optimal individual educational trajectory. A new method of controlling the learning trajectory has been developed as a dynamic model of learning trajectory control, which uses score assessment to construct a sequence of studied subjects.

  6. Knowledge Management: Individual versus organizational learning

    Directory of Open Access Journals (Sweden)

    Noemí Martínez Caraballo

    2007-07-01

    Full Text Available During the last two decades, there has been a profusion of articles dealing with the topics organizational learning and knowledge management, on the academic and managerial side. For this reason, the present paper is focused on further analysing these concepts. In particular, the purpose is studying the link between individual and organizational learning, taking into account the literature about knowledge management, and trying to establish the application field and the intersection of them. Finally, it is pursued to point out several managerial implications for the companies that must have in consideration that individual and organizational learning are two phenomena different but indissolubly united

  7. Estate Planning for Parents of a Learning Disabled Child.

    Science.gov (United States)

    Whitman, Robert

    Considerations in estate planning for learning disabled children are presented from the perspective of an individual who is both a lawyer and the parent of a learning disabled child. It is suggested that an important goal for parents is to train the child to be able to deal with his/her financial situation. Early training in the habit of saving…

  8. Knowledge Management: Individual versus organizational learning

    OpenAIRE

    Noemí Martínez Caraballo

    2007-01-01

    During the last two decades, there has been a profusion of articles dealing with the topics organizational learning and knowledge management, on the academic and managerial side. For this reason, the present paper is focused on further analysing these concepts. In particular, the purpose is studying the link between individual and organizational learning, taking into account the literature about knowledge management, and trying to establish the application field and the intersection of them. ...

  9. Sensorimotor Learning: Neurocognitive Mechanisms and Individual Differences.

    Science.gov (United States)

    Seidler, R D; Carson, R G

    2017-07-13

    Here we provide an overview of findings and viewpoints on the mechanisms of sensorimotor learning presented at the 2016 Biomechanics and Neural Control of Movement (BANCOM) conference in Deer Creek, OH. This field has shown substantial growth in the past couple of decades. For example it is now well accepted that neural systems outside of primary motor pathways play a role in learning. Frontoparietal and anterior cingulate networks contribute to sensorimotor adaptation, reflecting strategic aspects of exploration and learning. Longer term training results in functional and morphological changes in primary motor and somatosensory cortices. Interestingly, re-engagement of strategic processes once a skill has become well learned may disrupt performance. Efforts to predict individual differences in learning rate have enhanced our understanding of the neural, behavioral, and genetic factors underlying skilled human performance. Access to genomic analyses has dramatically increased over the past several years. This has enhanced our understanding of cellular processes underlying the expression of human behavior, including involvement of various neurotransmitters, receptors, and enzymes. Surprisingly our field has been slow to adopt such approaches in studying neural control, although this work does require much larger sample sizes than are typically used to investigate skill learning. We advocate that individual differences approaches can lead to new insights into human sensorimotor performance. Moreover, a greater understanding of the factors underlying the wide range of performance capabilities seen across individuals can promote personalized medicine and refinement of rehabilitation strategies, which stand to be more effective than "one size fits all" treatments.

  10. An Individual Learning Journey: Learning as Becoming a Vocational Teacher

    Science.gov (United States)

    Goh, Adeline Yuen Sze

    2015-01-01

    In this paper, I address a perceived gap in the lifelong learning literature. There is very little research which addresses how learning should be construed, when individuals transition across a longitudinal span of their working life. This transition which could be viewed as a process of "becoming somebody", often oversimplifies the…

  11. Communication Skills and Learning in Impaired Individuals

    Science.gov (United States)

    Eliöz, Murat

    2016-01-01

    The purpose of this study is to compare the communication skills of individuals with different disabilities with athletes and sedentary people and to examine their learning abilities which influence the development of communication. A total of 159 male subjects 31 sedentary, 30 visually impaired, 27 hearing impaired, 40 physically impaired and 31…

  12. Planning School Grounds for Outdoor Learning

    Science.gov (United States)

    Wagner, Cheryl; Gordon, Douglas

    2010-01-01

    This publication covers the planning and design of school grounds for outdoor learning in new and existing K-12 facilities. Curriculum development as well as athletic field planning and maintenance are not covered although some references on these topics are provided. It discusses the different types of outdoor learning environments that can be…

  13. Students' Plans for Lifelong Learning and Teaching

    Science.gov (United States)

    Plavšic, Marlena; Dikovic, Marina

    2015-01-01

    One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

  14. 42 CFR 456.180 - Individual written plan of care.

    Science.gov (United States)

    2010-10-01

    ... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS UTILIZATION CONTROL Utilization Control: Mental Hospitals Plan of Care § 456.180 Individual written plan of care. (a) Before admission to a mental hospital or...

  15. Coordination of Individual and Organizational Planning for Natural Hazards (Invited)

    Science.gov (United States)

    Krantz, D. H.

    2013-12-01

    Decision making consists of constructing or selecting a plan. This is true at many levels of decision making: individuals or households, small groups, larger organizations, and governments. In each case, plans are constructed or selected taking account of the decision maker's prioritized set of active goals and the decision maker's beliefs about the probability or the extent to which each goal will be attained through a given plan. Planning for mitigation of or response to natural hazards can be improved if the plans of the many decision makers at multiple levels are coordinated. Government planning should ideally be informed by knowledge about the plans of businesses and non-profit organizations as well as knowledge about individual, household, and neighborhood plans. Similarly, plans at the individual and organizational levels should be informed by knowledge of others' plans at the same and at higher and lower levels of aggregation. Coordination can be impaired by differences in goals, differences in beliefs about the instrumentality of plans toward given goals, and also by ignorance of others' goals and plans. Good coordination requires incentives that promote sharing of plans, horizontally and vertically, and that alleviate conflicts in goals and conflicts in beliefs that will inevitably surface once plans are shared. Thus, four different kinds of decision aids are needed to improve natural hazard planning: mechanisms that support horizontal dissemination of plans, mechanisms that support vertical dissemination, mechanisms for examining goal conflicts and reducing these through plans that take others' goals into account, and mechanisms for examining belief conflicts.

  16. Learning about individuals' health from aggregate data.

    Science.gov (United States)

    Colbaugh, Rich; Glass, Kristin

    2017-07-01

    There is growing awareness that user-generated social media content contains valuable health-related information and is more convenient to collect than typical health data. For example, Twitter has been employed to predict aggregate-level outcomes, such as regional rates of diabetes and child poverty, and to identify individual cases of depression and food poisoning. Models which make aggregate-level inferences can be induced from aggregate data, and consequently are straightforward to build. In contrast, learning models that produce individual-level (IL) predictions, which are more informative, usually requires a large number of difficult-to-acquire labeled IL examples. This paper presents a new machine learning method which achieves the best of both worlds, enabling IL models to be learned from aggregate labels. The algorithm makes predictions by combining unsupervised feature extraction, aggregate-based modeling, and optimal integration of aggregate-level and IL information. Two case studies illustrate how to learn health-relevant IL prediction models using only aggregate labels, and show that these models perform as well as state-of-the-art models trained on hundreds or thousands of labeled individuals.

  17. Individual values, learning routines and academic procrastination.

    Science.gov (United States)

    Dietz, Franziska; Hofer, Manfred; Fries, Stefan

    2007-12-01

    Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable. The model tested in this study posits that postmodern value orientations are positively related to procrastination and to a lack of daily routines concerning the performance of academic activities. In contrast, modern values are negatively related to procrastination and positively to learning routines. Academic procrastination, in-turn, should be associated with the tendency to prefer leisure activities to schoolwork in case of conflicts between these two life domains. Seven hundred and four students from 6th and 8th grade with a mean age of 13.5 years participated in the study. The sample included students from all tracks of the German educational system. Students completed a questionnaire containing two value prototypes as well as scales on learning routines and procrastination. Decisions in motivational conflicts were measured using two vignettes. Results from structural equation modelling supported the proposed model for the whole sample as well as for each school track. A planned course of the day can prevent procrastination and foster decisions for academic tasks in case of conflicts. Students' learning takes place within a societal context and reflects the values held in the respective culture.

  18. Identifying the Individual Differences among Students during Learning and Teaching Process by Science Teachers

    Science.gov (United States)

    Kubat, Ulas

    2018-01-01

    It is important for teachers to know variables such as physical characteristics, intelligence, perception, gender, ability, learning styles, which are individual differences of the learners. An effective and productive learning-teaching process can be planned by considering these individual differences of the students. Since the learners' own…

  19. Issues in Inclusion and Individual Learning Needs Learning to Read

    Science.gov (United States)

    McMurray, Sharon; Thompson, Ross

    2016-01-01

    For many lower ability children, inclusion in the mainstream setting does not guarantee that that their individual needs will be met. With increased numbers of children with well-below average ability being placed in mainstream schools, it is imperative that teachers understand factors which impact on learning for this group of children. Current…

  20. 42 CFR 456.80 - Individual written plan of care.

    Science.gov (United States)

    2010-10-01

    ... (CONTINUED) MEDICAL ASSISTANCE PROGRAMS UTILIZATION CONTROL Utilization Control: Hospitals Plan of Care § 456.80 Individual written plan of care. (a) Before admission to a hospital or before authorization for... and rehabilitative services; (iv) Activities; (v) Social services; (vi) Diet; (4) Plans for continuing...

  1. Strategic Planning and Online Learning

    Science.gov (United States)

    McLaughlin-Graham, Karen; Berge, Zane L.

    2005-01-01

    Strategic planning is a critical part of sustaining distance education. Through such planning, the organization can solve business problems that involve training and education in an effective and often cost savings manner compared to in-person training efforts. This paper examines the strategic planning process as it relates to sustaining distance…

  2. Learning to Improve Earth Observation Flight Planning

    Data.gov (United States)

    National Aeronautics and Space Administration — This paper describes a method and system for integrating machine learning with planning and data visualization for the management of mobile sensors for Earth science...

  3. Planning geometry lessons with learning platforms

    DEFF Research Database (Denmark)

    Tamborg, Andreas Lindenskov

    mathematics teachers’ joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter......This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three...... is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers in designing lessons that correspond with their intentions. The paper concludes with a discussion...

  4. Which characteristics of planning matter? Individual and dyadic physical activity plans and their effects on plan enactment.

    Science.gov (United States)

    Keller, Jan; Fleig, Lena; Hohl, Diana Hilda; Wiedemann, Amelie U; Burkert, Silke; Luszczynska, Aleksandra; Knoll, Nina

    2017-09-01

    Past research supports individual planning as an effective intervention strategy to increase physical activity in individuals. A similar strategy, dyadic planning, adds a planning partner who supports an individual's planning processes. Whether the two planning formats differ in terms of participants' entered plan content and whether and how different content characteristics are linked to plan enactment remains unknown. By investigating the content of generated plans, this study aimed at distinguishing plan characteristics of the two planning formats and examining their role as predictors of later plan enactment. Secondary analyses of a three-arm RCT with German couples (data collection between 2013 and 2015). Couples were assigned to an individual (IPC, n = 114) or dyadic planning condition (DPC, n = 111) and formulated up to 5 physical activity plans for a target person. Couples assigned to a control condition were not included as they did not generate plans. The following characteristics were distinguished and coded for each plan: number of planned opportunities, presence of a planned routine, planned cue- or activity-related specificity, activity-related intensity, and chronological plan rank. One week before (T0) and two weeks following (T2) the intervention (T1), increase vs. no increase of the planned activity was coded as a dichotomous plan enactment variable. Multilevel logistic regressions were fit. Plan enactment was higher in dyadic than in individual planners. Findings indicated that routines (e.g., after work) were positively related to plan enactment, whereas a high specificity of when-cues (e.g., Friday at 6.30 p.m.) showed a negative relationship. None of the examined plan characteristics could explain differences in enactment between IPC and DPC. Linking health behaviours to other behavioural routines seems beneficial for subsequent plan enactment. Dyadic planning was linked with higher enactment rates than individual planning. However, as

  5. Learning curves in energy planning models

    Energy Technology Data Exchange (ETDEWEB)

    Barreto, L; Kypreos, S [Paul Scherrer Inst. (PSI), Villigen (Switzerland)

    1999-08-01

    This study describes the endogenous representation of investment cost learning curves into the MARKAL energy planning model. A piece-wise representation of the learning curves is implemented using Mixed Integer Programming. The approach is briefly described and some results are presented. (author) 3 figs., 5 refs.

  6. Learning context conditions for BDI plan selection

    NARCIS (Netherlands)

    Singh, D.; Sardina, S.; Padgham, L.; Airiau, S.; van der Hoek, W.; Kaminka, G.A.; Lespérance, Y.; Luck, M.; Sen, S.

    2010-01-01

    An important drawback to the popular Belief, Desire, and Intentions (BDI) paradigm is that such systems include no element of learning from experience. In particular, the so-called context conditions of plans, on which the whole model relies for plan selection, are restricted to be boolean formulas

  7. Approach to Dynamic Assembling of Individualized Learning Paths

    Science.gov (United States)

    Lubchak, Vladimir; Kupenko, Olena; Kuzikov, Borys

    2012-01-01

    E-learning students are generally heterogeneous and have different capabilities knowledge base and needs. The aim of the Sumy State University (SSU) e-learning system project is to cater to these individual needs by assembling individual learning path. This paper shows current situation with e-learning in Ukraine, state-of-art of development of…

  8. Learning styles: individualizing computer-based learning environments

    Directory of Open Access Journals (Sweden)

    Tim Musson

    1995-12-01

    Full Text Available While the need to adapt teaching to the needs of a student is generally acknowledged (see Corno and Snow, 1986, for a wide review of the literature, little is known about the impact of individual learner-differences on the quality of learning attained within computer-based learning environments (CBLEs. What evidence there is appears to support the notion that individual differences have implications for the degree of success or failure experienced by students (Ford and Ford, 1992 and by trainee end-users of software packages (Bostrom et al, 1990. The problem is to identify the way in which specific individual characteristics of a student interact with particular features of a CBLE, and how the interaction affects the quality of the resultant learning. Teaching in a CBLE is likely to require a subset of teaching strategies different from that subset appropriate to more traditional environments, and the use of a machine may elicit different behaviours from those normally arising in a classroom context.

  9. Individualism-Collectivism: Links to Occupational Plans and Work Values

    Science.gov (United States)

    Hartung, Paul J.; Fouad, Nadya A.; Leong, Frederick T. L.; Hardin, Erin E.

    2010-01-01

    Individualism-collectivism (IC) constitutes a cultural variable thought to influence a wide variety of variables including career planning and decision making. To examine this possibility, college students (216 women, 106 men, 64% racial-ethnic minorities) responded to measures of IC, occupational plans, and work values. Multivariate analysis of…

  10. Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management

    OpenAIRE

    Siu Loon Hoe

    2007-01-01

    Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these kno...

  11. Marketing planning by learning: "Plearning" approach

    Directory of Open Access Journals (Sweden)

    Ilić Milovan M.

    2006-01-01

    Full Text Available This work emphasizes that the final outcome of planning is not only the benefit of having the ready plan but showing that the very process of planning through which a business goes through, is important. Here we consider the process of learning in order to get a complete picture of current and future business processes. Three stages of learning are included. The first stage describes the current position of the business; the second stage describes the position of the business in the future and the last stage shows how the business will achieve these objectives. The focus of planning should be deciding on internal communication which form the basis for gaining the competitive advantage. One of the ways for carrying out this analysis is creating the matrix based on gaining competitive advantage through using resources.

  12. Teacher Planning in a learning outcome perspective

    DEFF Research Database (Denmark)

    Bremholm, Jesper; Skott, Charlotte Krog

    2017-01-01

    . In this study, use of participatory observation has permitted us to gain insight into the practices of two teams of teachers in mathematics and Danish, and thus to identify barriers in teachers’ planning that seem to impede a learning outcome approach. However, further analysis shows how these barriers......Like most European countries, Denmark is facing dramatic educational changes towards a focus on learning outcome. This focus enhances the importance of teachers’ planning. However, research studies highlight the plight of teachers facing severe challenges when trying to fulfil the requirements...

  13. An empirical typology of hospital nurses' individual learning paths

    NARCIS (Netherlands)

    Poell, R.F.; van der Krogt, F.J.

    2014-01-01

    Background A relatively new theoretical concept is proposed in this paper, namely, the individual learning path. Learning paths are created by individual employees and comprise a set of learning-relevant activities that are both coherent as a whole and meaningful to them. Objectives To explore the

  14. Accounting for individual differences in human associative learning

    OpenAIRE

    Byrom, Nicola C.

    2013-01-01

    Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility ...

  15. Learning through EC directive based SEA in spatial planning? Evidence from the Brunswick Region in Germany

    International Nuclear Information System (INIS)

    Fischer, Thomas B.; Kidd, Sue; Jha-Thakur, Urmila; Gazzola, Paola; Peel, Deborah

    2009-01-01

    This paper presents results of an international comparative research project, funded by the UK Economic and Social Research Council (ESRC) and the Academy for Sustainable Communities (ASC) on the 'learning potential of appraisal (strategic environmental assessment - SEA) in spatial planning'. In this context, aspects of 'single-loop' and 'double-loop' learning, as well as of individual, organisational and social learning are discussed for emerging post-EC Directive German practice in the planning region (Zweckverband) of Brunswick (Braunschweig), focusing on four spatial plan SEAs from various administrative levels in the region. It is found that whilst SEA is able to lead to plan SEA specific knowledge acquisition, comprehension, application and analysis ('single-loop learning'), it is currently resulting only occasionally in wider synthesis and evaluation ('double-loop learning'). Furthermore, whilst there is evidence that individual and occasionally organisational learning may be enhanced through SEA, most notably in small municipalities, social learning appears to be happening only sporadically.

  16. Learning to improve path planning performance

    International Nuclear Information System (INIS)

    Chen, Pang C.

    1995-04-01

    In robotics, path planning refers to finding a short. collision-free path from an initial robot configuration to a desired configuratioin. It has to be fast to support real-time task-level robot programming. Unfortunately, current planning techniques are still too slow to be effective, as they often require several minutes, if not hours of computation. To remedy this situation, we present and analyze a learning algorithm that uses past experience to increase future performance. The algorithm relies on an existing path planner to provide solutions to difficult tasks. From these solutions, an evolving sparse network of useful robot configurations is learned to support faster planning. More generally, the algorithm provides a speedup-learning framework in which a slow but capable planner may be improved both cost-wise and capability-wise by a faster but less capable planner coupled with experience. The basic algorithm is suitable for stationary environments, and can be extended to accommodate changing environments with on-demand experience repair and object-attached experience abstraction. To analyze the algorithm, we characterize the situations in which the adaptive planner is useful, provide quantitative bounds to predict its behavior, and confirm our theoretical results with experiments in path planning of manipulators. Our algorithm and analysis are sufficiently, general that they may also be applied to other planning domains in which experience is useful

  17. Learning plan applicability through active mental entities

    International Nuclear Information System (INIS)

    Baroni, Pietro; Fogli, Daniela; Guida, Giovanni

    1999-01-01

    This paper aims at laying down the foundations of a new approach to learning in autonomous mobile robots. It is based on the assumption that robots can be provided with built-in action plans and with mechanisms to modify and improve such plans. This requires that robots are equipped with some form of high-level reasoning capabilities. Therefore, the proposed learning technique is embedded in a novel distributed control architecture featuring an explicit model of robot's cognitive activity. In particular, cognitive activity is obtained by the interaction of active mental entities, such as intentions, persuasions and expectations. Learning capabilities are implemented starting from the interaction of such mental entities. The proposal is illustrated through an example concerning a robot in charge of reaching a target in an unknown environment cluttered with obstacles

  18. The planning illusion: Does active planning of a learning route support learning as well as learners think it does?

    NARCIS (Netherlands)

    Bonestroo, W.J.; de Jong, Anthonius J.M.

    2012-01-01

    Is actively planning one’s learning route through a learning domain beneficial for learning? Moreover, can learners accurately judge the extent to which planning has been beneficial for them? This study examined the effects of active planning on learning. Participants received a tool in which they

  19. The Learning Styles of Students Related to Individualized Typewriting Instruction

    Science.gov (United States)

    Schmidt, B. June

    1983-01-01

    Discusses a study which indicated that relationships exist between students' learning styles and their attitudes toward individualized, competency-based typewriting instruction, particularly for beginning students. (JOW)

  20. 78 FR 37598 - Missing Participants in Individual Account Plans

    Science.gov (United States)

    2013-06-21

    ... information from the public to assist it in making decisions about implementing a new program to deal with... allocated to such participant's account.'' Before making decisions about implementing a missing participants... PENSION BENEFIT GUARANTY CORPORATION Missing Participants in Individual Account Plans AGENCY...

  1. Individual Values, Learning Routines and Academic Procrastination

    Science.gov (United States)

    Dietz, Franziska; Hofer, Manfred; Fries, Stefan

    2007-01-01

    Background: Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable. Aims: The…

  2. Clinical workplace learning : perceived learning value of individual and group feedback in a collectivistic culture

    NARCIS (Netherlands)

    Suhoyo, Yoyo; Schönrock-Adema, Johanna; Emilia, Ova; Kuks, Jan B M; Cohen-Schotanus, Janke

    2018-01-01

    BACKGROUND: Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual

  3. Intraoperative HDR brachytherapy for rectal cancer using a flexible intraoperative template: standard plans versus individual planning

    International Nuclear Information System (INIS)

    Kolkman-Deurloo, Inger-Karine K.; Nuyttens, Joost J.; Hanssens, Patrick E.J.; Levendag, Peter C.

    2004-01-01

    HDR intraoperative brachytherapy (IOBT) is applied to locally advanced rectal tumors using a 5 mm thick flexible intraoperative template (FIT). To reduce the procedure time, treatment planning is performed using standard plans that neglect the curvature of the FIT. We have calculated the individual treatment plan, based on the real geometry of the FIT, and the dose at clips placed during surgery. A mean treatment dose of 9.55±0.21 Gy was found for the individual plan, compared to the prescribed 10 Gy (P<0.0001). The mean central dose was 10.03±0.10 Gy in the standard plan and 9.20±0.32 Gy in the individual plan (P<0.0001). The mean dose at the corners of the FIT was 10.3 Gy in the standard plan and ranged between 10.3 and 10.5 Gy in the individual plan. In 63% of the clips, the dose was larger than 15.0 Gy, which is equivalent to a gap between the FIT and the target smaller than 5 mm. In 18% of the clips, the dose was smaller than 13.0 Gy indicating that locally the gap was larger than 5 mm. Clinical practice will have to prove if these small dose deviations influence the clinical outcome

  4. Individual learning effects on knowledge transfer in international joint ventures

    DEFF Research Database (Denmark)

    Dao, Li Thuy; Napier, Nancy

    2016-01-01

    This paper examines micro (individual-level) aspects of knowledge transfer and learning in international joint ventures in an emerging economy context. Learning by expatriate and local managers appears far more complex, mutually dependent, and significant to the knowledge transfer process than...... suggested in existing literature. Building upon conceptualizations of individual learning and cognitive – behavioural effects in an organisational context while drawing evidence from two cases of Danish – Vietnamese joint ventures, we propose a model of individual-level knowledge transfer and learning...

  5. Language Learning of Gifted Individuals: A Content Analysis Study

    Science.gov (United States)

    Gokaydin, Beria; Baglama, Basak; Uzunboylu, Huseyin

    2017-01-01

    This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research…

  6. Accounting for individual differences in human associative learning.

    Science.gov (United States)

    Byrom, Nicola C

    2013-09-04

    Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility in learning caused by external factors, there has been limited work considering how to model the influence of dispositional factors. This review looks at the range of individual differences in human associative learning that have been explored and the attempts to account for, and model, this flexibility. To fully understand human associative learning, further research needs to attend to the causes of variation in human learning.

  7. Accounting for Individual Differences in Human Associative Learning.

    Directory of Open Access Journals (Sweden)

    Nicola C Byrom

    2013-09-01

    Full Text Available Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility in learning caused by external factors, there has been limited work considering how to model the influence of dispositional factors. This review looks at the range of individual differences in human associative learning that have been explored and the attempts to account for, and model, this flexibility. To fully understand human associative learning, further research needs to attend to the causes of variation in human learning.

  8. Rapid learning dynamics in individual honeybees during classical conditioning

    Directory of Open Access Journals (Sweden)

    Evren ePamir

    2014-09-01

    Full Text Available Associative learning in insects has been studied extensively by a multitude of classical conditioning protocols. However, so far little emphasis has been put on the dynamics of learning in individuals. The honeybee is a well-established animal model for learning and memory. We here studied associative learning as expressed in individual behavior based on a large collection of data on olfactory classical conditioning (25 datasets, 3,298 animals. We show that the group-averaged learning curve and memory retention score confound three attributes of individual learning: the ability or inability to learn a given task, the generally fast acquisition of a conditioned response in learners, and the high stability of the conditioned response during consecutive training and memory retention trials. We reassessed the prevailing view that more training results in better memory performance and found that 24h memory retention can be indistinguishable after single-trial and multiple-trial conditioning in individuals. We explain how inter-individual differences in learning can be accommodated within the Rescorla-Wagner theory of associative learning. In both data-analysis and modeling we demonstrate how the conflict between population-level and single-animal perspectives on learning and memory can be disentangled.

  9. Rapid learning dynamics in individual honeybees during classical conditioning.

    Science.gov (United States)

    Pamir, Evren; Szyszka, Paul; Scheiner, Ricarda; Nawrot, Martin P

    2014-01-01

    Associative learning in insects has been studied extensively by a multitude of classical conditioning protocols. However, so far little emphasis has been put on the dynamics of learning in individuals. The honeybee is a well-established animal model for learning and memory. We here studied associative learning as expressed in individual behavior based on a large collection of data on olfactory classical conditioning (25 datasets, 3298 animals). We show that the group-averaged learning curve and memory retention score confound three attributes of individual learning: the ability or inability to learn a given task, the generally fast acquisition of a conditioned response (CR) in learners, and the high stability of the CR during consecutive training and memory retention trials. We reassessed the prevailing view that more training results in better memory performance and found that 24 h memory retention can be indistinguishable after single-trial and multiple-trial conditioning in individuals. We explain how inter-individual differences in learning can be accommodated within the Rescorla-Wagner theory of associative learning. In both data-analysis and modeling we demonstrate how the conflict between population-level and single-animal perspectives on learning and memory can be disentangled.

  10. The Impact of Individual Learning Accounts: A Study of the Early and Potential Impact of Individual Learning Accounts on Learning Providers and Learning. Research Report.

    Science.gov (United States)

    Gray, Michael; Peters, Jane; Fletcher, Mick; Kirk, Gordon

    The impact of individual learning accounts (ILAs) on the success of learners in post-16 education sector in the United Kingdom was explored through an examination of available research on ILAs. The following were among the study's 12 messages for providers, the Department for Education and Skills, and the Individual Learning Account Centre: (1)…

  11. Individual dosimetry in planned, existing and accidental exposure situations

    International Nuclear Information System (INIS)

    Gomaa, M.A.M; El Deen, T.S.; Morsy, T.; Shabon, M.H.

    2010-01-01

    There are three types of radiation exposure which include Planned exposure situations, Existing exposure situations and Emergency exposure situations which are defined as Situations that may occur during the operation of a planned situation, or from a malicious act, or from any other unexpected situation, and require urgent action in order to avoid or reduce undesirable consequences. A given individual may be exposed as a worker, and/or as a member of the public, and/or as a patient. Workers in medical professions involving radiation are occupationally exposed. For individual monitoring of exposed workers, Film badges or thermo luminescence dosimeters are in use. In cases where individual may be suspected to be contaminated internally, contamination monitors are used to monitor the site and whole body counters to monitor individuals. Members of the public are exposure to cosmic rays during air flights. Film badges were used to exposure of workers to NORM during maintenance work in old oil field. TLD is used for exposure workers in nuclear medicine department. Any radiation accident will add knowledge and experience. Accidents from lost, stolen or neglected sources are particularly special because the radiation exposure patterns of the individuals involved and the scenario of the accident are always different

  12. Individual differences in attention during category learning

    NARCIS (Netherlands)

    Lee, M.D.; Wetzels, R.

    2010-01-01

    A central idea in many successful models of category learning—including the Generalized Context Model (GCM)—is that people selectively attend to those dimensions of stimuli that are relevant for dividing them into categories. We use the GCM to re-examine some previously analyzed category learning

  13. Consistent individual differences in human social learning strategies.

    Science.gov (United States)

    Molleman, Lucas; van den Berg, Pieter; Weissing, Franz J

    2014-04-04

    Social learning has allowed humans to build up extensive cultural repertoires, enabling them to adapt to a wide variety of environmental and social conditions. However, it is unclear which social learning strategies people use, especially in social contexts where their payoffs depend on the behaviour of others. Here we show experimentally that individuals differ in their social learning strategies and that they tend to employ the same learning strategy irrespective of the interaction context. Payoff-based learners focus on their peers' success, while decision-based learners disregard payoffs and exclusively focus on their peers' past behaviour. These individual differences may be of considerable importance for cultural evolution. By means of a simple model, we demonstrate that groups harbouring individuals with different learning strategies may be faster in adopting technological innovations and can be more efficient through successful role differentiation. Our study highlights the importance of individual variation for human interactions and sheds new light on the dynamics of cultural evolution.

  14. Individual differences in learning predict the return of fear.

    Science.gov (United States)

    Gershman, Samuel J; Hartley, Catherine A

    2015-09-01

    Using a laboratory analogue of learned fear (Pavlovian fear conditioning), we show that there is substantial heterogeneity across individuals in spontaneous recovery of fear following extinction training. We propose that this heterogeneity might stem from qualitative individual differences in the nature of extinction learning. Whereas some individuals tend to form a new memory during extinction, leaving their fear memory intact, others update the original threat association with new safety information, effectively unlearning the fear memory. We formalize this account in a computational model of fear learning and show that individuals who, according to the model, are more likely to form new extinction memories tend to show greater spontaneous recovery compared to individuals who appear to only update a single memory. This qualitative variation in fear and extinction learning may have important implications for understanding vulnerability and resilience to fear-related psychiatric disorders.

  15. Language Learning of Gifted Individuals: A Content Analysis Study

    Directory of Open Access Journals (Sweden)

    Beria Gokaydin

    2017-11-01

    Full Text Available This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research discipline, countries of research, institutions of authors, key words, and resources. Data were analyzed with the content analysis method. Results showed that the number of studies on language learning of gifted individuals has increased throughout the years. Recommendations for further research and practices are provided.

  16. Intra-individual variability as a predictor of learning

    Directory of Open Access Journals (Sweden)

    Matija Svetina

    2004-05-01

    Full Text Available Learning is one of the most important aspects of children's behaviour. A new theory that emerged from evolutionary principles and information-processing models assumes learning to be run by two basic mechanisms: variability and selection. The theory is based on the underlying assumption that intra-individual variability of strategies that children use to solve a problem, is a core mechanism of learning change. This assumption was tested in the case of multiple classification (MC task. 30 6-year-old children were tested for intelligence, short-term memory, and MC. Procedure followed classical pre-test/learning/post-test scheme. Amount of learning was measured through percentage of correct answers before and after learning sessions, whereas intra-individual variability was assessed through children's explanations of their answers on MC problems. The results yielded intra-individual variability to explain learning changes beyond inter-individual differences in intelligence or short-term memory. Although the results rose some new questions to be considered in further research, the data supported the hypothesis of intra-individual variability as predictor of learning change.

  17. Strategic Planning and Open Learning: Turkey Tails and Frogs.

    Science.gov (United States)

    Pacey, Lucille

    This paper discusses the principles of strategic planning and how they can be applied in open and distance learning for greater student success. The model selected for discussion is the Applied Strategic Planning Model which proposes nine important steps for strategic planning: planning to plan, values audit, mission formulation, strategic…

  18. A Dynamic Community of Discovery: Planning, Learning, and Change

    Directory of Open Access Journals (Sweden)

    Michelle Gordon

    2011-01-01

    Full Text Available Ryerson University’s Prior Learning and Competency Evaluation and Documentation (PLACED program is funded by the Government of Ontario to engage internationally educated professionals (IEPs, employers, and regulatory/occupational bodies in the use of competency-based practices. In 2008, the authors created a self-assessment tool for IEPs that would build a portfolio reflecting an individual’s knowledge and skills while introducing him or her to aspects of the Canadian workplace and labour market. The authors felt that this tool would be useful to assist IEPs in considering their career options and wanted to create an online workshop that would provide flexibility to users whose priorities were most likely work and family obligations. This short project description will capture a why the self-assessment tool was developed; (b how we fostered participants’ self-efficacy; c how we used Blackboard; (d what the participants gained from the workshop; and (e how the workshop has evolved based on facilitators’ observations, participants’ feedback, and an external organization’s request for customizing the workshop. In working together to design the online workshop, IEPs’ Self-Assessment and Planning, we focused on two main concepts: self-assessment and career planning. With that in mind, we set out in the workshop to bolster self-discovery, self-efficacy, individualized research skills, action planning, and ongoing professional development. The learning platform was Blackboard, which is used across Ryerson University in both classroom and online learning.

  19. Team-Based Testing Improves Individual Learning

    Science.gov (United States)

    Vogler, Jane S.; Robinson, Daniel H.

    2016-01-01

    In two experiments, 90 undergraduates took six tests as part of an educational psychology course. Using a crossover design, students took three tests individually without feedback and then took the same test again, following the process of team-based testing (TBT), in teams in which the members reached consensus for each question and answered…

  20. [Adult learning, professional autonomy and individual commitment].

    Science.gov (United States)

    Pardell-Alentá, H

    The concept of 'andragogy' is the basis of the adult education which is different from pedagogy in several aspects, particularly in the autonomy of the adult learner in choosing the educational programmes and the methodologies and sites in where learning occurs. This happens very often in the worksite. The professionals have to learn permanently during their active lives in order to maintain their competence updated. In this sense, continuing education correlates with continuing professional development, which is an attempt to enlarge the traditional domains of continuing education. Continuing education must be clearly differentiated from formal education, which is a requirement for granting professional degrees or titles. Very often it arises from the changing health needs and for this reason is necessary to avoid the institutionalization of continuing education programmes. Professional associations should be actively involved in providing and accrediting continuing education-continuing professional development programmes, because this involvement is an essential component of the professionals' self-regulation in the context of the current medical professionalism ideology.

  1. Labour and Individual Learning Accounts: Let's Keep Talking.

    Science.gov (United States)

    Thomson, Alastair

    1996-01-01

    Reviews British political party proposals for individual learning accounts, designed to give adults purchasing power for further education and training. Raises concerns about effects on existing employee development programs and other potential problems. (SK)

  2. Towards a Pedagogy for Clinical Education: Beyond Individual Learning Differences

    Science.gov (United States)

    Kinchin, Ian M.; Baysan, Aylin; Cabot, Lyndon Bruce

    2008-01-01

    The development of teaching in higher education towards a more learner-orientated model has been supported by the literature on individual learning differences and on learning styles in particular. This has contributed to the evolution of university pedagogy away from a medieval transmission model than runs counter to contemporary understanding of…

  3. Individual differences in implicit motor learning: task specificity in sensorimotor adaptation and sequence learning.

    Science.gov (United States)

    Stark-Inbar, Alit; Raza, Meher; Taylor, Jordan A; Ivry, Richard B

    2017-01-01

    In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain. We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the

  4. Individualized Learning Through Non-Linear use of Learning Objects: With Examples From Math and Stat

    DEFF Research Database (Denmark)

    Rootzén, Helle

    2015-01-01

    Our aim is to ensure individualized learning that is fun, inspiring and innovative. We believe that when you enjoy, your brain will open up and learning will be easier and more effective. The methods use a non-linear learning environment based on self-contained learning objects which are pieced t...

  5. System Thinking Scales and Learning Environment of Family Planning Field Workers in East Java, Indonesia

    Science.gov (United States)

    Listyawardani, Dwi; Hariastuti, Iswari

    2016-01-01

    Systems thinking is needed due to the growing complexity of the problems faced family planning field workers in the external environment that is constantly changing. System thinking ability could not be separated from efforts to develop learning for the workers, both learning at the individual, group, or organization level. The design of the study…

  6. E-Learning and Further Education: How do Individual Learning Paths support Personal Learning Processes

    Directory of Open Access Journals (Sweden)

    Bertil Haack

    2010-02-01

    Full Text Available The MOPEM project includes two fixed scenarios that have been defined to convey the idea of "learning paths". Our aim in this paper is to demonstrate the contexts and conditions for flexible learning paths that can be tailored to meet individual needs. The concept of this kind of specialised path is to enable learners to individualise the learning process and to adjust it to their personal needs. We will outline the background and pro- vide examples to explain the concept of learning stations which we use in our four courses: Online Marketing, CRM Systems, Business Communications and Event Marketing. This idea of "freely" combining subject matter naturally leads to the ques- tion of multi-applicability for the learning blocks in various educational contexts. The answers to this question are interest- ing not only in terms of the feasibility of learning paths from a content and didactic point of view, but also with regard to the economic viability of E-Learning or Blended Learning Systems, which ultimately require technical implementation. In addition we will present some first thoughts on the design of a prototype "Content Pool". It would, however, only make sense to develop and implement this within the scope of a follow-up project.

  7. An empirical typology of hospital nurses' individual learning paths.

    Science.gov (United States)

    Poell, Rob F; Van der Krogt, Ferd J

    2014-03-01

    A relatively new theoretical concept is proposed in this paper, namely, the individual learning path. Learning paths are created by individual employees and comprise a set of learning-relevant activities that are both coherent as a whole and meaningful to them. To explore the empirical basis of this theoretical concept. A qualitative study involving semi-structured interviews. Two academic medical centers (university hospitals) and two general hospitals in the Netherlands. A total of 89 nurses were involved in the study. Semi-structured interviews were analyzed qualitatively; cluster analysis was then performed on quantified data from the interviews. Four types of learning path emerged, namely, the formal-external, self-directed, social-emotional, and information-oriented learning paths. The relatively new theoretical concept of an individual learning path can be observed in practice and a number of different learning-path types can be distinguished. Nurses were found to create their own learning paths, that is, select a theme that is relevant primarily to themselves, conduct a variety of learning activities around this theme, participate in social contexts that might help them, and mobilize learning facilities provided by their organization. These activities go way beyond the notion of employees as self-directed learners merely in a didactic sense (establishing learning goals, choosing the right learning activities for these goals, evaluating to what extent their goals have been met as a result). The findings can be interpreted as evidence of employees acting strategically when it comes to their professional development. Providers of continuing professional education/development need to take this into account. Copyright © 2013 Elsevier Ltd. All rights reserved.

  8. Learning through Participatory Action Research for Community Ecotourism Planning.

    Science.gov (United States)

    Guevara, Jose Roberto Q.

    1996-01-01

    Ecologically sound tourism planning and policy require an empowering community participation. The participatory action research model helps a community gain understanding of its social reality, learn how to learn, initiate dialog, and discover new possibilities for addressing its situation. (SK)

  9. Learning How to Supervise: Midlevel Managers' Individual Learning Journeys

    Science.gov (United States)

    David, Keegan

    2010-01-01

    The purpose of this study was to explore how midlevel managers in student affairs learn supervisory skills. Student affairs professionals are given tremendous responsibility for the lives of students outside the classroom. The Association of College Personnel Administrators and other sources outlined the necessary competencies for student affairs…

  10. Lessons learned in planning the Canadian Nuclear Legacy Liabilities Program

    International Nuclear Information System (INIS)

    Stephens, M.; Brooks, S.; Miller, J.; Neal, P.; Mason, R.

    2011-01-01

    In 2006, Atomic Energy of Canada Limited (AECL) and Natural Resources Canada (NRCan) began implementing a $7B CDN, 70-year Nuclear Legacy Liabilities Program (NLLP) to deal with legacy decommissioning and environmental issues at AECL nuclear sites. The objective of the NLLP is to safely and cost-effectively reduce the nuclear legacy liabilities and associated risks based on sound waste management and environmental principles in the best interest of Canadians. The NLLP comprises a number of interlinked decommissioning, waste management and environmental restoration activities that are being executed at different sites by various technical groups. Many lessons about planning and executing such a large, diverse Program have been learned in planning the initial five-year 'start-up' phase (concluded 2011 March), in planning the three-year second phase (currently being commenced), and in planning individual and interacting activities within the Program. The activities to be undertaken in the start-up phase were planned by a small group of AECL technical experts using the currently available information on the liabilities. Several internal and external reviews of the Program during the start-up phase examined progress and identified several improvements to planning. These improvements included strengthening communications among the groups within the Program, conducting more detailed advance planning of the interlinked activities, and being cautious about making detailed commitments for activities for which major decisions had yet to be made. The second phase was planned by a dedicated core team. More and earlier input was solicited from the suppliers than in the planning for the first phase. This was to ensure that the proposed program of work was feasible, and to be able to specify in more detail the resources that would be required to carry it out. The NLLP has developed several processes to assist in the detailed planning of the numerous projects and

  11. 26 CFR 20.2039-5 - Annuities under individual retirement plans.

    Science.gov (United States)

    2010-04-01

    ... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Annuities under individual retirement plans. 20... § 20.2039-5 Annuities under individual retirement plans. (a) Section 2039(e) exclusion—(1) In general... annuity” receivable by a beneficiary under an individual retirement plan. The term “individual retirement...

  12. XML technology planning database : lessons learned

    Science.gov (United States)

    Some, Raphael R.; Neff, Jon M.

    2005-01-01

    A hierarchical Extensible Markup Language(XML) database called XCALIBR (XML Analysis LIBRary) has been developed by Millennium Program to assist in technology investment (ROI) analysis and technology Language Capability the New return on portfolio optimization. The database contains mission requirements and technology capabilities, which are related by use of an XML dictionary. The XML dictionary codifies a standardized taxonomy for space missions, systems, subsystems and technologies. In addition to being used for ROI analysis, the database is being examined for use in project planning, tracking and documentation. During the past year, the database has moved from development into alpha testing. This paper describes the lessons learned during construction and testing of the prototype database and the motivation for moving from an XML taxonomy to a standard XML-based ontology.

  13. [The specialty program as a training tool: an individual training plan for each resident].

    Science.gov (United States)

    Rodríguez González, R; Capilla Cabezuelo, E

    2010-01-01

    The official training program for the specialty "Diagnostic Imaging" establishes minimum learning objectives that must be fulfilled. Each accredited teaching unit is responsible for designing and carrying out a curriculum to ensure that these objectives are met, and this approach permits a degree of flexibility. Various aspects must be considered in the individual training plans for each resident: the rotation scheme according to the way the department is organized, plans for recovering missed material or reinforcing weak points, optional rotations, increasing degrees of responsibility as skills are acquired during training, and accommodating special needs of handicapped persons. Nevertheless, the individual plan must be fitted to the established curriculum and guarantee that the content of the official program is covered and that the objectives stipulated therein are met. Furthermore, the methods of teaching must be adapted to the individual characteristics of the residents, and this is the most important aspect of the individualization of training. To this end, it is fundamental for residents to take on an active role in their training, guided by their tutor and with the participation of all the radiologists in the department including the other residents, all of whom should act as teachers. Copyright © 2010 SERAM. Published by Elsevier Espana. All rights reserved.

  14. Individual Learning in Construction Projects: Professions and their Approaches

    Directory of Open Access Journals (Sweden)

    Ingeborg Wasif

    2010-10-01

    Full Text Available New materials, use of sophisticated technologies and increased customer demands, in combination with growing competition among construction companies, have led to a high organizational boundaries. The results indicate that personal networks are the most common source of learning for all professions. While clients, architects, and designers also engage in reading and attending courses, site managers and workers are less engaged in these activities. Experimenting and organizing for learning appear to be underutilized strategies by all professions. This leads to the conclusion that attempts to increase learning have to address the differences in learning behaviours of the various groups. Further, focus on experimenting and organizing for learning is a possibility to change the learning behaviour from learning as a consequence of problems to learning for future improvement.degree of specialization. For successful integration of the different professional specialists, there is a need for shared learning between project co-workers. Based on twenty eight interviews in six different Swedish construction projects, this paper illustrates strategies for individual and shared learning, among different actors and across various

  15. A Bayesian foundation for individual learning under uncertainty

    Directory of Open Access Journals (Sweden)

    Christoph eMathys

    2011-05-01

    Full Text Available Computational learning models are critical for understanding mechanisms of adaptive behavior. However, the two major current frameworks, reinforcement learning (RL and Bayesian learning, both have certain limitations. For example, many Bayesian models are agnostic of inter-individual variability and involve complicated integrals, making online learning difficult. Here, we introduce a generic hierarchical Bayesian framework for individual learning under multiple forms of uncertainty (e.g., environmental volatility and perceptual uncertainty. The model assumes Gaussian random walks of states at all but the first level, with the step size determined by the next higher level. The coupling between levels is controlled by parameters that shape the influence of uncertainty on learning in a subject-specific fashion. Using variational Bayes under a mean field approximation and a novel approximation to the posterior energy function, we derive trial-by-trial update equations which (i are analytical and extremely efficient, enabling real-time learning, (ii have a natural interpretation in terms of RL, and (iii contain parameters representing processes which play a key role in current theories of learning, e.g., precision-weighting of prediction error. These parameters allow for the expression of individual differences in learning and may relate to specific neuromodulatory mechanisms in the brain. Our model is very general: it can deal with both discrete and continuous states and equally accounts for deterministic and probabilistic relations between environmental events and perceptual states (i.e., situations with and without perceptual uncertainty. These properties are illustrated by simulations and analyses of empirical time series. Overall, our framework provides a novel foundation for understanding normal and pathological learning that contextualizes RL within a generic Bayesian scheme and thus connects it to principles of optimality from probability

  16. A bayesian foundation for individual learning under uncertainty.

    Science.gov (United States)

    Mathys, Christoph; Daunizeau, Jean; Friston, Karl J; Stephan, Klaas E

    2011-01-01

    Computational learning models are critical for understanding mechanisms of adaptive behavior. However, the two major current frameworks, reinforcement learning (RL) and Bayesian learning, both have certain limitations. For example, many Bayesian models are agnostic of inter-individual variability and involve complicated integrals, making online learning difficult. Here, we introduce a generic hierarchical Bayesian framework for individual learning under multiple forms of uncertainty (e.g., environmental volatility and perceptual uncertainty). The model assumes Gaussian random walks of states at all but the first level, with the step size determined by the next highest level. The coupling between levels is controlled by parameters that shape the influence of uncertainty on learning in a subject-specific fashion. Using variational Bayes under a mean-field approximation and a novel approximation to the posterior energy function, we derive trial-by-trial update equations which (i) are analytical and extremely efficient, enabling real-time learning, (ii) have a natural interpretation in terms of RL, and (iii) contain parameters representing processes which play a key role in current theories of learning, e.g., precision-weighting of prediction error. These parameters allow for the expression of individual differences in learning and may relate to specific neuromodulatory mechanisms in the brain. Our model is very general: it can deal with both discrete and continuous states and equally accounts for deterministic and probabilistic relations between environmental events and perceptual states (i.e., situations with and without perceptual uncertainty). These properties are illustrated by simulations and analyses of empirical time series. Overall, our framework provides a novel foundation for understanding normal and pathological learning that contextualizes RL within a generic Bayesian scheme and thus connects it to principles of optimality from probability theory.

  17. Machine Learning for Treatment Assignment: Improving Individualized Risk Attribution.

    Science.gov (United States)

    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.

  18. Career anchors and learning plan (part one

    Directory of Open Access Journals (Sweden)

    Daniela Brečko

    2006-12-01

    Full Text Available The article is divided into three parts. The first part concentrates on how important career is for an individual, organization and society. The author establishes that understanding of career has changed dramatically and does not only refer to climbing up the career ladder, but also moving off or even down the career ladder. The notion of career, as a lifelong and professional path, encompasses all aspects of human personality and their roles acquired through one's life. On basis of vast and longitudinal research, where the author has studied career anchors of individuals, it is the objective of the author to find out on basis of what grounds do the individuals decide to take certain directions in their careers and how learning contributes to such decisions. As a source the author has used Shein's theory of career anchors. Part one describes in greater detail 8 different career anchors and introduces their main features with the findings of the research, which refer to the analysis of professions (work positions and established career anchors. The author thus verifies the hypothesis that career anchors do exist in our area.

  19. Auditory working memory predicts individual differences in absolute pitch learning.

    Science.gov (United States)

    Van Hedger, Stephen C; Heald, Shannon L M; Koch, Rachelle; Nusbaum, Howard C

    2015-07-01

    Absolute pitch (AP) is typically defined as the ability to label an isolated tone as a musical note in the absence of a reference tone. At first glance the acquisition of AP note categories seems like a perceptual learning task, since individuals must assign a category label to a stimulus based on a single perceptual dimension (pitch) while ignoring other perceptual dimensions (e.g., loudness, octave, instrument). AP, however, is rarely discussed in terms of domain-general perceptual learning mechanisms. This is because AP is typically assumed to depend on a critical period of development, in which early exposure to pitches and musical labels is thought to be necessary for the development of AP precluding the possibility of adult acquisition of AP. Despite this view of AP, several previous studies have found evidence that absolute pitch category learning is, to an extent, trainable in a post-critical period adult population, even if the performance typically achieved by this population is below the performance of a "true" AP possessor. The current studies attempt to understand the individual differences in learning to categorize notes using absolute pitch cues by testing a specific prediction regarding cognitive capacity related to categorization - to what extent does an individual's general auditory working memory capacity (WMC) predict the success of absolute pitch category acquisition. Since WMC has been shown to predict performance on a wide variety of other perceptual and category learning tasks, we predict that individuals with higher WMC should be better at learning absolute pitch note categories than individuals with lower WMC. Across two studies, we demonstrate that auditory WMC predicts the efficacy of learning absolute pitch note categories. These results suggest that a higher general auditory WMC might underlie the formation of absolute pitch categories for post-critical period adults. Implications for understanding the mechanisms that underlie the

  20. Collaborative Planning: Cooking up an Inclusive Service-Learning Project

    Science.gov (United States)

    Bonati, Michelle L.

    2018-01-01

    Collaborative planning between special education teachers and general education teachers that focuses on curriculum, instruction, and assessment can improve learning outcomes for students with and without disabilities. Service-learning is a teaching practice that can provide a flexible approach for teachers to collaboratively plan to meet the…

  1. Contract Learning as an Approach to Individualizing EFL Education in the Context of Assessment for Learning

    Science.gov (United States)

    Zandi, Hamed; Kaivanpanah, Shiva; Alavi, Sayyed Mohammad

    2015-01-01

    Contract learning as an approach to individualizing education in the context of assessment for learning is relatively underexplored in English as a Foreign Language instruction. The present study used a mixed-methods design to investigate its efficacy to provide feedback to students and improve self-directed learning. Furthermore, it studied…

  2. Learning-related human brain activations reflecting individual finances.

    Science.gov (United States)

    Tobler, Philippe N; Fletcher, Paul C; Bullmore, Edward T; Schultz, Wolfram

    2007-04-05

    A basic tenet of microeconomics suggests that the subjective value of financial gains decreases with increasing assets of individuals ("marginal utility"). Using concepts from learning theory and microeconomics, we assessed the capacity of financial rewards to elicit behavioral and neuronal changes during reward-predictive learning in participants with different financial backgrounds. Behavioral learning speed during both acquisition and extinction correlated negatively with the assets of the participants, irrespective of education and age. Correspondingly, response changes in midbrain and striatum measured with functional magnetic resonance imaging were slower during both acquisition and extinction with increasing assets and income of the participants. By contrast, asymptotic magnitudes of behavioral and neuronal responses after learning were unrelated to personal finances. The inverse relationship of behavioral and neuronal learning speed with personal finances is compatible with the general concept of decreasing marginal utility with increasing wealth.

  3. Evolution of individual versus social learning on social networks.

    Science.gov (United States)

    Tamura, Kohei; Kobayashi, Yutaka; Ihara, Yasuo

    2015-03-06

    A number of studies have investigated the roles played by individual and social learning in cultural phenomena and the relative advantages of the two learning strategies in variable environments. Because social learning involves the acquisition of behaviours from others, its utility depends on the availability of 'cultural models' exhibiting adaptive behaviours. This indicates that social networks play an essential role in the evolution of learning. However, possible effects of social structure on the evolution of learning have not been fully explored. Here, we develop a mathematical model to explore the evolutionary dynamics of learning strategies on social networks. We first derive the condition under which social learners (SLs) are selectively favoured over individual learners in a broad range of social network. We then obtain an analytical approximation of the long-term average frequency of SLs in homogeneous networks, from which we specify the condition, in terms of three relatedness measures, for social structure to facilitate the long-term evolution of social learning. Finally, we evaluate our approximation by Monte Carlo simulations in complete graphs, regular random graphs and scale-free networks. We formally show that whether social structure favours the evolution of social learning is determined by the relative magnitudes of two effects of social structure: localization in competition, by which competition between learning strategies is evaded, and localization in cultural transmission, which slows down the spread of adaptive traits. In addition, our estimates of the relatedness measures suggest that social structure disfavours the evolution of social learning when selection is weak. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  4. Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning.

    Directory of Open Access Journals (Sweden)

    Kristoffer Carl Aberg

    Full Text Available Learning how to gain rewards (approach learning and avoid punishments (avoidance learning is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance learning scored higher on measures of approach (vs. avoidance trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits.

  5. Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning

    Science.gov (United States)

    Carl Aberg, Kristoffer; Doell, Kimberly C.; Schwartz, Sophie

    2016-01-01

    Learning how to gain rewards (approach learning) and avoid punishments (avoidance learning) is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance) learning scored higher on measures of approach (vs. avoidance) trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative) outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits. PMID:27851807

  6. 42 CFR 422.52 - Eligibility to elect an MA plan for special needs individuals.

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 3 2010-10-01 2010-10-01 false Eligibility to elect an MA plan for special needs..., and Enrollment § 422.52 Eligibility to elect an MA plan for special needs individuals. (a) General rule. In order to elect a specialized MA plan for a special needs individual (Special Needs MA plan, or...

  7. [Students' perceptions of team-based learning by individual characteristics in a medical school].

    Science.gov (United States)

    Park, Kwi Hwa; Choi, Chang-Hyu; Jeon, Yang-Bin; Park, Kook-Yang; Park, Chul-Hyun

    2013-06-01

    The purpose of this study was to examine medical students' perceptions of team-based learning (TBL) according to their individual characteristics: gender, team efficacy, interpersonal understanding, proactivity in problem solving, and academic ability. Thirty-eight second-year medical students who took an integrated cardiology course participated in this study; 28 were male and 10 were female. A questionnaire on individual characteristics and a questionnaire on the perception of TBL were administered, and the scores of individual characteristics were grouped into three: high, middle, and low. The data were analyzed by t-test, analysis of variance, and multiple regression analysis. The TBL efficacy perception scale consisted of 3 factors: team skill, learning ability, and team learning. The group of male students and the group of students with high academic ability recognized the effect of TBL on improvements in learning ability more than females and those with low academic ability. The group of students with high team efficacy reported that TBL was effective with regard to team skill improvement. The group of students with high scores on interpersonal understanding and high proactive problem solving tended to perceive the TBL's effect on team skill improvement. Team efficacy and proactivity in problem solving had a positive effect on the perception of TBL. Medical students' perceptions of the effectiveness of TBL differ according to individual characteristics. The results of this study suggest that these individual characteristics should be considered in planning of team learning, such as TBL, to have a positive impact and stronger effects.

  8. Learning Outcomes in Vocational Education: A Business Plan Development by Production-Based Learning Model Approach

    Science.gov (United States)

    Kusumaningrum, Indrati; Hidayat, Hendra; Ganefri; Anori, Sartika; Dewy, Mega Silfia

    2016-01-01

    This article describes the development of a business plan by using production-based learning approach. In addition, this development also aims to maximize learning outcomes in vocational education. Preliminary analysis of curriculum and learning and the needs of the market and society become the basic for business plan development. To produce a…

  9. Group level effects of social versus individual learning.

    Science.gov (United States)

    Jost, Jürgen; Li, Wei

    2013-06-01

    We study the effects of learning by imitating others within the framework of an iterated game in which the members of two complementary populations interact via random pairing at each round. This allows us to compare both the fitness of different strategies within a population and the performance of populations in which members have access to different types of strategies. Previous studies reveal some emergent dynamics at the population level, when players learn individually. We here investigate a different mechanism in which players can choose between two different learning strategies, individual or social. Imitating behavior can spread within a mixed population, with the frequency of imitators varying over generation time. When compared to a pure population with solely individual learners, a mixed population with both individual and social learners can do better, independently of the precise learning scheme employed. We can then search for the best imitating strategy. Imitating the neighbor with the highest payoff turns out to be consistently superior. This is in agreement with findings in experimental and model studies that have been carried out in different settings.

  10. Individual Differences in Learning from an Intelligent Discovery World: Smithtown.

    Science.gov (United States)

    Shute, Valerie J.

    "Smithtown" is an intelligent computer program designed to enhance an individual's scientific inquiry skills as well as to provide an environment for learning principles of basic microeconomics. It was hypothesized that intelligent computer instruction on applying effective interrogative skills (e.g., changing one variable at a time…

  11. Autistic Learning Disabilities and Individualizing Treatment for Autistic Spectrum Disorders.

    Science.gov (United States)

    Siegel, Bryna

    1999-01-01

    This article evaluates three early intervention approaches--applied behavior analysis, TEAACH (Treatment and Education of Autistic and Related Communication Handicapped Children), a structured classroom-based program, and relationship therapy/"floor time"--to identify which aspects of each approach complement individual learning styles…

  12. Evolution of learning in fluctuating environments: when selection favors both social and exploratory individual learning.

    Science.gov (United States)

    Borenstein, Elhanan; Feldman, Marcus W; Aoki, Kenichi

    2008-03-01

    Cumulative cultural change requires organisms that are capable of both exploratory individual learning and faithful social learning. In our model, an organism's phenotype is initially determined innately (by its genotypic value) or by social learning (copying a phenotype from the parental generation), and then may or may not be modified by individual learning (exploration around the initial phenotype). The environment alternates periodically between two states, each defined as a certain range of phenotypes that can survive. These states may overlap, in which case the same phenotype can survive in both states, or they may not. We find that a joint social and exploratory individual learning strategy-the strategy that supports cumulative culture-is likely to spread when the environmental states do not overlap. In particular, when the environmental states are contiguous and mutation is allowed among the genotypic values, this strategy will spread in either moderately or highly stable environments, depending on the exact nature of the individual learning applied. On the other hand, natural selection often favors a social learning strategy without exploration when the environmental states overlap. We find only partial support for the "consensus" view, which holds that individual learning, social learning, and innate determination of behavior will evolve at short, intermediate, and long environmental periodicities, respectively.

  13. Teori Adult Learning, Ekspriental Learning Cycle Dan Perubahan Performance Individu Dalam Pendidikan Dan Pelatihan

    Directory of Open Access Journals (Sweden)

    Moh. Dannur

    2017-07-01

    Full Text Available Teori belajar merupakan hal yang sangat penting dalam Manajmen Pendidikan dan Pelatihan apabila ingin meraih hasil yang maksimal dalam proses transformasi pengetahuan. Adult Learning dan Ekspriental Learning Cycle salah satu teori yang paling masyhur di dalamnya. Dalam upaya meraih hasil yang maksimal juga perlu adanya pengetahuan tentang motivasi dan faktor-faktor dalam pengembangan individu, perubahan performanya, serta dinamika individu kelompok. Sehingga dengan pengetahuan yang dimilikiakan dengan mudah merealisasikan yang diinginkan. Kata kunci: Adult learning, expriental learning cycle, performance.  Learning theory is very important in Management of Education and Training if you want to achieve the maximum results in the transformation process of knowledge. Adult Learning and Expriental Learning Cycle are the most famous theories within it. In the effort to achieve the maximum results also needs the knowledge about motivation, the factors in the development of individuals, the changes of performance, and the dynamics of individual groups. So with this knowledge you will easily realize the thing you desired. Keywords: Adult learning, expriental learning cycle, performance.

  14. Assessment of individual doses and intervention planning at CERN

    International Nuclear Information System (INIS)

    Brugger, M.; Forkel-Wirth, D.; Gaborit, J.C.; Menzel, H.; Roesler, S.

    2006-01-01

    Founded in 1954, CERN is the European Organization for Nuclear Research, one of the world's largest international particle physics centres. It sits astride the Franco-Swiss border near Geneva. The Large Hadron Collider (LHC) is currently being installed in a 27-kilometer ring tunnel, buried deep below the countryside on the outskirts of Geneva, Switzerland and the Pays de Gex, France. When its operation begins in 2007, the LHC will be the world's most power particle accelerator. The start-up and the operation of the LHC will mark a new era for CERN's operational radiation protection. The total surface of CERN's radiation areas will enlarge significantly and a large number of work places have to be regularly monitored by CERN's radiation protection group. The maintenance personnel will comprise CERN staff, outside contractors and a large number of physicists from all over the world. CERN meets this challenge by applying optimisation processes already in the design of accelerator and detector components and by an appropriate intervention and dose planning during operation. Detailed Monte Carlo calculations were performed during the design phase of the LHC and were used to identify the potential radiation hazards during future maintenance in areas with elevated beam losses (accelerator ejection and injection, beam dumps, target areas or beam cleaning insertions) and thus elevated dose rates. In an iterative way, the design of the accelerator components and the layout of these regions were optimised. The impact of the proposed modifications on the dose to personnel was evaluated by Monte Carlo simulations. Calculated individual and collective doses were then compared to design constraints. (author)

  15. Assessment of Individual Doses and Intervention Planning at CERN

    International Nuclear Information System (INIS)

    Brugger, M.; Forkel-Wirth, D.; Gaborit, J.C.; Menzel, H.; Roesler, S.; Vincke, H.

    2006-01-01

    Founded in 1954, CERN is the European Organization for Nuclear Research, one of the world's largest international particle physics centres. It sits astride the Franco-Swiss border near Geneva. The Large Hadron Collider (Lhc) is currently being installed in a 27-kilometer ring tunnel, buried deep below the countryside on the outskirts of Geneva, Switzerland and the Pays de Gex, France. When its operation begins in 2007, the Lhc will be the world's most powerful particle accelerator. The start-up and the operation of the Lhc will mark a new era for CERN's operational radiation protection. The total surface of CERN's radiation areas will enlarge significantly and a large number of work places have to be regularly monitored by CERN's radiation protection group. The maintenance personnel will comprise CERN staff, outside contractors and a large number of physicists from all over the world. CERN meets this challenge by applying optimisation processes already in the design of accelerator and detector components and by an appropriate intervention and dose planning during operation. Detailed Monte Carlo calculations were performed during the design phase of the Lhc and were used to identify the potential radiation hazards during future maintenance in areas with elevated beam losses (accelerator ejection and injection, beam dumps, target areas or beam cleaning insertions) and thus elevated dose rates. In an iterative way, the design of the accelerator components and the layout of these regions were optimised. The impact of the proposed modifications on the dose to personnel was evaluated by Monte Carlo simulations. Calculated individual and collective doses were then compared to design constraints. (authors)

  16. Department of Defense Strategic Plan for Advanced Distributed Learning

    National Research Council Canada - National Science Library

    1999-01-01

    ...), requires the Secretary of Defense to develop a strategic plan for guiding and expanding distance learning initiatives within the Department of Defense, to include a provision for the expansion...

  17. Working Memory Capacity and Mobile Multimedia Learning Environments: Individual Differences in Learning While Mobile

    Science.gov (United States)

    Doolittle, Peter E.; Mariano, Gina J.

    2008-01-01

    The present study examined the effects of individual differences in working memory capacity (WMC) on learning from an historical inquiry multimedia tutorial in stationary versus mobile learning environments using a portable digital media player (i.e., iPod). Students with low (n = 44) and high (n = 40) working memory capacity, as measured by the…

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

    Science.gov (United States)

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

    2016-01-01

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

  19. Individual Differences and Learning Contexts: A Self-Regulated Learning Perspective

    Science.gov (United States)

    Ben-Eliyahu, Adar

    2017-01-01

    This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including…

  20. Individual differences in the learning potential of human beings

    Science.gov (United States)

    Stern, Elsbeth

    2017-01-01

    To the best of our knowledge, the genetic foundations that guide human brain development have not changed fundamentally during the past 50,000 years. However, because of their cognitive potential, humans have changed the world tremendously in the past centuries. They have invented technical devices, institutions that regulate cooperation and competition, and symbol systems, such as script and mathematics, that serve as reasoning tools. The exceptional learning ability of humans allows newborns to adapt to the world they are born into; however, there are tremendous individual differences in learning ability among humans that become obvious in school at the latest. Cognitive psychology has developed models of memory and information processing that attempt to explain how humans learn (general perspective), while the variation among individuals (differential perspective) has been the focus of psychometric intelligence research. Although both lines of research have been proceeding independently, they increasingly converge, as both investigate the concepts of working memory and knowledge construction. This review begins with presenting state-of-the-art research on human information processing and its potential in academic learning. Then, a brief overview of the history of psychometric intelligence research is combined with presenting recent work on the role of intelligence in modern societies and on the nature-nurture debate. Finally, promising approaches to integrating the general and differential perspective will be discussed in the conclusion of this review.

  1. Artificial grammar learning in individuals with severe aphasia.

    Science.gov (United States)

    Zimmerer, Vitor C; Cowell, Patricia E; Varley, Rosemary A

    2014-01-01

    One factor in syntactic impairment in aphasia might be damage to general structure processing systems. In such a case, deficits would be evident in the processing of syntactically structured non-linguistic information. To explore this hypothesis, we examined performances on artificial grammar learning (AGL) tasks in which the grammar was expressed in non-linguistic visual forms. In the first experiment, AGL behavior of four aphasic participants with severe syntactic impairment, five aphasic participants without syntactic impairment, and healthy controls was examined. Participants were trained on sequences of nonsense stimuli with the structure A(n)B(n). Data were analyzed at an individual level to identify different behavioral profiles and account for heterogeneity in aphasic as well as healthy groups. Healthy controls and patients without syntactic impairment were more likely to learn configurational (item order) than quantitative (counting) regularities. Quantitative regularities were only detected by individuals who also detected the configurational properties of the stimulus sequences. By contrast, two individuals with syntactic impairment learned quantitative regularities, but showed no sensitivity towards configurational structure. They also failed to detect configurational structure in a second experiment in which sequences were structured by the grammar A(+)B(+). We discuss the potential relationship between AGL and processing of word order as well as the potential of AGL in clinical practice. © 2013 Published by Elsevier Ltd.

  2. Increasing Effectiveness of Strategic Planning Seminars through Learning Style

    Science.gov (United States)

    Yildirim, Nail

    2010-01-01

    This research tests the effectiveness of taking learning style variables from the Kolb learning model in designing strategic planning seminars. We observe in our research that the participants in the seminar--school principals--positively judge the effectiveness of the seminar. The research also tests the seminar's effectiveness in terms of the…

  3. Generalizable Skills in Individualized Vocational Program Planning for Special Needs Students.

    Science.gov (United States)

    Stodden, Robert A.; Boone, Rosalie

    1986-01-01

    The authors address planning issues and suggest methods of interagency cooperation, integration of generalizable skills in individualized educational planning/programming, developing goals and objectives, and using student assessment and evaluation information. (CT)

  4. Relationship between Individual and Organizational Learning: Mediating Role of Team Learning

    Directory of Open Access Journals (Sweden)

    Monika Stelmaszczyk

    2016-12-01

    Full Text Available The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and mediation analyses using the PROCESS macro by Hayes and Preacher. The research results show a statistically significant relationship between individual learning and each of the five dimensions of organizational learning [clarity of purpose and mission; leadership commitment and empowerment; knowledge transfer; experimentation and rewards; and teamwork and group problem solving]. What is more, they prove that team learning is a mediator of a relationship between individual and organizational learning. Interestingly, only one full mediation has been observed while researching the mediative effect of team learning in relation to each out of the five dimensions of organizational learning. It occurred in relation to experimentation and rewards. In the remaining cases these were partial mediations.

  5. CAN INFOGRAPHICS FACILITATE THE LEARNING OF INDIVIDUALS WITH MATHEMATICAL LEARNING DIFFICULTIES?

    Directory of Open Access Journals (Sweden)

    Basak Baglama

    2017-12-01

    Full Text Available Visualization of data has recently gained great importance in education and use of infographics is regarded as an important tool in teaching mathematics since it presents information in a clear and abstract way. Therefore, use of infographics for helping individuals with mathematical learning difficulties has become an important research question. This study aims to provide an overview on the use of infographics in teaching mathematics to individuals with mathematical learning difficulties. This is a qualitative study in which document analysis was used the collect the data. Results provided information about the definition of infographics, effectiveness of using infographics in education and facilitative role of infographics in enhancing learning of individuals with mathematical learning difficulties, namely dyscalculia. Results were discussed with relevant literature and recommendations for further research and practices were also presented.

  6. Addiction memory as a specific, individually learned memory imprint.

    Science.gov (United States)

    Böning, J

    2009-05-01

    The construct of "addiction memory" (AM) and its importance for relapse occurrence has been the subject of discussion for the past 30 years. Neurobiological findings from "social neuroscience" and biopsychological learning theory, in conjunction with construct-valid behavioral pharmacological animal models, can now also provide general confirmation of addiction memory as a pathomorphological correlate of addiction disorders. Under multifactorial influences, experience-driven neuronal learning and memory processes of emotional and cognitive processing patterns in the specific individual "set" and "setting" play an especially pivotal role in this connection. From a neuropsychological perspective, the episodic (biographical) memory, located at the highest hierarchical level, is of central importance for the formation of the AM in certain structural and functional areas of the brain and neuronal networks. Within this context, neuronal learning and conditioning processes take place more or less unconsciously and automatically in the preceding long-term-memory systems (in particular priming and perceptual memory). They then regulate the individually programmed addiction behavior implicitly and thus subsequently stand for facilitated recollection of corresponding, previously stored cues or context situations. This explains why it is so difficult to treat an addiction memory, which is embedded above all in the episodic memory, from the molecular carrier level via the neuronal pattern level through to the psychological meaning level, and has thus meanwhile become a component of personality.

  7. The Online Learning Knowledge Garden: A Pedagogic Planning Tool for e-Learning

    NARCIS (Netherlands)

    Scott, Bernard

    2006-01-01

    Please, cite this publication as: Scott, B. (2006). The Online Learning Knowledge Garden: A Pedagogic Planning Tool for e-Learning. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria:

  8. Developmental Learning Disorders: From Generic Interventions to Individualized Remediation

    Directory of Open Access Journals (Sweden)

    David eMoreau

    2016-01-01

    Full Text Available Developmental learning disorders affect many children, impairing their experience in the classroom and hindering many aspects of their life. Once a bleak sentence associated with life-long difficulties, several learning disorders can now be successfully alleviated, directly benefiting from promising interventions. In this review, we focus on two of the most prevalent learning disorders, dyslexia and ADHD. Recent advances have refined our understanding of the specific neural networks that are altered in these disorders, yet questions remain regarding causal links between neural changes and behavioral improvements. After briefly reviewing the theoretical foundations of dyslexia and ADHD, we explore their distinct and shared characteristics, and discuss the comorbidity of the two disorders. We then examine current interventions, and consider the benefits of approaches that integrate remediation within other activities to encourage sustained motivation and improvements. Finally, we conclude with a reflection on the potential for remediation programs to be personalized by taking into account the specificities and demands of each individual. The effective remediation of learning disorders is critical to modern societies, especially considering the far-reaching ramifications of successful early interventions.

  9. Real-time individualized training vectors for experiential learning.

    Energy Technology Data Exchange (ETDEWEB)

    Willis, Matt; Tucker, Eilish Marie; Raybourn, Elaine Marie; Glickman, Matthew R.; Fabian, Nathan

    2011-01-01

    Military training utilizing serious games or virtual worlds potentially generate data that can be mined to better understand how trainees learn in experiential exercises. Few data mining approaches for deployed military training games exist. Opportunities exist to collect and analyze these data, as well as to construct a full-history learner model. Outcomes discussed in the present document include results from a quasi-experimental research study on military game-based experiential learning, the deployment of an online game for training evidence collection, and results from a proof-of-concept pilot study on the development of individualized training vectors. This Lab Directed Research & Development (LDRD) project leveraged products within projects, such as Titan (Network Grand Challenge), Real-Time Feedback and Evaluation System, (America's Army Adaptive Thinking and Leadership, DARWARS Ambush! NK), and Dynamic Bayesian Networks to investigate whether machine learning capabilities could perform real-time, in-game similarity vectors of learner performance, toward adaptation of content delivery, and quantitative measurement of experiential learning.

  10. Sampling capacity underlies individual differences in human associative learning.

    Science.gov (United States)

    Byrom, Nicola C; Murphy, Robin A

    2014-04-01

    Though much work has studied how external factors, such as stimulus properties, influence generalization of associative strength, there has been limited exploration of the influence that internal dispositions may contribute to stimulus processing. Here we report 2 studies using a modified negative patterning discrimination to test the relationship between global processing and generalization. Global processing was associated with stronger negative patterning discrimination, indicative of limited generalization between distinct stimulus compounds and their constituent elements. In Experiment 2, participants pretrained to adopt global processing similarly showed strong negative patterning discrimination. These results demonstrate considerable individual difference in capacity to engage in negative patterning discrimination and suggest that the tendency toward global processing may be one factor explaining this variability. The need for models of learning to account for this variability in learning is discussed.

  11. INTRODUCTION Family planning implies the ability of individuals ...

    African Journals Online (AJOL)

    about 25% of women who have abortion in Nigeria ... Keywords: Family planning, awareness, pregnant women, Nigeria. Annals of Ibadan .... Washington D.C. World bank 1987;52. 6. ... 2007;1(1) : Accessed on line on 7th March,2008. 19.

  12. Comparisons of likelihood and machine learning methods of individual classification

    Science.gov (United States)

    Guinand, B.; Topchy, A.; Page, K.S.; Burnham-Curtis, M. K.; Punch, W.F.; Scribner, K.T.

    2002-01-01

    Classification methods used in machine learning (e.g., artificial neural networks, decision trees, and k-nearest neighbor clustering) are rarely used with population genetic data. We compare different nonparametric machine learning techniques with parametric likelihood estimations commonly employed in population genetics for purposes of assigning individuals to their population of origin (“assignment tests”). Classifier accuracy was compared across simulated data sets representing different levels of population differentiation (low and high FST), number of loci surveyed (5 and 10), and allelic diversity (average of three or eight alleles per locus). Empirical data for the lake trout (Salvelinus namaycush) exhibiting levels of population differentiation comparable to those used in simulations were examined to further evaluate and compare classification methods. Classification error rates associated with artificial neural networks and likelihood estimators were lower for simulated data sets compared to k-nearest neighbor and decision tree classifiers over the entire range of parameters considered. Artificial neural networks only marginally outperformed the likelihood method for simulated data (0–2.8% lower error rates). The relative performance of each machine learning classifier improved relative likelihood estimators for empirical data sets, suggesting an ability to “learn” and utilize properties of empirical genotypic arrays intrinsic to each population. Likelihood-based estimation methods provide a more accessible option for reliable assignment of individuals to the population of origin due to the intricacies in development and evaluation of artificial neural networks. In recent years, characterization of highly polymorphic molecular markers such as mini- and microsatellites and development of novel methods of analysis have enabled researchers to extend investigations of ecological and evolutionary processes below the population level to the level of

  13. Remedial training for the radiology resident: a template for optimization of the learning plan.

    Science.gov (United States)

    Mar, Colin; Chang, Silvia; Forster, Bruce

    2015-02-01

    All radiology residency programs should strive for the early identification of individuals in need of remedial training and have an approach ready to address this situation. This article provides a template for a step-by-step approach which is team based. It includes definition of the learning or performance issues, creation of suitable learning objectives and learning plan, facilitation of feedback and assessment, and definition of outcomes. Using such a template will assist the resident in returning to the path toward a safe and competent radiologist. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

  14. Sequential learning in individuals with agrammatic aphasia: evidence from artificial grammar learning.

    Science.gov (United States)

    Schuchard, Julia; Thompson, Cynthia K

    2017-01-01

    We examined sequential learning in individuals with agrammatic aphasia ( n = 12) and healthy age-matched participants ( n = 12) using an artificial grammar. Artificial grammar acquisition, 24-hour retention, and the potential benefits of additional training were examined by administering an artificial grammar judgment test (1) immediately following auditory exposure-based training, (2) one day after training, and (3) after a second training session on the second day. An untrained control group ( n = 12 healthy age-matched participants) completed the tests on the same time schedule. The trained healthy and aphasic groups showed greater sensitivity to the detection of grammatical items than the control group. No significant correlations between sequential learning and language abilities were observed among the aphasic participants. The results suggest that individuals with agrammatic aphasia show sequential learning, but the underlying processes involved in this learning may be different than for healthy adults.

  15. Planning Computer-Aided Distance Learning

    Directory of Open Access Journals (Sweden)

    Nadja Dobnik

    1996-12-01

    Full Text Available Didactics of autonomous learning changes under the influence of new technologies. Computer technology can cover all the functions that a teacher develops in personal contact with the learner. People organizing distance learning must realize all the possibilities offered by computers. Computers can take over and also combine the functions of many tools and systems, e. g. type­ writer, video, telephone. This the contents can be offered in form of classic media by means of text, speech, picture, etc. Computers take over data pro­cessing and function as study materials. Computer included in a computer network can also function as a medium for interactive communication.

  16. Relationship between Individual and Organizational Learning: Mediating Role of Team Learning

    OpenAIRE

    Monika Stelmaszczyk

    2016-01-01

    The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and med...

  17. An Examination of Hurricane Emergency Preparedness Planning at Institutions of Higher Learning of the Gulf South Region Post Hurricane Katrina

    Science.gov (United States)

    Ventura, Caterina Gulli

    2010-01-01

    The purpose of the study was to examine hurricane emergency preparedness planning at institutions of higher learning of the Gulf South region following Hurricane Katrina. The problem addressed the impact of Hurricane Katrina on decision-making and policy planning processes. The focus was on individuals that administer the hurricane emergency…

  18. Planning lifelong professionalisation learning for actuaries | Lowther ...

    African Journals Online (AJOL)

    This paper presents a model for what is termed Lifelong Professionalisation Learning for actuaries. The model is grounded on the proposition that professions are dynamic, offering the public varying quantities and qualities of professional aspects over time. The overall curriculum for the model is derived by ordering these ...

  19. Marketing Plan Competition for Experiential Learning

    Science.gov (United States)

    Civi, Emin; Persinger, Elif S.

    2011-01-01

    Many students find traditional lectures, routine memorization, and restatement of facts and terms tedious and boring (Munoz and Huser, 2008). This requires professors to employ a variety of teaching techniques, for example, live case classroom projects. Such an experiential learning opportunity encourages students to become involved with the…

  20. Financial Planning: Strategies and Lessons Learned

    Science.gov (United States)

    Brinkman, Paul T.; Morgan, Anthony W.

    2010-01-01

    Financial planning is an increasingly critical function within higher education institutions. Its pivotal and multifaceted role is described in detail in this article. Based on many years of experience in higher education, the authors offer practical suggestions on how best to locate the function organizationally and perform it effectively. They…

  1. Twain's "Hannibal." Learning Page Lesson Plan.

    Science.gov (United States)

    Wood, Jan; Thiese, Norma

    Writers are influenced by their environment including family, community, lifestyle, or location. One such writer was Mark Twain. With this lesson plan the learner will become familiar with and analyze life around Mark Twain's hometown, Hannibal, Missouri, during the latter half of the 19th century by using various online and print resources to…

  2. The Managers’ Experiential Learning of Program Planning in Active Ageing Learning Centers

    Directory of Open Access Journals (Sweden)

    Chun-Ting Yeh

    2016-12-01

    Full Text Available Planning older adult learning programs is really a complex work. Program planners go through different learning stages and accumulate experiences to be able to undertake the task alone. This study aimed to explore the experiential learning process of older adult learning program planners who work in the Active Ageing Learning Centers (AALCs. Semi-structure interviews were conducted with seven program planners. The findings of this study were identified as follows. 1 Before being a program planner, the participants’ knowledge results from grasping and transforming experience gained from their family, their daily lives and past learning experiences; 2 after being a program planner, the participants’ experiential learning focused on leadership, training in the institute, professional development, as well as involvement in organizations for elderly people; and 3 the participants’ experiential learning outcomes in the older adult learning program planning include: their ability to reflect on the appropriateness and fulfillment of program planning, to apply theoretical knowledge and professional background in the field, and to make plans for future learning and business strategies.

  3. Diving too Deep: How Cognitive Absorption and Group Learning Behavior Affect Individual Learning

    OpenAIRE

    Magni, Massimo; Paolino, Chiara; Cappetta, Rossella; Proserpio, Luigi

    2013-01-01

    Since organizations and educational institutions are moving toward a training approach which emphasizes the active involvement of participants, there is growing interest in understanding how individual engagement in the training experience affects practicing managers’ individual learning. We identify cognitive absorption as the construct that better describes the state of full engagement and immersion that new approaches in management training require of learners. While some research has emph...

  4. Virtual Learning Factory on VR-Supported Factory Planning

    OpenAIRE

    Weidig , Christian; Menck , Nicole; Winkes , Pascal ,; Aurich , Jan ,

    2014-01-01

    Part 13: Virtual Reality and Simulation; International audience; Learning Factories are becoming popular as tangible measures to teach engineering methods while making use of them in an industrial-like environment. Their core component is usually a factory demonstrator, users are physically working with. For factory planning such approaches can hardly be adapted, due to long lasting realization phases.To overcome this obstacle a virtual learning factory has been developed whose core component...

  5. Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

    Science.gov (United States)

    Pakpahan, N. F. D. B.

    2018-01-01

    All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

  6. Lessons learned in planning the Canadian Nuclear Legacy Liabilities Program

    International Nuclear Information System (INIS)

    Stephens, Michael E.; Brooks, Sheila M.; Miller, Joan M.; Mason, Robert A.

    2011-01-01

    In 2006, Atomic Energy of Canada Limited (AECL) and Natural Resources Canada (NRCan) began implementing a $7B CDN, 70-year Nuclear Legacy Liabilities Program (NLLP) to deal with legacy decommissioning and environmental issues at AECL nuclear sites. The objective of the NLLP is to safely and cost-effectively reduce the nuclear legacy liabilities and associated risks based on sound waste management and environmental principles in the best interest of Canadians. The liabilities include shutdown research and prototype power reactors, fuel handling facilities, radiochemical laboratories, support buildings, radioactive waste storage facilities, and contaminated lands at several sites located across eastern Canada from Quebec to Manitoba. The largest site, Chalk River Laboratories (CRL) in Ontario, will continue as an operational nuclear site for the foreseeable future. Planning and delivery of the Program is managed by the Liability Management Unit (LMU), a group that was formed within AECL for the purpose. The composition and progress of the NLLP has been reported in recent conferences. The NLLP comprises a number of interlinked decommissioning, waste management and environmental restoration activities that are being executed at different sites, and by various technical groups as suppliers to the LMU. Many lessons about planning and executing such a large, diverse Program have been learned in planning the initial five-year 'start-up' phase (which will conclude 2011 March), in planning the five-year second phase (which is currently being finalized), and in planning individual and interacting activities within the Program. The activities to be undertaken in the start-up phase were planned by a small group of AECL technical experts using the currently available information on the liabilities. Progress in executing the Program was slower than anticipated due to less than ideal alignment between some planned technical solutions and the actual requirements, as well as the

  7. Optimal savings management for individuals with defined contribution pension plans

    DEFF Research Database (Denmark)

    Konicz, Agnieszka Karolina; Mulvey, John M.

    2015-01-01

    (or time left to retirement), nor should they solely depend on the risk preferences, but should also capture: (1) economical characteristics—such as current value on the pension savings account, expected pension contributions (mandatory and voluntary), and expected income after retirement (e...... characterizing the individual. The problem is solved via a model that combines two optimization approaches: stochastic optimal control and multi-stage stochastic programming. The first method is common in financial and actuarial literature, but produces theoretical results. However, the latter, which...

  8. Dynamic sensorimotor planning during long-term sequence learning: the role of variability, response chunking and planning errors.

    Science.gov (United States)

    Verstynen, Timothy; Phillips, Jeff; Braun, Emily; Workman, Brett; Schunn, Christian; Schneider, Walter

    2012-01-01

    Many everyday skills are learned by binding otherwise independent actions into a unified sequence of responses across days or weeks of practice. Here we looked at how the dynamics of action planning and response binding change across such long timescales. Subjects (N = 23) were trained on a bimanual version of the serial reaction time task (32-item sequence) for two weeks (10 days total). Response times and accuracy both showed improvement with time, but appeared to be learned at different rates. Changes in response speed across training were associated with dynamic changes in response time variability, with faster learners expanding their variability during the early training days and then contracting response variability late in training. Using a novel measure of response chunking, we found that individual responses became temporally correlated across trials and asymptoted to set sizes of approximately 7 bound responses at the end of the first week of training. Finally, we used a state-space model of the response planning process to look at how predictive (i.e., response anticipation) and error-corrective (i.e., post-error slowing) processes correlated with learning rates for speed, accuracy and chunking. This analysis yielded non-monotonic association patterns between the state-space model parameters and learning rates, suggesting that different parts of the response planning process are relevant at different stages of long-term learning. These findings highlight the dynamic modulation of response speed, variability, accuracy and chunking as multiple movements become bound together into a larger set of responses during sequence learning.

  9. Clinical workplace learning: perceived learning value of individual and group feedback in a collectivistic culture.

    Science.gov (United States)

    Suhoyo, Yoyo; Schönrock-Adema, Johanna; Emilia, Ova; Kuks, Jan B M; Cohen-Schotanus, Janke

    2018-04-19

    Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual and group feedback in a collectivistic culture. During two weeks, on a daily basis, clerkship students (n = 215) from 12 clinical departments at Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia, recorded individual and group feedback moments by using a structured form: the providers, focus and perceived learning value of feedback. Data were analysed with logistic regression and multilevel techniques. Students reported 2687 group and 1535 individual feedback moments. Group feedback more often focused on history taking, clinical judgment, patient management, patient counselling, and professional behaviour (OR ranging from 1.232, p cultures, group feedback may add to the array of educational measures that optimize student learning. Congruence between culture and type of feedback may be important for the effectiveness of feedback.

  10. Educating collaborative planners: the learning potential of multi-actor regional learning environments for planning education

    NARCIS (Netherlands)

    Oonk, C.; Gulikers, J.T.M.; Mulder, M.

    2013-01-01

    Recent changes in planning context, object, subject and approaches characterised by the key words wickedness, collaborative processes and boundary crossing, require a reconsideration of competencies needed for professional planners and evidence for the effectiveness of learning environments in which

  11. An Empirical Investigation of Individual Differences in Time to Learn

    Science.gov (United States)

    Anderson, Lorin W.

    1976-01-01

    Results show that student differences in time-on-task to learn to criterion are alterable and can be minimized over a sequence of learning units given appropriate adaptive learning strategies. (Author/DEP)

  12. The learning technique. Theoretical considerations for planning lessons wit h a strategic learning approach

    Directory of Open Access Journals (Sweden)

    Dania Regueira Martínez

    2014-03-01

    Full Text Available This article presents the learning task considered as the unit of smaller organization level in the teaching-learning process that conditions in its systemic structuring, the learning actions, for the students acquisition of the content, by means of the development of the reflection and the metacognitiv e regulation when they conscious ly or partially plan different types of learning strategies in the ir realization, with the objective to solv e the pedagogic professional problems that are p resented in the disciplines they receive and in its research task during the direction o f the teaching-learning process.

  13. Health workforce planning in Europe: creating learning country clusters.

    NARCIS (Netherlands)

    Batenburg, R.

    2015-01-01

    In this article, the different dimensions and determinants of health workforce planning (HWF) are investigated to improve context-sensitivity and mutual learning among groups of countries with similar HWF characteristics. A novel approach to scoring countries according to their HFW characteristics

  14. Adaptive brachytherapy of cervical cancer, comparison of conventional point A and CT based individual treatment planning

    International Nuclear Information System (INIS)

    Wanderaas, Anne D.; Langdal, Ingrid; Danielsen, Signe; Frykholm, Gunilla; Marthinsen, Anne B. L; Sundset, Marit

    2012-01-01

    Background. Locally advanced cervical cancer is commonly treated with external radiation therapy combined with local brachytherapy. The brachytherapy is traditionally given based on standard dose planning with prescription of dose to point A. Dosimetric aspects when changing from former standard treatment to individualized treatment plans based on computed tomography (CT) images are here investigated. Material and methods. Brachytherapy data from 19 patients with a total of 72 individual treatment fractions were retrospectively reviewed. Standard library plans were analyzed with respect to doses to organs at risk (OARs), and the result was compared to corresponding delivered individualized plans. The theoretical potential of further optimization based on prescription to target volumes was investigated. The treatments were performed with a Fletcher applicator. Results. For standard treatment planning, the tolerance dose limits were exceeded in the bladder, rectum and sigmoid in 26%, 4% and 15% of the plans, respectively. This was observed most often for the smallest target volumes. The individualized planning of the delivered treatment gave the possibility of controlling the dose to critical organs to below certain limits. The dose was still prescribed to point A. An increase in target dose coverage was achieved when additional individual optimization was performed, while still keeping the dose to the OARs below predefined limits. Relatively low average target coverage, especially for the largest volumes was however seen. Conclusion. The individualized delivered treatment plans ensured that doses to OARs were within acceptable limits. This was not the case in 42% of the corresponding standard plans. Further optimized treatment plans were found to give an overall better dose coverage. In lack of MR capacity, it may be favorable to use CT for planning due to possible protection of OARs. The CT based target volumes were, however, not equivalent to the volumes described

  15. Group versus individual family planning counseling in Ghana: a randomized, noninferiority trial.

    Science.gov (United States)

    Schwandt, Hilary M; Creanga, Andreea A; Danso, Kwabena A; Adanu, Richard M K; Agbenyega, Tsiri; Hindin, Michelle J

    2013-08-01

    Group, rather than individual, family planning counseling has the potential to increase family planning knowledge and use through more efficient use of limited human resources. A randomized, noninferiority study design was utilized to identify whether group family planning counseling is as effective as individual family planning counseling in Ghana. Female gynecology patients were enrolled from two teaching hospitals in Ghana in June and July 2008. Patients were randomized to receive either group or individual family planning counseling. The primary outcome in this study was change in modern contraceptive method knowledge. Changes in family planning use intention before and after the intervention and intended method type were also explored. Comparisons between the two study arms suggest that randomization was successful. The difference in change in modern contraceptive methods known from baseline to follow-up between the two study arms (group-individual), adjusted for study site, was -0.21, (95% confidence interval: -0.53 to 0.12) suggesting no difference between the two arms. Group family planning counseling was as effective as individual family planning counseling in increasing modern contraceptive knowledge among female gynecology patients in Ghana. Copyright © 2013 Elsevier Inc. All rights reserved.

  16. The Last Planner System Style of Planning: Its Basis in Learning Theory

    Directory of Open Access Journals (Sweden)

    Bo Terje Kalsaas

    2012-07-01

    Full Text Available The objective of this article is to contribute to creating a better understanding of the Last Planner System (LPS – which is associated with Lean Construction – in the light of the learning processes at the basis of knowledge development, and of change and innovation. Founded on a theoretical discussion, three research questions are asked, namely: In what ways can the LPS be expected to alter the learning arenas compared to conventional project management in construction; according to learning theory, what are the main challenges associated with implementing the LPS; and, finally, what kind of learning can be linked to an implemented LPS that functions as intended? The implementation of the LPS is shown to require substantial changes to the technical-organisational learning arena. In order for the implementation to be successful, the work identity has to alter on the individual level so that an overlap occurs with the new work practices prescribed by the LPS. The LPS has an inbuilt experiential learning cycle, and provides a good starting point for single-loop learning, as well as for simple forms of double-loop learning (“routinized learning capability”. However, it is argued that the LPS understood as experiential learning has clear limitations with regard to “evolutionary learning capability”. This is amplified by the context project organisation provides. In terms of theoretical implications, this article promotes an understanding of the planning process informed by the theory describing it as an experiential learning cycle. The conceptualisation which separates the LPS from conventional production control theory is critiqued. Finally, it is argued that an understanding of the LPS grounded in learning theory will improve the possibilities for successful implementation and maximise the learning effects.

  17. Organisational learning - literature review and plans for 2004

    International Nuclear Information System (INIS)

    Ludvigsen, Jan Tore

    2004-01-01

    Efficient organisational learning is considered to be a precondition for high reliability organisations. Organisational learning allows an organisation to learn from its own and/or others' failures, which contributes to ensure that incidents are avoided in the future. The first part of the paper provides an overview of the field of organisational learning, and describes the past and current trends in this extensive field. The second part presents the plans for a case study that will be completed this year. The objective of the case study is to describe the learning practices at a small nuclear research plant, with the purpose of assessing the current approach to learning from failures and incidents at the plant. The case study serves as a pilot study, and the outcome of the study will make up the basis for conducting similar research on larger nuclear power plants. A long-term goal is to develop a framework for assessing and implementing learning practices that facilitate the learning competence of nuclear power plants. (Author)

  18. Implicit and Explicit Learning in Individuals with Agrammatic Aphasia

    Science.gov (United States)

    Schuchard, Julia; Thompson, Cynthia K.

    2014-01-01

    Implicit learning is a process of acquiring knowledge that occurs without conscious awareness of learning, whereas explicit learning involves the use of overt strategies. To date, research related to implicit learning following stroke has been largely restricted to the motor domain and has rarely addressed implications for language. The present…

  19. Individual Differences and Learning Performance in Computer-based Training

    Science.gov (United States)

    2011-02-01

    learning style theories (e.g., Kolb , 1984) are often enthusiastic devotees. There is a thriving industry publishing learning -styles instruments and...and understanding (pp. 31–64). Hillsdale, N.J.: Erlbaum. Kolb , D. A. (1984). Experiential learning : experience as the source of learning and...opportunities to have control over their learning experience than traditional classroom instruction (Sitzmann et al., 2006), using self-regulation theories

  20. Integrating self-regulated learning and discovery learning into English lesson plan

    Directory of Open Access Journals (Sweden)

    Sayukti Ni Kadek Heny

    2018-01-01

    Full Text Available The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.

  1. Individualized Quality Control Plan (IQCP): Is It Value-Added for Clinical Microbiology?

    OpenAIRE

    Sharp, Susan E.; Miller, Melissa B.; Hindler, Janet

    2015-01-01

    The Center for Medicaid and Medicare Services (CMS) recently published their Individualized Quality Control Plan (IQCP [https://www.cms.gov/regulations-and-guidance/legislation/CLIA/Individualized_Quality_Control_Plan_IQCP.html]), which will be the only option for quality control (QC) starting in January 2016 if laboratories choose not to perform Clinical Laboratory Improvement Act (CLIA) [U.S. Statutes at Large 81(1967):533] default QC. Laboratories will no longer be able to use “equivalent ...

  2. How Danish communal heat planning empowers municipalities and benefits individual consumers

    DEFF Research Database (Denmark)

    Chittum, Anna; Østergaard, Poul Alberg

    2014-01-01

    Danish municipal heat planning empowers municipalities to implement locally appropriate energy solutions that are the best fit for the locality as a whole and the individual consumers served. Supportive policies and actions at the national and local levels have encouraged heat planning that confe...... locations, the practical aspects of power sharing, socio-economic cost–benefit analyses, and communal decision-making may inform approaches to local heat planning around the world....

  3. An Investigation on Individual Students' Perceptions of Interest Utilizing a Blended Learning Approach

    Science.gov (United States)

    Shroff, Ronnie H.; Vogel, Douglas R.

    2010-01-01

    Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning approach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper…

  4. Career Planning: Towards a More Inclusive Model for Women and Diverse Individuals

    Science.gov (United States)

    Banks, Claretha H.

    2006-01-01

    Since the 1953 introduction of Super's model of career development, many publications regarding career development and career planning have been developed. However, career planning models for women and diverse individuals are not prevalent. This paper contains a literature review of various well-known models that have few specific applications for…

  5. Deliverable navigation for multicriteria IMRT treatment planning by combining shared and individual apertures

    International Nuclear Information System (INIS)

    Fredriksson, Albin; Bokrantz, Rasmus

    2013-01-01

    We consider the problem of deliverable Pareto surface navigation for step-and-shoot intensity-modulated radiation therapy. This problem amounts to calculation of a collection of treatment plans with the property that convex combinations of plans are directly deliverable. Previous methods for deliverable navigation impose restrictions on the number of apertures of the individual plans, or require that all treatment plans have identical apertures. We introduce simultaneous direct step-and-shoot optimization of multiple plans subject to constraints that some of the apertures must be identical across all plans. This method generalizes previous methods for deliverable navigation to allow for treatment plans with some apertures from a collective pool and some apertures that are individual. The method can also be used as a post-processing step to previous methods for deliverable navigation in order to improve upon their plans. By applying the method to subsets of plans in the collection representing the Pareto set, we show how it can enable convergence toward the unrestricted (non-navigable) Pareto set where all apertures are individual. (paper)

  6. Are Suicide Attempters Wired Differently?: A Comparison With Nonsuicidal Depressed Individuals Using Plan Analysis.

    Science.gov (United States)

    Brüdern, Juliane; Berger, Thomas; Michel, Konrad; Maillart, Anja Gysin; Held, Isabelle Schmutz; Caspar, Franz

    2015-07-01

    Limited research exists on internal risk processes in suicide attempters and factors that distinguish them from nonsuicidal depressive individuals. In this qualitative study, we investigated Plans, motives, and underlying self-regulatory processes of the two groups and conducted a comparative analysis. We analyzed narrative interviews of 17 suicide attempters and intake interviews of 17 nonsuicidal depressive patients using Plan Analysis. Then, we developed a prototypical Plan structure for both groups. Suicidal behavior serves various Plans found only in suicide attempters. Plans of this group are especially related to social perfectionism and withdrawal to protect their self-esteem. Depressive patients use several interpersonal control and coping strategies, which might help prevent suicidal behavior. The prototypical Plan structure of suicide attempters may be a valuable tool for clinicians to detect critical Plans and motives in their interaction with patients, which are related to suicide risk.

  7. 45 CFR 261.12 - What is an individual responsibility plan?

    Science.gov (United States)

    2010-10-01

    ...: (a) Should set an employment goal and a plan for moving immediately into private-sector employment... doing other things that will help the individual become or remain employed in the private sector; (c) Should be designed to move the individual into whatever private-sector employment he or she is capable of...

  8. Individual and Contextual Variables in Municipal Officers' Workplace Learning

    Science.gov (United States)

    Moraes, Valéria Vieira; Borges-Andrade, Jairo Eduardo

    2015-01-01

    Purpose: The purpose of this paper is to investigate workplace learning among municipal officers in the high-learning-demanding organizational context of their work practice in the first year of mandate. Design/methodology/approach: A before-and-after quasi-experimental design was used to assess the effect of time of work practice on learning work…

  9. Individual differences and day-to-day fluctuations in goal planning and type 1 diabetes management.

    Science.gov (United States)

    Wiebe, Deborah J; Baker, Ashley C; Suchy, Yana; Stump, Tammy K; Berg, Cynthia A

    2018-04-26

    To examine whether individual differences and day-to-day fluctuations in diabetes goal planning are associated with Type 1 diabetes (T1D) management during late adolescence, and whether lapses in daily diabetes goal planning are more disruptive to diabetes management among those with poorer executive functioning (EF). Late adolescents with T1D (N = 236, Mage = 17.77 years) completed survey measures assessing individual differences in levels of diabetes goal planning and adherence, as well as survey and performance-based measures of EF; glycemic control was assessed through glycated hemoglobin (HbA1c) assays. Participants then completed a 2-week daily diary, rating items measuring daily diabetes goal planning, goal effort, and adherence, and recording blood-glucose tests from their glucometer at the end of each day. Analyses of survey measures indicated that higher individual differences in diabetes goal planning were associated with better adherence and glycemic control. Analyses of daily data using hierarchical linear modeling indicated that adolescents displayed higher daily adherence and lower blood-glucose levels on days when they had higher-than-their-average levels of daily goal planning and daily goal effort. EF moderated the association between daily goal planning and daily adherence, indicating that lapses in daily goal planning were more disruptive for adolescents with poorer EF. Both individual differences and day-to-day fluctuations in diabetes goal planning are associated with diabetes management, highlighting the challenges of managing T1D in daily life. Youth in late adolescence with poorer EF may especially benefit from planning to attain diabetes goals on a daily basis. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  10. Machine Learning in Computer-Aided Synthesis Planning.

    Science.gov (United States)

    Coley, Connor W; Green, William H; Jensen, Klavs F

    2018-05-15

    Computer-aided synthesis planning (CASP) is focused on the goal of accelerating the process by which chemists decide how to synthesize small molecule compounds. The ideal CASP program would take a molecular structure as input and output a sorted list of detailed reaction schemes that each connect that target to purchasable starting materials via a series of chemically feasible reaction steps. Early work in this field relied on expert-crafted reaction rules and heuristics to describe possible retrosynthetic disconnections and selectivity rules but suffered from incompleteness, infeasible suggestions, and human bias. With the relatively recent availability of large reaction corpora (such as the United States Patent and Trademark Office (USPTO), Reaxys, and SciFinder databases), consisting of millions of tabulated reaction examples, it is now possible to construct and validate purely data-driven approaches to synthesis planning. As a result, synthesis planning has been opened to machine learning techniques, and the field is advancing rapidly. In this Account, we focus on two critical aspects of CASP and recent machine learning approaches to both challenges. First, we discuss the problem of retrosynthetic planning, which requires a recommender system to propose synthetic disconnections starting from a target molecule. We describe how the search strategy, necessary to overcome the exponential growth of the search space with increasing number of reaction steps, can be assisted through a learned synthetic complexity metric. We also describe how the recursive expansion can be performed by a straightforward nearest neighbor model that makes clever use of reaction data to generate high quality retrosynthetic disconnections. Second, we discuss the problem of anticipating the products of chemical reactions, which can be used to validate proposed reactions in a computer-generated synthesis plan (i.e., reduce false positives) to increase the likelihood of experimental success

  11. The Contribution of Individual Learning Accounts to the Lifelong Learning Policies of the UK Government: A Case-Study.

    Science.gov (United States)

    Payne, John

    2000-01-01

    A survey of 765 adult learners who funded education through the British government's Individual Learning Accounts showed the program brought in new lifelong learning participants, encouraged more demanding learning, and increased participation of underrepresented groups. Advice and guidance played an important role. (SK)

  12. Provider-Sponsored Health Plans: Lessons Learned over Three Decades.

    Science.gov (United States)

    Breon, Richard C

    2016-01-01

    Healthcare's movement to value-based care is causing health systems across the country to consider whether owning or partnering with a health plan could benefit their organizations. Although organizations have different reasons for wanting to enter the insurance business, potential benefits include improving care quality, lowering costs, managing population health, expanding geographic reach, and diversifying the organization's revenue stream. However, the challenges and risks of owning a health plan are formidable: Assuming 100 percent financial risk for a patient population requires considerable financial resources, as well as competencies that are wholly different from those needed to run a hospital or physician group. For Spectrum Health, an integrated, not-for-profit health system based in Grand Rapids, Michigan, owning a health plan has been vital to fulfilling its mission of improving the health of the communities it serves, as well as its value proposition of providing highquality care at lower costs. This article weighs the pros and cons of operating a health plan; explores key business factors and required competencies that organizations need to consider when deciding whether to buy, build, or partner; examines the current environment for provider-sponsored health plans; and shares some of the lessons Spectrum Health has learned over three decades of running its health plan, Priority Health.

  13. Software for project-based learning of robot motion planning

    Science.gov (United States)

    Moll, Mark; Bordeaux, Janice; Kavraki, Lydia E.

    2013-12-01

    Motion planning is a core problem in robotics concerned with finding feasible paths for a given robot. Motion planning algorithms perform a search in the high-dimensional continuous space of robot configurations and exemplify many of the core algorithmic concepts of search algorithms and associated data structures. Motion planning algorithms can be explained in a simplified two-dimensional setting, but this masks many of the subtleties and complexities of the underlying problem. We have developed software for project-based learning of motion planning that enables deep learning. The projects that we have developed allow advanced undergraduate students and graduate students to reflect on the performance of existing textbook algorithms and their own variations on such algorithms. Formative assessment has been conducted at three institutions. The core of the software used for this teaching module is also used within the Robot Operating System, a widely adopted platform by the robotics research community. This allows for transfer of knowledge and skills to robotics research projects involving a large variety robot hardware platforms.

  14. Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

    OpenAIRE

    Nilsson, Mikael; ?stergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

    2012-01-01

    Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, wi...

  15. Computer-Mediated Counter-Arguments and Individual Learning

    Science.gov (United States)

    Hsu, Jack Shih-Chieh; Huang, Hsieh-Hong; Linden, Lars P.

    2011-01-01

    This study explores a de-bias function for a decision support systems (DSS) that is designed to help a user avoid confirmation bias by increasing the user's learning opportunities. Grounded upon the theory of mental models, the use of DSS is viewed as involving a learning process, whereby a user is directed to build mental models so as to reduce…

  16. Individual teacher learning in a context of collaboration in teams

    NARCIS (Netherlands)

    Meirink, Jacobiene Albertina

    2007-01-01

    In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams. Five interdisciplinary teams were studied for a period of one year. Data was collected on what and how the teachers learned, by means of examining changes in beliefs and by asking

  17. Improving Therapeutic Relationships: Joint Crisis Planning for Individuals With Psychotic Disorders.

    Science.gov (United States)

    Farrelly, Simone; Lester, Helen; Rose, Diana; Birchwood, Max; Marshall, Max; Waheed, Waquas; Henderson, R Claire; Szmukler, George; Thornicroft, Graham

    2015-12-01

    Outcomes for individuals with psychosis remain far from acceptable. Recently, prominent psychiatrists have called for an improved understanding of the impact of social contexts, and how social contexts might influence the development and maintenance of mental health problems. A key social context for individuals with psychosis is the therapeutic relationship. As part of a trial of joint crisis planning in England, this qualitative study aimed to determine the mechanism through which joint crisis planning might affect the therapeutic relationship. Results suggest that routine processes in mental health care are affected by policy and organizational requirements for risk mitigation-aspects that undermine person-centered approaches. In contrast, strong therapeutic relationships are characterized by individualized care and reliable and respectful treatment. The Joint Crisis Plan intervention partially succeeded in reducing contextual influences on routine role enactments, facilitating the demonstration of respect and improving the therapeutic relationship. © The Author(s) 2015.

  18. Resettlement of individuals with learning disabilities into community care: a risk audit.

    Science.gov (United States)

    Ellis, Roger; Hogard, Elaine; Sines, David

    2013-09-01

    This article describes a risk audit carried out on the support provided for 36 people with profound learning disabilities who had been resettled from hospital care to supported housing. The risks were those factors identified in the literature as associated with deleterious effects on quality of life. The audit was carried out with a specially designed tool that covered 24 possible risks and involved a support worker familiar with the service user choosing the most appropriate statement regarding each risk. Their judgements were verified by care managers and social needs assessors. Whilst one or more risks were identified for 32 of the 36 service users, the overall result showed relatively low risks for the group as a whole with 62 incidences (7%) from a possible 864, which nevertheless highlighted several areas that needed attention. The results of the audit have led to action plans for the provision and for the individual service users for whom risks were identified.

  19. Marquis de Condorcet's Contribution to Reflection About the Role of Learning in Individual and Social Life

    Directory of Open Access Journals (Sweden)

    Dušana Findeisen

    1995-12-01

    Full Text Available There is relatively little knowledge in Slovenia about Marquis de Condorcet and his contribution to the development of public schooling and adult education. Therefore, the author deals first with some of Condorcet's basic preoccupations Le. the relation between reason, knowledge and freedom of individuals and nations. She then dwells upon some of the facts from Condorcet's life history that might explain his views on education and public instruction contained in his Plan on Public Instruction, a foundation for all French republican schools following 1880. She also takes care of linking Condorcet's thoughts with ideas of some contemporary French and Slovene authors involved in questions like regulation of interpersonal relationships in society, child and adult learning competencies, balance between humanities and vocational training, equal rights and opportunities in education for women, permanent education, knowledge for democracy, integration of religious education in public school curricula etc.

  20. How Danish communal heat planning empowers municipalities and benefits individual consumers

    International Nuclear Information System (INIS)

    Chittum, Anna; Østergaard, Poul Alberg

    2014-01-01

    Danish municipal heat planning empowers municipalities to implement locally appropriate energy solutions that are the best fit for the locality as a whole and the individual consumers served. Supportive policies and actions at the national and local levels have encouraged heat planning that confers significant autonomy to local governments. By examining how power is distributed and shared by different levels of governments in the planning process, this paper investigates how comprehensive energy planning in Denmark has supported the development of highly cost-effective district heating systems. Lessons from the Danish approach to heat planning are considered for their relevance to the United States, where significant technical district heating potential exists, yet remains well outside the typical energy policy discussions. While the specific Danish political context may not be transferable to other locations, the practical aspects of power sharing, socio-economic cost–benefit analyses, and communal decision-making may inform approaches to local heat planning around the world. - Highlights: • Danish district heating has cost-effectively reduced the country's emissions. • Danish heat planning has been critical to the district heating sector's success. • Danish heat planning confers substantial power to municipalities. • Empowering cities offers significant benefits to cities and consumers. • Danish planning practices can be implemented today in the U.S. and other locations

  1. Robot Learning from Demonstration: A Task-level Planning Approach

    Directory of Open Access Journals (Sweden)

    Staffan Ekvall

    2008-09-01

    Full Text Available In this paper, we deal with the problem of learning by demonstration, task level learning and planning for robotic applications that involve object manipulation. Preprogramming robots for execution of complex domestic tasks such as setting a dinner table is of little use, since the same order of subtasks may not be conceivable in the run time due to the changed state of the world. In our approach, we aim to learn the goal of the task and use a task planner to reach the goal given different initial states of the world. For some tasks, there are underlying constraints that must be fulfille, and knowing just the final goal is not sufficient. We propose two techniques for constraint identification. In the first case, the teacher can directly instruct the system about the underlying constraints. In the second case, the constraints are identified by the robot itself based on multiple observations. The constraints are then considered in the planning phase, allowing the task to be executed without violating any of them. We evaluate our work on a real robot performing pick-and-place tasks.

  2. Effect of Chemistry Triangle Oriented Learning Media on Cooperative, Individual and Conventional Method on Chemistry Learning Result

    Science.gov (United States)

    Latisma D, L.; Kurniawan, W.; Seprima, S.; Nirbayani, E. S.; Ellizar, E.; Hardeli, H.

    2018-04-01

    The purpose of this study was to see which method are well used with the Chemistry Triangle-oriented learning media. This quasi experimental research involves first grade of senior high school students in six schools namely each two SMA N in Solok city, in Pasaman and two SMKN in Pariaman. The sampling technique was done by Cluster Random Sampling. Data were collected by test and analyzed by one-way anova and Kruskall Wallish test. The results showed that the high school students in Solok learning taught by cooperative method is better than the results of student learning taught by conventional and Individual methods, both for students who have high initial ability and low-ability. Research in SMK showed that the overall student learning outcomes taught by conventional method is better than the student learning outcomes taught by cooperative and individual methods. Student learning outcomes that have high initial ability taught by individual method is better than student learning outcomes that are taught by cooperative method and for students who have low initial ability, there is no difference in student learning outcomes taught by cooperative, individual and conventional methods. Learning in high school in Pasaman showed no significant difference in learning outcomes of the three methods undertaken.

  3. Implicit and explicit learning: applications from basic research to sports for individuals with impaired movement dynamics

    NARCIS (Netherlands)

    Steenbergen, B.; van der Kamp, J.; Verneau, M.M.N.; Jongbloed-Pereboom, M.; Masters, R.S.

    2010-01-01

    Purpose. Motor skills can be learned in an explicit or an implicit manner. Explicit learning places high demands on working memory capacity, but engagement of working memory is largely circumvented when skills are learned implicitly. We propose that individuals with impaired movement dynamics may

  4. Implicit and explicit learning: applications from basic research to sports for individuals with impaired movement dynamics.

    NARCIS (Netherlands)

    Steenbergen, B.; Kamp, J. van der; Verneau, M.; Jongbloed-Pereboom, M.; Masters, R.S.

    2010-01-01

    PURPOSE: Motor skills can be learned in an explicit or an implicit manner. Explicit learning places high demands on working memory capacity, but engagement of working memory is largely circumvented when skills are learned implicitly. We propose that individuals with impaired movement dynamics may

  5. Implicit and explicit learning: applications from basic research to sports for individuals with impaired movement dynamics

    NARCIS (Netherlands)

    Steenbergen, B.; Kamp, J. van der; Verneau, M.; Jongbloed-Pereboom, M.; Masters, R.S.W.

    2010-01-01

    Purpose - Motor skills can be learned in an explicit or an implicit manner. Explicit learning places high demands on working memory capacity, but engagement of working memory is largely circumvented when skills are learned implicitly. We propose that individuals with impaired movement dynamics may

  6. Conservation Action Planning: Lessons learned from the St. Marys River watershed biodiversity conservation planning process

    Science.gov (United States)

    Patterson, Tamatha A.; Grundel, Ralph

    2014-01-01

    Conservation Action Planning (CAP) is an adaptive management planning process refined by The Nature Conservancy (TNC) and embraced worldwide as the Open Standards for the Practice of Conservation. The CAP process facilitates open, multi-institutional collaboration on a common conservation agenda through organized actions and quantified results. While specifically designed for conservation efforts, the framework is adaptable and flexible to multiple scales and can be used for any collaborative planning effort. The CAP framework addresses inception; design and development of goals, measures, and strategies; and plan implementation and evaluation. The specific components of the CAP include defining the project scope and conservation targets; assessing the ecological viability; ascertaining threats and surrounding situation; identifying opportunities and designing strategies for action; and implementing actions and monitoring results. In 2007, TNC and a multidisciplinary graduate student team from the University of Michigan's School of Natural Resources and Environment initiated a CAP for the St. Marys River, the connecting channel between Lake Superior and Lake Huron, and its local watershed. The students not only gained experience in conservation planning, but also learned lessons that notably benefited the CAP process and were valuable for any successful collaborative effort—a dedicated core team improved product quality, accelerated the timeline, and provided necessary support for ongoing efforts; an academic approach in preparation for engagement in the planning process brought applicable scientific research to the forefront, enhanced workshop facilitation, and improved stakeholder participation; and early and continuous interactions with regional stakeholders improved cooperation and built a supportive network for collaboration.

  7. ICT-Supported Education; Learning Styles for Individual Knowledge Building

    Science.gov (United States)

    Haugen, Harald; Ask, Bodil; Bjørke, Sven Åke

    School surveys and reports on integration of ICT in teaching and learning indicate that the technology is mainly used in traditional learning environments. Furthermore, the most frequently used software in the classrooms are general tools like word processors, presentation tools and Internet browsers. Recent attention among youngsters on social software / web 2.0, contemporary pedagogical approaches like social constructivism and long time experiences with system dynamics and simulations, seem to have a hard time being accepted by teachers and curriculum designers. How can teachers be trained to understand and apply these possibilities optimally that are now available in the classroom and online, on broadband connections and with high capacity computers? Some views on practices with the above-mentioned alternative approaches to learning are presented in this paper, focusing particularly on the options for online work and learning programmes. Here we have first hand experience with adult and mature academics, but also some background with other target groups.

  8. Correlates of individual, and age-related, differences in short-term learning.

    Science.gov (United States)

    Zhang, Zhiyong; Davis, Hasker P; Salthouse, Timothy A; Tucker-Drob, Elliot M

    2007-07-01

    Latent growth models were applied to data on multitrial verbal and spatial learning tasks from two independent studies. Although significant individual differences in both initial level of performance and subsequent learning were found in both tasks, age differences were found only in mean initial level, and not in mean learning. In neither task was fluid or crystallized intelligence associated with learning. Although there were moderate correlations among the level parameters across the verbal and spatial tasks, the learning parameters were not significantly correlated with one another across task modalities. These results are inconsistent with the existence of a general (e.g., material-independent) learning ability.

  9. Identifying the Correlates and Barriers of Future Planning among Parents of Individuals with Intellectual and Developmental Disabilities

    Science.gov (United States)

    Burke, Meghan; Arnold, Catherine; Owen, Aleksa

    2018-01-01

    Although individuals with intellectual and developmental disabilities (IDD) are living longer lives, fewer than half of parents of individuals with IDD conduct future planning. The correlates and barriers to future planning must be identified to develop targeted interventions to facilitate future planning. In this study, 388 parents of individuals…

  10. Reciprocal Peer Coaching: A Critical Contributor to Implementing Individual Leadership Plans

    Science.gov (United States)

    Goldman, Ellen; Wesner, Marilyn; Karnchanomai, Ornpawee

    2013-01-01

    Billions of dollars are spent annually on programs to develop organizational leaders, yet the effectiveness of these programs is poorly understood. Scholars advise that value is enhanced by the development of individual leadership plans at program completion, followed by implementation experience with subsequent coaching and reflection. The…

  11. Individual Education Plans in the Republic of Ireland: An Emerging System

    Science.gov (United States)

    Rose, Richard; Shevlin, Michael; Winter, Eileen; O'Raw, Paul; Zhao, Yu

    2012-01-01

    The Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across the country by Richard Rose and Yu Zhao of the University of…

  12. 34 CFR 361.45 - Development of the individualized plan for employment.

    Science.gov (United States)

    2010-07-01

    ... special education services is developed— (i) In consideration of the student's IEP; and (ii) In accordance...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION STATE VOCATIONAL... 34 Education 2 2010-07-01 2010-07-01 false Development of the individualized plan for employment...

  13. Background of Individual Education Plans (IEPs) Policy in Some Countries: A Review

    Science.gov (United States)

    Alkahtani, Mohammed Ali; Kheirallah, Sahar Abdelfattah

    2016-01-01

    This paper seeks to provide a cogent outline of the current policies that six separate countries have on Individual Education Plans (IEPs), identifying the key features in each system. The chosen countries are Australia (Queen Island), Canada (British Columbia), New Zealand, the United Kingdom, the United States of America, and Saudi Arabia. The…

  14. Individual Education Plan Goals and Services for Adolescents with Autism: Impact of Age and Educational Setting

    Science.gov (United States)

    Kurth, Jennifer; Mastergeorge, Ann M.

    2010-01-01

    The purpose of this study is to describe the educational programs for adolescents with autism (age 12-16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer…

  15. Concept for individualized patient allocation: ReCompare—remote comparison of particle and photon treatment plans

    International Nuclear Information System (INIS)

    Lühr, Armin; Baumann, Michael; Löck, Steffen; Roth, Klaus; Helmbrecht, Stephan; Jakobi, Annika; Petersen, Jørgen B; Just, Uwe; Krause, Mechthild; Enghardt, Wolfgang

    2014-01-01

    Identifying those patients who have a higher chance to be cured with fewer side effects by particle beam therapy than by state-of-the-art photon therapy is essential to guarantee a fair and sufficient access to specialized radiotherapy. The individualized identification requires initiatives by particle as well as non-particle radiotherapy centers to form networks, to establish procedures for the decision process, and to implement means for the remote exchange of relevant patient information. In this work, we want to contribute a practical concept that addresses these requirements. We proposed a concept for individualized patient allocation to photon or particle beam therapy at a non-particle radiotherapy institution that bases on remote treatment plan comparison. We translated this concept into the web-based software tool ReCompare (REmote COMparison of PARticlE and photon treatment plans). We substantiated the feasibility of the proposed concept by demonstrating remote exchange of treatment plans between radiotherapy institutions and the direct comparison of photon and particle treatment plans in photon treatment planning systems. ReCompare worked with several tested standard treatment planning systems, ensured patient data protection, and integrated in the clinical workflow. Our concept supports non-particle radiotherapy institutions with the patient-specific treatment decision on the optimal irradiation modality by providing expertise from a particle therapy center. The software tool ReCompare may help to improve and standardize this personalized treatment decision. It will be available from our website when proton therapy is operational at our facility

  16. A Case Study in Master Planning the Learning Landscape Hub Concepts for the University at Buffalo

    Science.gov (United States)

    Dugdale, Shirley; Torino, Roger; Felix, Elliot

    2009-01-01

    This case study describes concepts for three types of learning spaces that grew out of a Learning Landscape planning process. The process was part of a master plan study for the three campuses of the University at Buffalo. It involved research into user needs and aspirations about future pedagogy, development of learning space strategy,…

  17. Assessing Instructional Modalities: Individualized Treatment Effects for Personalized Learning

    Science.gov (United States)

    Beemer, Joshua; Spoon, Kelly; Fan, Juanjuan; Stronach, Jeanne; Frazee, James P.; Bohonak, Andrew J.; Levine, Richard A.

    2018-01-01

    Estimating the efficacy of different instructional modalities, techniques, and interventions is challenging because teaching style covaries with instructor, and the typical student only takes a course once. We introduce the individualized treatment effect (ITE) from analyses of personalized medicine as a means to quantify individual student…

  18. Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

    Science.gov (United States)

    Hearne, D; Stone, S

    1995-01-01

    The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

  19. Individual differences in phonological learning and verbal STM span.

    Science.gov (United States)

    Service, Elisabet; Maury, Sini; Luotoniemi, Emilia

    2007-07-01

    A relationship between phonological short-term memory tasks (e.g., nonword repetition, digit span) and vocabulary learning in both experimental and real-life conditions has been reported in numerous studies. A mechanism that would explain this correlation is, however, not known. The present study explores the possibility that it is the quality of phonological representations that affects both short-term recall and long-term learning of novel wordlike items. In Experiment 1, groups with relatively good and poor span for pseudowords were established. The good group was found to perform better at explicit memory tasks tapping the incidental learning of a limited stimulus pool used in an auditory immediate serial pseudoword recall task. In Experiment 2, the results of Experiment 1 were replicated when experience of correct recall was controlled. In Experiment 3, the immediate recall performance of the good group was found to benefit more than that of the poor group from syllable repetition within stimulus pools. It is concluded that the efficiency of a process that creates phonological representations is related both to short-term capacity for verbal items, and to long-term phonological learning of the structure of novel phonological items.

  20. Using Self-Assessment to Support Individualized Learning

    Science.gov (United States)

    MacDonald, Betty

    2012-01-01

    Self-assessment is frequently used to enable students to "reflect" on a learning experience. Often only the person involved in the "reflection" knows the criteria used to underpin the process. Here the author explains how, when the self-assessment is given some structure some tangible benefits can be observed. While the approach might not be a…

  1. Conversations, Individuals and Knowables: Toward a Theory of Learning

    Science.gov (United States)

    Daniel, John S.

    1975-01-01

    Presents a learning theory in the language of cybernetics based on the tenet that the minimal experimental situation for making psychological observations is a conversation. The account is directed at generating interest in the original work by G. Pask, et al. (GS)

  2. Individual Learning Strategies and Choice in Student-Generated Multimedia

    Science.gov (United States)

    McGahan, William T.; Ernst, Hardy; Dyson, Laurel Evelyn

    2016-01-01

    There has been an increasing focus on student-generated multimedia assessment as a way of introducing the benefits of both visual literacy and peer-mediated learning into university courses. One such assessment was offered to first-year health science students but, contrary to expectations, led to poorer performance in their end-of-semester…

  3. Individual and organizational impact of enterprises resources planning system in health care sector

    International Nuclear Information System (INIS)

    Ilyas, A.; Fiaz, M.; Tayyaba, A.

    2016-01-01

    Use of ERPS (Enterprise Resource Planning System) in health care sector has positive impacts. The purpose of this research is to find out the individual and organizational impact in health care sector. Hypotheses were postulated that the use of ERPS has positive individual and organizational impacts. A research questionnaire was used to test these hypotheses which have twelve dimensions for both impacts. This instrument was adopted from literature and self-administrated to 504 individuals with response rate of 60 percentage and only 56 percentage of questionnaires were used. The results of this study revealed that the use of ERPS has positive individual and organizational impacts. This study will help the health care organizations to find out impacts of ERPS in health care sector and also to better understand the individual and organizational impacts. (author)

  4. Assessment to Guide Individualized Transition Plans from School to Post-School for Children Ages 14+ with Moderate Disabilities

    Science.gov (United States)

    Skidmore, Kevin

    2014-01-01

    As a part of the Individualized Education Plan (IEP), special education teachers work along with their student with special needs and their parent(s)/guardian(s) to create and implement Individualized Transition Plans (ITP) to assist the student with their transition to the post-school environment. As mandated by Individuals with Disabilities…

  5. Making Individual Prognoses in Psychiatry Using Neuroimaging and Machine Learning.

    Science.gov (United States)

    Janssen, Ronald J; Mourão-Miranda, Janaina; Schnack, Hugo G

    2018-04-22

    Psychiatric prognosis is a difficult problem. Making a prognosis requires looking far into the future, as opposed to making a diagnosis, which is concerned with the current state. During the follow-up period, many factors will influence the course of the disease. Combined with the usually scarcer longitudinal data and the variability in the definition of outcomes/transition, this makes prognostic predictions a challenging endeavor. Employing neuroimaging data in this endeavor introduces the additional hurdle of high dimensionality. Machine-learning techniques are especially suited to tackle this challenging problem. This review starts with a brief introduction to machine learning in the context of its application to clinical neuroimaging data. We highlight a few issues that are especially relevant for prediction of outcome and transition using neuroimaging. We then review the literature that discusses the application of machine learning for this purpose. Critical examination of the studies and their results with respect to the relevant issues revealed the following: 1) there is growing evidence for the prognostic capability of machine-learning-based models using neuroimaging; and 2) reported accuracies may be too optimistic owing to small sample sizes and the lack of independent test samples. Finally, we discuss options to improve the reliability of (prognostic) prediction models. These include new methodologies and multimodal modeling. Paramount, however, is our conclusion that future work will need to provide properly (cross-)validated accuracy estimates of models trained on sufficiently large datasets. Nevertheless, with the technological advances enabling acquisition of large databases of patients and healthy subjects, machine learning represents a powerful tool in the search for psychiatric biomarkers. Copyright © 2018 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

  6. Different Modes of Digital Learning Object Use in School Settings: Do We Design for Individual or Collaborative Learning?

    Science.gov (United States)

    Akpinar, Yavuz

    2014-01-01

    The aim of the studies reported in this paper is to gain classroom based empirical evidence on the learning effectiveness of learning objects used in two types of study settings: Collaborative and individual. A total of 127 seventh and ninth grade students participated in the experiments. They were assigned into one of the study modes and worked…

  7. A model of individual differences in learning air traffic control

    NARCIS (Netherlands)

    Taatgen, NA; Altmann, EM; Cleeremans, A; Schunn, CD; Gray, WD

    2001-01-01

    Individual differences in skill acquisition are influenced by several architectural factors. According to Ackerman's theory, general intelligence, speed of proceduralization and psychomotor speed influence different stages of skill acquisition. Ackerman tested this theory by correlating performance

  8. Curiosity driven reinforcement learning for motion planning on humanoids

    Science.gov (United States)

    Frank, Mikhail; Leitner, Jürgen; Stollenga, Marijn; Förster, Alexander; Schmidhuber, Jürgen

    2014-01-01

    Most previous work on artificial curiosity (AC) and intrinsic motivation focuses on basic concepts and theory. Experimental results are generally limited to toy scenarios, such as navigation in a simulated maze, or control of a simple mechanical system with one or two degrees of freedom. To study AC in a more realistic setting, we embody a curious agent in the complex iCub humanoid robot. Our novel reinforcement learning (RL) framework consists of a state-of-the-art, low-level, reactive control layer, which controls the iCub while respecting constraints, and a high-level curious agent, which explores the iCub's state-action space through information gain maximization, learning a world model from experience, controlling the actual iCub hardware in real-time. To the best of our knowledge, this is the first ever embodied, curious agent for real-time motion planning on a humanoid. We demonstrate that it can learn compact Markov models to represent large regions of the iCub's configuration space, and that the iCub explores intelligently, showing interest in its physical constraints as well as in objects it finds in its environment. PMID:24432001

  9. A Machine Learning Framework for Plan Payment Risk Adjustment.

    Science.gov (United States)

    Rose, Sherri

    2016-12-01

    To introduce cross-validation and a nonparametric machine learning framework for plan payment risk adjustment and then assess whether they have the potential to improve risk adjustment. 2011-2012 Truven MarketScan database. We compare the performance of multiple statistical approaches within a broad machine learning framework for estimation of risk adjustment formulas. Total annual expenditure was predicted using age, sex, geography, inpatient diagnoses, and hierarchical condition category variables. The methods included regression, penalized regression, decision trees, neural networks, and an ensemble super learner, all in concert with screening algorithms that reduce the set of variables considered. The performance of these methods was compared based on cross-validated R 2 . Our results indicate that a simplified risk adjustment formula selected via this nonparametric framework maintains much of the efficiency of a traditional larger formula. The ensemble approach also outperformed classical regression and all other algorithms studied. The implementation of cross-validated machine learning techniques provides novel insight into risk adjustment estimation, possibly allowing for a simplified formula, thereby reducing incentives for increased coding intensity as well as the ability of insurers to "game" the system with aggressive diagnostic upcoding. © Health Research and Educational Trust.

  10. Consider the category: The effect of spacing depends on individual learning histories.

    Science.gov (United States)

    Slone, Lauren K; Sandhofer, Catherine M

    2017-07-01

    The spacing effect refers to increased retention following learning instances that are spaced out in time compared with massed together in time. By one account, the advantages of spaced learning should be independent of task particulars and previous learning experiences given that spacing effects have been demonstrated in a variety of tasks across the lifespan. However, by another account, spaced learning should be affected by previous learning because past learning affects the memory and attention processes that form the crux of the spacing effect. The current study investigated whether individuals' learning histories affect the role of spacing in category learning. We examined the effect of spacing on 24 2- to 3.5-year-old children's learning of categories organized by properties to which children's previous learning experiences have biased them to attend (i.e., shape) and properties to which children are less biased to attend (i.e., texture and color). Spaced presentations led to significantly better learning of shape categories, but not of texture or color categories, compared with massed presentations. In addition, generalized estimating equations analyses revealed positive relations between the size of children's "shape-side" productive vocabularies and their shape category learning and between the size of children's "against-the-system" productive vocabularies and their texture category learning. These results suggest that children's attention to and memory for novel object categories are strongly related to their individual word-learning histories. Moreover, children's learned attentional biases affected the types of categories for which spacing facilitated learning. These findings highlight the importance of considering how learners' previous experiences may influence future learning. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. Intuition in decision making and learning: Individual and organisational perspectives.

    OpenAIRE

    Akinci, Cinla.

    2011-01-01

    Although much has been written about the role of rational/analytical ways of knowing in decision making and problem solving in management, comparatively little is known about the way intuitive cognition manifests itself in organisations in general and in relation to organisational learning in particular. Several conceptualisations have been offered in respect to the ways in which managers perceive, make sense and act in the social settings of business organisations. Intuition and organisation...

  12. Adaptive local learning in sampling based motion planning for protein folding.

    Science.gov (United States)

    Ekenna, Chinwe; Thomas, Shawna; Amato, Nancy M

    2016-08-01

    Simulating protein folding motions is an important problem in computational biology. Motion planning algorithms, such as Probabilistic Roadmap Methods, have been successful in modeling the folding landscape. Probabilistic Roadmap Methods and variants contain several phases (i.e., sampling, connection, and path extraction). Most of the time is spent in the connection phase and selecting which variant to employ is a difficult task. Global machine learning has been applied to the connection phase but is inefficient in situations with varying topology, such as those typical of folding landscapes. We develop a local learning algorithm that exploits the past performance of methods within the neighborhood of the current connection attempts as a basis for learning. It is sensitive not only to different types of landscapes but also to differing regions in the landscape itself, removing the need to explicitly partition the landscape. We perform experiments on 23 proteins of varying secondary structure makeup with 52-114 residues. We compare the success rate when using our methods and other methods. We demonstrate a clear need for learning (i.e., only learning methods were able to validate against all available experimental data) and show that local learning is superior to global learning producing, in many cases, significantly higher quality results than the other methods. We present an algorithm that uses local learning to select appropriate connection methods in the context of roadmap construction for protein folding. Our method removes the burden of deciding which method to use, leverages the strengths of the individual input methods, and it is extendable to include other future connection methods.

  13. Some considerations on the development of individual work plan for teachers of Technical and Vocational Education

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Gato Armas

    2010-03-01

    Full Text Available This article analyzes, from the optics of upgrading Technical and Professional Education chief staff in the province and professors in the Technical Sciences Faculty in the University of Pedagogical Sciencies “Rafael María of Mendive” in Pinar del Río, which can facilitate the elaboration of the plan for teachers’ individual work, so that it facilitates the assessment and performance of the planned activities, and at the same time, propitiating the professional development of the teachers, in each school term.

  14. Linking neurogenetics and individual differences in language learning: the dopamine hypothesis.

    Science.gov (United States)

    Wong, Patrick C M; Morgan-Short, Kara; Ettlinger, Marc; Zheng, Jing

    2012-10-01

    Fundamental advances in neuroscience have come from investigations into neuroplasticity and learning. These investigations often focus on identifying universal principles across different individuals of the same species. Increasingly, individual differences in learning success have also been observed, such that any seemingly universal principle might only be applicable to a certain extent within a particular learner. One potential source of this variation is individuals' genetic differences. Adult language learning provides a unique opportunity for understanding individual differences and genetic bases of neuroplasticity because of the large individual differences in learning success that have already been documented, and because of the body of empirical work connecting language learning and neurocognition. In this article, we review the literature on the genetic bases of neurocognition, especially studies examining polymorphisms of dopamine (DA)-related genes and procedural learning. This review leads us to hypothesize that there may be an association between DA-related genetic variation and language learning differences. If this hypothesis is supported by future empirical findings we suggest that it may point to neurogenetic markers that allow for language learning to be personalized. Copyright © 2012 Elsevier Srl. All rights reserved.

  15. Individual Study in Undergraduate Science. Higher Education Learning Project (h.e.l.p.) - Physics.

    Science.gov (United States)

    Ogborn, Jon, Ed.; And Others

    The bulk of this book consists of case studies of a variety of forms of individualized instruction, including Keller Plan courses. The last third of the book deals with the general aspects of using an individualized system of instruction. This portion contains many suggestions about the operational details of an individualized course. (Author/BB)

  16. A Semantic Web-Based Authoring Tool to Facilitate the Planning of Collaborative Learning Scenarios Compliant with Learning Theories

    Science.gov (United States)

    Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia

    2013-01-01

    When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a…

  17. A connectionist model of category learning by individuals with high-functioning autism spectrum disorder.

    Science.gov (United States)

    Dovgopoly, Alexander; Mercado, Eduardo

    2013-06-01

    Individuals with autism spectrum disorder (ASD) show atypical patterns of learning and generalization. We explored the possible impacts of autism-related neural abnormalities on perceptual category learning using a neural network model of visual cortical processing. When applied to experiments in which children or adults were trained to classify complex two-dimensional images, the model can account for atypical patterns of perceptual generalization. This is only possible, however, when individual differences in learning are taken into account. In particular, analyses performed with a self-organizing map suggested that individuals with high-functioning ASD show two distinct generalization patterns: one that is comparable to typical patterns, and a second in which there is almost no generalization. The model leads to novel predictions about how individuals will generalize when trained with simplified input sets and can explain why some researchers have failed to detect learning or generalization deficits in prior studies of category learning by individuals with autism. On the basis of these simulations, we propose that deficits in basic neural plasticity mechanisms may be sufficient to account for the atypical patterns of perceptual category learning and generalization associated with autism, but they do not account for why only a subset of individuals with autism would show such deficits. If variations in performance across subgroups reflect heterogeneous neural abnormalities, then future behavioral and neuroimaging studies of individuals with ASD will need to account for such disparities.

  18. Generalization of Individual Differences in Second Language Learning

    Science.gov (United States)

    Anjum, Amber Nasreen; Al-Othmany, Dheya Shujaa; Hussain, Ahmad

    2015-01-01

    This commentary is based on the analyses of the participants' responses provided in written form while filling the questionnaires. The purpose of the study was to identify and analyze factors in individuals' experiences about second language acquisition. The study was conducted through a research questionnaire. The questions were designed for…

  19. Learning at Work: Organisational Affordances and Individual Engagement

    Science.gov (United States)

    Bryson, Jane; Pajo, Karl; Ward, Robyn; Mallon, Mary

    2006-01-01

    Purpose: The purpose of this research is to explore the interaction between organisational affordances for the development of individuals' capability, and the engagement of workers at various levels with those opportunities. Design/methodology/approach: A case study of a large New Zealand wine company, using in-depth interviews. Interviews were…

  20. The Individualized Quality Control Plan - Coming Soon to Clinical Microbiology Laboratories Everywhere!

    Science.gov (United States)

    Anderson, Nancy

    2015-11-15

    As of January 1, 2016, microbiology laboratories can choose to adopt a new quality control option, the Individualized Quality Control Plan (IQCP), under the Clinical Laboratory Improvement Amendments of 1988 (CLIA). This voluntary approach increases flexibility for meeting regulatory requirements and provides laboratories the opportunity to customize QC for their testing in their unique environments and by their testing personnel. IQCP is an all-inclusive approach to quality based on risk management to address potential errors in the total testing process. It includes three main steps, (1) performing a risk assessment, (2) developing a QC plan, and (3) monitoring the plan through quality assessment. Resources are available from the Centers for Medicare & Medicaid Services, Centers for Disease Control and Prevention, American Society for Microbiology, Clinical and Laboratory Standards Institute, and accrediting organizations, such as the College of American Pathologists and Joint Commission, to assist microbiology laboratories implementing IQCP.

  1. Advance care planning with individuals experiencing homelessness: Literature review and recommendations for public health practice.

    Science.gov (United States)

    Hubbell, Sarah A

    2017-09-01

    Vulnerable populations in the United States experience disparities in access to advance care planning and may have significant unmet health care needs at the end of life, including unrelieved suffering. People who are homeless have increased morbidity and mortality risks, yet lack opportunities to communicate end-of-life preferences. This paper includes a narrative literature review of advance care planning interventions and qualitative investigations into end-of-life concerns among people experiencing homelessness. Trials of clinician-guided interventions with homeless individuals demonstrated effectiveness in achieving advance directive completion and surrogate decision-maker designation. End-of-life concerns among homeless persons included fears of dying alone, dying unnoticed, or remaining unidentified after death. Research participants also reported concerns regarding burial and notification of family members. Public health practitioners should facilitate advance care planning for people who are homeless by providing opportunities for education and discussion on care options and advance directives. © 2017 Wiley Periodicals, Inc.

  2. Paying for individual health insurance through tax-sheltered cafeteria plans.

    Science.gov (United States)

    Hall, Mark A; Monahan, Amy B

    2010-01-01

    When employees without group health insurance buy individual coverage, they do so using after-tax income--costing them from 20% to 50% more than others pay for equivalent coverage. Prior to the passage of the Patient Protection and Affordable Care Act (PPACA), several states promoted a potential solution that would allow employees to buy individual insurance through tax-sheltered payroll deduction. This technical but creative approach would allow insurers to combine what is known as "list-billing" with a Section 125 "cafeteria plan." However, these state-level reform attempts have failed to gain significant traction because state small-group reform laws and federal restrictions on medical underwriting cloud the legality of tax-sheltered list-billing. Several authorities have taken the position that insurance paid for through a cafeteria plan must meet the nondiscrimination requirements of the Health Insurance Portability and Accountability Act with respect to eligibility, premiums, and benefits. The recently enacted Patient Protection and Affordable Care Act addresses some of the legal uncertainty in this area, but much remains. For health reform to have its greatest effect, federal regulators must clarify whether individual health insurance can be purchased on a pre-tax basis through a cafeteria plan.

  3. Impact of individualized pain plan on the emergency management of children with sickle cell disease.

    Science.gov (United States)

    Krishnamurti, Lakshmanan; Smith-Packard, Bethanny; Gupta, Ashish; Campbell, Mary; Gunawardena, Sriya; Saladino, Richard

    2014-10-01

    Vaso-occlusive crisis (VOC) the hallmark of sickle cell disease (SCD) is often treated inadequately in the emergency department (ED). We hypothesized that pain management plans individualized for each patient can improve pain management and lead to high levels of patient satisfaction. Starting in 2002, we treated all patients with SCD reporting to Children's Hospital of Pittsburgh (CHP) ED with VOC using a structured algorithm. We recorded regimens used successfully for each patient as an "individualized pain plan" and implemented it during subsequent VOC visits and adjusted it to patient response. We compared rates of hospitalization following an ED visit with VOC and readmission within 1 week after discharge for CHP with that of four comparable hospitals from Pediatric Health Information (PHIS) database. Patients and parents completed surveys of satisfaction with pain management and with care. Between 2002 and 2008 there was a greater decline in the rate of admission of patients presenting to the ED at CHP (78% to 52%) as compared to PHIS (71% to 68%), (P pain score during ED management was 2.0 or more on a Wong Baker scale of 0-5 (P pain management as very good or higher. Individualized pain management plans in the ED are effective in delivering high quality management of VOC and are associated with a high level of patient satisfaction and decreased avoidable hospitalizations. © 2014 Wiley Periodicals, Inc.

  4. Individualized Surgical Approach Planning for Petroclival Tumors Using a 3D Printer.

    Science.gov (United States)

    Muelleman, Thomas John; Peterson, Jeremy; Chowdhury, Naweed Iffat; Gorup, Jason; Camarata, Paul; Lin, James

    2016-06-01

    Objectives To determine the utility of three-dimensional (3D) printed models in individualized petroclival tumor resection planning by measuring the fidelity of printed anatomical structures and comparing tumor exposure afforded by different approaches. Design Case series and review of the literature. Setting Tertiary care center. Participants Three patients with petroclival lesions. Main Outcome Measures Subjective opinion of access by neuro-otologists and neurosurgeons as well as surface area of tumor exposure. Results Surgeons found the 3D models of each patient's skull and tumor useful for preoperative planning. Limitations of individual surgical approaches not identified through preoperative imaging were apparent after 3D models were evaluated. Significant variability in exposure was noted between models for similar or identical approaches. A notable drawback is that our printing process did not replicate mastoid air cells. Conclusions We found that 3D modeling is useful for individualized preoperative planning for approaching petroclival tumors. Our printing techniques did produce authentic replicas of the tumors in relation to bony structures.

  5. Finding the Key to Successful L2 Learning in Groups and Individuals

    Science.gov (United States)

    Lowie, Wander; van Dijk, Marijn; Chan, Huiping; Verspoor, Marjolijn

    2017-01-01

    A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and…

  6. Finding the key to successful L2 learning in groups and individuals

    NARCIS (Netherlands)

    Lowie, Wander; van Dijk, Marijn; Chan, HuiPing; Verspoor, Marjolijn

    A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on

  7. The Effects of Collectivism-Individualism on the Cooperative Learning of Motor Skill

    Science.gov (United States)

    Luo, Yi; Sun, Yan; Strobel, Johannes

    2013-01-01

    This study examined how cultural background (collectivism vs. individualism) affects motor skill learning in a dyadic cooperative learning environment. The research context of this study was Nintendo™ Wii Tennis. Twenty college students from a Midwestern university participated in the study, among whom half were from an individualistic culture…

  8. The influence of errors during practice on motor learning in young individuals with cerebral palsy

    NARCIS (Netherlands)

    Abswoude, F. van; Santos-Vieira, B.; Kamp, J. van der; Steenbergen, B.

    2015-01-01

    The aim of this study was to investigate the effect of errors during practice on motor skill learning in young individuals with cerebral palsy (CP). Minimizing errors has been validated in typically developing children and children with intellectual disabilities as a method for implicit learning,

  9. Competition for resources can explain patterns of social and individual learning in nature.

    Science.gov (United States)

    Smolla, Marco; Gilman, R Tucker; Galla, Tobias; Shultz, Susanne

    2015-09-22

    In nature, animals often ignore socially available information despite the multiple theoretical benefits of social learning over individual trial-and-error learning. Using information filtered by others is quicker, more efficient and less risky than randomly sampling the environment. To explain the mix of social and individual learning used by animals in nature, most models penalize the quality of socially derived information as either out of date, of poor fidelity or costly to acquire. Competition for limited resources, a fundamental evolutionary force, provides a compelling, yet hitherto overlooked, explanation for the evolution of mixed-learning strategies. We present a novel model of social learning that incorporates competition and demonstrates that (i) social learning is favoured when competition is weak, but (ii) if competition is strong social learning is favoured only when resource quality is highly variable and there is low environmental turnover. The frequency of social learning in our model always evolves until it reduces the mean foraging success of the population. The results of our model are consistent with empirical studies showing that individuals rely less on social information where resources vary little in quality and where there is high within-patch competition. Our model provides a framework for understanding the evolution of social learning, a prerequisite for human cumulative culture. © 2015 The Author(s).

  10. Managing environmental enhancement plans for individual research projects at a national primate research center.

    Science.gov (United States)

    Thom, Jinhee P; Crockett, Carolyn M

    2008-05-01

    We describe a method for managing environmental enhancement plans for individual research projects at a national primate research center where most monkeys are assigned to active research projects. The Psychological Well-being Program (PWB) at the University of Washington National Primate Research Center developed an Environmental Enhancement Plan form (EEPL) that allows PWB to quantify and track changes in enrichment allowances over time while ensuring that each animal is provided with as much enrichment as possible without compromising research. Very few projects involve restrictions on toys or perches. Some projects have restrictions on food treats and foraging, primarily involving the provision of these enrichments by research staff instead of husbandry staff. Restrictions are not considered exemptions unless they entirely prohibit an element of the University of Washington Environmental Enhancement Plan (UW EE Plan). All exemptions must be formally reviewed and approved by the institutional animal care and use committee. Most exemptions from elements of the UW EE Plan involve social housing. Between 2004 and 2006, the percentage of projects with no social contact restrictions increased by 1%, but those prohibiting any tactile social contact declined by 7%, and projects permitting tactile social contact during part of the study increased by 9%. The EEPL form has facilitated informing investigators about the enrichment their monkeys will receive if no restrictions or exemptions are requested and approved. The EEPL form also greatly enhances PWB's ability to coordinate the specific enrichment requirements of a project.

  11. 38 CFR 21.8072 - Authorizing training, services, and assistance beyond the initial individualized written plan of...

    Science.gov (United States)

    2010-07-01

    ... Authorizing training, services, and assistance beyond the initial individualized written plan of vocational... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Authorizing training, services, and assistance beyond the initial individualized written plan of vocational rehabilitation. 21...

  12. Can the theory of planned behaviour predict the physical activity behaviour of individuals?

    Science.gov (United States)

    Hobbs, Nicola; Dixon, Diane; Johnston, Marie; Howie, Kate

    2013-01-01

    The theory of planned behaviour (TPB) can identify cognitions that predict differences in behaviour between individuals. However, it is not clear whether the TPB can predict the behaviour of an individual person. This study employs a series of n-of-1 studies and time series analyses to examine the ability of the TPB to predict physical activity (PA) behaviours of six individuals. Six n-of-1 studies were conducted, in which TPB cognitions and up to three PA behaviours (walking, gym workout and a personally defined PA) were measured twice daily for six weeks. Walking was measured by pedometer step count, gym attendance by self-report with objective validation of gym entry and the personally defined PA behaviour by self-report. Intra-individual variability in TPB cognitions and PA behaviour was observed in all participants. The TPB showed variable predictive utility within individuals and across behaviours. The TPB predicted at least one PA behaviour for five participants but had no predictive utility for one participant. Thus, n-of-1 designs and time series analyses can be used to test theory in an individual.

  13. The pediatrician's role in development and implementation of an Individual Education Plan (IEP) and/or an Individual Family Service Plan (IFSP). American Academy of Pediatrics. Committee on Children with Disabilities.

    Science.gov (United States)

    1999-07-01

    The Individual Education Plan and Individual Family Service Plan are legally mandated documents developed by a multidisciplinary team assessment that specifies goals and services for each child eligible for special educational services or early intervention services. Pediatricians need to be knowledgeable of federal, state, and local requirements; establish linkages with early intervention, educational professionals, and parent support groups; and collaborate with the team working with individual children.

  14. Effects of Individual Differences in Working Memory on Plan Presentational Choices.

    Science.gov (United States)

    Tintarev, Nava; Masthoff, Judith

    2016-01-01

    This paper addresses research questions that are central to the area of visualization interfaces for decision support: (RQ1) whether individual user differences in working memory should be considered when choosing how to present visualizations; (RQ2) how to present the visualization to support effective decision making and processing; and (RQ3) how to evaluate the effectiveness of presentational choices. These questions are addressed in the context of presenting plans, or sequences of actions, to users. The experiments are conducted in several domains, and the findings are relevant to applications such as semi-autonomous systems in logistics. That is, scenarios that require the attention of humans who are likely to be interrupted, and require good performance but are not time critical. Following a literature review of different types of individual differences in users that have been found to affect the effectiveness of presentational choices, we consider specifically the influence of individuals' working memory (RQ1). The review also considers metrics used to evaluate presentational choices, and types of presentational choices considered. As for presentational choices (RQ2), we consider a number of variants including interactivity, aggregation, layout, and emphasis. Finally, to evaluate the effectiveness of plan presentational choices (RQ3) we adopt a layered-evaluation approach and measure performance in a dual task paradigm, involving both task interleaving and evaluation of situational awareness. This novel methodology for evaluating visualizations is employed in a series of experiments investigating presentational choices for a plan. A key finding is that emphasizing steps (by highlighting borders) can improve effectiveness on a primary task, but only when controlling for individual variation in working memory.

  15. Effects of Individual Differences in Working Memory on Plan Presentational Choices

    Directory of Open Access Journals (Sweden)

    Nava Tintarev

    2016-11-01

    Full Text Available This paper addresses research questions that are central to the area of visualization interfaces for decision support: RQ1 whether individual user differences in working memory should be considered when making choosing how to present visualizations; RQ2 how to present the visualization to support effective decision making and processing; and RQ3 how to evaluate the effectiveness of presentational choices. These questions are addressed in the context of presenting plans, or sequences of actions, to users. The experiments are conducted in several domains, and the findings are relevant to applications such as semi-autonomous systems in logistics. That is, scenarios that require the attention of humans who are likely to be interrupted, and require good performance but are not time critical. Following a literature review of different types of individual differences in users that have been found to affect the effectiveness of presentational choices, we consider specifically the influence of individuals' working memory (RQ1. The review also considers metrics used to evaluate presentational choices, and types of presentational choices considered. As for presentational choices (RQ2, we consider a number of variants including interactivity, aggregation, layout, and emphasis. Finally, to evaluate the effectiveness of plan presentational choices (RQ3 we adopt a layered-evaluation approach and measure performance in a dual task paradigm, involving both task interleaving and evaluation of situational awareness. This novel methodology for evaluating visualizations is employed in a series of experiments investigating presentational choices for a plan. A key finding is that emphasizing steps (by highlighting borders can improve effectiveness on a primary task, but only when controlling for individual variation in working memory.

  16. [Individual learning curve for radical robot-assisted prostatectomy based on the example of three professionals working in one clinic].

    Science.gov (United States)

    Rasner, P I; Pushkar', D Iu; Kolontarev, K B; Kotenkov, D V

    2014-01-01

    The appearance of new surgical technique always requires evaluation of its effectiveness and ease of acquisition. A comparative study of the results of the first three series of successive robot-assisted radical prostatectomy (RARP) performed on at time by three surgeons, was conducted. The series consisted of 40 procedures, and were divided into 4 groups of 10 operations for the analysis. When comparing data, statistically significant improvement of intra- and postoperative performance in each series was revealed, with increase in the number of operations performed, and in each subsequent series compared with the preceding one. We recommend to perform the planned conversion at the first operation. In our study, previous laparoscopic experience did not provide any significant advantages in the acquisition of robot-assisted technology. To characterize the individual learning curve, we recommend the use of the number of operations that the surgeon looked in the life-surgery regimen and/or in which he participated as an assistant before his own surgical activity, as well as the indicator "technical defect". In addition to the term "individual learning curve", we propose to introduce the terms "surgeon's individual training phase", and "clinic's learning curve".

  17. Social learning and the development of individual and group behaviour in mammal societies.

    Science.gov (United States)

    Thornton, Alex; Clutton-Brock, Tim

    2011-04-12

    As in human societies, social learning may play an important role in shaping individual and group characteristics in other mammals. Here, we review research on non-primate mammals, concentrating on work at our long-term meerkat study site, where longitudinal data and field experiments have generated important insights into the role of social learning under natural conditions. Meerkats live under high predation pressure and occupy a difficult foraging niche. Accordingly, pups make extensive use of social information in learning to avoid predation and obtain food. Where individual learning is costly or opportunities are lacking, as in the acquisition of prey-handling skills, adults play an active role in promoting learning through teaching. Social learning can also cause information to spread through groups, but our data suggest that this does not necessarily result in homogeneous, group-wide traditions. Moreover, traditions are commonly eroded by individual learning. We suggest that traditions will only persist where there are high costs of deviating from the group norm or where skill development requires extensive time and effort. Persistent traditions could, theoretically, modify selection pressures and influence genetic evolution. Further empirical studies of social learning in natural populations are now urgently needed to substantiate theoretical claims.

  18. Prevalence of Behavioural and Psychological Symptoms of Dementia in Individuals with Learning Disabilities.

    Science.gov (United States)

    Devshi, Rajal; Shaw, Sarah; Elliott-King, Jordan; Hogervorst, Eef; Hiremath, Avinash; Velayudhan, Latha; Kumar, Satheesh; Baillon, Sarah; Bandelow, Stephan

    2015-12-02

    A review of 23 studies investigating the prevalence of Behavioural and psychological symptoms of dementia (BPSD) in the general and learning disability population and measures used to assess BPSD was carried out. BPSD are non-cognitive symptoms, which constitute as a major component of dementia regardless of its subtype Research has indicated that there is a high prevalence of BPSD in the general dementia population. There are limited studies, which investigate the prevalence of BPSD within individuals who have learning disabilities and dementia. Findings suggest BPSDs are present within individuals with learning disabilities and dementia. Future research should use updated tools for investigating the prevalence of BPSD within individuals with learning disabilities and dementia.

  19. Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan

    Science.gov (United States)

    Thomas, Susan

    2016-01-01

    The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, "Future Ready Learning: Reimagining the Role of Technology in Education," articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While…

  20. Effects of Frequency of Feedback on the Learning of Motor Skill in Individuals with Cerebral Palsy

    Science.gov (United States)

    Hemayattalab, Rasool; Rostami, Leila Rashidi

    2010-01-01

    The purpose of this study was to investigate the effect of frequency of knowledge of results (KR) on the learning of dart in individuals with cerebral palsy type I. Twenty-four individuals with cerebral palsy (CP) between the ages of 5 and 17 were chosen for this study. They were put into 3 homogenous groups according to their records after 20…

  1. Social Structure and Individual Agency in Second Language Learning: Evidence from Three Life Histories

    Science.gov (United States)

    Flowerdew, John; Miller, Lindsay

    2008-01-01

    This paper examines the issue of social structure and individual agency in language learning through the life histories of three young engineering graduates in Hong Kong. English is identified as an important form of cultural capital, which to a considerable extent determines the development of the three individuals, each of whom comes from a…

  2. Learning Processes in a Work Organization: From Individual to Collective and/or Vice Versa?

    Science.gov (United States)

    Lehesvirta, Tuija

    2004-01-01

    The study investigates learning as knowledge-creation processes on individual and collective levels. The processes were examined in an ethnographic study, conducted in a metal industry company over a four-year period. The empirical study suggests that conflicts and crises experienced on individual level were some kind of incidental starting…

  3. Making EFL Instruction More CLT-Oriented through Individual Accountability in Cooperative Learning

    Science.gov (United States)

    Astuti, Puji; Lammers, Jayne C.

    2017-01-01

    This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how…

  4. THE DYNAMIC MODEL FOR CONTROL OF STUDENT’S LEARNING INDIVIDUAL TRAJECTORY

    Directory of Open Access Journals (Sweden)

    A. A. Mitsel

    2015-01-01

    Full Text Available In connection with the transition of the educational system to a competence-oriented approach, the problem of learning outcomes assessment and creating an individual learning trajectory of a student has become relevant. Its solution requires the application of modern information technologies. The third generation of Federal state educational standards of higher professional education (FSES HPE defines the requirements for the results of Mastering the basic educational programs (BEP. According to FSES HPE up to 50% of subjects have a variable character, i.e. depend on the choice of a student. It significantly influences on the results of developing various competencies. The problem of forming student’s learning trajectory is analyzed in general and the choice of an individual direction was studied in details. Various methods, models and algorithms of the student’s individual learning trajectory formation were described. The analysis of the model of educational process organization in terms of individual approach makes it possible to develop a decision support system (DSS. DSS is a set of interrelated programs and data used for analysis of situation, development of alternative solutions and selection of the most acceptable alternative. DSSs are often used when building individual learning path, because this task can be considered as a discrete multi-criteria problem, creating a significant burden on the decision maker. A new method of controlling the learning trajectory has been developed. The article discusses problem statement and solution of determining student’s optimal individual educational trajectory as a dynamic model of learning trajectory control, which uses score assessment to construct a sequence of studied subjects. A new model of management learning trajectory is based on dynamic models for tracking the reference trajectory. The task can be converted to an equivalent model of linear programming, for which a reliable solution

  5. The digital Dalton Plan: Progressive education as integral part of web-based learning environments

    Directory of Open Access Journals (Sweden)

    Georg Weichhart

    2018-03-01

    Full Text Available e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing

  6. Motor interactions with another person: Do individuals with Autism Spectrum Disorder plan ahead?

    Directory of Open Access Journals (Sweden)

    David A Gonzalez

    2013-04-01

    Full Text Available Interpersonal motor interactions (joint-actions occur on a daily basis. In joint-action situations, typically developing (TD individuals consider the end-goal of their partner and adjust their own movements to accommodate the other person. The movement planning processes required for joint-action may, however, be difficult for individuals with an Autism Spectrum Disorder (ASD given documented difficulties in performance on theory of mind (ToM and motor tasks. The goal of this experiment was to determine if individuals with ASD exhibit end-state comfort behaviours similar to their typically developing peers in joint-action situations. Participants were asked to either pass, place, or use three common tools: a wooden toy hammer, a stick, or a calculator. These tools were selected because the degree of affordance they offer (i.e., the physical characteristics they posses to prompt proper use ranges from direct (hammer to indirect (calculator. Participants were asked to pass the tool to a confederate who intended to place the tool down, or use the tool. Variables of interest included beginning and end-state grip orientations of the participant and confederate (comfortable or uncomfortable as a function of task goal, and the side to which the tool was placed or passed. Similar to Gonzalez et al. 2011, some individuals with ASD maximized their partner’s beginning-state comfort by adopting personally uncomfortable postures. That said, their performance was more variable than their TD peers who consistently passed tools in a manner that facilitated comfortable use by the confederate. Therefore, the movement planning processes used to prepare to pass a tool are not stereotypical across all individuals with ASD. We propose that the novel joint-action task described herein provides the basis for testing an important link between motor performance and more complex social and communication behaviours.

  7. Service-Learning in the Financial Planning Curriculum: Expanding Access to the Community

    Science.gov (United States)

    Annis, Paul M.; Palmer, Lance; Goetz, Joseph

    2010-01-01

    Service-learning projects are a cornerstone of student experiential learning. Such programs have proven to be mutually beneficial to communities and students within a variety of family and consumer sciences courses. However, there is a paucity of literature addressing service-learning efforts within the field of financial planning. There is an…

  8. The Use of Cooperative Learning Through Tai (Team Assisted Individualization In Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Ermawati Zulikhatin Nuroh

    2018-04-01

    Full Text Available Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994. This research is done to know the response of students used cooperative learning in reading comprehension. The data of this study analyzed qualitatively without applying statistical calculations. The subject of the study were the students of the first semester in Midwifery faculty of Universitas Muhammadiyah Sidoarjo . There researcher used one class which consist 29 students. The students gave the positive responses and dominantly agreed to the implementation of cooperative learning type Team Assisted Individualization (TAI in reading comprehension. From the questionnaire, the researcher concludes that are 40% students are agreed, 50% students strongly agree, and 10% less agree  with cooperative learning type Team Assisted Individualization (TAI in reading comprehension. The conclusion is students respond well to cooperative learning model type Team Assisted Individualization (TAI to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI can be the one of the model to teach reading comprehension.

  9. 'It's got so politically correct now': parents' talk about empowering individuals with learning disabilities.

    Science.gov (United States)

    Jingree, Treena; Finlay, W M L

    2012-03-01

    Over the last decade the UK Government has made proposals to empower individuals with learning disabilities. Strategies have been implemented to reduce institutionalisation and social segregation. Consequently, some learning disability services are being phased out and the focus of care has moved away from institutions and into the community and family domain. Focusing on discourse as a site for social action and identity construction, we used critical discursive psychology to examine focus group discussions between family carers about facilitating the independence of adult family members with learning disabilities. Unlike official UK Government and learning disability services' constructions of empowerment policy, we found that parents invoked empowerment talk: (1) as a resource to construct the facilitation of independence as an abstract, irresponsible, politically correct professional trend; (2) dilemmatically with meritocratic or practical arguments to undermine notions of facilitating choices; and (3) as a resource to construct new service developments as contrary to the preferences of people with learning disabilities. Parents also described individuals with learning disabilities as unable to cope, and drew stark contrasts between their practice and those of service-professionals when expressing concerns about empowerment. We discuss possible implications of such discourses and contrasts on opportunities for empowering individuals with learning disabilities. © 2011 The Authors. Sociology of Health & Illness © 2011 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

  10. Accreditation of Individualized Quality Control Plans by the College of American Pathologists.

    Science.gov (United States)

    Hoeltge, Gerald A

    2017-03-01

    The Laboratory Accreditation Program of the College of American Pathologists (CAP) began in 2015 to allow accredited laboratories to devise their own strategies for quality control of laboratory testing. Participants now have the option to implement individualized quality control plans (IQCPs). Only nonwaived testing that features an internal control (built-in, electronic, or procedural) is eligible for IQCP accreditation. The accreditation checklists that detail the requirements have been peer-reviewed by content experts on CAP's scientific resource committees and by a panel of accreditation participants. Training and communication have been key to the successful introduction of the new IQCP requirements. Copyright © 2016 Elsevier Inc. All rights reserved.

  11. Applying a Stochastic Financial Planning System to an Individual: Immediate or Deferred Life Annuities?

    DEFF Research Database (Denmark)

    Konicz, Agnieszka Karolina; Mulvey, John M.

    2013-01-01

    of such financial decisions, especially in the retirement arena. They present as an example the choice to purchase a life annuity for a middle-aged person. Buyers must choose whether to purchase before retirement or at the date of retirement. The article provides some guidelines on whether or not to purchase......Individuals are often faced with financial decisions that have long-term implications for themselves and their families, but they have few sources of unbiased assistance. The authors suggest that a stochastic financial planning system, properly constructed and calibrated, can be applied to a number...... deferred life annuities, and who might most benefit from such a purchase....

  12. SOCAP: Lessons learned in applying SIPE-2 to the military operations crisis action planning domain

    Science.gov (United States)

    Desimone, Roberto

    1992-01-01

    This report describes work funded under the DARPA Planning and Scheduling Initiative that led to the development of SOCAP (System for Operations Crisis Action Planning). In particular, it describes lessons learned in applying SIPE-2, the underlying AI planning technology within SOCAP, to the domain of military operations deliberate and crisis action planning. SOCAP was demonstrated at the U.S. Central Command and at the Pentagon in early 1992. A more detailed report about the lessons learned is currently being prepared. This report was presented during one of the panel discussions on 'The Relevance of Scheduling to AI Planning Systems.'

  13. Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial.

    Science.gov (United States)

    Sahota, Michael; Leung, Betty; Dowdell, Stephanie; Velan, Gary M

    2016-12-12

    Students in biomedical disciplines require understanding of normal and abnormal microscopic appearances of human tissues (histology and histopathology). For this purpose, practical classes in these disciplines typically use virtual microscopy, viewing digitised whole slide images in web browsers. To enhance engagement, tools have been developed to enable individual or collaborative annotation of whole slide images within web browsers. To date, there have been no studies that have critically compared the impact on learning of individual and collaborative annotations on whole slide images. Junior and senior students engaged in Pathology practical classes within Medical Science and Medicine programs participated in cross-over trials of individual and collaborative annotation activities. Students' understanding of microscopic morphology was compared using timed online quizzes, while students' perceptions of learning were evaluated using an online questionnaire. For senior medical students, collaborative annotation of whole slide images was superior for understanding key microscopic features when compared to individual annotation; whilst being at least equivalent to individual annotation for junior medical science students. Across cohorts, students agreed that the annotation activities provided a user-friendly learning environment that met their flexible learning needs, improved efficiency, provided useful feedback, and helped them to set learning priorities. Importantly, these activities were also perceived to enhance motivation and improve understanding. Collaborative annotation improves understanding of microscopic morphology for students with sufficient background understanding of the discipline. These findings have implications for the deployment of annotation activities in biomedical curricula, and potentially for postgraduate training in Anatomical Pathology.

  14. Resting-state low-frequency fluctuations reflect individual differences in spoken language learning

    Science.gov (United States)

    Deng, Zhizhou; Chandrasekaran, Bharath; Wang, Suiping; Wong, Patrick C.M.

    2016-01-01

    A major challenge in language learning studies is to identify objective, pre-training predictors of success. Variation in the low-frequency fluctuations (LFFs) of spontaneous brain activity measured by resting-state functional magnetic resonance imaging (RS-fMRI) has been found to reflect individual differences in cognitive measures. In the present study, we aimed to investigate the extent to which initial spontaneous brain activity is related to individual differences in spoken language learning. We acquired RS-fMRI data and subsequently trained participants on a sound-to-word learning paradigm in which they learned to use foreign pitch patterns (from Mandarin Chinese) to signal word meaning. We performed amplitude of spontaneous low-frequency fluctuation (ALFF) analysis, graph theory-based analysis, and independent component analysis (ICA) to identify functional components of the LFFs in the resting-state. First, we examined the ALFF as a regional measure and showed that regional ALFFs in the left superior temporal gyrus were positively correlated with learning performance, whereas ALFFs in the default mode network (DMN) regions were negatively correlated with learning performance. Furthermore, the graph theory-based analysis indicated that the degree and local efficiency of the left superior temporal gyrus were positively correlated with learning performance. Finally, the default mode network and several task-positive resting-state networks (RSNs) were identified via the ICA. The “competition” (i.e., negative correlation) between the DMN and the dorsal attention network was negatively correlated with learning performance. Our results demonstrate that a) spontaneous brain activity can predict future language learning outcome without prior hypotheses (e.g., selection of regions of interest – ROIs) and b) both regional dynamics and network-level interactions in the resting brain can account for individual differences in future spoken language learning success

  15. Resting-state low-frequency fluctuations reflect individual differences in spoken language learning.

    Science.gov (United States)

    Deng, Zhizhou; Chandrasekaran, Bharath; Wang, Suiping; Wong, Patrick C M

    2016-03-01

    A major challenge in language learning studies is to identify objective, pre-training predictors of success. Variation in the low-frequency fluctuations (LFFs) of spontaneous brain activity measured by resting-state functional magnetic resonance imaging (RS-fMRI) has been found to reflect individual differences in cognitive measures. In the present study, we aimed to investigate the extent to which initial spontaneous brain activity is related to individual differences in spoken language learning. We acquired RS-fMRI data and subsequently trained participants on a sound-to-word learning paradigm in which they learned to use foreign pitch patterns (from Mandarin Chinese) to signal word meaning. We performed amplitude of spontaneous low-frequency fluctuation (ALFF) analysis, graph theory-based analysis, and independent component analysis (ICA) to identify functional components of the LFFs in the resting-state. First, we examined the ALFF as a regional measure and showed that regional ALFFs in the left superior temporal gyrus were positively correlated with learning performance, whereas ALFFs in the default mode network (DMN) regions were negatively correlated with learning performance. Furthermore, the graph theory-based analysis indicated that the degree and local efficiency of the left superior temporal gyrus were positively correlated with learning performance. Finally, the default mode network and several task-positive resting-state networks (RSNs) were identified via the ICA. The "competition" (i.e., negative correlation) between the DMN and the dorsal attention network was negatively correlated with learning performance. Our results demonstrate that a) spontaneous brain activity can predict future language learning outcome without prior hypotheses (e.g., selection of regions of interest--ROIs) and b) both regional dynamics and network-level interactions in the resting brain can account for individual differences in future spoken language learning success

  16. The influence of errors during practice on motor learning in young individuals with cerebral palsy.

    Science.gov (United States)

    van Abswoude, Femke; Santos-Vieira, Beatriz; van der Kamp, John; Steenbergen, Bert

    2015-01-01

    The aim of this study was to investigate the effect of errors during practice on motor skill learning in young individuals with cerebral palsy (CP). Minimizing errors has been validated in typically developing children and children with intellectual disabilities as a method for implicit learning, because it reduces working memory involvement during learning. The present study assessed whether a practice protocol that aims at minimizing errors can induce implicit learning in young individuals with CP as well. Accordingly, we hypothesized that reducing errors during practice would lead to enhanced learning and a decrease in the dependency of performance on working memory. Young individuals with CP practiced an aiming task following either an error-minimizing (N=20) or an error-strewn (N=18) practice protocol. Aiming accuracy was assessed in pre-, post- and retention test. Dual task performance was assessed to establish dependency on working memory. The two practice protocols did not invoke different amounts or types of learning in the participants with CP. Yet, participants improved aiming accuracy and showed stable motor performance after learning, irrespective of the protocol they followed. Across groups the number of errors made during practice was related to the amount of learning, and the degree of conscious monitoring of the movement. Only participants with relatively good working memory capacity and a poor initial performance showed a rudimentary form of (most likely, explicit) learning. These new findings on the effect of the amount of practice errors on motor learning in children of CP are important for designing interventions for children and adolescents with CP. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Using expanded individualized health care plans to assist teachers of students with complex health care needs.

    Science.gov (United States)

    Heller, Kathryn Wolff; Tumlin, Jennifer

    2004-06-01

    As special education teachers have increasing numbers of students requiring health care procedures in their classrooms, school nurses need to help these teachers maintain a safe, healthy environment for their students. Part of this consists of having teachers know the steps to take should certain problems arise. This article examines the receptivity of using an expanded version of an individualized health care plan (IHP) to provide critical information to address health care problems, as well as having individualized education program (IEP) objectives for instructional targets identified in the IHP. The findings of this study indicate that a high percentage of school nurses and special education teachers were in favor of an expanded version of the IHP. There was also support for teaching students to independently or partially participate in performing their own health care procedures and having this instruction formalized as IEP objectives.

  18. Individual differences in adult foreign language learning: the mediating effect of metalinguistic awareness.

    Science.gov (United States)

    Brooks, Patricia J; Kempe, Vera

    2013-02-01

    In this study, we sought to identify cognitive predictors of individual differences in adult foreign-language learning and to test whether metalinguistic awareness mediated the observed relationships. Using a miniature language-learning paradigm, adults (N = 77) learned Russian vocabulary and grammar (gender agreement and case marking) over six 1-h sessions, completing tasks that encouraged attention to phrases without explicitly teaching grammatical rules. The participants' ability to describe the Russian gender and case-marking patterns mediated the effects of nonverbal intelligence and auditory sequence learning on grammar learning and generalization. Hence, even under implicit-learning conditions, individual differences stemmed from explicit metalinguistic awareness of the underlying grammar, which, in turn, was linked to nonverbal intelligence and auditory sequence learning. Prior knowledge of languages with grammatical gender (predominantly Spanish) predicted learning of gender agreement. Transfer of knowledge of gender from other languages to Russian was not mediated by awareness, which suggests that transfer operates through an implicit process akin to structural priming.

  19. Lessons Learned in Pilot Testing Specialty Consultations to Benefit Individuals with Lower Limb Loss

    Directory of Open Access Journals (Sweden)

    Christine Elnitsky

    2012-12-01

    Full Text Available Telerehabilitation technologies enable the delivery of rehabilitation services from providers to people with disabilities as well as specialty care consultations. This article discusses the barriers experienced when planning and pilot testing a telerehabilitation multi-site specialty consultation for specialists in their medical centers, and the lessons learned. The barriers included integration and participation, coordination across organizational units, and privacy and information security. Lessons learned included the need for collaboration across multiple departments, telerehabilitation equipment back-ups, and anonymous and private communication protocols. Despite delays resulting from coordination at multiple levels of a national organization, we developed a program plan and successfully implemented a pilot test of the southeast region program.  Specialty consultation using telerehabilitation delivery methods requires identifying provider preferences for technological features. Lessons learned could inform development of outpatient telerehabilitation for patients with amputations and studies of patients and providers involved in telerehabilitation.

  20. Individualized margins in 3D conformal radiotherapy planning for lung cancer: analysis of physiological movements and their dosimetric impacts.

    Science.gov (United States)

    Germain, François; Beaulieu, Luc; Fortin, André

    2008-01-01

    In conformal radiotherapy planning for lung cancer, respiratory movements are not taken into account when a single computed tomography (CT) scan is performed. This study examines tumor movements to design individualized margins to account for these movements and evaluates their dosimetric impacts on planning volume. Fifteen patients undergoing CT-based planning for radical radiotherapy for localized lung cancer formed the study cohort. A reference plan was constructed based on reference gross, clinical, and planning target volumes (rGTV, rCTV, and rPTV, respectively). The reference plans were compared with individualized plans using individualized margins obtained by using 5 serial CT scans to generate individualized target volumes (iGTV, iCTV, and iPTV). Three-dimensional conformal radiation therapy was used for plan generation using 6- and 23-MV photon beams. Ten plans for each patient were generated and dose-volume histograms (DVHs) were calculated. Comparisons of volumetric and dosimetric parameters were performed using paired Student t-tests. Relative to the rGTV, the total volume occupied by the superimposed GTVs increased progressively with each additional CT scans. With the use of all 5 scans, the average increase in GTV was 52.1%. For the plans with closest dosimetric coverage, target volume was smaller (iPTV/rPTV ratio 0.808) but lung irradiation was only slightly decreased. Reduction in the proportion of lung tissue that received 20 Gy or more outside the PTV (V20) was observed both for 6-MV plans (-0.73%) and 23-MV plans (-0.65%), with p = 0.02 and p = 0.04, respectively. In conformal RT planning for the treatment of lung cancer, the use of serial CT scans to evaluate respiratory motion and to generate individualized margins to account for these motions produced only a limited lung sparing advantage.

  1. Individualized Margins in 3D Conformal Radiotherapy Planning for Lung Cancer: Analysis of Physiological Movements and Their Dosimetric Impacts

    International Nuclear Information System (INIS)

    Germain, Francois; Beaulieu, Luc; Fortin, Andre

    2008-01-01

    In conformal radiotherapy planning for lung cancer, respiratory movements are not taken into account when a single computed tomography (CT) scan is performed. This study examines tumor movements to design individualized margins to account for these movements and evaluates their dosimetric impacts on planning volume. Fifteen patients undergoing CT-based planning for radical radiotherapy for localized lung cancer formed the study cohort. A reference plan was constructed based on reference gross, clinical, and planning target volumes (rGTV, rCTV, and rPTV, respectively). The reference plans were compared with individualized plans using individualized margins obtained by using 5 serial CT scans to generate individualized target volumes (iGTV, iCTV, and iPTV). Three-dimensional conformal radiation therapy was used for plan generation using 6- and 23-MV photon beams. Ten plans for each patient were generated and dose-volume histograms (DVHs) were calculated. Comparisons of volumetric and dosimetric parameters were performed using paired Student t-tests. Relative to the rGTV, the total volume occupied by the superimposed GTVs increased progressively with each additional CT scans. With the use of all 5 scans, the average increase in GTV was 52.1%. For the plans with closest dosimetric coverage, target volume was smaller (iPTV/rPTV ratio 0.808) but lung irradiation was only slightly decreased. Reduction in the proportion of lung tissue that received 20 Gy or more outside the PTV (V20) was observed both for 6-MV plans (-0.73%) and 23-MV plans (-0.65%), with p = 0.02 and p = 0.04, respectively. In conformal RT planning for the treatment of lung cancer, the use of serial CT scans to evaluate respiratory motion and to generate individualized margins to account for these motions produced only a limited lung sparing advantage

  2. ADAPTATION OF TEACHING PROCESS BASED ON A STUDENTS INDIVIDUAL LEARNING NEEDS

    Directory of Open Access Journals (Sweden)

    TAKÁCS, Ondřej

    2011-03-01

    Full Text Available Development of current society requires integration of information technology to every sector, including education. The idea of adaptive teaching in e-learning environment is based on paying attention and giving support to various learning styles. More effective, user friendly thus better quality education can be achieved through such an environment. Learning can be influenced by many factors. In the paper we deal with such factors as student’s personality and qualities – particularly learning style and motivation. In addition we want to prepare study materials and study environment which respects students’ differences. Adaptive e-learning means an automated way of teaching which adapts to different qualities of students which are characteristic for their learning styles. In the last few years we can see a gradual individualization of study not only in distance forms of study but also with full-time study students. Instructional supports, namely those of e-learning, should take this trend into account and adapt the educational processes to individual students’ qualities. The present learning management systems (LMS offers this possibility only to a very limited extent. This paper deals with a design of intelligent virtual tutor behavior, which would adapt its learning ability to both static and dynamically changing student’s qualities. Virtual tutor, in order to manage all that, has to have a sufficiently rich supply of different styles and forms of teaching, with enough information about styles of learning, kinds of memory and other student’s qualities. This paper describes a draft adaptive education model and the results of the first part of the solution – definition of learning styles, pilot testing on students and an outline of further research.

  3. Aligning Coordination Class Theory with a New Context: Applying a Theory of Individual Learning to Group Learning

    Science.gov (United States)

    Barth-Cohen, Lauren A.; Wittmann, Michael C.

    2017-01-01

    This article presents an empirical analysis of conceptual difficulties encountered and ways students made progress in learning at both individual and group levels in a classroom environment in which the students used an embodied modeling activity to make sense of a specific scientific scenario. The theoretical framework, coordination class theory,…

  4. Individual Learning Account Pilot Initiative: A Learning Tool for the 21st Century. Report to the OPM Director.

    Science.gov (United States)

    President's Task Force on Federal Training Technology, Washington, DC.

    The U.S. Office of Personnel Management (OPM) evaluated the feasibility of individual learning accounts (ILAs) as an approach to workforce development. Thirteen federal agencies volunteered to participate in the initiative. Together, they conducted a total of 17 pilot tests. Some pilot tests included all employees in the agency. Others targeted…

  5. Do individuals respond to cost-sharing subsidies in their selections of marketplace health insurance plans?

    Science.gov (United States)

    DeLeire, Thomas; Chappel, Andre; Finegold, Kenneth; Gee, Emily

    2017-12-01

    The Affordable Care Act (ACA) provides assistance to low-income consumers through both premium subsidies and cost-sharing reductions (CSRs). Low-income consumers' lack of health insurance literacy or information regarding CSRs may lead them to not take-up CSR benefits for which they are eligible. We use administrative data from 2014 to 2016 on roughly 22 million health insurance plan choices of low-income individuals enrolled in ACA Marketplace coverage to assess whether they behave in a manner consistent with being aware of the availability of CSRs. We take advantage of discontinuous changes in the schedule of CSR benefits to show that consumers are highly sensitive to the value of CSRs when selecting insurance plans and that a very low percentage select dominated plans. These findings suggest that CSR subsidies are salient to consumers and that the program is well designed to account for any lack of health insurance literacy among the low-income population it serves. Copyright © 2017 Elsevier B.V. All rights reserved.

  6. Social learning and the development of individual and group behaviour in mammal societies

    OpenAIRE

    Thornton, Alex; Clutton-Brock, Tim

    2011-01-01

    As in human societies, social learning may play an important role in shaping individual and group characteristics in other mammals. Here, we review research on non-primate mammals, concentrating on work at our long-term meerkat study site, where longitudinal data and field experiments have generated important insights into the role of social learning under natural conditions. Meerkats live under high predation pressure and occupy a difficult foraging niche. Accordingly, pups make extensive us...

  7. Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

    OpenAIRE

    Killingsworth, Stephen; Clark, Douglas; Adams, Deanne

    2015-01-01

    Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing correct explanations (explanatory feedback). This study (1) compared self-explanation and explanatory feedback features embedded into a game designed to teach Newtonian dynamics and (2) investigated relationships between learning and individual differenc...

  8. Functional connectivity between somatosensory and motor brain areas predicts individual differences in motor learning by observing.

    Science.gov (United States)

    McGregor, Heather R; Gribble, Paul L

    2017-08-01

    Action observation can facilitate the acquisition of novel motor skills; however, there is considerable individual variability in the extent to which observation promotes motor learning. Here we tested the hypothesis that individual differences in brain function or structure can predict subsequent observation-related gains in motor learning. Subjects underwent an anatomical MRI scan and resting-state fMRI scans to assess preobservation gray matter volume and preobservation resting-state functional connectivity (FC), respectively. On the following day, subjects observed a video of a tutor adapting her reaches to a novel force field. After observation, subjects performed reaches in a force field as a behavioral assessment of gains in motor learning resulting from observation. We found that individual differences in resting-state FC, but not gray matter volume, predicted postobservation gains in motor learning. Preobservation resting-state FC between left primary somatosensory cortex and bilateral dorsal premotor cortex, primary motor cortex, and primary somatosensory cortex and left superior parietal lobule was positively correlated with behavioral measures of postobservation motor learning. Sensory-motor resting-state FC can thus predict the extent to which observation will promote subsequent motor learning. NEW & NOTEWORTHY We show that individual differences in preobservation brain function can predict subsequent observation-related gains in motor learning. Preobservation resting-state functional connectivity within a sensory-motor network may be used as a biomarker for the extent to which observation promotes motor learning. This kind of information may be useful if observation is to be used as a way to boost neuroplasticity and sensory-motor recovery for patients undergoing rehabilitation for diseases that impair movement such as stroke. Copyright © 2017 the American Physiological Society.

  9. Individual Learning Route as a Way of Highly Qualified Specialists Training for Extraction of Solid Commercial Minerals Enterprises

    Science.gov (United States)

    Oschepkova, Elena; Vasinskaya, Irina; Sockoluck, Irina

    2017-11-01

    In view of changing educational paradigm (adopting of two-tier system of higher education concept - undergraduate and graduate programs) a need of using of modern learning and information and communications technologies arises putting into practice learner-centered approaches in training of highly qualified specialists for extraction and processing of solid commercial minerals enterprises. In the unstable market demand situation and changeable institutional environment, from one side, and necessity of work balancing, supplying conditions and product quality when mining-and-geological parameters change, from the other side, mining enterprises have to introduce and develop the integrated management process of product and informative and logistic flows under united management system. One of the main limitations, which keeps down the developing process on Russian mining enterprises, is staff incompetence at all levels of logistic management. Under present-day conditions extraction and processing of solid commercial minerals enterprises need highly qualified specialists who can do self-directed researches, develop new and improve present arranging, planning and managing technologies of technical operation and commercial exploitation of transport and transportation and processing facilities based on logistics. Learner-centered approach and individualization of the learning process necessitate the designing of individual learning route (ILR), which can help the students to realize their professional facilities according to requirements for specialists for extraction and processing of solid commercial minerals enterprises.

  10. Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning

    Directory of Open Access Journals (Sweden)

    Laura Miccoli

    2008-04-01

    Full Text Available Este trabalho compara as experiências de sala de aula (ESA de duas universitárias na aprendizagem de língua inglesa. As ESA emergiram de entrevistas individuais, onde vídeos das aulas promoveram a reflexão. A análise revelou que experiências de natureza cognitiva, social ou afetiva influem diretamente no processo de aprendizagem e as que se referem ao contexto, à história, crenças e metas dos alunos influem indiretamente no mesmo. A singularidade de algumas experiências levou à sua categorização como ESA individuais (ESAI. Ao comparar as ESAI de duas informantes, a importância da análise sociocultural do processo de aprendizagem de sala de aula fica evidente. Concluiremos com uma defesa do valor da teoria sociocultural no estudo da aprendizagem de língua estrangeira em sala de aula e com a apresentação das implicações deste estudo para pesquisadores e professores. This paper compares the classroom experiences (CEs of two university students in their process of learning English as a foreign language (EFL. The CEs emerged from individual interviews, where classroom videos promoted reflection. The analysis revealed that cognitive, social and affective experiences directly influence the learning process and that those which refer to setting, learner’s personal background, beliefs and goal influence the learning process indirectly. The analysis also revealed the singularity of some of these CEs that led to their categorization as individual CEs (ICEs. When comparing the ICEs of the two participants, the importance of a sociocultural analysis of the classroom learning process becomes evident. We conclude with an analysis of the value of sociocultural theory in the study of classroom EFL learning and with the implications of this study for teachers and researchers.

  11. Architectural accessibility of shools: Implications for individual education plans for pupils with physical disabilities

    Directory of Open Access Journals (Sweden)

    Nikolić Snežana

    2015-01-01

    Full Text Available In available studies of inclusive practice and IEP, emphasis was placed on the activities undertaken to reach the accessibility of teaching programs for students with special needs. Architectural accessibility of schools and its implementation for IEP has not been researched enough. The main aim of this research was to highlight the importance of architectural barriers for the process of creating IEP for pupils with physical disabilities, trough determining a current situation in regular elementary schools in Belgrade. An observation list, with 38 variables of architectural accessibility was used in this research. The sample consisted of 12 elementary schools in “Zvezdara” Municipality, Belgrade. The results show that there is complete architectural accessibility in nine out of 38 variables. All nine variables belong to “universal design”. In other variables, elements that measure specific components of architectural accessibility for pupils with physical disabilities mainly intermit. This must be taken into consideration when we discuss IEP, primarily from the aspect of planning additional help and support to professionals, providing additional time for pupils’ work and learning in class, and providing adequate place for learning.

  12. A systemic framework for managing e-learning adoption in campus universities: individual strategies in context

    Directory of Open Access Journals (Sweden)

    Carol Russell

    2009-12-01

    Full Text Available There are hopes that new learning technologies will help to transform university learning and teaching into a more engaging experience for twenty-first-century students. But since 2000 the changes in campus university teaching have been more limited than expected. I have drawn on ideas from organisational change management research to investigate why this is happening in one particular campus university context. My study examines the strategies of individual lecturers for adopting e-learning within their disciplinary, departmental and university work environments to develop a conceptual framework for analysing university learning and teaching as a complex adaptive system. This conceptual framework links the processes through which university teaching changes, the resulting forms of learning activity and the learning technologies used – all within the organisational context of the university. The framework suggests that systemic transformation of a university's learning and teaching requires coordinated change across activities that have traditionally been managed separately in campus universities. Without such coordination, established ways of organising learning and teaching will reassert themselves, as support staff and lecturers seek to optimise their own work locally. The conceptual framework could inform strategies for realising the full benefits of new learning technologies in other campus universities.

  13. Individual differences in discriminatory fear learning under conditions of ambiguity: A vulnerability factor for anxiety disorders?

    Directory of Open Access Journals (Sweden)

    Inna eArnaudova

    2013-05-01

    Full Text Available Complex fear learning procedures might be better suited than the common differential fear conditioning paradigm for detecting individual differences related to vulnerability for anxiety disorders. Two such procedures are the blocking procedure and the protection-from-overshadowing procedure. Their comparison allows for the examination of discriminatory fear learning under conditions of ambiguity. The present study examined the role of individual differences in such discriminatory fear learning. We hypothesized that heightened trait anxiety would be related to a deficit in discriminatory fear learning. Participants gave US-expectancy ratings as an index for the threat value of individual CSs following blocking and protection-from-overshadowing training. The difference in threat value at test between the protected-from-overshadowing CS and the blocked CS was negatively correlated with scores on a self-report tension-stress scale that approximates facets of generalized anxiety disorder (DASS-S, but not with other individual difference variables. In addition, a behavioral test showed that only participants scoring high on the DASS-S avoided the protected-from-overshadowing CS. This observed deficit in discriminatory fear learning for participants with high levels of tension-stress might be an underlying mechanism for fear overgeneralization in diffuse anxiety disorders such as generalized anxiety disorder.

  14. Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency.

    Science.gov (United States)

    Lin, Zu-Chun

    2013-05-01

    The aim of nursing education is to prepare students with critical thinking, high interests in profession and high proficiency in patient care. Cooperative learning promotes team work and encourages knowledge building upon discussion. It has been viewed as one of the most powerful learning methods. Technology has been considered an influential tool in teaching and learning. It assists students in gathering more information to solve the problems and master skills better. The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students' critical thinking in catheterization knowledge gaining, error discovering, skill acquisitions, and overall scores. This study used a pretest-posttest experimental design. Ninety-eight students were assigned randomly to one of two groups. Questionnaires and tests were collected at baseline and after completion of intervention. The results of this study showed that there was no significant difference in related catheterization skill performance. However, the remaining variables differed greatly between the two groups. CONCLUSIONS AND APPLICATIONS: This study's findings guide the researchers and instructors to use technology-based cooperative learning more appropriately. Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals. Copyright © 2011 Elsevier Ltd. All rights reserved.

  15. Partnering With Community-Dwelling Individuals With Diabetes for Health Behavior Change Using Action Plans: An Innovation in Health Professionals Education and Practice.

    Science.gov (United States)

    Barry Hultquist, Teresa; Brown, Sara Goomis; Geske, Jenenne; Kaiser, Katherine Laux; Waibel-Rycek, Denise

    2015-11-01

    Health care practitioners support or hinder an individual's attempts to self-manage health behavior. Practitioners must understand an individual's health needs and goals to effectively partner for behavior change. Self-management support (SMS) promote efforts toward positive health behavior change. Practitioners need training to provide effective SMS, beginning with their formal education. The purpose of this educational practice project was to integrate an evidence-based intervention (SMS using action plans) into a nursing curriculum. Three sequential steps included (1) providing foundational SMS education, (2) SMS application with students' personal action plans, and (3) implementing SMS with community-dwelling individuals with diabetes. Students (n = 130) partnered with participants (n = 85), developing short- (n = 240) and long-term (n = 99) action plans during home visits. The average baseline Diabetes Empowerment Scale score measuring participant's perceived psychosocial diabetes management self-efficacy was 4.3 (1-5 scale, SD = 0.51, n = 83). Most common short-term actions related to physical activity (n = 100, 42%) and healthy eating (n = 61, 25%). Average participant confidence level was 7.7 (SD = 1.9, 0-10 scale). Short-term goal evaluation (n = 209) revealed 66% (n = 137) were met more than 50% of the time. Both participants (99%) and students (99%) expressed satisfaction with home visit and action plan experiences. This teaching-learning experience is replicable and applicable to any professional health care student. © 2015 Society for Public Health Education.

  16. How Multi-Levels of Individual and Team Learning Interact in a Public Healthcare Organisation: A Conceptual Framework

    Science.gov (United States)

    Doyle, Louise; Kelliher, Felicity; Harrington, Denis

    2016-01-01

    The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of…

  17. Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

    Science.gov (United States)

    Chen, Cheng-ping; Wang, Chang-Hwa

    2015-01-01

    Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a…

  18. Learning styles in the classroom: Educational benefit or planning exercise?

    OpenAIRE

    Hulme, JA; Allcock, SJ

    2010-01-01

    Differentiation of teaching is encouraged to accommodate student diversity. This study investigated whether using learning styles as a basis for differentiation improved A-level student performance, compared to differentiation on the basis of academic ability. Matched classes of A-level psychology students participated. In one class, learning activities were differentiated by academic ability; in the other class, learning activities were differentiated by learning style for nine weeks, follow...

  19. Toward Personalized Pressure Ulcer Care Planning: Development of a Bioinformatics System for Individualized Prioritization of Clinical Pratice Guideline

    Science.gov (United States)

    2016-10-01

    AWARD NUMBER: W81XWH-15-1-0342 TITLE: Toward Personalized Pressure Ulcer Care Planning: Development of a Bioinformatics System for Individualized...Planning: Development of a Bioinformatics System for Individualized Prioritization of Clinical Pratice Guideline 5a. CONTRACT NUMBER 5b. GRANT...recommendations of CPG has been identified by experts in the field. We will use bioinformatics to enable data extraction, storage, and analysis to support

  20. Assessments and Intervention for Pupils with Reading Difficulties in Sweden--A Text Analysis of Individual Education Plans

    Science.gov (United States)

    Andreasson, Ingela; Wolff, Ulrika

    2015-01-01

    Since 1995 all Swedish compulsory schools have been required to establish Individual Educational Plans (IEPs) for pupils with special educational needs. According to the Swedish Education Act such a plan should be drawn up if pupils do not achieve the goals in the curriculum or the syllabus. The process of IEPs covers a prior investigation to…

  1. Software for Project-Based Learning of Robot Motion Planning

    Science.gov (United States)

    Moll, Mark; Bordeaux, Janice; Kavraki, Lydia E.

    2013-01-01

    Motion planning is a core problem in robotics concerned with finding feasible paths for a given robot. Motion planning algorithms perform a search in the high-dimensional continuous space of robot configurations and exemplify many of the core algorithmic concepts of search algorithms and associated data structures. Motion planning algorithms can…

  2. Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

    Directory of Open Access Journals (Sweden)

    Nilsson Mikael

    2012-01-01

    Full Text Available Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training, was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results 93 (76% out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59% were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96. Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical

  3. Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

    Science.gov (United States)

    Nilsson, Mikael; Östergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

    2012-01-16

    The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.

  4. Prior Visual Experience Modulates Learning of Sound Localization Among Blind Individuals.

    Science.gov (United States)

    Tao, Qian; Chan, Chetwyn C H; Luo, Yue-Jia; Li, Jian-Jun; Ting, Kin-Hung; Lu, Zhong-Lin; Whitfield-Gabrieli, Susan; Wang, Jun; Lee, Tatia M C

    2017-05-01

    Cross-modal learning requires the use of information from different sensory modalities. This study investigated how the prior visual experience of late blind individuals could modulate neural processes associated with learning of sound localization. Learning was realized by standardized training on sound localization processing, and experience was investigated by comparing brain activations elicited from a sound localization task in individuals with (late blind, LB) and without (early blind, EB) prior visual experience. After the training, EB showed decreased activation in the precuneus, which was functionally connected to a limbic-multisensory network. In contrast, LB showed the increased activation of the precuneus. A subgroup of LB participants who demonstrated higher visuospatial working memory capabilities (LB-HVM) exhibited an enhanced precuneus-lingual gyrus network. This differential connectivity suggests that visuospatial working memory due to the prior visual experience gained via LB-HVM enhanced learning of sound localization. Active visuospatial navigation processes could have occurred in LB-HVM compared to the retrieval of previously bound information from long-term memory for EB. The precuneus appears to play a crucial role in learning of sound localization, disregarding prior visual experience. Prior visual experience, however, could enhance cross-modal learning by extending binding to the integration of unprocessed information, mediated by the cognitive functions that these experiences develop.

  5. Do individual differences in children's curiosity relate to their inquiry-based learning?

    Science.gov (United States)

    van Schijndel, Tessa J. P.; Jansen, Brenda R. J.; Raijmakers, Maartje E. J.

    2018-06-01

    This study investigates how individual differences in 7- to 9-year-olds' curiosity relate to the inquiry-learning process and outcomes in environments differing in structure. The focus on curiosity as individual differences variable was motivated by the importance of curiosity in science education, and uncertainty being central to both the definition of curiosity and the inquiry-learning environment. Curiosity was assessed with the Underwater Exploration game (Jirout, J., & Klahr, D. (2012). Children's scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, 125-160. doi:10.1016/j.dr.2012.04.002), and inquiry-based learning with the newly developed Scientific Discovery task, which focuses on the principle of designing informative experiments. Structure of the inquiry-learning environment was manipulated by explaining this principle or not. As intelligence relates to learning and possibly curiosity, it was taken into account. Results showed that children's curiosity was positively related to their knowledge acquisition, but not to their quality of exploration. For low intelligent children, environment structure positively affected their quality of exploration, but not their knowledge acquisition. There was no interaction between curiosity and environment structure. These results support the existence of two distinct inquiry-based learning processes - the designing of experiments, on the one hand, and the reflection on performed experiments, on the other - and link children's curiosity to the latter process.

  6. Pre-trauma individual differences in extinction learning predict posttraumatic stress

    NARCIS (Netherlands)

    Lommen, M.J.J.; Engelhard, I.M.; Sijbrandij, M.; van Hout, M.A.; Hermans, D.

    2013-01-01

    In the aftermath of a traumatic event, many people suffer from psychological distress, but only a minority develops posttraumatic stress disorder (PTSD). Pre-trauma individual differences in fear conditioning, most notably reduced extinction learning, have been proposed as playing an important role

  7. Individual differences in discriminatory fear learning under conditions of ambiguity: a vulnerability factor for anxiety disorders?

    NARCIS (Netherlands)

    Arnaudova, I.; Krypotos, A.M.; Effting, M.; Boddez, Y.; Kindt, M.; Beckers, T.

    2013-01-01

    Complex fear learning procedures might be better suited than the common differential fear-conditioning paradigm for detecting individual differences related to vulnerability for anxiety disorders. Two such procedures are the blocking procedure and the protection-from-overshadowing procedure. Their

  8. Communicating Science Concepts to Individuals with Visual Impairments Using Short Learning Modules

    Science.gov (United States)

    Stender, Anthony S.; Newell, Ryan; Villarreal, Eduardo; Swearer, Dayne F.; Bianco, Elisabeth; Ringe, Emilie

    2016-01-01

    Of the 6.7 million individuals in the United States who are visually impaired, 63% are unemployed, and 59% have not attained an education beyond a high school diploma. Providing a basic science education to children and adults with visual disabilities can be challenging because most scientific learning relies on visual demonstrations. Creating…

  9. Quantitative Approach to Collaborative Learning: Performance Prediction, Individual Assessment, and Group Composition

    Science.gov (United States)

    Cen, Ling; Ruta, Dymitr; Powell, Leigh; Hirsch, Benjamin; Ng, Jason

    2016-01-01

    The benefits of collaborative learning, although widely reported, lack the quantitative rigor and detailed insight into the dynamics of interactions within the group, while individual contributions and their impacts on group members and their collaborative work remain hidden behind joint group assessment. To bridge this gap we intend to address…

  10. Astonishing Technological Faith: Individuals Can Grow Spiritually When Christian Education Is Taught through Distance Learning

    Science.gov (United States)

    Stapleton, Deborah Leah

    2013-01-01

    My project examined if individuals can grow spiritually when Christian Education is taught through online interactive distance learning. Jesus' comment--in Matthew 8:5-13--regarding the astonishing faith of the centurion who asked Jesus to heal his servant from a distance was used for my Biblical Foundation. The centurion stated that Jesus did not…

  11. The Impact of Individual, Competitive, and Collaborative Mathematics Game Play on Learning, Performance, and Motivation

    Science.gov (United States)

    Plass, Jan L.; O'Keefe, Paul A.; Homer, Bruce D.; Case, Jennifer; Hayward, Elizabeth O.; Stein, Murphy; Perlin, Ken

    2013-01-01

    The present research examined how mode of play in an educational mathematics video game impacts learning, performance, and motivation. The game was designed for the practice and automation of arithmetic skills to increase fluency and was adapted to allow for individual, competitive, or collaborative game play. Participants (N = 58) from urban…

  12. Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation

    Science.gov (United States)

    Lusk, Danielle L.; Evans, Amber D.; Jeffrey, Thomas R.; Palmer, Keith R.; Wikstrom, Chris S.; Doolittle, Peter E.

    2009-01-01

    Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n = 66) and high (n = 67) working memory capacity students randomly assigned to either a…

  13. French Nursery Schools and German Kindergartens: Effects of Individual and Contextual Variables on Early Learning

    Science.gov (United States)

    Tazouti, Youssef; Viriot-Goeldel, Caroline; Matter, Cornelie; Geiger-Jaillet, Anemone; Carol, Rita; Deviterne, Dominique

    2011-01-01

    The present article investigates the effects of individual and contextual variables on children's early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the…

  14. Individual response technology to promote active learning within the caring sciences: An experimental research study.

    Science.gov (United States)

    Hedén, Lena; Ahlstrom, Linda

    2016-01-01

    One major challenge in delivering lectures to large and diverse classes is the maintenance of a high standard of lecturing in order to engage students and increase their participation and involvement. The lecturer's assignment is to arrange and prepare the lecture before teaching, hence enabling students' enhanced learning. Individual response technology could encourage students' active learning and activate higher cognitive levels. The aim of this study was to evaluate individual response technology as a complement during lectures for students in higher education, in terms of the students' experiences of participation, engagement, and active learning. Also of interest was whether this technology can be considered a supportive technical system. Data were collected through a questionnaire where levels of each condition were reported on a numeric rating scale (0-10) at baseline and after the introduction of individual response technology. To get a broader perspective, two types of lectures (pediatric and statistical) were included, giving a total of four assessment times. The participants comprised 59 students in Bachelor of Nursing program at a Swedish metropolitan university. Overall, when individual response technology was used, students reported increased experience of engagement (n=82, mean 6.1 vs. n=65, mean 7.3, pactive learning (n=92, mean 7.3 vs. n=79, mean 8.2 plearning within the caring sciences. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom

    Science.gov (United States)

    Huang, Chung-Kai; Lin, Chun-Yu; Lin, Zih-Cin; Wang, Cui; Lin, Chia-Jung

    2017-01-01

    Due to the competitive and fast-changing nature of external business environments, university students should acquire knowledge of how to cooperate, share knowledge, and enhance team effectiveness and individual learning in the future workplace. Consequently, the redesign of business courses in higher education merits more discussion. Based on the…

  16. THE DEVELOPMENT OF TOURISTIC SERVICES THROUGH INDIVIDUAL AND ORGANIZATIONAL LEARNING. STUDY CASE: ROMANIA AND SPAIN

    Directory of Open Access Journals (Sweden)

    Dan Popescu

    2011-11-01

    Full Text Available The present research aims to establish and to design the development strategies for services in small and medium-sized enterprises (SMEs that activate in the tourism field of activity (hotels and other accommodation establishments, restaurants, passenger transport, travel agencies, cultural tourism agencies. Organizational learning is focused on the learning process in the organization which has direct influence on the goods and services produced. Learning activities, carried out individually, are not easily transferred at the organizational level. Moreover, in order to better highlight the weaknesses and the strengths of touristic services management approaches and to define recommendations, our research theme is developed as comparative study: similarities and differences within SMEs touristic services and learning organization practices in Romania and other European Union’s country members (the example of Spain was considered.

  17. Research workshops as a Means to individual and organizational learning and transformation

    DEFF Research Database (Denmark)

    Sommer, Finn M.; Sprogøe, Jonas; Nygaard Andersen, Randi

    In this empirical paper we explore experiences with organizing so called research workshops in a university of applied science. A research workshop is a action learning oriented didactical and educational format designed to be explorative, and the aim is for the participants to acquire research s...... skills and competencies. However, research workshops are also used strategically to facilitate organizational development. By way of organizational learning theory, we discuss research workshops as way to individual learning and organizational transformation.......In this empirical paper we explore experiences with organizing so called research workshops in a university of applied science. A research workshop is a action learning oriented didactical and educational format designed to be explorative, and the aim is for the participants to acquire research...

  18. A suitable 'GPS' for SME's: the strategic planning and organizational learning nexus

    OpenAIRE

    Baltar, Fabiola

    2013-01-01

    The aim of the article is to examine the relationship between organizational learning and strategic planning actions in SMEs. The hypothesis is that those firms that think strategic planning as an organizational learning process may encourage the design of 'long-term objectives', keeping SMEs flexible and adaptive. Thus, it allows the exploitation of opportunities and the accumulation of specific and competitiveinternal resources. A structural equation model is proposed, based on 147 argentin...

  19. Blended learning on family planning policy requirements: key findings and implications for health professionals.

    Science.gov (United States)

    Limaye, Rupali J; Ahmed, Naheed; Ohkubo, Saori; Ballard, Anne

    2018-04-01

    To address unmet needs for family planning and advance women's rights, US federal foreign aid recipients must ensure compliance with the family planning legislative and policy requirements. Because many health providers work in rural and remote settings, blended learning, which combines in-person and online experiences, is a promising approach for strengthening their compliance knowledge. This cross-sectional study examined the effect of blended learning that included three components (online course, in-person training and conference call) on retention of family planning compliance knowledge. A total of 660 learners from 44 countries completed the online survey (8% response rate). Study participants were asked about their knowledge of family planning compliance and suggestions to improve their learning experiences. Knowledge retention was higher in the group that utilised all three learning approaches compared with the online course plus conference call group (Pblended learning training resulted in the highest gains in knowledge retention compared with online-only learning. These findings suggest that blended learning and repeat online trainings are critical to ensuring health professionals are aware of family planning compliance regulations. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  20. Planning flexible learning to match the needs of consumers: a national survey.

    Science.gov (United States)

    Ayer, S; Smith, C

    1998-05-01

    The injection of market forces into the National Health Service (NHS) has led to nurse education being viewed as a commodity which educational institutions supply and NHS employers purchase. Conscious of the costs of paying for courses within this new consumer culture, NHS trusts and other health service employers are increasingly looking for cost-effective flexible training to educate their workforce quickly and efficiently. Parallel to this is the accelerated demand for continuing professional development (CPD) brought about by the inception of the UKCC's Post-Registration Education and Practice Project (PREPP). Both registered and enrolled nurses are finding they need professional updating and skills and thus increased access to courses. The increased demand for education and training brought about by these changes cannot be met through traditional methods alone, requiring educational institutions to re-appraise their methods of delivery and introduce more flexible approaches to learning. There is every evidence that this is now the case with open learning, distance learning and flexible approaches to learning ever growing in popularity as providers of nurse education recognize the benefits such approaches offer. The emphasis is on meeting the diverse needs of the health care employers and individuals by providing education that is flexible, learner-centred and customer focused. This paper presents the findings of a national survey to ascertain how providers of flexible education plan educational programmes to meet the needs of their customers. Based on data collected from 120 educational institutions within the higher education, health and social care and private sectors, it highlights: the ways in which flexible learning programmes and courses are delivered; what aspects of flexibility are considered important when designing programmes to meet the needs of prospective customers; and what approaches are used to assess demand for flexible education. The study

  1. The causes of variation in learning and behavior: Why individual differences matter

    Directory of Open Access Journals (Sweden)

    Bruno eSauce

    2013-07-01

    Full Text Available In a seminal paper written five decades ago, Cronbach discussed the two highly distinct approaches to scientific psychology: experimental and correlational. Today, although these two approaches are fruitfully implemented and embraced across some fields of psychology, this synergy is largely absent from other areas, such as in the study of learning and behavior. Both Tolman and Hull, in a rare case of agreement, stated that the correlational approach held little promise for the understanding of behavior. Interestingly, this dismissal of the study of individual differences was absent in the biologically-oriented branches of behavior analysis, namely, behavioral genetics and ethology. Here we propose that the distinction between causation and causes of variation (with its origins in the field of genetics reveal the potential value of the correlational approach in understanding the full complexity of learning and behavior. Although the experimental approach can illuminate the causal variables that modulate learning, the analysis of individual differences can elucidate how much and in which way variables interact to support variations in learning in complex natural environments. For example, understanding that a past experience with a stimulus influences its associability provides little insight into how individual predispositions interact to modulate this influence on associability. In this new light, we discuss examples from studies of individual differences in animals’ performance in the Morris Water Maze and from our own work on individual differences in general intelligence in mice. These studies illustrate that, opposed to what Underwood famously suggested, studies of individual differences can do much more to psychology than merely providing preliminary indications of cause-effect relationships.

  2. Planning and Facilitating Debriefs of Experiential Learning Activities in Skills-Based Health Education

    Science.gov (United States)

    Johns, Judith A.; Moyer, Matthew T.; Gasque, Lisa M.

    2017-01-01

    Purpose: This paper highlights the importance of conducting structured, student-centered discussions, known as debriefs, following experiential learning activities in health education. Drawing upon Kolb's experiential learning theory and literature from scholars in simulation-based training, the authors outline key considerations for planning and…

  3. Interactive Learning Environment for Bio-Inspired Optimization Algorithms for UAV Path Planning

    Science.gov (United States)

    Duan, Haibin; Li, Pei; Shi, Yuhui; Zhang, Xiangyin; Sun, Changhao

    2015-01-01

    This paper describes the development of BOLE, a MATLAB-based interactive learning environment, that facilitates the process of learning bio-inspired optimization algorithms, and that is dedicated exclusively to unmanned aerial vehicle path planning. As a complement to conventional teaching methods, BOLE is designed to help students consolidate the…

  4. Drivers and Effects of Enterprise Resource Planning Post-Implementation Learning

    Science.gov (United States)

    Chang, Hsiu-Hua; Chou, Huey-Wen

    2011-01-01

    The use of enterprise resource planning (ERP) systems has grown enormously since 1990, but the failure to completely learn how to use them continues to produce disappointing results. Today's rapidly changing business environment and the integrative applications of ERP systems force users to continuously learn new skills after ERP implementation.…

  5. Planning for Technology Integration in a Professional Learning Community

    Science.gov (United States)

    Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

    2017-01-01

    Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

  6. Teaching - learning plan on nuclear energy for elementary school

    International Nuclear Information System (INIS)

    2009-03-01

    This is for teaching - learning curriculum about nuclear energy for elementary school students. It consist of four titles, which are I saved this much, learning energy through quiz, I work for nuclear power plant and would mayor build a nuclear power plant in our town? It was written to teach nuclear power plant and nuclear energy to elementary school students in easy way.

  7. Individual differences in sensitivity to reward and punishment and neural activity during reward and avoidance learning.

    Science.gov (United States)

    Kim, Sang Hee; Yoon, HeungSik; Kim, Hackjin; Hamann, Stephan

    2015-09-01

    In this functional neuroimaging study, we investigated neural activations during the process of learning to gain monetary rewards and to avoid monetary loss, and how these activations are modulated by individual differences in reward and punishment sensitivity. Healthy young volunteers performed a reinforcement learning task where they chose one of two fractal stimuli associated with monetary gain (reward trials) or avoidance of monetary loss (avoidance trials). Trait sensitivity to reward and punishment was assessed using the behavioral inhibition/activation scales (BIS/BAS). Functional neuroimaging results showed activation of the striatum during the anticipation and reception periods of reward trials. During avoidance trials, activation of the dorsal striatum and prefrontal regions was found. As expected, individual differences in reward sensitivity were positively associated with activation in the left and right ventral striatum during reward reception. Individual differences in sensitivity to punishment were negatively associated with activation in the left dorsal striatum during avoidance anticipation and also with activation in the right lateral orbitofrontal cortex during receiving monetary loss. These results suggest that learning to attain reward and learning to avoid loss are dependent on separable sets of neural regions whose activity is modulated by trait sensitivity to reward or punishment. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  8. The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan

    Directory of Open Access Journals (Sweden)

    Saltanat Meiramova

    2015-12-01

    Full Text Available It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.

  9. Variation across individuals and items determine learning outcomes from fast mapping.

    Science.gov (United States)

    Coutanche, Marc N; Koch, Griffin E

    2017-11-01

    An approach to learning words known as "fast mapping" has been linked to unique neurobiological and behavioral markers in adult humans, including rapid lexical integration. However, the mechanisms supporting fast mapping are still not known. In this study, we sought to help change this by examining factors that modulate learning outcomes. In 90 subjects, we systematically manipulated the typicality of the items used to support fast mapping (foils), and quantified learners' inclination to employ semantic, episodic, and spatial memory through the Survey of Autobiographical Memory (SAM). We asked how these factors affect lexical competition and recognition performance, and then asked how foil typicality and lexical competition are related in an independent dataset. We find that both the typicality of fast mapping foils, and individual differences in how different memory systems are employed, influence lexical competition effects after fast mapping, but not after other learning approaches. Specifically, learning a word through fast mapping with an atypical foil led to lexical competition, while a typical foil led to lexical facilitation. This effect was particularly evident in individuals with a strong tendency to employ semantic memory. We further replicated the relationship between continuous foil atypicality and lexical competition in an independent dataset. These findings suggest that semantic properties of the foils that support fast mapping can influence the degree and nature of subsequent lexical integration. Further, the effects of foils differ based on an individual's tendency to draw-on the semantic memory system. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Increasing positive attitudes toward individuals with disabilities through community service learning.

    Science.gov (United States)

    Lawson, Janelle E; Cruz, Rebecca A; Knollman, Gregory A

    2017-10-01

    Providing equal-status contact between those with and without disabilities can improve attitudes and reduce discrimination toward individuals with disabilities. This study investigated community service learning as a means by which to provide college students with equal-status contact with individuals with disabilities and increase their positive attitudes toward those with disabilities. A total of 166 college students in one university in the United States enrolled in an Introduction to Disability course received content on disability in society and participated in community service involving 20h of direct contact with individuals with disabilities. Findings indicated that college students who had prior contact with individuals with disabilities had more positive attitudes toward individuals with disabilities than college students who did not have prior contact at the start of the course. For the college students who did not have any prior contact, their attitudes toward individuals with disabilities became significantly more positive at the end of the community service learning course. Implications and suggestions for future research are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. Learning Strategic Planning from Australian and New Zealand University Experience

    Science.gov (United States)

    Zhang, Anfu

    2014-01-01

    Initiating a strategic development plan is necessary for universities to be managed scientifically; a university's strategic development plan includes both the educational philosophy and development orientation as determined by the university, including the future reallocation of resources and measures for their integration. The development…

  12. Transfer of motor learning from virtual to natural environments in individuals with cerebral palsy.

    Science.gov (United States)

    de Mello Monteiro, Carlos Bandeira; Massetti, Thais; da Silva, Talita Dias; van der Kamp, John; de Abreu, Luiz Carlos; Leone, Claudio; Savelsbergh, Geert J P

    2014-10-01

    With the growing accessibility of computer-assisted technology, rehabilitation programs for individuals with cerebral palsy (CP) increasingly use virtual reality environments to enhance motor practice. Thus, it is important to examine whether performance improvements in the virtual environment generalize to the natural environment. To examine this issue, we had 64 individuals, 32 of which were individuals with CP and 32 typically developing individuals, practice two coincidence-timing tasks. In the more tangible button-press task, the individuals were required to 'intercept' a falling virtual object at the moment it reached the interception point by pressing a key. In the more abstract, less tangible task, they were instructed to 'intercept' the virtual object by making a hand movement in a virtual environment. The results showed that individuals with CP timed less accurate than typically developing individuals, especially for the more abstract task in the virtual environment. The individuals with CP did-as did their typically developing peers-improve coincidence timing with practice on both tasks. Importantly, however, these improvements were specific to the practice environment; there was no transfer of learning. It is concluded that the implementation of virtual environments for motor rehabilitation in individuals with CP should not be taken for granted but needs to be considered carefully. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. Establishing a PR Plan for Each School: Guidelines to Plan for Public Relations and Marketing for Individual Schools.

    Science.gov (United States)

    Journal of Educational Public Relations, 1989

    1989-01-01

    Presented are two plans for elementary and secondary school public relations and marketing. Emphasized are staff, parent, principal and student communication skills as well as activities designed to assess community and parent concerns. (SI)

  14. Automation and Intensity Modulated Radiation Therapy for Individualized High-Quality Tangent Breast Treatment Plans

    International Nuclear Information System (INIS)

    Purdie, Thomas G.; Dinniwell, Robert E.; Fyles, Anthony; Sharpe, Michael B.

    2014-01-01

    Purpose: To demonstrate the large-scale clinical implementation and performance of an automated treatment planning methodology for tangential breast intensity modulated radiation therapy (IMRT). Methods and Materials: Automated planning was used to prospectively plan tangential breast IMRT treatment for 1661 patients between June 2009 and November 2012. The automated planning method emulates the manual steps performed by the user during treatment planning, including anatomical segmentation, beam placement, optimization, dose calculation, and plan documentation. The user specifies clinical requirements of the plan to be generated through a user interface embedded in the planning system. The automated method uses heuristic algorithms to define and simplify the technical aspects of the treatment planning process. Results: Automated planning was used in 1661 of 1708 patients receiving tangential breast IMRT during the time interval studied. Therefore, automated planning was applicable in greater than 97% of cases. The time for treatment planning using the automated process is routinely 5 to 6 minutes on standard commercially available planning hardware. We have shown a consistent reduction in plan rejections from plan reviews through the standard quality control process or weekly quality review multidisciplinary breast rounds as we have automated the planning process for tangential breast IMRT. Clinical plan acceptance increased from 97.3% using our previous semiautomated inverse method to 98.9% using the fully automated method. Conclusions: Automation has become the routine standard method for treatment planning of tangential breast IMRT at our institution and is clinically feasible on a large scale. The method has wide clinical applicability and can add tremendous efficiency, standardization, and quality to the current treatment planning process. The use of automated methods can allow centers to more rapidly adopt IMRT and enhance access to the documented

  15. Chemical and nuclear emergencies: Interchanging lessons learned from planning and accident experience

    International Nuclear Information System (INIS)

    Adler, V.; Sorensen, J.H.; Rogers, G.O.

    1989-01-01

    Because the goal of emergency preparedness for both chemical and nuclear hazards is to reduce human exposure to hazardous materials, this paper examines the interchange of lessons learned from emergency planning and accident experience in both industries. While the concerns are slightly different, sufficient similarity is found for each to draw implications from the others experience. Principally the chemical industry can learn from the dominant planning experience associated with nuclear power plants, while the nuclear industry can chiefly learn from the chemical industry's accident experience. 23 refs

  16. Effects of transcranial direct current stimulation on motor learning in healthy individuals: a systematic review

    Directory of Open Access Journals (Sweden)

    Águida Foerster

    Full Text Available Introduction Transcranial direct current stimulation (tDCS has been used to modify cortical excitability and promote motor learning. Objective To systematically review published data to investigate the effects of transcranial direct current stimulation on motor learning in healthy individuals. Methods Randomized or quasi-randomized studies that evaluated the tDCS effects on motor learning were included and the risk of bias was examined by Cochrane Collaboration’s tool. The following electronic databases were used: PubMed, Scopus, Web of Science, LILACS, CINAHL with no language restriction. Results It was found 160 studies; after reading the title and abstract, 17 of those were selected, but just 4 were included. All studies involved healthy, right-handed adults. All studies assessed motor learning by the Jebsen Taylor Test or by the Serial Finger Tapping Task (SFTT. Almost all studies were randomized and all were blinding for participants. Some studies presented differences at SFTT protocol. Conclusion The result is insufficient to draw conclusions if tDCS influences the motor learning. Furthermore, there was significant heterogeneity of the stimulation parameters used. Further researches are needed to investigate the parameters that are more important for motor learning improvement and measure whether the effects are long-lasting or limited in time.

  17. Can personality predict individual differences in brook trout spatial learning ability?

    Science.gov (United States)

    White, S L; Wagner, T; Gowan, C; Braithwaite, V A

    2017-08-01

    While differences in individual personality are common in animal populations, understanding the ecological significance of variation has not yet been resolved. Evidence suggests that personality may influence learning and memory; a finding that could improve our understanding of the evolutionary processes that produce and maintain intraspecific behavioural heterogeneity. Here, we tested whether boldness, the most studied personality trait in fish, could predict learning ability in brook trout. After quantifying boldness, fish were trained to find a hidden food patch in a maze environment. Stable landmark cues were provided to indicate the location of food and, at the conclusion of training, cues were rearranged to test for learning. There was a negative relationship between boldness and learning as shy fish were increasingly more successful at navigating the maze and locating food during training trials compared to bold fish. In the altered testing environment, only shy fish continued using cues to search for food. Overall, the learning rate of bold fish was found to be lower than that of shy fish for several metrics suggesting that personality could have widespread effects on behaviour. Because learning can increase plasticity to environmental change, these results have significant implications for fish conservation. Copyright © 2016 Elsevier B.V. All rights reserved.

  18. Can personality predict individual differences in brook trout spatial learning ability?

    Science.gov (United States)

    White, S.L.; Wagner, Tyler; Gowan, C.; Braithwaite, V.A.

    2017-01-01

    While differences in individual personality are common in animal populations, understanding the ecological significance of variation has not yet been resolved. Evidence suggests that personality may influence learning and memory; a finding that could improve our understanding of the evolutionary processes that produce and maintain intraspecific behavioural heterogeneity. Here, we tested whether boldness, the most studied personality trait in fish, could predict learning ability in brook trout. After quantifying boldness, fish were trained to find a hidden food patch in a maze environment. Stable landmark cues were provided to indicate the location of food and, at the conclusion of training, cues were rearranged to test for learning. There was a negative relationship between boldness and learning as shy fish were increasingly more successful at navigating the maze and locating food during training trials compared to bold fish. In the altered testing environment, only shy fish continued using cues to search for food. Overall, the learning rate of bold fish was found to be lower than that of shy fish for several metrics suggesting that personality could have widespread effects on behaviour. Because learning can increase plasticity to environmental change, these results have significant implications for fish conservation.

  19. Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment

    Science.gov (United States)

    Inan, Fethi A.; Flores, Raymond; Ari, Fatih; Arslan-Ari, Ismahan

    2011-01-01

    The purpose of this study was to document the design and development of an adaptive system which individualizes instruction such as content, interfaces, instructional strategies, and resources dependent on two factors, namely student motivation and prior knowledge levels. Combining adaptive hypermedia methods with strategies proposed by…

  20. Role of Advance Care Planning in Proxy Decision Making Among Individuals With Dementia and Their Family Caregivers.

    Science.gov (United States)

    Kwak, Jung; De Larwelle, Jessica A; Valuch, Katharine O'Connell; Kesler, Toni

    2016-01-01

    Health care proxies make important end-of-life decisions for individuals with dementia. A cross-sectional survey was conducted to examine the role of advance care planning in proxy decision making for 141 individuals with cognitive impairment, Alzheimer's disease, or other types of dementia. Proxies who did not know the preferences of individuals with dementia for life support treatments reported greater understanding of their values. Proxies of individuals with dementia who did not want life support treatments anticipated receiving less support and were more uncertain in decision making. The greater knowledge proxies had about dementia trajectory, family support, and trust of physicians, the more informed, clearer, and less uncertain they were in decision making. In addition to advance care planning, multiple factors influence proxy decision making, which should be considered in developing interventions and future research to support informed decision making for individuals with dementia and their families. Copyright 2016, SLACK Incorporated.

  1. Inter-individual differences in audio-motor learning of piano melodies and white matter fiber tract architecture

    NARCIS (Netherlands)

    Engel, Annerose; Hijmans, Brenda S.; Cerliani, Leonardo; Bangert, Marc; Nanetti, Luca; Keller, Peter E.; Keysers, Christian

    Humans vary substantially in their ability to learn new motor skills. Here, we examined inter-individual differences in learning to play the piano, with the goal of identifying relations to structural properties of white matter fiber tracts relevant to audio-motor learning. Non-musicians (n = 18)

  2. Differential Constraints on the Working Memory and Reading Abilities of Individuals with Learning Difficulties and Typically Developing Children

    Science.gov (United States)

    Bayliss, Donna M.; Jarrold, Christopher; Baddeley, Alan D.; Leigh, Eleanor

    2005-01-01

    This study examined the factors that constrain the working memory span performance and reading ability of individuals with generalized learning difficulties. In the study, 50 individuals with learning difficulties (LD) and 50 typically developing children (TD) matched for reading age completed two working memory span tasks. Participants also…

  3. Interplay between Individual Creativity and Group Creativity in Problem and Project-Based Learning (PBL) Environment in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette

    2013-01-01

    Recent studies regard Problem and Project Based Learning (PBL) as providing a learning environment which fosters both individual and group creativity. This paper focuses on the question: In a PBL environment, how do students perceive the interplay between individual and group creativity? Empirica...

  4. Teamwork orientation and personal learning: The role of individual cultural values and value congruence

    Directory of Open Access Journals (Sweden)

    Ghulam Mustafa

    2017-11-01

    Full Text Available Orientation: There is a growing body of research that indicates that personal factors such as collectivist value orientation play an important role in individuals’ preference for teamwork, and an individual’s propensity to work in a team is seen as a contributing factor in one’s personal learning. Research purpose: The purpose of this article is twofold. Firstly, the article aims to explore whether individual-level cultural values of power distance, uncertainty avoidance and masculinity–femininity interact with individual collectivist values to influence teamwork orientation. Secondly, the study aims to examine the influence of teamwork orientation on personal learning further exploring the role of perceived value congruence in this relationship. Motivation for the study: While an extensive amount of research has been conducted on teamwork orientation, the question of how individual cultural values influence formation of teamwork orientation is still largely unanswered. This lack is especially evident with regard to how the influence of collectivism on the development of positive attitudes towards teamwork is promoted or inhibited by other values such as power distance, uncertainty avoidance and masculinity–femininity. Moreover, the current evidence about the influence of teamwork orientation on personal learning and the role of personal and contextual factors in such a relationship is still scarce. Research design, approach and method: The study used a cross-sectional survey, with data collected from 120 business students engaged in project teams at a Norwegian university. All the hypothesised relationships were assessed using partial least square structural equation modelling technique. Main findings: The findings indicate that the link between collectivism–teamwork orientation is stronger for team members who scored high on uncertainty avoidance values and the relationship was weaker for team members who endorsed high

  5. External validity of individual differences in multiple cue probability learning: The case of pilot training

    Directory of Open Access Journals (Sweden)

    Nadine Matton

    2013-09-01

    Full Text Available Individuals differ in their ability to deal with unpredictable environments. Could impaired performances on learning an unpredictable cue-criteria relationship in a laboratory task be associated with impaired learning of complex skills in a natural setting? We focused on a multiple-cue probability learning (MCPL laboratory task and on the natural setting of pilot training. We used data from three selection sessions and from the three corresponding selected pilot student classes of a national airline pilot selection and training system. First, applicants took an MCPL task at the selection stage (N=556; N=701; N=412. Then, pilot trainees selected from the applicant pools (N=44; N=60; N=28 followed the training for 2.5 to 3 yrs. Differences in final MCPL performance were associated with pilot training difficulties. Indeed, poor MCPL performers experienced almost twice as many pilot training difficulties as better MCPL performers (44.0% and 25.0%, respectively.

  6. Project Planning and Implementation: Lessons Learned From the AQBMP Project

    National Research Council Canada - National Science Library

    1997-01-01

    ...). This NSRP report is funded as an addendum to the Air Quality Best Management Practices (AQBMP) project (N1 -944). The AQBMP project was completed using an intensive project planning process using a variety of quality management tools...

  7. Machine Learning for Earth Observation Flight Planning Optimization

    Data.gov (United States)

    National Aeronautics and Space Administration — This paper is a progress report of an effort whose goal is to demonstrate the effectiveness of automated data mining and planning for the daily management of Earth...

  8. Applying Personality Type Theory to Develop Individualized Wellness Plans for Reducing Chronic Diseases

    Directory of Open Access Journals (Sweden)

    Jon C. Schommer

    2017-01-01

    Full Text Available Objective: The objective of this study was to explore if characteristics of personality type (using the Preferred Communication Style Questionnaire are associated with activities people prefer for getting adequate exercise, losing weight, managing stress, quitting smoking, reducing alcohol consumption, and taking medications as prescribed. Methods: The data source for this study was the 2016 National Consumer Survey of the Medication Experience and Pharmacists’ Roles. Data were collected via an on-line, self-administered survey conducted from March 14-30, 2016. Data were obtained from 10,500 adults residing in the United States. Chi-square analysis was used for making comparisons between categories of personality types and how respondents believed they could best reach their personal goals. Statistical significance was set at p < 0.05. Practical significance was set at five or more percentage points above or below the overall mean. Results: Findings showed that (1 there are key differences between individuals that impact their behavior and (2 these differences can be easily and accurately identified using the Preferred Communication Style Questionnaire. The findings supported the notion that individuals are more likely to experience success in changing health-risk behaviors if they engage in activities that are consistent with (i how they are energized, (ii the kind of information they naturally notice, (iii how they prefer to make decisions, and (iv their preferences to live in a more structured way or in a more spontaneous way. Conclusions: Personality type characteristics can be used to develop and implement successful change strategies and intervention tools, such as individualized wellness plans (IWPTM that help promote intention stability, create implementation intention, resist situational pressure, reduce the impact of past habits on future performances, and improve change maintenance. Conflict of Interest We declare no conflicts of

  9. Do personality traits predict individual differences in excitatory and inhibitory learning?

    Directory of Open Access Journals (Sweden)

    Zhimin eHe

    2013-05-01

    Full Text Available Conditioned inhibition (CI is demonstrated in classical conditioning when a stimulus is used to signal the omission of an otherwise expected outcome. This basic learning ability is involved in a wide range of normal behaviour - and thus its disruption could produce a correspondingly wide range of behavioural deficits. The present study employed a computer-based task to measure conditioned excitation and inhibition in the same discrimination procedure. Conditioned inhibition by summation test was clearly demonstrated. Additionally summary measures of excitatory and inhibitory learning (difference scores were calculated in order to explore how performance related to individual differences in a large sample of normal participants (n=176 following exclusion of those not meeting the basic learning criterion. The individual difference measures selected derive from two biologically-based personality theories, Gray’s reinforcement sensitivity theory (1982 and Eysenck’s psychoticism, extraversion and neuroticism theory (1991. Following the behavioural tasks, participants completed the behavioural inhibition system/behavioural activation system scales (BIS/BAS and the Eysenck personality questionnaire revised short scale (EPQ-RS. Analyses of the relationship between scores on each of the scales and summary measures of excitatory and inhibitory learning suggested that those with higher BAS (specifically the drive sub-scale and higher EPQ-RS neuroticism showed reduced levels of excitatory conditioning. Inhibitory conditioning was similarly attenuated in those with higher EPQ-RS neuroticism, as well as in those with higher BIS scores. Thus the findings are consistent with higher levels of neuroticism being accompanied by generally impaired associative learning, both inhibitory and excitatory. There was also evidence for some dissociation in the effects of behavioural activation and behavioural inhibition on excitatory and inhibitory learning respectively.

  10. Student Centric Learning Through Planned Hard work - An Innovative Model

    OpenAIRE

    Aithal, Sreeramana; Aithal, Shubrajyotsna

    2016-01-01

    The strategies followed by educational institutions and the students become very important when the performance of students in the examinations is concerned. By means of properly planned and well guided model of training and motivation to do hard work, students can follow a well disciplined study plan and become exceptionally successful in examinations. Teaching and training by experienced and dedicated faculty members, continuous support by parents and motivating the students based on settin...

  11. Strategic Planning for Emergencies: Lessons Learned from Katrina

    International Nuclear Information System (INIS)

    Hamilton, M. G.; Mashhadi, H.; Habeck, D.

    2007-01-01

    The tragedy that was unleashed when hurricane Katrina hit the United States southern coast and most particularly New Orleans is still being examined. Regardless of the allocation of blame for the response, or lack thereof, several very important components of what needs to be included in effective strategic, management, and response plans were revealed in the aftermath. The first tenet is to be sure not to make the problem worse. In other words, the goal is to prevent emergencies from becoming a disaster that subsequently grows to a catastrophe. Essential components that need to be addressed start with protection and rescue of affected people. Several characteristics of an effective strategic plan that will address saving lives include leadership, continuity of government and business, effective communications, adequate evacuation plans and security of electronic infrastructure. Katrina analysis confirms that the process to integrate all the components is too complex to be accomplished ad hoc. This presentation will outline objective methodology to successfully integrate the various facets that comprise an effective strategic plan, management plan, and tactical plans.(author)

  12. A holistic model for evaluating the impact of individual technology-enhanced learning resources.

    Science.gov (United States)

    Pickering, James D; Joynes, Viktoria C T

    2016-12-01

    The use of technology within education has now crossed the Rubicon; student expectations, the increasing availability of both hardware and software and the push to fully blended learning environments mean that educational institutions cannot afford to turn their backs on technology-enhanced learning (TEL). The ability to meaningfully evaluate the impact of TEL resources nevertheless remains problematic. This paper aims to establish a robust means of evaluating individual resources and meaningfully measure their impact upon learning within the context of the program in which they are used. Based upon the experience of developing and evaluating a range of mobile and desktop based TEL resources, this paper outlines a new four-stage evaluation process, taking into account learner satisfaction, learner gain, and the impact of a resource on both the individual and the institution in which it has been adapted. A new multi-level model of TEL resource evaluation is proposed, which includes a preliminary evaluation of need, learner satisfaction and gain, learner impact and institutional impact. Each of these levels are discussed in detail, and in relation to existing TEL evaluation frameworks. This paper details a holistic, meaningful evaluation model for individual TEL resources within the specific context in which they are used. It is proposed that this model is adopted to ensure that TEL resources are evaluated in a more meaningful and robust manner than is currently undertaken.

  13. Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

    Science.gov (United States)

    Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

    2016-01-01

    Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

  14. Seeking a potential system in managing organizational knowledge flow towards enhancing individual learning and intellectual capital

    Directory of Open Access Journals (Sweden)

    Intan Soraya Rosdi

    2013-12-01

    Full Text Available The knowledge-based economy of today heralds an era where the business environment is characterized by complex and ever-changing conditions, driven by rapid technological advancements. With knowledge regarded as the main competitive resource, continuous learning becomes critical to firms as they try to keep up with the latest technology and business practices. Moreover, knowledge resides within individual employees, and the challenge is to ensure that knowledge is acquired, applied, and shared to benefit the firm. The situation becomes more complex when it is established that there exists different human capital in firms at any one time, differentiated based on the types of knowledge they contribute to the firm. Further, scant literature exists on the relationship dynamics between the different human capital groups and their influences on individual learning. This paper aims to propose a potential system to manage interaction between the different human capital groups within firms, and its link to enhancing different types of individual learning and intellectual capital.

  15. Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

    Science.gov (United States)

    Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

    2016-03-20

    This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

  16. Individual differences in spatial configuration learning predict the occurrence of intrusive memories.

    Science.gov (United States)

    Meyer, Thomas; Smeets, Tom; Giesbrecht, Timo; Quaedflieg, Conny W E M; Girardelli, Marta M; Mackay, Georgina R N; Merckelbach, Harald

    2013-03-01

    The dual-representation model of posttraumatic stress disorder (PTSD; Brewin, Gregory, Lipton, & Burgess, Psychological Review, 117, 210-232 2010) argues that intrusions occur when people fail to construct context-based representations during adverse experiences. The present study tested a specific prediction flowing from this model. In particular, we investigated whether the efficiency of temporal-lobe-based spatial configuration learning would account for individual differences in intrusive experiences and physiological reactivity in the laboratory. Participants (N = 82) completed the contextual cuing paradigm, which assesses spatial configuration learning that is believed to depend on associative encoding in the parahippocampus. They were then shown a trauma film. Afterward, startle responses were quantified during presentation of trauma reminder pictures versus unrelated neutral and emotional pictures. PTSD symptoms were recorded in the week following participation. Better configuration learning performance was associated with fewer perceptual intrusions, r = -.33, p .46) and had no direct effect on intrusion-related distress and overall PTSD symptoms, rs > -.12, ps > .29. However, configuration learning performance tended to be associated with reduced physiological responses to unrelated negative images, r = -.20, p = .07. Thus, while spatial configuration learning appears to be unrelated to affective responding to trauma reminders, our overall findings support the idea that the context-based memory system helps to reduce intrusions.

  17. INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH

    Directory of Open Access Journals (Sweden)

    Puji Astuti

    2017-05-01

    Full Text Available The contribution of cooperative learning (CL in promoting second and foreign language learning has been widely acknowledged. Little scholarly attention, however, has been given to revealing how this teaching method works and promotes learners’ improved communicative competence. This qualitative case study explores the important role that individual accountability in CL plays in giving English as a Foreign Language (EFL learners in Indonesia the opportunity to use the target language of English. While individual accountability is a principle of and one of the activities in CL, it is currently under studied, thus little is known about how it enhances EFL learning. This study aims to address this gap by conducting a constructivist grounded theory analysis on participant observation, in-depth interview, and document analysis data drawn from two secondary school EFL teachers, 77 students in the observed classrooms, and four focal students. The analysis shows that through individual accountability in CL, the EFL learners had opportunities to use the target language, which may have contributed to the attainment of communicative competence—the goal of the EFL instruction. More specifically, compared to the use of conventional group work in the observed classrooms, through the activities of individual accountability in CL, i.e., performances and peer interaction, the EFL learners had more opportunities to use spoken English. The present study recommends that teachers, especially those new to CL, follow the preset procedure of selected CL instructional strategies or structures in order to recognize the activities within individual accountability in CL and understand how these activities benefit students.

  18. Individual versus interprofessional team performance in formulating care transition plans: A randomised study of trainees from five professional groups.

    Science.gov (United States)

    Farrell, Timothy W; Supiano, Katherine P; Wong, Bob; Luptak, Marilyn K; Luther, Brenda; Andersen, Troy C; Wilson, Rebecca; Wilby, Frances; Yang, Rumei; Pepper, Ginette A; Brunker, Cherie P

    2018-05-01

    Health professions trainees' performance in teams is rarely evaluated, but increasingly important as the healthcare delivery systems in which they will practice move towards team-based care. Effective management of care transitions is an important aspect of interprofessional teamwork. This mixed-methods study used a crossover design to randomise health professions trainees to work as individuals and as teams to formulate written care transition plans. Experienced external raters assessed the quality of the written care transition plans as well as both the quality of team process and overall team performance. Written care transition plan quality did not vary between individuals and teams (21.8 vs. 24.4, respectively, p = 0.42). The quality of team process did not correlate with the quality of the team-generated written care transition plans (r = -0.172, p = 0.659). However, there was a significant correlation between the quality of team process and overall team performance (r = 0.692, p = 0.039). Teams with highly engaged recorders, performing an internal team debrief, had higher-quality care transition plans. These results suggest that high-quality interprofessional care transition plans may require advance instruction as well as teamwork in finalising the plan.

  19. Enhanced discriminative fear learning of phobia-irrelevant stimuli in spider-fearful individuals

    Directory of Open Access Journals (Sweden)

    Carina eMosig

    2014-10-01

    Full Text Available Avoidance is considered as a central hallmark of all anxiety disorders. The acquisition and expression of avoidance which leads to the maintenance and exacerbation of pathological fear is closely linked to Pavlovian and operant conditioning processes. Changes in conditionability might represent a key feature of all anxiety disorders but the exact nature of these alterations might vary across different disorders. To date, no information is available on specific changes in conditionability for disorder-irrelevant stimuli in specific phobia (SP. The first aim of this study was to investigate changes in fear acquisition and extinction in spider-fearful individuals as compared to non-fearful participants by using the de novo fear conditioning paradigm. Secondly, we aimed to determine whether differences in the magnitude of context-dependent fear retrieval exist between spider-fearful and non-fearful individuals. Our findings point to an enhanced fear discrimination in spider-fearful individuals as compared to non-fearful individuals at both the physiological and subjective level. The enhanced fear discrimination in spider-fearful individuals was neither mediated by increased state anxiety, depression, nor stress tension. Spider-fearful individuals displayed no changes in extinction learning and/or fear retrieval. Surprisingly, we found no evidence for context-dependent modulation of fear retrieval in either group. Here we provide first evidence that spider-fearful individuals show an enhanced discriminative fear learning of phobia-irrelevant (de novo stimuli. Our findings provide novel insights into the role of fear acquisition and expression for the development and maintenance of maladaptive responses in the course of SP.

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

    International Nuclear Information System (INIS)

    Mckirdy, Ian

    2011-01-01

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

  1. Individual account retirement plans: an analysis of the 2007 survey of consumer finances, with market adjustments to June 2009.

    Science.gov (United States)

    Copeland, Craig

    2009-08-01

    LATEST SCF DATA: This Issue Brief assesses the current status of Americans' savings for retirement by examining the incidence of individual account plans among families, as well as the average amount of assets accumulated in these accounts. The 2007 Survey of Consumer Finances (SCF), the Federal Reserve Board's triennial survey of wealth, is the basis for this study, as it is a leading source of data on Americans' wealth, provides detailed information on retirement plan incidence and account balances among families, and is the latest available. ACCOUNTING FOR THE ECONOMIC DOWNTURN: While 2007 SCF is the most comprehensive and current survey of Americans' finances, its timing was unfortunate due to the significant downturn in the economy in 2008 just after the survey was released. To account for that change, this analysis provides estimates of the changes in asset values from the end of 2007 to mid-June 2009 for individual account plan balances. The account balances of the defined contribution plans and IRAs are adjusted based on the asset allocation reported within the plans by using equity market returns and bond market returns from January 1, 2008, to June 19, 2009. MEDIAN ASSET LEVELS FOR DEFINED CONTRIBUTION PLANS: Among all families with a defined contribution plan in 2007, the median (mid-point) plan balance was $31,800, up 16 percent from 2004. According to EBRI estimates, this dropped 16.4 percent (to $26,578) from year-end 2007 to mid-June 2009. Losses were higher for families with more than $100,000 a year in income (down 22 percent) or having a net worth in the top 10 percent (down 28 percent). MEDIAN ASSET LEVELS FOR IRA/KEOGH PLANS: Among all families with an IRA/Keogh plan, the median value of their plan was $34,000 in 2007, up 3 percent from 2004. EBRI estimates this median value dropped 15 percent (to $28,955) from year-end 2007 to mid-June 2009. LESS THAN HALF OF ALL FAMILIES HAVE A RETIREMENT PLAN THROUGH A CURRENT JOB: In 2007, 40.6 percent of

  2. Learning from the Past, Planning for the Future...

    Directory of Open Access Journals (Sweden)

    Blanche Cameron

    2013-02-01

    Full Text Available Ever since the National Planning Policy Framework hove into view, it has been polarising opinions, either for or against this most radical shake up of UK planning policy since just after the Second World War. Suddenly, what was a highly (some say over complex system of thousands of pages of detailed planning guidance has been simplified to a 58 page document, which has been through a year of consultation before coming into law. It is interesting to consider how the NPPF is now being viewed and applied in different contexts. Flatman and Perring’s paper explores the potential (positive and negative impacts of the NPPF on archaeological practice, in terms of conservation, but also in social and cultural terms – the fear being that, without the proper requirements in place, archaeological evidence may at best be conserved, but without sufficient capacity to research, understand and integrate its meaning for us and our future.

  3. Technical progress, the concept of individualized cancer treatment and the innovation of computer-assisted radiotherapy planning

    International Nuclear Information System (INIS)

    Merkle, K.; Tanneberger, S.; Matschke, S.

    1985-01-01

    After a first step of cancerogenesis, the further development of the tumor is an individual process. At the end of this process the tumor is formed as an individual in the individual. The individuality of cancer exists on the level of organs, tissues and cells and includes an individual tumor-host relationship. Today, optimized cancer treatment requires a most precise biological characterization possible of the tumor and of the tumor-host relationship, which will provide objective information about the individual character of every tumor. Routine analysis and strict therapeutic consideration of the clinical and biological individuality of human cancer can offer real chances for the improvement of cancer treatment. A routine acquisition of individual tumor characteristics will be possible only if methods and equipment are available for the registration of suitable parameters. In this context technical innovations have an essential influence on the realization of the concept of individualized cancer treatment. With the method of flow cytophotometry and other techniques examples are given in how far the ideas of individual cancer management can be realized by introduction of new technical solutions into medical research and clinical practice. Unfortunately there is still a lack of methodology in individualizing cancer treatment. The individualization of radiotherapy is connected to an extremely high degree of technical innovations. Particularly this refers to the topometrical description of the target volume in relation to the adjacent anatomical structures and the body contour as well as the fitting of isodoses to the shape and size of the target volume. As an example of innovation of a technical solution for individual radiotherapy planning the computer-assisted radiotherapy planning system DOPSY is described. (author)

  4. Learning Styles in the Classroom: Educational Benefit or Planning Exercise?

    Science.gov (United States)

    Allcock, Sarah J.; Hulme, Julie A.

    2010-01-01

    Differentiation of teaching is encouraged to accommodate student diversity. This study investigated whether using learning styles as a basis for differentiation improved A-level student performance, compared to differentiation on the basis of academic ability. Matched classes of A-level psychology students participated. In one class, learning…

  5. Instrumental learning and relearning in individuals with psychopathy and in patients with lesions involving the amygdala or orbitofrontal cortex.

    Science.gov (United States)

    Mitchell, D G V; Fine, C; Richell, R A; Newman, C; Lumsden, J; Blair, K S; Blair, R J R

    2006-05-01

    Previous work has shown that individuals with psychopathy are impaired on some forms of associative learning, particularly stimulus-reinforcement learning (Blair et al., 2004; Newman & Kosson, 1986). Animal work suggests that the acquisition of stimulus-reinforcement associations requires the amygdala (Baxter & Murray, 2002). Individuals with psychopathy also show impoverished reversal learning (Mitchell, Colledge, Leonard, & Blair, 2002). Reversal learning is supported by the ventrolateral and orbitofrontal cortex (Rolls, 2004). In this paper we present experiments investigating stimulus-reinforcement learning and relearning in patients with lesions of the orbitofrontal cortex or amygdala, and individuals with developmental psychopathy without known trauma. The results are interpreted with reference to current neurocognitive models of stimulus-reinforcement learning, relearning, and developmental psychopathy. Copyright (c) 2006 APA, all rights reserved.

  6. A planning quality evaluation tool for prostate adaptive IMRT based on machine learning

    International Nuclear Information System (INIS)

    Zhu Xiaofeng; Ge Yaorong; Li Taoran; Thongphiew, Danthai; Yin Fangfang; Wu, Q Jackie

    2011-01-01

    Purpose: To ensure plan quality for adaptive IMRT of the prostate, we developed a quantitative evaluation tool using a machine learning approach. This tool generates dose volume histograms (DVHs) of organs-at-risk (OARs) based on prior plans as a reference, to be compared with the adaptive plan derived from fluence map deformation. Methods: Under the same configuration using seven-field 15 MV photon beams, DVHs of OARs (bladder and rectum) were estimated based on anatomical information of the patient and a model learned from a database of high quality prior plans. In this study, the anatomical information was characterized by the organ volumes and distance-to-target histogram (DTH). The database consists of 198 high quality prostate plans and was validated with 14 cases outside the training pool. Principal component analysis (PCA) was applied to DVHs and DTHs to quantify their salient features. Then, support vector regression (SVR) was implemented to establish the correlation between the features of the DVH and the anatomical information. Results: DVH/DTH curves could be characterized sufficiently just using only two or three truncated principal components, thus, patient anatomical information was quantified with reduced numbers of variables. The evaluation of the model using the test data set demonstrated its accuracy ∼80% in prediction and effectiveness in improving ART planning quality. Conclusions: An adaptive IMRT plan quality evaluation tool based on machine learning has been developed, which estimates OAR sparing and provides reference in evaluating ART.

  7. Oak woodland conservation management planning in southern CA - lessons learned

    Science.gov (United States)

    Rosi Dagit

    2015-01-01

    The California Oak Woodlands Conservation Act (AB 242 2001) established requirements for the preservation and protection of oak woodlands and trees, and allocated funding managed by the Wildlife Conservation Board. In order to qualify to use these funds, counties and cities need to adopt an oak conservation management plan. Between 2008 and 2011, a team of concerned...

  8. School Improvement Plans and Student Learning in Jamaica

    Science.gov (United States)

    Lockheed, Marlaine; Harris, Abigail; Jayasundera, Tamara

    2010-01-01

    A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were…

  9. Figuring Somepin 'bout the Great Depression. Learning Page Lesson Plan.

    Science.gov (United States)

    McElroy, Amy; Pietsch, Chris

    These 10th and 11th grade lessons plans related to the Great Depression and the novel "The Grapes of Wrath" help students to: develop research skills and strategies, such as keyword searches, for finding information; recognize and use the different voices of migrants; and understand the politics of migration and the Great Depression. By…

  10. From Training to Learning in Enterprise Resource Planning Systems

    Science.gov (United States)

    Kerr, Don; Murray, Peter A.; Burgess, Kevin

    2012-01-01

    The information systems' literature outlines how training is a critical factor to successful Enterprise Resource Planning (ERP) implementations. Yet, types of training are not discussed in the literature and there is little indication if existing training is effective and whether relevant contextual factors have been considered. Without…

  11. Motor learning from virtual reality to natural environments in individuals with Duchenne muscular dystrophy.

    Science.gov (United States)

    Quadrado, Virgínia Helena; Silva, Talita Dias da; Favero, Francis Meire; Tonks, James; Massetti, Thais; Monteiro, Carlos Bandeira de Mello

    2017-11-10

    To examine whether performance improvements in the virtual environment generalize to the natural environment. we had 64 individuals, 32 of which were individuals with DMD and 32 were typically developing individuals. The groups practiced two coincidence timing tasks. In the more tangible button-press task, the individuals were required to 'intercept' a falling virtual object at the moment it reached the interception point by pressing a key on the computer. In the more abstract task, they were instructed to 'intercept' the virtual object by making a hand movement in a virtual environment using a webcam. For individuals with DMD, conducting a coincidence timing task in a virtual environment facilitated transfer to the real environment. However, we emphasize that a task practiced in a virtual environment should have higher rates of difficulties than a task practiced in a real environment. IMPLICATIONS FOR REHABILITATION Virtual environments can be used to promote improved performance in ?real-world? environments. Virtual environments offer the opportunity to create paradigms similar ?real-life? tasks, however task complexity and difficulty levels can be manipulated, graded and enhanced to increase likelihood of success in transfer of learning and performance. Individuals with DMD, in particular, showed immediate performance benefits after using virtual reality.

  12. Representation and Integration: Combining Robot Control, High-Level Planning, and Action Learning

    DEFF Research Database (Denmark)

    Petrick, Ronald; Kraft, Dirk; Mourao, Kira

    We describe an approach to integrated robot control, high-level planning, and action effect learning that attempts to overcome the representational difficulties that exist between these diverse areas. Our approach combines ideas from robot vision, knowledgelevel planning, and connectionist machine......-level action specifications, suitable for planning, from a robot’s interactions with the world. We present a detailed overview of our approach and show how it supports the learning of certain aspects of a high-level lepresentation from low-level world state information....... learning, and focuses on the representational needs of these components.We also make use of a simple representational unit called an instantiated state transition fragment (ISTF) and a related structure called an object-action complex (OAC). The goal of this work is a general approach for inducing high...

  13. Is health workforce planning recognising the dynamic interplay between health literacy at an individual, organisation and system level?

    Science.gov (United States)

    Naccarella, Lucio; Wraight, Brenda; Gorman, Des

    2016-02-01

    The growing demands on the health system to adapt to constant change has led to investment in health workforce planning agencies and approaches. Health workforce planning approaches focusing on identifying, predicting and modelling workforce supply and demand are criticised as being simplistic and not contributing to system-level resiliency. Alternative evidence- and needs-based health workforce planning approaches are being suggested. However, to contribute to system-level resiliency, workforce planning approaches need to also adopt system-based approaches. The increased complexity and fragmentation of the healthcare system, especially for patients with complex and chronic conditions, has also led to a focus on health literacy not simply as an individual trait, but also as a dynamic product of the interaction between individual (patients, workforce)-, organisational- and system-level health literacy. Although it is absolutely essential that patients have a level of health literacy that enables them to navigate and make decisions, so too the health workforce, organisations and indeed the system also needs to be health literate. Herein we explore whether health workforce planning is recognising the dynamic interplay between health literacy at an individual, organisation and system level, and the potential for strengthening resiliency across all those levels.

  14. The Impact of Vocational Assessment Information on the Individualized Education Planning Process. Supporting Curriculum-Based Assessment.

    Science.gov (United States)

    Stodden, Robert A.; And Others

    1989-01-01

    Educational records of 127 secondary students with disabilities were reviewed to assess impact of vocational assessment information in Individualized Education Plan (IEP) development process. Results focus on the impact of information on the number of IEP vocational goals and objectives written, kinds of IEP items written, and number of IEP goals…

  15. Finding the key to successful L2 learning in groups and individuals

    Directory of Open Access Journals (Sweden)

    Wander Lowie

    2017-03-01

    Full Text Available A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015. In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different

  16. Collaborating With Parents of Children With Chronic Conditions and Professionals to Design, Develop and Pre-pilot PLAnT (the Parent Learning Needs and Preferences Assessment Tool).

    Science.gov (United States)

    Nightingale, Ruth; Wirz, Lucy; Cook, Wendy; Swallow, Veronica

    This study aimed to design, develop and pre-pilot an assessment tool (PLAnT) to identify parents' learning needs and preferences when carrying out home-based clinical care for their child with a chronic condition. A mixed methods, two-phased design was used. Phase 1: a total of 10 parents/carers and 13 professionals from six UK's children's kidney units participated in qualitative interviews. Interview data were used to develop the PLAnT. Eight of these participants subsequently took part in an online survey to refine the PLAnT. Phase 2: thirteen parents were paired with one of nine professionals to undertake a pre-pilot evaluation of PLAnT. Data were analyzed using the Framework approach. A key emergent theme identifying parents' learning needs and preferences was identified. The importance of professionals being aware of parents' learning needs and preferences was recognised. Participants discussed how parents' learning needs and preferences should be identified, including: the purpose for doing this, the process for doing this, and what would the outcome be of identifying parents' needs. The evidence suggests that asking parents directly about their learning needs and preferences may be the most reliable way for professionals to ascertain how to support individual parents' learning when sharing management of their child's chronic condition. With the increasing emphasis on parent-professional shared management of childhood chronic conditions, professionals can be guided by PLAnT in their assessment of parents' learning needs and preferences, based on identified barriers and facilitators to parental learning. Copyright © 2017 Elsevier Inc. All rights reserved.

  17. Planning the bioterrorism response supply chain: learn and live.

    Science.gov (United States)

    Brandeau, Margaret L; Hutton, David W; Owens, Douglas K; Bravata, Dena M

    2007-01-01

    Responses to bioterrorism require rapid procurement and distribution of medical and pharmaceutical supplies, trained personnel, and information. Thus, they present significant logistical challenges. On the basis of a review of the manufacturing and service supply chain literature, the authors identified five supply chain strategies that can potentially increase the speed of response to a bioterrorism attack, reduce inventories, and save money: effective supply chain network design; effective inventory management; postponement of product customization and modularization of component parts; coordination of supply chain stakeholders and appropriate use of incentives; and effective information management. The authors describe how concepts learned from published evaluations of manufacturing and service supply chains, as well as lessons learned from responses to natural disasters, naturally occurring outbreaks, and the 2001 US anthrax attacks, can be applied to design, evaluate, and improve the bioterrorism response supply chain. Such lessons could also be applied to the response supply chains for disease outbreaks and natural and manmade disasters.

  18. Using the Theory of Planned Behavior to Predict College Students' Intention to Intervene With a Suicidal Individual.

    Science.gov (United States)

    Aldrich, Rosalie S

    2015-01-01

    Suicide among college students is an issue of serious concern. College peers may effectively intervene with at-risk persons due to their regular contact and close personal relationships with others in this population of significantly enhanced risk. The current study was designed to investigate whether the theory of planned behavior constructs predicted intention to intervene when a college peer is suicidal. Undergraduate students (n = 367) completed an on-line questionnaire; they answered questions about their attitudes, subjective norms, perceived behavioral control regarding suicide and suicide intervention, as well as their intention to intervene when someone is suicidal. The data were analyzed using multiple regression. The statistical significance of this cross-sectional study indicates that the theory of planned behavior constructs predicts self-reported intention to intervene with a suicidal individual. Theory of planned behavior is an effective framework for understanding peers' intention to intervene with a suicidal individual.

  19. Individual and social learning processes involved in the acquisition and generalization of tool use in macaques

    Science.gov (United States)

    Macellini, S.; Maranesi, M.; Bonini, L.; Simone, L.; Rozzi, S.; Ferrari, P. F.; Fogassi, L.

    2012-01-01

    Macaques can efficiently use several tools, but their capacity to discriminate the relevant physical features of a tool and the social factors contributing to their acquisition are still poorly explored. In a series of studies, we investigated macaques' ability to generalize the use of a stick as a tool to new objects having different physical features (study 1), or to new contexts, requiring them to adapt the previously learned motor strategy (study 2). We then assessed whether the observation of a skilled model might facilitate tool-use learning by naive observer monkeys (study 3). Results of study 1 and study 2 showed that monkeys trained to use a tool generalize this ability to tools of different shape and length, and learn to adapt their motor strategy to a new task. Study 3 demonstrated that observing a skilled model increases the observers' manipulations of a stick, thus facilitating the individual discovery of the relevant properties of this object as a tool. These findings support the view that in macaques, the motor system can be modified through tool use and that it has a limited capacity to adjust the learnt motor skills to a new context. Social factors, although important to facilitate the interaction with tools, are not crucial for tool-use learning. PMID:22106424

  20. 20 CFR 255.9 - Individual enrolled under supplementary medical insurance plan.

    Science.gov (United States)

    2010-04-01

    ... supplementary medical insurance premiums will be applied toward payment of such premiums, and the balance of the... medical insurance plan. 255.9 Section 255.9 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS... supplementary medical insurance plan. Where recovery of the overpayment is by setoff as provided for in § 255.6...

  1. Learning to drive: developing a workable awareness plan for monitoring new technology.

    Science.gov (United States)

    Berryman, Donna R

    2010-04-01

    Technology is constantly driving forward, and information professionals need to be informed about developments in order to work more effectively, provide new services, understand what users need and want, and to develop professionally. Learning how to monitor these developments in technology is a skill, just like learning to drive. This article provides information about developing a workable awareness plan and provides some suggested sites to monitor and tools to use.

  2. Planning for partnerships: Maximizing surge capacity resources through service learning.

    Science.gov (United States)

    Adams, Lavonne M; Reams, Paula K; Canclini, Sharon B

    2015-01-01

    Infectious disease outbreaks and natural or human-caused disasters can strain the community's surge capacity through sudden demand on healthcare activities. Collaborative partnerships between communities and schools of nursing have the potential to maximize resource availability to meet community needs following a disaster. This article explores how communities can work with schools of nursing to enhance surge capacity through systems thinking, integrated planning, and cooperative efforts.

  3. 29 CFR 2578.1 - Termination of abandoned individual account plans.

    Science.gov (United States)

    2010-07-01

    ... (proportionately in the ratio that each individual account balance bears to the total of all individual account... provide a reasonable rate of return and liquidity; (7) A statement of the fees, if any, that will be paid...

  4. 26 CFR 1.401-10 - Definitions relating to plans covering self-employed individuals.

    Science.gov (United States)

    2010-04-01

    ... not include a self-employed individual when the term “common-law” employee is used or when the context... insurance salesmen as employees. Furthermore, an individual who is a common-law employee is not a self... is a common-law employee is not a self-employed individual with respect to income attributable to...

  5. Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace.

    Science.gov (United States)

    Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E

    2015-05-01

    The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the "co-participation" conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.

  6. Worklife Improvement and Leadership Development study: a learning experience in leadership development and "planned" organizational change.

    Science.gov (United States)

    Cummings, Greta G; Spiers, Judith A; Sharlow, Janice; Germann, Paula; Yurtseven, Ozden; Bhatti, Aslam

    2013-01-01

    In response to increasing recognition of the importance of quality health care work environments, the Alberta Cancer Board initiated a province-wide leadership development program to plan for organizational change through a series of stages. In 2004, the Leadership Development Initiative (LDI) was implemented to facilitate organizational learning using a cohort-based leadership intervention based on a communities of practice framework. The aim of the Worklife Improvement and Leadership Development study was to examine both the outcomes and experiences of participants of the LDI program to better understand leadership development, implementation, and its impact on worklife quality among 5 cohorts of health care managers and staff at the Alberta Cancer Board. This study used both structured survey and interview methods, using a pretest-intervention-posttest quasi-experiment without a control group design, to assess the effects of LDI on worklife of leaders and staff. Surveys included the Leadership Practices Inventory and Areas of Worklife Scale, which looked at meaningfulness of work and organizational engagement. Interviews and focus group data provided a more detailed description of the experience of leadership development and perceptions of organizational worklife. The study revealed layers of information about the complexity of individual and collective leadership in a cohort-based design, perceptions of leadership initiatives, organizational worklife, and planned organizational change. Our findings suggest that early changes in how leaders reflected on their own skills and practices (Leading Self) were positive; however, growing disengagement as the LDI continued was evident in the focus group data, particularly when change in behavior of others was not perceived to be evident. To support the effectiveness and success of a leadership initiative, managers and administrators need to implement strategies designed to help leaders grow and cope with ongoing flux of

  7. Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

    Science.gov (United States)

    Chen, Cheng-ping; Wang, Chang-Hwa

    2015-12-01

    Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of "day, night, and seasons" for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

  8. Innate colour preference, individual learning and memory retention in the ant Camponotus blandus.

    Science.gov (United States)

    Yilmaz, Ayse; Dyer, Adrian G; Rössler, Wolfgang; Spaethe, Johannes

    2017-09-15

    Ants are a well-characterized insect model for the study of visual learning and orientation, but the extent to which colour vision is involved in these tasks remains unknown. We investigated the colour preference, learning and memory retention of Camponotus blandus foragers under controlled laboratory conditions. Our results show that C. blandus foragers exhibit a strong innate preference for ultraviolet (UV, 365 nm) over blue (450 nm) and green (528 nm) wavelengths. The ants can learn to discriminate 365 nm from either 528 nm or 450 nm, independent of intensity changes. However, they fail to discriminate between 450 nm and 528 nm. Modelling of putative colour spaces involving different numbers of photoreceptor types revealed that colour discrimination performance of individual ants is best explained by dichromacy, comprising a short-wavelength (UV) receptor with peak sensitivity at about 360 nm, and a long-wavelength receptor with peak sensitivity between 470 nm and 560 nm. Foragers trained to discriminate blue or green from UV light are able to retain the learned colour information in an early mid-term (e-MTM), late mid-term (l-MTM), early long-term (e-LTM) and late long-term (l-LTM) memory from where it can be retrieved after 1 h, 12 h, 24 h, 3 days and 7 days after training, indicating that colour learning may induce different memory phases in ants. Overall, our results show that ants can use chromatic information in a way that should promote efficient foraging in complex natural environments. © 2017. Published by The Company of Biologists Ltd.

  9. Planning for the Digital Classroom and Distributed Learning: Policies and Planning for Online Instructional Resources

    Science.gov (United States)

    McGee, Patricia; Diaz, Veronica

    2005-01-01

    In an era of state budget cuts and a tight economy, distributed learning is often seen as a way to address the needs of colleges and universities looking for additional revenue sources. Likewise, budding virtual universities, consortia, and corporate partnerships are now providing new ways for institutions to share resources across campuses. The…

  10. Individual differences in explicit and implicit visuomotor learning and working memory capacity.

    Science.gov (United States)

    Christou, Antonios I; Miall, R Chris; McNab, Fiona; Galea, Joseph M

    2016-11-08

    The theoretical basis for the association between high working memory capacity (WMC) and enhanced visuomotor adaptation is unknown. Visuomotor adaptation involves interplay between explicit and implicit systems. We examined whether the positive association between adaptation and WMC is specific to the explicit component of adaptation. Experiment 1 replicated the positive correlation between WMC and adaptation, but revealed this was specific to the explicit component of adaptation, and apparently driven by a sub-group of participants who did not show any explicit adaptation in the correct direction. A negative correlation was observed between WMC and implicit learning. Experiments 2 and 3 showed that when the task restricted the development of an explicit strategy, high WMC was no longer associated with enhanced adaptation. This work reveals that the benefit of high WMC is specifically linked to an individual's capacity to use an explicit strategy. It also reveals an important contribution of individual differences in determining how adaptation is performed.

  11. Exploring governance learning: How policymakers draw on evidence, experience and intuition in designing participatory flood risk planning.

    Science.gov (United States)

    Newig, Jens; Kochskämper, Elisa; Challies, Edward; Jager, Nicolas W

    2016-01-01

    The importance of designing suitable participatory governance processes is generally acknowledged. However, less emphasis has been put on how decision-makers design such processes, and how they learn about doing so. While the policy learning literature has tended to focus on the substance of policy, little research is available on learning about the design of governance. Here, we explore different approaches to learning among German policymakers engaged in implementing the European Floods Directive. We draw on official planning documents and expert interviews with state-level policymakers to focus on learning about the procedural aspects of designing and conducting participatory flood risk management planning. Drawing on the policy learning and evidence-based governance literatures, we conceptualise six types of instrumental 'governance learning' according to sources of learning (endogenous and exogenous) and modes of learning (serial and parallel). We empirically apply this typology in the context of diverse participatory flood risk management planning processes currently unfolding across the German federal states. We find that during the first Floods Directive planning cycle, policymakers have tended to rely on prior experience in their own federal states with planning under the Water Framework Directive to inform the design and carrying out of participatory processes. In contrast, policymakers only sporadically look to experiences from other jurisdictions as a deliberate learning strategy. We argue that there is scope for more coordinated and systematic learning on designing effective governance, and that the latter might benefit from more openness to experimentation and learning on the part of policymakers.

  12. College Seniors' Plans for Graduate School: Do Deep Approaches Learning and Holland Academic Environments Matter?

    Science.gov (United States)

    Rocconi, Louis M.; Ribera, Amy K.; Nelson Laird, Thomas F.

    2015-01-01

    This study examines the extent to which college seniors' plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending…

  13. The Theory of Planned Behaviour Applied to Search Engines as a Learning Tool

    Science.gov (United States)

    Liaw, Shu-Sheng

    2004-01-01

    Search engines have been developed for helping learners to seek online information. Based on theory of planned behaviour approach, this research intends to investigate the behaviour of using search engines as a learning tool. After factor analysis, the results suggest that perceived satisfaction of search engine, search engines as an information…

  14. Beyond Student Learning Outcomes: Developing Comprehensive, Strategic Assessment Plans for Advising Programmes

    Science.gov (United States)

    McClellan, Jeffrey L.

    2011-01-01

    This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business…

  15. Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics

    Science.gov (United States)

    Danes, Sharon M.; Rodriguez, Michael C.; Brewton, Katherine E.

    2013-01-01

    Grounded in social construction theory, the current study investigates the learning context when studying financial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable…

  16. Planning lessons with learning platforms - problem and prospects for mathematics education

    DEFF Research Database (Denmark)

    Tamborg, Andreas Lindenskov

    2018-01-01

    is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers in designing lessons that correspond with their intentions. The paper concludes with a discussion...

  17. Planned e-Learning Adoption and Occupational Socialisation in Brazilian Higher Education

    Science.gov (United States)

    Renda dos Santos, Luiz Miguel; Okazaki, Shintaro

    2016-01-01

    This study applies the decomposed theory of planned behaviour to explore university faculty members' e-learning adoption in Brazil. Attitude (perceived usefulness, ease of use, compatibility, and relative advantage), subjective norms (external influence and student-instructor interaction), and behavioural control (level of interactivity and…

  18. Individual Differences in Students' Knowing and Learning about Fractions: Evidence from an In-Depth Qualitative Study

    Science.gov (United States)

    Bempeni, Maria; Vamvakoussi, Xenia

    2015-01-01

    We present the results of an in-depth qualitative study that examined ninth graders' conceptual and procedural knowledge of fractions as well as their approach to mathematics learning, in particular fraction learning. We traced individual differences, even extreme, in the way that students combine the two kinds of knowledge. We also provide…

  19. Towards Greater Individualization and Process-Oriented Learning through Electronic Self-Access: Project "e-daf"

    Science.gov (United States)

    Chan, Wai Meng; Kim, Dong-Ha

    2004-01-01

    Research in cognitive psychology and second language learning has underlined the significance of learners' cognitive processes and individual preferences in language learning. Helping learners to be aware of these processes and preferences has in fact become an important methodological principle of language teaching. Advances in information and…

  20. Inter-individual differences in how presentation modality affects verbal learning performance in children aged 5 to 16

    NARCIS (Netherlands)

    Meijs, Celeste; Hurks, Petra P M; Wassenberg, Renske; Feron, Frans J M; Jolles, Jelle

    2016-01-01

    This study examines inter-individual differences in how presentation modality affects verbal learning performance. Children aged 5 to 16 performed a verbal learning test within one of three presentation modalities: pictorial, auditory, or textual. The results indicated that a beneficial effect of

  1. Learning from Errors: Effects of Teachers Training on Students' Attitudes towards and Their Individual Use of Errors

    Science.gov (United States)

    Rach, Stefanie; Ufer, Stefan; Heinze, Aiso

    2013-01-01

    Constructive error handling is considered an important factor for individual learning processes. In a quasi-experimental study with Grades 6 to 9 students, we investigate effects on students' attitudes towards errors as learning opportunities in two conditions: an error-tolerant classroom culture, and the first condition along with additional…

  2. WE-H-BRC-06: A Unified Machine-Learning Based Probabilistic Model for Automated Anomaly Detection in the Treatment Plan Data

    International Nuclear Information System (INIS)

    Chang, X; Liu, S; Kalet, A; Yang, D

    2016-01-01

    Purpose: The purpose of this work was to investigate the ability of a machine-learning based probabilistic approach to detect radiotherapy treatment plan anomalies given initial disease classes information. Methods In total we obtained 1112 unique treatment plans with five plan parameters and disease information from a Mosaiq treatment management system database for use in the study. The plan parameters include prescription dose, fractions, fields, modality and techniques. The disease information includes disease site, and T, M and N disease stages. A Bayesian network method was employed to model the probabilistic relationships between tumor disease information, plan parameters and an anomaly flag. A Bayesian learning method with Dirichlet prior was useed to learn the joint probabilities between dependent variables in error-free plan data and data with artificially induced anomalies. In the study, we randomly sampled data with anomaly in a specified anomaly space.We tested the approach with three groups of plan anomalies – improper concurrence of values of all five plan parameters and values of any two out of five parameters, and all single plan parameter value anomalies. Totally, 16 types of plan anomalies were covered by the study. For each type, we trained an individual Bayesian network. Results: We found that the true positive rate (recall) and positive predictive value (precision) to detect concurrence anomalies of five plan parameters in new patient cases were 94.45±0.26% and 93.76±0.39% respectively. To detect other 15 types of plan anomalies, the average recall and precision were 93.61±2.57% and 93.78±3.54% respectively. The computation time to detect the plan anomaly of each type in a new plan is ∼0.08 seconds. Conclusion: The proposed method for treatment plan anomaly detection was found effective in the initial tests. The results suggest that this type of models could be applied to develop plan anomaly detection tools to assist manual and

  3. WE-H-BRC-06: A Unified Machine-Learning Based Probabilistic Model for Automated Anomaly Detection in the Treatment Plan Data

    Energy Technology Data Exchange (ETDEWEB)

    Chang, X; Liu, S [Washington University in St. Louis, St. Louis, MO (United States); Kalet, A [University of Washington Medical Center, Seattle, WA (United States); Yang, D [Washington University in St Louis, St Louis, MO (United States)

    2016-06-15

    Purpose: The purpose of this work was to investigate the ability of a machine-learning based probabilistic approach to detect radiotherapy treatment plan anomalies given initial disease classes information. Methods In total we obtained 1112 unique treatment plans with five plan parameters and disease information from a Mosaiq treatment management system database for use in the study. The plan parameters include prescription dose, fractions, fields, modality and techniques. The disease information includes disease site, and T, M and N disease stages. A Bayesian network method was employed to model the probabilistic relationships between tumor disease information, plan parameters and an anomaly flag. A Bayesian learning method with Dirichlet prior was useed to learn the joint probabilities between dependent variables in error-free plan data and data with artificially induced anomalies. In the study, we randomly sampled data with anomaly in a specified anomaly space.We tested the approach with three groups of plan anomalies – improper concurrence of values of all five plan parameters and values of any two out of five parameters, and all single plan parameter value anomalies. Totally, 16 types of plan anomalies were covered by the study. For each type, we trained an individual Bayesian network. Results: We found that the true positive rate (recall) and positive predictive value (precision) to detect concurrence anomalies of five plan parameters in new patient cases were 94.45±0.26% and 93.76±0.39% respectively. To detect other 15 types of plan anomalies, the average recall and precision were 93.61±2.57% and 93.78±3.54% respectively. The computation time to detect the plan anomaly of each type in a new plan is ∼0.08 seconds. Conclusion: The proposed method for treatment plan anomaly detection was found effective in the initial tests. The results suggest that this type of models could be applied to develop plan anomaly detection tools to assist manual and

  4. Human inferior colliculus activity relates to individual differences in spoken language learning.

    Science.gov (United States)

    Chandrasekaran, Bharath; Kraus, Nina; Wong, Patrick C M

    2012-03-01

    A challenge to learning words of a foreign language is encoding nonnative phonemes, a process typically attributed to cortical circuitry. Using multimodal imaging methods [functional magnetic resonance imaging-adaptation (fMRI-A) and auditory brain stem responses (ABR)], we examined the extent to which pretraining pitch encoding in the inferior colliculus (IC), a primary midbrain structure, related to individual variability in learning to successfully use nonnative pitch patterns to distinguish words in American English-speaking adults. fMRI-A indexed the efficiency of pitch representation localized to the IC, whereas ABR quantified midbrain pitch-related activity with millisecond precision. In line with neural "sharpening" models, we found that efficient IC pitch pattern representation (indexed by fMRI) related to superior neural representation of pitch patterns (indexed by ABR), and consequently more successful word learning following sound-to-meaning training. Our results establish a critical role for the IC in speech-sound representation, consistent with the established role for the IC in the representation of communication signals in other animal models.

  5. Inferior frontal gyrus activation predicts individual differences in perceptual learning of cochlear-implant simulations.

    Science.gov (United States)

    Eisner, Frank; McGettigan, Carolyn; Faulkner, Andrew; Rosen, Stuart; Scott, Sophie K

    2010-05-26

    This study investigated the neural plasticity associated with perceptual learning of a cochlear implant (CI) simulation. Normal-hearing listeners were trained with vocoded and spectrally shifted speech simulating a CI while cortical responses were measured with functional magnetic resonance imaging (fMRI). A condition in which the vocoded speech was spectrally inverted provided a control for learnability and adaptation. Behavioral measures showed considerable individual variability both in the ability to learn to understand the degraded speech, and in phonological working memory capacity. Neurally, left-lateralized regions in superior temporal sulcus and inferior frontal gyrus (IFG) were sensitive to the learnability of the simulations, but only the activity in prefrontal cortex correlated with interindividual variation in intelligibility scores and phonological working memory. A region in left angular gyrus (AG) showed an activation pattern that reflected learning over the course of the experiment, and covariation of activity in AG and IFG was modulated by the learnability of the stimuli. These results suggest that variation in listeners' ability to adjust to vocoded and spectrally shifted speech is partly reflected in differences in the recruitment of higher-level language processes in prefrontal cortex, and that this variability may further depend on functional links between the left inferior frontal gyrus and angular gyrus. Differences in the engagement of left inferior prefrontal cortex, and its covariation with posterior parietal areas, may thus underlie some of the variation in speech perception skills that have been observed in clinical populations of CI users.

  6. Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement.

    Science.gov (United States)

    Kamp, Rachelle J A; van Berkel, Henk J M; Popeijus, Herman E; Leppink, Jimmie; Schmidt, Henk G; Dolmans, Diana H J M

    2014-03-01

    Even though peer process feedback is an often used tool to enhance the effectiveness of collaborative learning environments like PBL, the conditions under which it is best facilitated still need to be investigated. Therefore, this study investigated the effects of individual versus shared reflection and goal setting on students' individual contributions to the group and their academic achievement. In addition, the influence of prior knowledge on the effectiveness of peer feedback was studied. In this pretest-intervention-posttest study 242 first year students were divided into three conditions: condition 1 (individual reflection and goal setting), condition 2 (individual and shared reflection and goal setting), and condition 3 (control group). Results indicated that the quality of individual contributions to the tutorial group did not improve after receiving the peer feedback, nor did it differ between the three conditions. With regard to academic achievement, only males in conditions 1 and 2 showed better academic achievement compared with condition 3. However, there was no difference between both ways of reflection and goal setting with regard to achievement, indicating that both ways are equally effective. Nevertheless, it is still too early to conclude that peer feedback combined with reflection and goal setting is not effective in enhancing students' individual contributions. Students only had a limited number of opportunities to improve their contributions. Therefore, future research should investigate whether an increase in number of tutorial group meetings can enhance the effectiveness of peer feedback. In addition, the effect of quality of reflection and goal setting could be taken into consideration in future research.

  7. Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

    Science.gov (United States)

    Fabry, Götz; Giesler, Marianne

    2012-01-01

    Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year. Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies. We identified four different patterns in approaches to learning among novice medical students ("easy-going", "flexible", "problematic" and "hardworking" learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term. Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students' learning.

  8. From Reactionary to Responsive: Applying the Internal Environmental Scan Protocol to Lifelong Learning Strategic Planning and Operational Model Selection

    Science.gov (United States)

    Downing, David L.

    2009-01-01

    This study describes and implements a necessary preliminary strategic planning procedure, the Internal Environmental Scanning (IES), and discusses its relevance to strategic planning and university-sponsored lifelong learning program model selection. Employing a qualitative research methodology, a proposed lifelong learning-centric IES process…

  9. Long-term care planning study: strengths and learning needs of nursing staff.

    Science.gov (United States)

    Cruttenden, Kathleen E

    2006-01-01

    This planning study was designed and conducted in a predominantly rural Canadian province to examine the strengths and learning needs of four categories of nursing staff practising in New Brunswick nursing homes. Participants included directors of care, registered nurses, licensed practical nurses, and resident attendants. The nursing homes ranged in size from 38 to 196 beds and were located throughout the province. In health and planning studies, ethnography conveys a coherent statement of peoples' local knowledge as culture-sharing groups (Muecke, 1994). The study derived information from the Nursing Home Act, reports, the literature, key informants, and direct observations of and interviews with participants. Leadership strengths defined the roles for categories of staff and supported the capacity of each category to identify their learning needs. In conclusion, nurses practising in nursing homes can and must take an active role in decision making for their learning.

  10. Role of working memory components in planning performance of individuals with Parkinson's disease.

    Science.gov (United States)

    Altgassen, Mareike; Phillips, Louise; Kopp, Ute; Kliegel, Matthias

    2007-06-11

    The current study investigated the involvement of all four components of Baddeley's [Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417-423] revised working memory model in deficits of planning accompanying Parkinson's disease (PD). PD resulted in poorer formulation and execution of plans, as measured by the Tower of London task. PD also reduced the efficiency of the episodic buffer and central executive components of working memory, but did not influence storage of verbal or visuospatial information. Planning deficits in PD were particularly linked to problems in integrating multimodal short-term information with long-term memory (episodic buffer). These results emphasize the importance of integrative and executive processing in cognitive problems in PD, rather than simple memory deficits.

  11. Differential constraints on the working memory and reading abilities of individuals with learning difficulties and typically developing children.

    Science.gov (United States)

    Bayliss, Donna M; Jarrold, Christopher; Baddeley, Alan D; Leigh, Eleanor

    2005-09-01

    This study examined the factors that constrain the working memory span performance and reading ability of individuals with generalized learning difficulties. In the study, 50 individuals with learning difficulties (LD) and 50 typically developing children (TD) matched for reading age completed two working memory span tasks. Participants also completed independent measures of the processing and storage operations involved in each working memory span task and Raven's Coloured Progressive Matrices. The results showed that despite an equivalent level of working memory span, the relative importance of the constraints on working memory differed between the groups. In addition, working memory span was not closely related to word recognition or sentence comprehension performance in the LD group. These results suggest that the working memory span performance of LD and TD individuals may reflect different working memory limitations and that individuals with generalized learning difficulties may approach cognitive tasks in a qualitatively different way from that of typically developing individuals.

  12. Using the IGCRA (individual, group, classroom reflective action technique to enhance teaching and learning in large accountancy classes

    Directory of Open Access Journals (Sweden)

    Cristina Poyatos

    2011-02-01

    Full Text Available First year accounting has generally been perceived as one of the more challenging first year business courses for university students. Various Classroom Assessment Techniques (CATs have been proposed to attempt to enrich and enhance student learning, with these studies generally positioning students as learners alone. This paper uses an educational case study approach and examines the implementation of the IGCRA (individual, group, classroom reflective action technique, a Classroom Assessment Technique, on first year accounting students’ learning performance. Building on theoretical frameworks in the areas of cognitive learning, social development, and dialogical learning, the technique uses reports to promote reflection on both learning and teaching. IGCRA was found to promote feedback on the effectiveness of student, as well as teacher satisfaction. Moreover, the results indicated formative feedback can assist to improve the learning and learning environment for a large group of first year accounting students. Clear guidelines for its implementation are provided in the paper.

  13. Individual differences in personality in laying hens are related to learning a colour cue association.

    Science.gov (United States)

    de Haas, Elske N; Lee, Caroline; Hernandez, Carlos E; Naguib, Marc; Rodenburg, T Bas

    2017-01-01

    Personality can influence how animals perceive and learn cues. The behaviour and physiological responses animals show during stressful events is indicative of their personality. Acute induced stress prior to a cognitive test are known to affect the judgement of a stimulus, but personality of an individual could also affect learning of a specific cognitive paradigm. Here, we assessed if adult laying hens' behaviour and physiological responses, as indicators of their personality, were related to their cognitive performance. We assessed their behavioural responses to a tonic immobility test, an open field test, and a manual restraint test, and measured plasma corticosterone levels after manual restraint. After that, hens (n=20) were trained in a pre-set training schedule to associate a colour-cue with a reward. In a two-choice go-go test, hens needed to choose between a baited or non-baited food container displayed randomly on the left or right side of an arena. Success in learning was related to personality, with better performance of hens which showed a reactive personality type by a long latency to walk, struggle or vocalize during the tests. Only eight out of 20 hens reached the training criteria. The non-learners showed a strong side preference during all training days. Side preferences were strong in hens with high levels of plasma corticosterone and with a long duration of tonic immobility, indicating that fearful, stress-sensitive hens are more prone to develop side biases. Our results show that learning can be hindered by side biases, and fearful animals with a more proactive personality type are more sensitive to develop such biases. Copyright © 2016 Elsevier B.V. All rights reserved.

  14. Collaborating to Plan and Implement a Sex Education Curriculum for Individuals with Disabilities

    Science.gov (United States)

    Sinclair, James; Kahn, Laurie G.; Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara A.; Knowles, Christen

    2017-01-01

    Sex education is not only a necessary component of public school curriculum, but it is also an important opportunity for students with and without disabilities to learn about their own development as emerging adults. Although comprehensive sex education is not federally mandated, many states and districts choose to offer some form of sex education…

  15. Growth and variability in health plan premiums in the individual insurance market before the Affordable Care Act.

    Science.gov (United States)

    Gruber, Jonathan

    2014-06-01

    Before we can evaluate the impact of the Affordable Care Act on health insurance premiums in the individual market, it is critical to understand the pricing trends of these premiums before the implementation of the law. Using rates of increase in the individual insurance market collected from state regulators, this issue brief documents trends in premium growth in the pre-ACA period. From 2008 to 2010, premiums grew by 10 percent or more per year. This growth was also highly variable across states, and even more variable across insurance plans within states. The study suggests that evaluating trends in premiums requires looking across a broad array of states and plans, and that policymakers must examine how present and future changes in premium rates compare with the more than 10 percent per year premium increases in the years preceding health reform.

  16. Effects of planned group interactions on the social adaptation of individuals with an intestinal stoma: a quantitative study.

    Science.gov (United States)

    Karabulut, Hatice K; Dinç, Leyla; Karadag, Ayişe

    2014-10-01

    To investigate the effects of a planned group interaction method on the social adjustment of individuals with an intestinal stoma. Individuals with a stoma often experience physiological, psychological and social problems that affect their social adaptation. Quasi-experimental. The population included ileostomy and colostomy patients registered at the Gazi University Health Research and Implementation Centre Stoma therapy Unit between September 2011-June 2012. They were assigned to experimental (n = 23) and control (n = 27) groups based on their willingness to attend planned group interaction meetings. Experimental group members participated in the 'planned group interaction method' for six weeks. Control group members only received routine care services. Weekly group interaction meetings lasted for average of 90 minutes. The Ostomy Adjustment Inventory and Psychosocial Adjustment to Illness Scale-Self-Report Scale were administered to experimental group members on three occasions: prior to the first group meeting, after the six-week meeting process ended and during the first month after group meetings ended. Control group evaluations were conducted simultaneously. Experimental group members' ostomy adjustment mean scores after planned group interaction meetings gradually increased. No changes occurred in the control group's average scores. The experimental and control groups' average psychosocial adjustment scores eventually changed and showed a tendency towards adjustment. Experimental group members aged 51-60 and 61-70, who were married, had primary and higher education, had permanent stomas, had stomas for periods between 12 months or less and 61 months and longer and had sufficient stoma care knowledge demonstrated higher adjustment values (p stoma care and daily life. Planned group interactions effectively enhanced the social adjustment of patients with a stoma. Group interaction methods should be included in nursing care practices for individuals with a

  17. The impact of health on individual retirement plans: self-reported versus diagnostic measures

    DEFF Research Database (Denmark)

    Datta Gupta, Nabanita; Larsen, Mona

    2009-01-01

    provides evidence that men's self-report of myalgia and back problems and women's self-report of osteoarthritis possibly yield biased estimates of the impact on planned retirement age, and that this bias ranges between 1.5 and 2 years, suggesting that users of survey data should be wary of applying self...

  18. Role of working memory components in planning performance of individuals with Parkinson's disease

    NARCIS (Netherlands)

    Altgassen, A.M.; Phillips, L.H.; Kopp, U.; Kliegel, M.

    2007-01-01

    The current study investigated the involvement of all four components of Baddeley's [Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423] revised working memory model in deficits of planning accompanying Parkinson's disease (PD).

  19. Mega Thinking and Planning: An Introduction to Defining and Delivering Individual and Organizational Success

    Science.gov (United States)

    Kaufman, Roger

    2009-01-01

    All organizations are means to societal ends, and thus Mega thinking and planning starts with a primary focus on adding value for all stakeholders, including our shared society. It is pragmatic, realistic, practical, and ethical. Defining and achieving continual organizational success is possible. It relies on three basic elements: (1) a societal…

  20. School Counselor Lead Initial Individual Career and Academic Plan Implementation Design

    Science.gov (United States)

    Moeder-Chandler, Markus

    2017-01-01

    In Fall of 2014 for Fountain-Fort Carson School District #8 undertook a revamping of graduation and state-mandated ICAP requirements for implementation for the graduating class of 2021. This design and implementation process included numerous stakeholders and several years of planning from Fall of 2014 to Spring of 2017. The design and…

  1. Moderators of the Mediated Effect of Intentions, Planning, and Saturated-Fat Intake in Obese Individuals

    NARCIS (Netherlands)

    Soureti, A.; Hurling, R.; van Mechelen, W.; Cobain, M.; Chin A Paw, M.J.M.

    2012-01-01

    Objective: The present study aimed to advance our understanding of health-related theory, that is, the alleged intention-behavior gap in an obese population. It examined the mediating effects of planning on the intention-behavior relationship and the moderated mediation effects of age, self-efficacy

  2. 29 CFR 2550.404a-2 - Safe harbor for automatic rollovers to individual retirement plans.

    Science.gov (United States)

    2010-07-01

    ... retirement plans. 2550.404a-2 Section 2550.404a-2 Labor Regulations Relating to Labor (Continued) EMPLOYEE... RETIREMENT INCOME SECURITY ACT OF 1974 RULES AND REGULATIONS FOR FIDUCIARY RESPONSIBILITY § 2550.404a-2 Safe..., whether or not such return is guaranteed, consistent with liquidity; (ii) For purposes of paragraph (c)(3...

  3. Promoting Later Planned Retirement : The Differential Impact of Construal Level Interventions for Younger and Older Individuals

    NARCIS (Netherlands)

    R.J.G. van Schie (Ron); B.G.C. Dellaert (Benedict); A.C.D. Donkers (Bas)

    2013-01-01

    textabstractIndividuals’ planned retirement age is affected by a trade-off between financial costs (a feasibility oriented consideration) and the number of years in retirement (a desirability oriented consideration). Previous research shows that construal level interventions (i.e., activating a

  4. My university. What I learned from the Productive Cooperative Movement to Promotion of Humanistic Family Planning.

    Science.gov (United States)

    Kunii, C

    1990-07-01

    Based on experiences with the Productive Cooperative Movement and the Parasite Control Movement in Japan, the Japanese Family Planning Movement began in April 1954. The resultant private and nonprofit Japan Family Planning Association (JFPA) followed and it served to help Japan achieve its goal of reducing fertility by promoting family planning. It did so by publishing a monthly newsletter on family planning, hosting meetings and national conventions, spreading information via the mass media, and selling contraceptives and educational materials. JFPA earned funding from these sales with no support from the government thereby establishing self dependence and freedom to speak candidly to the government. The JFPA learned that families wanted to improve their standard of living and were willing to limit family size to 2 children. After the birth rate peaked in 1955, the birth rate and the number of illegal abortions decreased. In the 1950s, JFPA joined the International Planned Parenthood Federation and subsequently learned of the problems faced by developing countries. Based on the successful reduction of fertility in Japan and a strong economic base, JFPA and the government were in a position to organize an international cooperation program for family planning. Therefore, the leader of JFPA resigned to found the Japanese Organization for International Cooperation in Family Planning which promotes family planning in developing countries via its integrated family planning, nutrition, and parasite control program. A steering committee composed of leaders from government, universities, and private organizations sets the policies for the program in each country. It is to the Japanese government's advantage to work with private organizations instead of providing all social services because they are flexible and provide administrative stability and national expenses are minimized.

  5. Thinking Ahead: Improving Support for People with Learning Disabilities and Their Families to Plan for the Future

    Science.gov (United States)

    Towers, Christine

    2013-01-01

    The increasing life expectancy of people with learning disabilities makes it imperative that families plan for the future. The number of people with learning disabilities over the age of 65 is predicted to double over the next two decades. The greatest increase in life expectancy will be amongst people with mild learning disabilities who will have…

  6. Individual and small group interactions in learning to teach with a hypermedia case

    Science.gov (United States)

    Chung, Mi-Lee Ahn

    The purpose of this study was to investigate the similarities and differences of individual and small group preservice teachers' interactions with a hypermedia case. Preservice teachers' interactions with a hypermedia case were defined in terms of their (1) goals and perception of accomplishments of the goals, (2) use of features of the hypermedia case, and (3) types of questions and conflicts raised. Two individuals and two small groups of three preservice teachers participated by interacting with the hypermedia case which was developed to illustrate conceptual change science teaching in an elementary classroom. Most of the previous studies in this area have addressed large group use of hypermedia cases, and this study attempted to address the gap in the literature related to different social contexts, individuals and small groups, from the constructivist perspective. The assumptions of symbolic interactionism guided data collection from think-alouds and interviews. These multiple sources of data were used to understand the participants' construction of knowledge; data were analyzed and interpreted by a process of analytic induction. The major assertion was that the preservice teachers perceived the hypermedia case to be like a tool to link theory and practice of teaching. Three sub-assertions, and several supporting categories, also emerged from the data. These findings indicated that group learning experiences with the hypermedia case were more valuable than those of individuals. In general, preservice teachers benefited from learning how to teach with the hypermedia case in both settings. However, the individuals were not as satisfied as those in small groups, and the members of small groups interacted more actively with the hypermedia case as well as with the peers. The results of this study suggest that effective use of hypermedia cases takes place in a community of learners where the learners share the context and can draw upon the resources afforded by the

  7. Lessons Learned for Planning and Estimating Operations Support Requirements

    Science.gov (United States)

    Newhouse, Marilyn

    2011-01-01

    Operations (phase E) costs are typically small compared to the spacecraft development and test costs. This, combined with the long lead time for realizing operations costs, can lead projects to focus on hardware development schedules and costs, de-emphasizing estimation of operations support requirements during proposal, early design, and replan cost exercises. The Discovery and New Frontiers (D&NF) programs comprise small, cost-capped missions supporting scientific exploration of the solar system. Even moderate yearly underestimates of the operations costs can present significant LCC impacts for deep space missions with long operational durations, and any LCC growth can directly impact the programs ability to fund new missions. The D&NF Program Office at Marshall Space Flight Center recently studied cost overruns for 7 D&NF missions related to phase C/D development of operational capabilities and phase E mission operations. The goal was to identify the underlying causes for the overruns and develop practical mitigations to assist the D&NF projects in identifying potential operations risks and controlling the associated impacts to operations development and execution costs. The study found that the drivers behind these overruns include overly optimistic assumptions regarding the savings resulting from the use of heritage technology, late development of operations requirements, inadequate planning for sustaining engineering and the special requirements of long duration missions (e.g., knowledge retention and hardware/software refresh), and delayed completion of ground system development work. This presentation summarizes the study and the results, providing a set of lessons NASA can use to improve early estimation and validation of operations costs.

  8. PLANNING AND ESTIMATION OF EXPECTED COMPETENCES LEARNING OUTCOMES FOR FSES HPE

    Directory of Open Access Journals (Sweden)

    V. N. Vasilev

    2013-03-01

    Full Text Available The article deals with approach for planning and estimation of competences learning outcomes for Federal State Educational Standard of Higher Professional Education (FSES HPE in the framework of information and educational environment development of the higher education institution, based on the discipline content structuring for formation of the standard competences learning results and the principle of interdisciplinary training. Connection of FSES HPE competences learning outcomes with types and forms of students’ trainings, types and forms of their control in a discipline is analyzed. Techniques of estimation means development for the current, module and intermediate control of expected competences learning outcomes for FSES HPE are considered. Examples of the developed techniques application are given.

  9. Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?

    Science.gov (United States)

    Bozkurt, Gulay

    2017-01-01

    This article examines the literature associated with social constructivism. It discusses whether social constructivism succeeds in reconciling individual cognition with social teaching and learning practices. After reviewing the meaning of individual cognition and social constructivism, two views--Piaget and Vygotsky's--accounting for learning…

  10. Anatomy of Student Models in Adaptive Learning Systems: A Systematic Literature Review of Individual Differences from 2001 to 2013

    Science.gov (United States)

    Nakic, Jelena; Granic, Andrina; Glavinic, Vlado

    2015-01-01

    This study brings an evidence-based review of user individual characteristics employed as sources of adaptation in recent adaptive learning systems. Twenty-two user individual characteristics were explored in a systematically designed search procedure, while 17 of them were identified as sources of adaptation in final selection. The content…

  11. Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills

    Science.gov (United States)

    Sumadi; Degeng, I Nyoman S.; Sulthon; Waras

    2017-01-01

    This research focused on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous,…

  12. Innovation in POPBL teaching and learning methods by embedding individual activities as an integrated part of project work

    DEFF Research Database (Denmark)

    Moesby, Egon; W., Hans Henrik; Kørnøv, Lone

    2005-01-01

    activity embedded as an integrated part of the project work. Students work in the solution phase of the project on an individual activity that is separately assessed. The results of these individual activities form the platform for students’ final work with the project as a team. They have to evaluate......In this paper, the authors describe a way to increase student learning through social constructed teamwork by adding an individual activity to the project work. This can be achieved not just by adding an individual activity outside or parallel to the project work, but by having the individual...... the individual solutions and find the one solution to work on in the final phases of the project. On top of that, it helps train students’ abilities to make evaluations among various solutions of which one is their own, thereby learning how to evaluate their personal solutions against another person’s solutions...

  13. Efficient Actor-Critic Algorithm with Hierarchical Model Learning and Planning

    Science.gov (United States)

    Fu, QiMing

    2016-01-01

    To improve the convergence rate and the sample efficiency, two efficient learning methods AC-HMLP and RAC-HMLP (AC-HMLP with ℓ 2-regularization) are proposed by combining actor-critic algorithm with hierarchical model learning and planning. The hierarchical models consisting of the local and the global models, which are learned at the same time during learning of the value function and the policy, are approximated by local linear regression (LLR) and linear function approximation (LFA), respectively. Both the local model and the global model are applied to generate samples for planning; the former is used only if the state-prediction error does not surpass the threshold at each time step, while the latter is utilized at the end of each episode. The purpose of taking both models is to improve the sample efficiency and accelerate the convergence rate of the whole algorithm through fully utilizing the local and global information. Experimentally, AC-HMLP and RAC-HMLP are compared with three representative algorithms on two Reinforcement Learning (RL) benchmark problems. The results demonstrate that they perform best in terms of convergence rate and sample efficiency. PMID:27795704

  14. The Feasibility of an eLearning Nutrition Education Program for Low-Income Individuals.

    Science.gov (United States)

    Stotz, Sarah; Lee, Jung Sun; Rong, Hui; Murray, Deborah

    2016-08-09

    Online eLearning may be an innovative, efficient, and cost-effective method of providing nutrition education to a diverse low-income audience. The intent of this project is to examine perceptions of nutrition educators regarding the feasibility of an eLearning nutrition education program tailored to low-income Georgians. Semistructured individual interviews were conducted, guided by the constructivist theory. The interview guide focused on three themes: accessibility, literacy, and content. A prototype of the program also served as a talking point. Interviews were conducted in two urban Georgian counties in a location chosen by each participant. We recruited a convenience sample of Georgian nutrition educators (n = 10, 100% female, 50% Black). Interviews were transcribed and analyzed using constant comparative method. Motivation is considered the primary barrier to program feasibility. Neither access to the Internet nor literacy are considered significant barriers. Inclusion of skill-based, visual education methods such as cooking videos, recipes, and step-by-step teaching tools was highlighted. Nutrition educators perceived this program would be a feasible form of nutrition education for the priority audience. Findings from this study will inform the user-centered development of the program. © 2016 Society for Public Health Education.

  15. Self-controlled feedback facilitates motor learning in both high and low activity individuals.

    Science.gov (United States)

    Fairbrother, Jeffrey T; Laughlin, David D; Nguyen, Timothy V

    2012-01-01

    The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA) and low activity (LA) participants were assigned to self-control (SC) and yoked (YK) feedback conditions, creating four groups: Self-Control-High Activity; Self-Control-Low Activity; Yoked-High Activity; and Yoked-Low Activity. SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be "good" trials; those in the YK condition indicated that they would have preferred to receive feedback after "good" trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity.

  16. Self-controlled feedback facilitates motor learning in both high and low activity individuals

    Directory of Open Access Journals (Sweden)

    Jeffrey T. Fairbrother

    2012-08-01

    Full Text Available The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA and low activity (LA participants were assigned to self-control (SC and yoked (YK feedback conditions, creating four groups: Self-Control High Activity (SC-HA; Self-Control Low Activity (SC-LA; Yoked High Activity (YK-HA; and Yoked Low Activity (YK-LA. SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be good trials; those in the YK condition indicated that they would have preferred to receive feedback after good trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity.

  17. Individual Syllabus for Personalized Learner-Centric E-Courses in E-Learning and M-Learning

    OpenAIRE

    Khaled Nasser ElSayed

    2014-01-01

    Most of e-learning and m-learning systems are course-centric. These systems provided services that concentrated on course material and pedagogical. They did not take into account varieties of student levels, skills, interests or preferences. This paper provides a design of an approach for personalized and self-adapted agent-based learning systems for enhancing e-learning and mobile learning (m-learning) services to be learner-centric. It presents a modeling of goals of different learners of a...

  18. Individualized Healthcare Plans: The Role of the School Nurse. Position Statement. Revised

    Science.gov (United States)

    McDowell, Bernadette Moran; Buswell, Sue A.; Mattern, Cheryl; Westendorf, Georgene; Clark, Sandra

    2015-01-01

    It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse), in collaboration with the student, family and healthcare providers, shall meet nursing regulatory requirements and professional standards by developing an Individualized Healthcare Plan…

  19. Experiences and lessons learned for planning and supply of micronutrient powders interventions

    Science.gov (United States)

    Schauer, Claudia; Sunley, Nigel; Nyhus Dhillon, Christina; Roca, Claudia; Tapia, Gustavo; Mathema, Pragya; Walton, Shelley; Situma, Ruth; Zlotkin, Stanley; DW Klemm, Rolf

    2017-01-01

    Abstract Realistic planning for a nutrition intervention is a critical component of implementation, yet effective approaches have been poorly documented. Under the auspices of “The Micronutrient Powders Consultation: Lessons Learned for Operational Guidance,” 3 working groups were formed to summarize experiences and lessons across countries regarding micronutrient powders (MNP) interventions for young children. This paper focuses on programmatic experiences in the planning stages of an MNP intervention, encompassing assessment, enabling environment and adaptation, as well as considerations for supply. Methods included a review of published and grey literature, key informant interviews, and deliberations throughout the consultation process. We found that assessments helped justify adopting an MNP intervention, but these assessments were often limited by their narrow scope and inadequate data. Establishing coordinating bodies and integrating MNP into existing policies and programmes have helped foster an enabling environment and support programme stability. Formative research and pilots have been used to adapt MNP interventions to specific contexts, but they have been insufficient to inform scale‐up. In terms of supply, most countries have opted to procure MNP through international suppliers, but this still requires understanding and navigating the local regulatory environment at the earliest stages of an intervention. Overall, these findings indicate that although some key planning and supply activities are generally undertaken, improvements are needed to plan for effective scale‐up. Much still needs to be learned on MNP planning, and we propose a set of research questions that require further investigation. PMID:28960875

  20. Strategic Program Planning Lessons Learned In Developing The Long-Term Stewardship Science and Technology Roadmap

    Energy Technology Data Exchange (ETDEWEB)

    Dixon, B.W.; Hanson, D.J.; Matthern, G.E.

    2003-04-24

    Technology roadmapping is a strategic planning method used by companies to identify and plan the development of technologies necessary for new products. The U.S. Department of Energy's Office of Environmental Management has used this same method to refine requirements and identify knowledge and tools needed for completion of defined missions. This paper describes the process of applying roadmapping to clarify mission requirements and identify enhancing technologies for the Long-Term Stewardship (LTS) of polluted sites after site cleanup has been completed. The nature of some contamination problems is such that full cleanup is not achievable with current technologies and some residual hazards remain. LTS maintains engineered contaminant barriers and land use restriction controls, and monitors residual contaminants until they no longer pose a risk to the public or the environment. Roadmapping was used to clarify the breadth of the LTS mission, to identify capability enhancements needed to improve mission effectiveness and efficiency, and to chart out the research and development efforts to provide those enhancements. This paper is a case study of the application of roadmapping for program planning and technical risk management. Differences between the planned and actual application of the roadmapping process are presented along with lessons learned. Both the process used and lessons learned should be of interest for anyone contemplating a similar technology based planning effort.

  1. Strategic Program Planning Lessons Learned in Developing the LTS S&T Roadmap

    Energy Technology Data Exchange (ETDEWEB)

    Duane Hanson; Brent Dixon; Gretchen Matthern

    2003-07-01

    Technology roadmapping is a strategic planning method used by companies to identify and plan the development of technologies necessary for new products. The U.S. Department of Energy’s Office of Environmental Management has used this same method to refine requirements and identify knowledge and tools needed for completion of defined missions. This paper describes the process of applying roadmapping to clarify mission requirements and identify enhancing technologies for the Long-Term Stewardship (LTS) of polluted sites after site cleanup has been completed. The nature of some contamination problems is such that full cleanup is not achievable with current technologies and some residual hazards remain. LTS maintains engineered contaminant barriers and land use restriction controls, and monitors residual contaminants until they no longer pose a risk to the public or the environment. Roadmapping was used to clarify the breadth of the LTS mission, to identify capability enhancements needed to improve mission effectiveness and efficiency, and to chart out the research and development efforts to provide those enhancements. This paper is a case study of the application of roadmapping for program planning and technical risk management. Differences between the planned and actual application of the roadmapping process are presented along with lessons learned. Both the process used and lessons learned should be of interest for anyone contemplating a similar technology based planning effort.

  2. What factors predict individual subjects' re-learning of words during anomia treatment?

    Directory of Open Access Journals (Sweden)

    William Hayward

    2014-04-01

    Full Text Available A growing number of studies are addressing methodological approaches to treating anomia in persons with aphasia. What is missing from these studies are validated procedures for determining which words have the greatest potential for recovery. The current study evaluates the usefulness of several word-specific variables and one subject-specific measure in predicting success in re-learning problematic words. Methods: Two participants, YPR and ODH, presented with fluent aphasia and marked anomia. YPR’s Aphasia Quotient on the Western Aphasia Battery was 58.8; ODH’s AQ was 79.5. Stimuli were 96 pictures chosen individually for each participant from among those that they named incorrectly on multiple baselines. Subsequently, participants were presented with each picture and asked to indicate whether they could name it covertly, or “in their head.” Each subject completed a biweekly anomia treatment for these pictures. We performed separate statistical analyses for each subject. Dependent variables included whether each word was learned during treatment (Acquisition and the number of sessions required to learn each word (#Sessions. We used logistic regression models to evaluate the association of (self-reported covert naming success with Acquisition, and linear regression models to assess the relationship between (self-reported covert naming success and #Sessions. Starting with the predictors of covert naming accuracy, number of syllables (#syllables, number of phonemes (#phonemes, and frequency, we used backwards elimination methods to select the final regression models. Results: By the end of 25 treatment sessions, YPR had learned 90.2% (37/41 of the covertly correct words but only 70.4% (38/54 of the covertly incorrect words. In the unadjusted analysis, covert naming was significantly associated with Acquisition, OR=3.89, 95% CI: (1.19, 12.74, p=0.025. The result remained significant after adjustment for #phonemes (the only other predictor

  3. Evolutionary Ship Track Planning within Traffic Separation Schemes – Evaluation of Individuals

    Directory of Open Access Journals (Sweden)

    Rafal Szlapczynski

    2013-06-01

    Full Text Available The paper presents an extended version of the author’s Evolutionary Sets of Safe Ship Trajectories method. The method plans safe tracks of all ships involved in an encounter including speed reduction maneuvers, if necessary, and taking into account Rule 10 of COLREGS, which specifies ships’ behavior within Traffic Separation Schemes governed by IMO. The paper focuses on the evaluation phase of the evolutionary process and shows how fitness function is designed to compare various possible tracks as well as to assess the quality of a final solution. The impact of the fitness function on the method’s results is illustrated by examples.

  4. Deep Learning Automates the Quantitative Analysis of Individual Cells in Live-Cell Imaging Experiments.

    Science.gov (United States)

    Van Valen, David A; Kudo, Takamasa; Lane, Keara M; Macklin, Derek N; Quach, Nicolas T; DeFelice, Mialy M; Maayan, Inbal; Tanouchi, Yu; Ashley, Euan A; Covert, Markus W

    2016-11-01

    Live-cell imaging has opened an exciting window into the role cellular heterogeneity plays in dynamic, living systems. A major critical challenge for this class of experiments is the problem of image segmentation, or determining which parts of a microscope image correspond to which individual cells. Current approaches require many hours of manual curation and depend on approaches that are difficult to share between labs. They are also unable to robustly segment the cytoplasms of mammalian cells. Here, we show that deep convolutional neural networks, a supervised machine learning method, can solve this challenge for multiple cell types across the domains of life. We demonstrate that this approach can robustly segment fluorescent images of cell nuclei as well as phase images of the cytoplasms of individual bacterial and mammalian cells from phase contrast images without the need for a fluorescent cytoplasmic marker. These networks also enable the simultaneous segmentation and identification of different mammalian cell types grown in co-culture. A quantitative comparison with prior methods demonstrates that convolutional neural networks have improved accuracy and lead to a significant reduction in curation time. We relay our experience in designing and optimizing deep convolutional neural networks for this task and outline several design rules that we found led to robust performance. We conclude that deep convolutional neural networks are an accurate method that require less curation time, are generalizable to a multiplicity of cell types, from bacteria to mammalian cells, and expand live-cell imaging capabilities to include multi-cell type systems.

  5. Individual differences in learning to perceive length by dynamic touch : Evidence for variation in perceptual learning capacities

    NARCIS (Netherlands)

    Withagen, Rob; van Wermeskerken, Margot

    Recent studies of perceptual learning have explored and commented on variation in learning trajectories. Although several factors have been suggested to account for this variation, thus far the idea that humans vary in their perceptual learning capacities has received scant attention. In the present

  6. From individual statements to market maps : a geomarketing approach to public transport Planning

    Directory of Open Access Journals (Sweden)

    Arnaud Banos

    2002-07-01

    Full Text Available Since several decades, French urbanisation evolves in a way that can hardly be seen favourable to public transportation. Innovation is needed in this field, if the individual automobile is to be faced on its own territories. This need for innovation concerns the miscellaneous stages of the public transport production, including the preliminary analysis ones. Indeed, many work remains to be done to understand mobility behaviour, what is more if we are to propose versatile and viable alternatives to current trends. Geomarketing based surveys, combining revealed and stated preferences, are a powerful way of acquiring such an accurate information. From a qualitative point of view, this kind of information allows to calibrate public transport services adapted as much as possible to the targeted customers. However, the major problem of the spatial generalisation of this individual information remains often unsolved. In this context, a strategy is proposed, based on the combination of miscellaneous methods.

  7. Evaluating the content of Individualized Education Programs and 504 Plans of young adolescents with attention deficit/hyperactivity disorder.

    Science.gov (United States)

    Spiel, Craig F; Evans, Steven W; Langberg, Joshua M

    2014-12-01

    The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of students' present level of academic achievement and functional performance (PLAAFP) and targeted in the students' measurable annual goals and objectives (MAGOs). In addition, we compared services with lists of recommended services provided by the U.S. Department of Education (ED) and reviews of evidence-based practices. Participants were 97 middle school students with ADHD, 61.9% with an IEP, and 38.1% with a 504 Plan. Most (85%) IEP PLAAFP statements described nonacademic/behavior problems, but fewer than half had MAGOs targeting these areas of need. Services listed on IEPs and Section 504 Plans were frequently consistent with ED recommendations, but had little to no research supporting their effectiveness. In addition, services with evidence supporting benefit to students with ADHD were rarely included on IEPs or 504 Plans. Implications for special education policy and future directions are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  8. Learning to Facilitate Advance Care Planning: The Novice Social Worker's Experience

    Science.gov (United States)

    Washington, Karla; Bowland, Sharon; Mueggenburg, Kay; Pederson, Margaret; Otten, Sheila; Renn, Tanya

    2014-01-01

    Professional leaders have identified clear roles for social workers involved in advance care planning (ACP), a facilitated process whereby individuals identify their preferences for future medical care; yet information about effective teaching practices in this area is scant. This study reports on the experiences of 14 social workers who…

  9. Individual and Social Requirement Aspects of Sustainable eLearning Systems

    OpenAIRE

    Alharthi, Ahmed D.; Spichkova, Maria

    2017-01-01

    Internationalization of the higher education has created the so-called borderless university, which provides better opportunities for learning and increases the human and social sustainability. eLearning systems are a special kind of software systems, developed to provide a platform for accessible teaching and learning, including also online access to learning materials and online support for learning and teaching. The aim of our current work is to extract, analyse, and combine the results fr...

  10. Collaborative and individual approach in the flipped learning by assessing students on the basis of spatial data quality control

    Directory of Open Access Journals (Sweden)

    Damijan Bec

    2015-12-01

    Full Text Available A variant of flipped learning based on intensive usage of geomedia in geography and geoinformatics has been developed and presented in the article. Students assessed quality of mapping according to ISO standard. The results show that individuals are considerably better than groups, especially in tasks which required the use of critical judgement, deeper understanding and creative thinking. However, groups are more successful in finding unique differences, where synergy effect of the collaborative learning is an important factor.

  11. A neural network-based exploratory learning and motor planning system for co-robots

    Directory of Open Access Journals (Sweden)

    Byron V Galbraith

    2015-07-01

    Full Text Available Collaborative robots, or co-robots, are semi-autonomous robotic agents designed to work alongside humans in shared workspaces. To be effective, co-robots require the ability to respond and adapt to dynamic scenarios encountered in natural environments. One way to achieve this is through exploratory learning, or learning by doing, an unsupervised method in which co-robots are able to build an internal model for motor planning and coordination based on real-time sensory inputs. In this paper, we present an adaptive neural network-based system for co-robot control that employs exploratory learning to achieve the coordinated motor planning needed to navigate toward, reach for, and grasp distant objects. To validate this system we used the 11-degrees-of-freedom RoPro Calliope mobile robot. Through motor babbling of its wheels and arm, the Calliope learned how to relate visual and proprioceptive information to achieve hand-eye-body coordination. By continually evaluating sensory inputs and externally provided goal directives, the Calliope was then able to autonomously select the appropriate wheel and joint velocities needed to perform its assigned task, such as following a moving target or retrieving an indicated object.

  12. Strategic planning for future learning environments: an exploration of interpersonal, interprofessional and political factors.

    Science.gov (United States)

    Schmidt, Cathrine

    2013-09-01

    This article, written from the stance of a public planner and a policy maker, explores the challenges and potential in creating future learning environments through the concept of a new learning landscape. It is based on the belief that physical planning can support the strategic goals of universities. In Denmark, a political focus on education as a mean to improve national capacity for innovation and growth are redefining the universities role in society. This is in turn changing the circumstances for the physical planning. Drawing on examples of physical initiatives in three different scales--city, building and room scale, the paper highlights how space and place matters on an interpersonal, an interprofessional and a political level. The article suggests that a wider understanding of how new learning landscapes are created--both as a material reality and a political discourse--can help frame an emerging community of practice. This involves university leaders, faculty and students, architects, designers and urban planners, citizens and policy makers with the common goal of creating future learning environments today.

  13. A neural network-based exploratory learning and motor planning system for co-robots.

    Science.gov (United States)

    Galbraith, Byron V; Guenther, Frank H; Versace, Massimiliano

    2015-01-01

    Collaborative robots, or co-robots, are semi-autonomous robotic agents designed to work alongside humans in shared workspaces. To be effective, co-robots require the ability to respond and adapt to dynamic scenarios encountered in natural environments. One way to achieve this is through exploratory learning, or "learning by doing," an unsupervised method in which co-robots are able to build an internal model for motor planning and coordination based on real-time sensory inputs. In this paper, we present an adaptive neural network-based system for co-robot control that employs exploratory learning to achieve the coordinated motor planning needed to navigate toward, reach for, and grasp distant objects. To validate this system we used the 11-degrees-of-freedom RoPro Calliope mobile robot. Through motor babbling of its wheels and arm, the Calliope learned how to relate visual and proprioceptive information to achieve hand-eye-body coordination. By continually evaluating sensory inputs and externally provided goal directives, the Calliope was then able to autonomously select the appropriate wheel and joint velocities needed to perform its assigned task, such as following a moving target or retrieving an indicated object.

  14. The Significance of Social Relationships in Learning to Become a Vocational and Technical Education Teacher: A Case Study of Three Individuals

    Science.gov (United States)

    Goh, Adeline Yuen Sze

    2013-01-01

    This article about workplace learning examines the learning of individuals in becoming a Vocational and Technical Education (VTE) teacher in Brunei. Drawing on research findings from a group of student teachers, it presents case study accounts of three individuals to illustrate the importance of social relationships in learning to become a VTE…

  15. Utility of learning plans in general practice vocational training: a mixed-methods national study of registrar, supervisor, and educator perspectives.

    Science.gov (United States)

    Garth, Belinda; Kirby, Catherine; Silberberg, Peter; Brown, James

    2016-08-19

    Learning plans are a compulsory component of the training and assessment requirements of general practice (GP) registrars in Australia. There is a small but growing number of studies reporting that learning plans are not well accepted or utilised in general practice training. There is a lack of research examining this apparent contradiction. The aim of this study was to examine use and perceived utility of formal learning plans in GP vocational training. This mixed-method Australian national research project utilised online learning plan usage data from 208 GP registrars and semi-structured focus groups and telephone interviews with 35 GP registrars, 12 recently fellowed GPs, 16 supervisors and 17 medical educators across three Regional Training Providers (RTPs). Qualitative data were analysed thematically using template analysis. Learning plans were used mostly as a log of activities rather than as a planning tool. Most learning needs were entered and ticked off as complete on the same day. Learning plans were perceived as having little value for registrars in their journey to becoming a competent GP, and as a bureaucratic hurdle serving as a distraction rather than an aid to learning. The process of learning planning was valued more so than the documentation of learning planning. This study provides creditable evidence that mandated learning plans are broadly considered by users to be a bureaucratic impediment with little value as a learning tool. It is more important to support registrars in planning their learning than to enforce documentation of this process in a learning plan. If learning planning is to be an assessed competence, methods of assessment other than the submission of a formal learning plan should be explored.

  16. Inadequacies of Belgium nuclear emergency plans: lessons from the Fukushima catastrophe have not been learned

    International Nuclear Information System (INIS)

    Boilley, David; Josset, Mylene

    2015-01-01

    After having outlined that some Belgium regional authorities made some statements showing that they did not learn lessons neither from the Chernobyl catastrophe, nor from the Fukushima accident, this report aims at examining whether Belgium is well prepared to face a severe nuclear accident occurring within its borders or in neighbouring countries, whether all hypotheses have actually been taken into account, and whether existing emergency plans are realistic. After a presentation of Belgium's situation regarding nuclear plants (Belgium plants and neighbouring French plants), the report presents the content and organisation of the nuclear emergency plan for the Belgium territory at the national, provincial and municipal levels. While outlining inadequacies and weaknesses of the Belgium plan regarding the addressed issues, it discusses the main lessons learned from the Fukushima accident in terms of emergency planning areas, of population sheltering, of iodine-based prophylaxis, of population evacuation, of food supply, of tools (measurement instruments) and human resources, and of public information. In the next parts, the report addresses and discusses trans-border issues, and the commitment of stakeholders

  17. Integrating individual trip planning in energy efficiency – Building decision tree models for Danish fisheries

    DEFF Research Database (Denmark)

    Bastardie, Francois; Nielsen, J. Rasmus; Andersen, Bo Sølgaard

    2013-01-01

    efficiency for the value of catch per unit of fuel consumed is analysed by merging the questionnaire, logbook and VMS (vessel monitoring system) information. Logic decision trees and conditional behaviour probabilities are established from the responses of fishermen regarding a range of sequential......-intensive but efficient vessels conducting pelagic or industrial fishing are more inclined to base their decision on fish price only, while numerous smaller and less efficient vessels conducting demersal mixed or crustacean fishery usually consider other flexible factors, e.g., the potential for a large catch, weather...... the adaptations of individual fishermen to resource availability dynamics, increasing fuel prices, changes in regulations, and the consequences of socioeconomic external pressures on harvested stocks. A new methodology is described here to obtain quantitative information on the fishermen’s micro-scale decisions...

  18. DEVELOPMENT AND IMPROVEMENT OF BUSINESS HIGHER EDUCATION THROUGH IMPLEMENTATION OF STUDENTS LEARNING OUTCOMES ASSESSMENT PLAN (SLOAP

    Directory of Open Access Journals (Sweden)

    Zoran Ivanovski

    2013-03-01

    Full Text Available This study presents new vision how to upgrade business higher education at the Faculty of Economics at University of Tourism and Management in Skopje (UTMS. This paper is result of analyses of best practices of leading higher education institutions as well authors experience in higher education and business education and practice. The UTMS is orientated to introduce best practices and objective standards in order to offer high-quality business education for its students. UTMS has mission for permanent implementation of quality improvement measures as a way to achieve high professional and academic standards and become part of prosperous and respective Universities. In order to achieve this goal, UTMS plan to use additional measures, outcomes assessment as a way to measure institutional effectiveness, as well as effective technique for identifying where changes and improvements are necessary. UTMS has developed Students Learning Outcomes Assessment Plan (SLOAP as a way to reach this goal.Based on permanent analysis of students needs as well as business sector suggestions about desirable level of knowledge, skills and competence of the students from Faculty of Economics, gained from conducted evaluations, UTMS decide to make additional improvement and development of business education. This process have 4 phases: 1 evaluation of students attitude towards curricula and the instructors efficiency, 2preparation of the SLOAP (Student Learning Outcomes Assessment Plan document, 3 implementation of two direct measures from the SLOAP through assessment analysis and action planning, and 4 monitoring changes and improvements made as a result of action planning.The first phase was completed in spring semester 2012, as well as second one with development of Comprehensive Exam and Capstone Course as direct measures. Complete SLOAP also has indirect measures like student satisfaction inventory, course evaluations, alumni, and employers’ surveys, and a

  19. Modeling Plan-Related Clinical Complications Using Machine Learning Tools in a Multiplan IMRT Framework

    International Nuclear Information System (INIS)

    Zhang, Hao H.; D'Souza, Warren D.; Shi Leyuan; Meyer, Robert R.

    2009-01-01

    Purpose: To predict organ-at-risk (OAR) complications as a function of dose-volume (DV) constraint settings without explicit plan computation in a multiplan intensity-modulated radiotherapy (IMRT) framework. Methods and Materials: Several plans were generated by varying the DV constraints (input features) on the OARs (multiplan framework), and the DV levels achieved by the OARs in the plans (plan properties) were modeled as a function of the imposed DV constraint settings. OAR complications were then predicted for each of the plans by using the imposed DV constraints alone (features) or in combination with modeled DV levels (plan properties) as input to machine learning (ML) algorithms. These ML approaches were used to model two OAR complications after head-and-neck and prostate IMRT: xerostomia, and Grade 2 rectal bleeding. Two-fold cross-validation was used for model verification and mean errors are reported. Results: Errors for modeling the achieved DV values as a function of constraint settings were 0-6%. In the head-and-neck case, the mean absolute prediction error of the saliva flow rate normalized to the pretreatment saliva flow rate was 0.42% with a 95% confidence interval of (0.41-0.43%). In the prostate case, an average prediction accuracy of 97.04% with a 95% confidence interval of (96.67-97.41%) was achieved for Grade 2 rectal bleeding complications. Conclusions: ML can be used for predicting OAR complications during treatment planning allowing for alternative DV constraint settings to be assessed within the planning framework.

  20. All for one and one for all: understanding health professionals' experience in individual versus collaborative online learning.

    Science.gov (United States)

    MacNeill, Heather; Telner, Deanna; Sparaggis-Agaliotis, Alexandra; Hanna, Elizabeth

    2014-01-01

    Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning. Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results. Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described. CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully. © 2014 The Alliance for Continuing Education in the Health Professions, the Society

  1. Radioembolization of hepatocarcinoma with (90)Y glass microspheres: development of an individualized treatment planning strategy based on dosimetry and radiobiology.

    Science.gov (United States)

    Chiesa, C; Mira, M; Maccauro, M; Spreafico, C; Romito, R; Morosi, C; Camerini, T; Carrara, M; Pellizzari, S; Negri, A; Aliberti, G; Sposito, C; Bhoori, S; Facciorusso, A; Civelli, E; Lanocita, R; Padovano, B; Migliorisi, M; De Nile, M C; Seregni, E; Marchianò, A; Crippa, F; Mazzaferro, V

    2015-10-01

    The aim of this study was to optimize the dosimetric approach and to review the absorbed doses delivered, taking into account radiobiology, in order to identify the optimal methodology for an individualized treatment planning strategy based on (99m)Tc-macroaggregated albumin (MAA) single photon emission computed tomography (SPECT) images. We performed retrospective dosimetry of the standard TheraSphere® treatment on 52 intermediate (n = 17) and advanced (i.e. portal vein thrombosis, n = 35) hepatocarcinoma patients with tumour burden 10 cc). Apparent radiosensitivity values from TCP were around 0.003/Gy, a factor of 3-5 lower than in EBRT, as found by other authors. The dose-rate effect was negligible: a purely linear model can be applied. Toxicity incidence was significantly larger for Child B7 patients (89 vs 14%, p < 0.0001), who were therefore excluded from dose-toxicity analysis. Child A toxic vs non-toxic treatments were significantly separated in terms of dose averaged on whole non-tumoural parenchyma (including non-irradiated regions) with AUC from 0.73 to 0.94. TD50 was ≈ 100 Gy. No methodology was superior to parenchyma mean dose, which therefore can be used for planning, with a limit of TD15 ≈ 75 Gy. A dosimetric treatment planning criterion for Child A patients without complete obstruction of the portal vein was developed.

  2. The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

    Science.gov (United States)

    Kwon, So Young

    Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However

  3. Conditions for the quality of primary education teachers’ collective learning at individual and group level

    NARCIS (Netherlands)

    Doppenberg, J.J.; Brok, den P.J.; Bergen, T.C.M.

    2009-01-01

    Collective teacher learning plays an important role in teachers' professional development and schools' innovative capacity. Despite this importance, collective learning in schools has been weakly conceptualised and little empirical evidence exists with respect to the contributions of collective

  4. Associations between polygenic risk for schizophrenia and brain function during probabilistic learning in healthy individuals.

    Science.gov (United States)

    Lancaster, Thomas M; Ihssen, Niklas; Brindley, Lisa M; Tansey, Katherine E; Mantripragada, Kiran; O'Donovan, Michael C; Owen, Michael J; Linden, David E J

    2016-02-01

    A substantial proportion of schizophrenia liability can be explained by additive genetic factors. Risk profile scores (RPS) directly index risk using a summated total of common risk variants weighted by their effect. Previous studies suggest that schizophrenia RPS predict alterations to neural networks that support working memory and verbal fluency. In this study, we apply schizophrenia RPS to fMRI data to elucidate the effects of polygenic risk on functional brain networks during a probabilistic-learning neuroimaging paradigm. The neural networks recruited during this paradigm have previously been shown to be altered to unmedicated schizophrenia patients and relatives of schizophrenia patients, which may reflect genetic susceptibility. We created schizophrenia RPS using summary data from the Psychiatric Genetic Consortium (Schizophrenia Working Group) for 83 healthy individuals and explore associations between schizophrenia RPS and blood oxygen level dependency (BOLD) during periods of choice behavior (switch-stay) and reflection upon choice outcome (reward-punishment). We show that schizophrenia RPS is associated with alterations in the frontal pole (PWHOLE-BRAIN-CORRECTED  = 0.048) and the ventral striatum (PROI-CORRECTED  = 0.036), during choice behavior, but not choice outcome. We suggest that the common risk variants that increase susceptibility to schizophrenia can be associated with alterations in the neural circuitry that support the processing of changing reward contingencies. Hum Brain Mapp 37:491-500, 2016. © 2015 Wiley Periodicals, Inc. © 2015 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc.

  5. Module Seven: Combination Circuits and Voltage Dividers; Basic Electricity and Electronics Individualized Learning System.

    Science.gov (United States)

    Bureau of Naval Personnel, Washington, DC.

    In this module the student will learn to apply the rules previously learned for series and parallel circuits to more complex circuits called series-parallel circuits, discover the utility of a common reference when making reference to voltage values, and learn how to obtain a required voltage from a voltage divider network. The module is divided…

  6. Exploring the Interaction of Implicit and Explicit Processes to Facilitate Individual Skill Learning

    National Research Council Canada - National Science Library

    Sun, Ron; Mathews, Robert C

    2005-01-01

    .... It helps us to explain (and eventually to predict) training and learning processes. The results of the experiments support the theory of the interactions of implicit and explicit learning processes during skill acquisition. The outcomes (data, models, and theories) provide a more detailed, clearer and more comprehensive perspective on skill learning.

  7. Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

    Science.gov (United States)

    Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

    2011-01-01

    Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…

  8. Learning in the Knowledge Age, where the Individual Is at the Centre of Learning Strategy and Organisational Success

    Science.gov (United States)

    Kostos, Carmel

    2006-01-01

    Adult learning practitioners are being challenged to prepare for a revolution in the way workplace learning outcomes will be delivered. Recent thinking on the future of work by a number of leading business authorities from around the world reports that changes in the way students are being educated for work and the demands on workers in the…

  9. Planning, managing and organizing the decommissioning of nuclear facilities: Lessons learned

    International Nuclear Information System (INIS)

    2004-05-01

    This publication is intended to encourage the development and improvement of decommissioning planning and management techniques, with the focus on organizational aspects, reduce the duplication of efforts by different parties by transfer of experience and know-how, and provide useful results for those Member States planning or implementing decommissioning projects. In general it can be stated that any decommissioning project can be completed without any deleterious effects on the safety of the workforce and the public or any identifiable impact on the environment. However, timeliness and cost-effectiveness are not always optimal. It has been noted on several occasions that the major weakness in decommissioning projects (as well as in other industrial projects) is often not the lack of technologies, but rather poor planning and management. This publication intends to stimulate awareness of the need for early and efficient planning and to foster developments in management and organization in association with planned or ongoing decommissioning projects. A companion report on Organization and Management for Decommissioning of Large Nuclear Facilities was published by the IAEA in 2000 (Technical Report Series (TRS) No. 399). That TRS provides generic guidance on organizational and management aspects. This TECDOC is complementary to the existing report in that it highlights practical experience - in particular, typical issues, evidence of poor management, undue delays, and lack of timely funding - and distils lessons learned from this experience

  10. Analysis of the CNSC Staffs Action Plan to Reflect Lessons Learned from Fukushima Accident

    Energy Technology Data Exchange (ETDEWEB)

    Ahn, Sangkyu; Yune, Young Gill; Ahn, Hyungjoon; Kim, Byungjik; Lee, Jinho [Korea Institute of Nuclear Safety, Daejeon (Korea, Republic of)

    2014-05-15

    On September 30, 2011, the Task Force completed its review and presented the public with the findings and recommendations in the CNSC Fukushima Task Force Report. The Task Force made 13 recommendations to further enhance the safety of nuclear power plants in Canada. After that, the CNSC established the CNSC Staffs Action Plan based on the Fukushima Task Force's recommendations. In Canada, 19 nuclear power reactor units are currently producing electric power, and all of them are pressurized heavy water-reactor (PHWR) types. Also, considering 2 power reactor units in Korea, Wolsung unit 1 and 2, are the same reactor type, the analysis of the CNSC Staffs Action Plan will be of benefit to determining recommendations of Korea to address lessons learned from the Fukushima Daiichi nuclear power plant. Therefore, the CNSC Staffs Action Plan was introduced and analyzed in this study. From the results of the above analysis, it is recognized that the strengthening of defense in depth, emergency preparedness and the regulatory oversight of nuclear power plants in Canada were emphasized and much similar to practices of other countries. Public consultation process establishing the CNSC Staffs action plan has been carried out several times, in order to ensure regulatory transparency, by the CNSC staffs, and this is comparable with other countries. It is expected that the detail analysis results of the above plan will be helpful to enhance the safety of domestic operating nuclear power plants.

  11. Simulation-based power calculations for planning a two-stage individual participant data meta-analysis.

    Science.gov (United States)

    Ensor, Joie; Burke, Danielle L; Snell, Kym I E; Hemming, Karla; Riley, Richard D

    2018-05-18

    Researchers and funders should consider the statistical power of planned Individual Participant Data (IPD) meta-analysis projects, as they are often time-consuming and costly. We propose simulation-based power calculations utilising a two-stage framework, and illustrate the approach for a planned IPD meta-analysis of randomised trials with continuous outcomes where the aim is to identify treatment-covariate interactions. The simulation approach has four steps: (i) specify an underlying (data generating) statistical model for trials in the IPD meta-analysis; (ii) use readily available information (e.g. from publications) and prior knowledge (e.g. number of studies promising IPD) to specify model parameter values (e.g. control group mean, intervention effect, treatment-covariate interaction); (iii) simulate an IPD meta-analysis dataset of a particular size from the model, and apply a two-stage IPD meta-analysis to obtain the summary estimate of interest (e.g. interaction effect) and its associated p-value; (iv) repeat the previous step (e.g. thousands of times), then estimate the power to detect a genuine effect by the proportion of summary estimates with a significant p-value. In a planned IPD meta-analysis of lifestyle interventions to reduce weight gain in pregnancy, 14 trials (1183 patients) promised their IPD to examine a treatment-BMI interaction (i.e. whether baseline BMI modifies intervention effect on weight gain). Using our simulation-based approach, a two-stage IPD meta-analysis has meta-analysis was appropriate. Pre-specified adjustment for prognostic factors would increase power further. Incorrect dichotomisation of BMI would reduce power by over 20%, similar to immediately throwing away IPD from ten trials. Simulation-based power calculations could inform the planning and funding of IPD projects, and should be used routinely.

  12. Upper Extremity Motor Learning among Individuals with Parkinson's Disease: A Meta-Analysis Evaluating Movement Time in Simple Tasks

    Directory of Open Access Journals (Sweden)

    K. Felix

    2012-01-01

    Full Text Available Motor learning has been found to occur in the rehabilitation of individuals with Parkinson's disease (PD. Through repetitive structured practice of motor tasks, individuals show improved performance, confirming that motor learning has probably taken place. Although a number of studies have been completed evaluating motor learning in people with PD, the sample sizes were small and the improvements were variable. The purpose of this meta-analysis was to determine the ability of people with PD to learn motor tasks. Studies which measured movement time in upper extremity reaching tasks and met the inclusion criteria were included in the analysis. Results of the meta-analysis indicated that people with PD and neurologically healthy controls both demonstrated motor learning, characterized by a decrease in movement time during upper extremity movements. Movement time improvements were greater in the control group than in individuals with PD. These results support the findings that the practice of upper extremity reaching tasks is beneficial in reducing movement time in persons with PD and has important implications for rehabilitation.

  13. Behavioral Repertoire Influences the Rate and Nature of Learning in Climbing: Implications for Individualized Learning Design in Preparation for Extreme Sports Participation

    Directory of Open Access Journals (Sweden)

    Dominic Orth

    2018-06-01

    Full Text Available Extreme climbing where participants perform while knowing that a simple mistake could result in death requires a skill set normally acquired in non-extreme environments. In the ecological dynamics approach to perception and action, skill acquisition involves a process where the existing repertoire of behavioral capabilities (or coordination repertoire of a learner are destabilized and re-organized through practice—this process can expand the individuals affordance boundaries allowing the individual to explore new environments. Change in coordination repertoire has been observed in bi-manual coordination and postural regulation tasks, where individuals begin practice using one mode of coordination before transitioning to another, more effective, coordination mode during practice. However, individuals may also improve through practice without qualitatively reorganizing movement system components—they do not find a new mode of coordination. To explain these individual differences during learning (i.e., whether or not a new action is discovered, a key candidate is the existing coordination repertoire present prior to practice. In this study, the learning dynamics of body configuration patterns organized with respect to an indoor climbing surface were observed and the existing repertoire of coordination evaluated prior to and after practice. Specifically, performance outcomes and movement patterns of eight beginners were observed across 42 trials of practice over a 7-week period. A pre- and post-test scanning procedure was used to determine existing patterns of movement coordination and the emergence of new movement patterns after the practice period. Data suggested the presence of different learning dynamics by examining trial-to-trial performance in terms of jerk (an indicator of climbing fluency, at the individual level of analysis. The different learning dynamics (identified qualitatively included: continuous improvement, sudden improvement

  14. Individual Learner Differences In Web-based Learning Environments: From Cognitive, Affective and Social-cultural Perspectives

    Directory of Open Access Journals (Sweden)

    Mustafa KOC

    2005-10-01

    Full Text Available Individual Learner DifferencesIn Web-based Learning Environments:From Cognitive, Affective and Social-cultural Perspectives Mustafa KOCPh.D Candidate Instructional TechnologyUniversity of Illinois at Urbana-ChampaignUrbana, IL - USA ABSTRACT Throughout the paper, the issues of individual differences in web-based learning, also known as online instruction, online training or distance education were examined and implications for designing distance education were discussed. Although the main purpose was to identify differences in learners’ characteristics such as cognitive, affective, physiological and social factors that affect learning in a web-enhanced environment, the questions of how the web could be used to reinforce learning, what kinds of development ideas, theories and models are currently being used to design and deliver online instruction, and finally what evidence for the effectiveness of using World Wide Web (WWW for learning and instruction has been reported, were also analyzed to extend theoretical and epistemogical understanding of web-based learning.

  15. Determining Distance Education Students' Readiness for Mobile Learning at University of Ghana Using the Theory of Planned Behavior

    Science.gov (United States)

    Tagoe, Michael Ayitey; Abakah, Ellen

    2014-01-01

    The use of mobile technologies in the classroom is transforming teaching and learning in higher institutions. This study investigated University of Ghana Distance Education students' perceptions toward mobile learning. The paper using the theory of planned behaviour (TPB) explained how students' beliefs influenced students' intention to adopt…

  16. Social learning in a policy-mandated collaboration: Community wildfire protection planning in the eastern United States

    Science.gov (United States)

    Rachel F. Brummel; Kristen C. Nelson; Pamela J. Jakes; Daniel R. Williams

    2010-01-01

    Policies such as the US Healthy Forests Restoration Act (HFRA) mandate collaboration in planning to create benefits such as social learning and shared understanding among partners. However, some question the ability of top-down policy to foster successful local collaboration. Through in-depth interviews and document analysis, this paper investigates social learning and...

  17. Understanding E-Learning Adoption among Brazilian Universities: An Application of the Decomposed Theory of Planned Behavior

    Science.gov (United States)

    Dos Santos, Luiz Miguel Renda; Okazaki, Shintaro

    2013-01-01

    This study sheds light on the organizational dimensions underlying e-learning adoption among Brazilian universities. We propose an organizational e-learning adoption model based on the decomposed theory of planned behavior (TPB). A series of hypotheses are posited with regard to the relationships among the proposed constructs. The model is…

  18. Learning with and about Advertising in Chemistry Education with a Lesson Plan on Natural Cosmetics--A Case Study

    Science.gov (United States)

    Belova, Nadja; Eilks, Ingo

    2015-01-01

    This paper describes a case study on the chemistry behind natural cosmetics in five chemistry learning groups (grades 7-11, age range 13-17) in a German comprehensive school. The lesson plan intends to promote critical media literacy in the chemistry classroom and specifically emphasizes learning with and about advertising. The lessons of four…

  19. Research on Motivation in Collaborative Learning: Moving beyond the Cognitive-Situative Divide and Combining Individual and Social Processes

    Science.gov (United States)

    Jarvela, Sanna; Volet, Simone; Jarvenoja, Hanna

    2010-01-01

    In this article we propose that in order to advance our understanding of motivation in collaborative learning we should move beyond the cognitive-situative epistemological divide and combine individual and social processes. Our claim is that although recent research has recognized the importance of social aspects in emerging and sustained…

  20. 75 FR 13259 - NOAA Is Hosting a Series of Informational Webinars for Individuals and Organizations To Learn...

    Science.gov (United States)

    2010-03-19

    ... DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration NOAA Is Hosting a Series of Informational Webinars for Individuals and Organizations To Learn About the Proposed NOAA Climate Service AGENCY: Office of Oceanic and Atmospheric Research, National Oceanic and Atmospheric Administration (NOAA...

  1. Among Friends: The Role of Academic-Preparedness Diversity in Individual Performance within a Small-Group STEM Learning Environment

    Science.gov (United States)

    Micari, Marina; Van Winkle, Zachary; Pazos, Pilar

    2016-01-01

    In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students…

  2. Mentor Social Capital, Individual Agency and Working-Class Student Learning Outcomes: Revisiting the Structure/Agency Dialectic

    Science.gov (United States)

    Lovett, Trevor William

    2014-01-01

    This investigation explores factors that contributed to the disparate learning identities of two white baby-boomer brothers from the same working-class family. The research, part of a broader phenomenological study into the influences of working-class masculinities and schooling offers an insight into the individual family members' differential…

  3. Discovering the Power of Individual-Based Modelling in Teaching and Learning: The Study of a Predator-Prey System

    Science.gov (United States)

    Ginovart, Marta

    2014-01-01

    The general aim is to promote the use of individual-based models (biological agent-based models) in teaching and learning contexts in life sciences and to make their progressive incorporation into academic curricula easier, complementing other existing modelling strategies more frequently used in the classroom. Modelling activities for the study…

  4. An Operational Definition of Learning Disabilities (Cognitive Domain) Using WISC Full Scale IQ and Peabody Individual Achievement Test Scores.

    Science.gov (United States)

    Brenton, Beatrice White; Gilmore, Doug

    An operational index of discrepancy between ability and achievement using the Wechsler Intelligence Scale for Children and the Peabody Individual Achievement Test (PIAT) was tested with 50 male and 10 female legally identified learning disabled (LD) children (mean age 9 years 2 months). Use of the index identified 74% of the males and 30% of the…

  5. The Impact of Individual Differences on E-Learning System Behavioral Intention

    Science.gov (United States)

    Liao, Peiwen; Yu, Chien; Yi, Chincheh

    This study investigated the impact of contingent variables on the relationship between four predictors and employees' behavioral intention with e-learning. Seven hundred and twenty-two employees in online training and education were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and behavioral intention with e-learning systems. The results of analysis showed that three contingent variables, gender, job title and industry, significantly influenced the perceptions of predictors and employees' behavioral intention with the e-learning system. This study also found a statistically significant moderating effect of two contingent variables, gender, job title and industry, on the relationship between predictors and e-learning system behavioral intention. The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system behavioral intention. The implications of these results for the management of e-learning systems are discussed.

  6. WE-F-BRB-03: Inclusion of Data-Driven Risk Predictions in Radiation Treatment Planning in the Context of a Local Level Learning Health System

    International Nuclear Information System (INIS)

    McNutt, T.

    2015-01-01

    Advancements in informatics in radiotherapy are opening up opportunities to improve our ability to assess treatment plans. Models on individualizing patient dose constraints from prior patient data and shape relationships have been extensively researched and are now making their way into commercial products. New developments in knowledge based treatment planning involve understanding the impact of the radiation dosimetry on the patient. Akin to radiobiology models that have driven intensity modulated radiotherapy optimization, toxicity and outcome predictions based on treatment plans and prior patient experiences may be the next step in knowledge based planning. In order to realize these predictions, it is necessary to understand how the clinical information can be captured, structured and organized with ontologies and databases designed for recall. Large databases containing radiation dosimetry and outcomes present the opportunity to evaluate treatment plans against predictions of toxicity and disease response. Such evaluations can be based on dose volume histogram or even the full 3-dimensional dose distribution and its relation to the critical anatomy. This session will provide an understanding of ontologies and standard terminologies used to capture clinical knowledge into structured databases; How data can be organized and accessed to utilize the knowledge in planning; and examples of research and clinical efforts to incorporate that clinical knowledge into planning for improved care for our patients. Learning Objectives: Understand the role of standard terminologies, ontologies and data organization in oncology Understand methods to capture clinical toxicity and outcomes in a clinical setting Understand opportunities to learn from clinical data and its application to treatment planning Todd McNutt receives funding from Philips, Elekta and Toshiba for some of the work presented

  7. Planning-related motor processes underlie mental practice and imitation learning.

    Science.gov (United States)

    Bach, Patric; Allami, Bassem Khalaf; Tucker, Mike; Ellis, Rob

    2014-06-01

    It is still controversial whether mental practice-the internal rehearsal of movements to improve later performance-relies on processes engaged during physical motor performance and, if so, which processes these are. We report data from 5 experiments, in which participants mentally practiced complex rhythms with either feet or hands while using the same or different body parts to respond to unrelated sounds. We found that responses were impaired for those body parts that were concurrently used in mental practice, suggesting a binding of body-part-specific motor processes to action plans. This result was found when participants mentally trained to memorize the rhythms, to merely improve their performance, when mental practice and execution directly followed one another and when separated by a different task. Finally, it was found irrespective of whether participants practiced on the basis of a symbolic rhythm description and when they practiced by watching somebody perform the rhythms (imitation learning). The effect was eliminated only when the requirement for mental practice was eliminated from the task while keeping visual stimulation identical. These data link mental practice not to execution but planning related motor processes and reveal that these planning processes underlie both mental practice and imitation learning. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  8. Introducing a New Learning and Teaching Evaluation Planning Framework for Small Internally Funded Projects in Higher Education

    Science.gov (United States)

    Huber, Elaine

    2017-01-01

    Scholarly evaluation practices in learning and teaching projects are under-reported in the literature. In order for robust evaluative measures to be implemented, a project requires a well-designed evaluation plan. This research study describes the development of a practical evaluation planning framework through an action research approach, using…

  9. Effectiveness of an individual, online e-learning program about sexually transmitted infections: a prospective cohort study.

    Science.gov (United States)

    Bos-Bonnie, Linda H A; van Bergen, Jan E A M; Te Pas, Ellen; Kijser, Michael A; van Dijk, Nynke

    2017-04-24

    Primary health-care professionals play an important role in the treatment and prevention of Sexually Transmitted Infections (STI). Continuing Medical Education (CME)-courses can influence the knowledge and behavior of health-care professionals concerning STI. We performed a prospective cohort study to evaluate if the individual and online e-learning program "The STI-consultation", which uses the Commitment-to-Change (CtC)-method, is able to improve the knowledge, attitude and behavior of Dutch General Practitioners (GPs), concerning the STI-consultation. This e-learning program is an individual, accredited, online CME-program, which is freely available for all GPs and GP-trainees in the Netherlands. In total 2192 participants completed the questionnaire before completing the e-learning program and 249 participants completed the follow-up questionnaire after completing the e-learning program. The effect of the program on their knowledge, attitude and behavior concerning the STI-consultation was evaluated. In total 193 participants formulated 601 learning points that matched the learning objectives of the program. The knowledge and attitude of the participants improved, which persisted up to two years after completing the program. Another 179 participants formulated a total of 261 intended changes concerning the sexual history taking, additional investigation and treatment of STI, 97.2% of these changes was partially or fully implemented in daily practice. Also, 114 participants formulated a total of 180 "unintended" changes in daily practice. These changes concerned the attitude of participants towards STI and the working conditions concerning the STI-consultation. The individual, online e-learning program "The STI-consultation", which uses the CtC-method, has a small but lasting, positive effect on the knowledge, attitude, and behavior of GPs concerning the STI-consultation.

  10. Development of an Online Smartphone-Based eLearning Nutrition Education Program for Low-Income Individuals.

    Science.gov (United States)

    Stotz, Sarah; Lee, Jung Sun

    2018-01-01

    The objective of this report was to describe the development process of an innovative smartphone-based electronic learning (eLearning) nutrition education program targeted to Supplemental Nutrition Assistance Program-Education-eligible individuals, entitled Food eTalk. Lessons learned from the Food eTalk development process suggest that it is critical to include all key team members from the program's inception using effective inter-team communication systems, understand the unique resources needed, budget ample time for development, and employ an iterative development and evaluation model. These lessons have implications for researchers and funding agencies in developing an innovative evidence-based eLearning nutrition education program to an increasingly technology-savvy, low-income audience. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  11. Lessons learned in planning ALARA/health physics support for major nuclear power plant outages

    International Nuclear Information System (INIS)

    Gilman, T.R.; Lesinski, M.L.

    1987-01-01

    Although as low as reasonably achievable (ALARA)/health physics is viewed as necessary support for nuclear power plant outage work, it can be the last area to which attention is given in preparing for a large-scope outage. Inadequate lead times cause last-minute preparations resulting in delays in planned work. The Dresden Unit 3 Recirculation Piping Replacement Project is examined from a planning viewpoint. The attention that was given the various areas of a comprehensive ALARA/health physics program is examined, and approximate recommended lead times are discussed. The discussion will follow a chronological path from project inception to the beginning stages of outage work. Initially, the scope of work needs to be assessed by individuals familiar with similar projects of equivalent magnitude. Those individuals need to be health physics professionals who understand the particular utility and/or the site's way of doing business. They should also possess a good understanding of preferred industry practices

  12. The impact of I(C)T in spatial planning education, 25 years of blended e-learning

    OpenAIRE

    Knaap, van der, W.G.M.

    2014-01-01

    The Wageningen spatial planning education curriculum is based on a mix of decision-oriented and design-oriented approaches. It is also intertwined with a wide range of E-learning options. The Elearning environment consists of a spectrum of applications such as model studies, spatial analysis using GIS, scenario studies, imaging results or support in the educational and the planning process. At the end of the 1980’s already divers applications were intertwined in the training of planning stude...

  13. Individual personality differences in goats predict their performance in visual learning and non-associative cognitive tasks.

    Science.gov (United States)

    Nawroth, Christian; Prentice, Pamela M; McElligott, Alan G

    2017-01-01

    Variation in common personality traits, such as boldness or exploration, is often associated with risk-reward trade-offs and behavioural flexibility. To date, only a few studies have examined the effects of consistent behavioural traits on both learning and cognition. We investigated whether certain personality traits ('exploration' and 'sociability') of individuals were related to cognitive performance, learning flexibility and learning style in a social ungulate species, the goat (Capra hircus). We also investigated whether a preference for feature cues rather than impaired learning abilities can explain performance variation in a visual discrimination task. We found that personality scores were consistent across time and context. Less explorative goats performed better in a non-associative cognitive task, in which subjects had to follow the trajectory of a hidden object (i.e. testing their ability for object permanence). We also found that less sociable subjects performed better compared to more sociable goats in a visual discrimination task. Good visual learning performance was associated with a preference for feature cues, indicating personality-dependent learning strategies in goats. Our results suggest that personality traits predict the outcome in visual discrimination and non-associative cognitive tasks in goats and that impaired performance in a visual discrimination tasks does not necessarily imply impaired learning capacities, but rather can be explained by a varying preference for feature cues. Copyright © 2016 Elsevier B.V. All rights reserved.

  14. Learning by Demonstration for Motion Planning of Upper-Limb Exoskeletons

    Science.gov (United States)

    Lauretti, Clemente; Cordella, Francesca; Ciancio, Anna Lisa; Trigili, Emilio; Catalan, Jose Maria; Badesa, Francisco Javier; Crea, Simona; Pagliara, Silvio Marcello; Sterzi, Silvia; Vitiello, Nicola; Garcia Aracil, Nicolas; Zollo, Loredana

    2018-01-01

    The reference joint position of upper-limb exoskeletons is typically obtained by means of Cartesian motion planners and inverse kinematics algorithms with the inverse Jacobian; this approach allows exploiting the available Degrees of Freedom (i.e. DoFs) of the robot kinematic chain to achieve the desired end-effector pose; however, if used to operate non-redundant exoskeletons, it does not ensure that anthropomorphic criteria are satisfied in the whole human-robot workspace. This paper proposes a motion planning system, based on Learning by Demonstration, for upper-limb exoskeletons that allow successfully assisting patients during Activities of Daily Living (ADLs) in unstructured environment, while ensuring that anthropomorphic criteria are satisfied in the whole human-robot workspace. The motion planning system combines Learning by Demonstration with the computation of Dynamic Motion Primitives and machine learning techniques to construct task- and patient-specific joint trajectories based on the learnt trajectories. System validation was carried out in simulation and in a real setting with a 4-DoF upper-limb exoskeleton, a 5-DoF wrist-hand exoskeleton and four patients with Limb Girdle Muscular Dystrophy. Validation was addressed to (i) compare the performance of the proposed motion planning with traditional methods; (ii) assess the generalization capabilities of the proposed method with respect to the environment variability. Three ADLs were chosen to validate the system: drinking, pouring and lifting a light sphere. The achieved results showed a 100% success rate in the task fulfillment, with a high level of generalization with respect to the environment variability. Moreover, an anthropomorphic configuration of the exoskeleton is always ensured. PMID:29527161

  15. Learning by Demonstration for Motion Planning of Upper-Limb Exoskeletons

    Directory of Open Access Journals (Sweden)

    Clemente Lauretti

    2018-02-01

    Full Text Available The reference joint position of upper-limb exoskeletons is typically obtained by means of Cartesian motion planners and inverse kinematics algorithms with the inverse Jacobian; this approach allows exploiting the available Degrees of Freedom (i.e. DoFs of the robot kinematic chain to achieve the desired end-effector pose; however, if used to operate non-redundant exoskeletons, it does not ensure that anthropomorphic criteria are satisfied in the whole human-robot workspace. This paper proposes a motion planning system, based on Learning by Demonstration, for upper-limb exoskeletons that allow successfully assisting patients during Activities of Daily Living (ADLs in unstructured environment, while ensuring that anthropomorphic criteria are satisfied in the whole human-robot workspace. The motion planning system combines Learning by Demonstration with the computation of Dynamic Motion Primitives and machine learning techniques to construct task- and patient-specific joint trajectories based on the learnt trajectories. System validation was carried out in simulation and in a real setting with a 4-DoF upper-limb exoskeleton, a 5-DoF wrist-hand exoskeleton and four patients with Limb Girdle Muscular Dystrophy. Validation was addressed to (i compare the performance of the proposed motion planning with traditional methods; (ii assess the generalization capabilities of the proposed method with respect to the environment variability. Three ADLs were chosen to validate the system: drinking, pouring and lifting a light sphere. The achieved results showed a 100% success rate in the task fulfillment, with a high level of generalization with respect to the environment variability. Moreover, an anthropomorphic configuration of the exoskeleton is always ensured.

  16. Learning strategies in the planning and evaluation phase of image production

    International Nuclear Information System (INIS)

    Larsson, W.; Aspelin, P.; Lundberg, N.

    2013-01-01

    This paper identifies, describes and analyses radiographers' learning strategies in practice. These strategies are particularly important in the light of the great changes in radiology departments and the role of radiographers during the past two decades. With increased responsibility for quality assurance and diagnostic work, radiographers need to develop specific skills over time, which requires learning strategies in practice. The aim of this study is to identify, describe and analyze the learning strategies of novice and experienced radiographers in the planning and evaluation phase of image production. This study found that novice radiographers; use memorization combined with logical reasoning, apply focused observation, selective reading and information-seeking, communicate through: active and attentive listening, asking questions, receiving feedback, discussing problems and speak out loud. Experienced radiographers; use memorization in combination with logical reasoning and predicting, observe discriminating, read selectively, validate information and perform information-seeking. They communicate through: listening analyzing and demanding way, answering questions and providing feed-back and discussing problems. This study concludes that the difference between the learning strategies of novice and experienced radiographers is in the way they apply the strategies rather than the strategies themselves

  17. A Dynamic Hidden Forwarding Path Planning Method Based on Improved Q-Learning in SDN Environments

    Directory of Open Access Journals (Sweden)

    Yun Chen

    2018-01-01

    Full Text Available Currently, many methods are available to improve the target network’s security. The vast majority of them cannot obtain an optimal attack path and interdict it dynamically and conveniently. Almost all defense strategies aim to repair known vulnerabilities or limit services in target network to improve security of network. These methods cannot response to the attacks in real-time because sometimes they need to wait for manufacturers releasing corresponding countermeasures to repair vulnerabilities. In this paper, we propose an improved Q-learning algorithm to plan an optimal attack path directly and automatically. Based on this path, we use software-defined network (SDN to adjust routing paths and create hidden forwarding paths dynamically to filter vicious attack requests. Compared to other machine learning algorithms, Q-learning only needs to input the target state to its agents, which can avoid early complex training process. We improve Q-learning algorithm in two aspects. First, a reward function based on the weights of hosts and attack success rates of vulnerabilities is proposed, which can adapt to different network topologies precisely. Second, we remove the actions and merge them into every state that reduces complexity from O(N3 to O(N2. In experiments, after deploying hidden forwarding paths, the security of target network is boosted significantly without having to repair network vulnerabilities immediately.

  18. PLANNING APPLICATION OF WEB 2.0 FOR ORGANIZATIONAL LEARNING IN UNIVERSITAS PENDIDIKAN INDONESIA LIBRARY

    Directory of Open Access Journals (Sweden)

    Santi Santika

    2017-07-01

    Full Text Available Library of Universitas Pendidikan Indonesia (UPI has a quality policy commitment to continuous improvement in every area and process. It can be achieved by continuously optimizing organizational learning. Web 2.0 is a media application that can help the organizational learning process because it has the characteristics of read and write, as well as having the flexibility of time use, but the application must be in accordance with the culture and character of the organization. Therefore, this study aimed to find out the Web 2.0 application that can be applied to the organizational learning in the Library of UPI. The method used is a mixed method qualitative and quantitative approach. Research stage refers to the stage of planning and support phases of Web 2.0 Tools Implementation Model. The results showed that the application of Web 2.0 can be applied to the organizational learning in the Library UPI. It refers to the tendency of organizational culture Library of UPI that is good and tendency of HR Library UPI attitude against the use of the Internet and computers are very good. Web 2.0 applications that can be used by UPI library are blogs, online forums, and wiki as a primary tools. Facebook, Youtube, chat application, twitter and Instagram as a supporting tools.

  19. Using machine learning algorithms to guide rehabilitation planning for home care clients.

    Science.gov (United States)

    Zhu, Mu; Zhang, Zhanyang; Hirdes, John P; Stolee, Paul

    2007-12-20

    Targeting older clients for rehabilitation is a clinical challenge and a research priority. We investigate the potential of machine learning algorithms - Support Vector Machine (SVM) and K-Nearest Neighbors (KNN) - to guide rehabilitation planning for home care clients. This study is a secondary analysis of data on 24,724 longer-term clients from eight home care programs in Ontario. Data were collected with the RAI-HC assessment system, in which the Activities of Daily Living Clinical Assessment Protocol (ADLCAP) is used to identify clients with rehabilitation potential. For study purposes, a client is defined as having rehabilitation potential if there was: i) improvement in ADL functioning, or ii) discharge home. SVM and KNN results are compared with those obtained using the ADLCAP. For comparison, the machine learning algorithms use the same functional and health status indicators as the ADLCAP. The KNN and SVM algorithms achieved similar substantially improved performance over the ADLCAP, although false positive and false negative rates were still fairly high (FP > .18, FN > .34 versus FP > .29, FN. > .58 for ADLCAP). Results are used to suggest potential revisions to the ADLCAP. Machine learning algorithms achieved superior predictions than the current protocol. Machine learning results are less readily interpretable, but can also be used to guide development of improved clinical protocols.

  20. A case method for Sales and Operations Planning: a learning experience from Germany

    Directory of Open Access Journals (Sweden)

    Luiz Felipe Scavarda

    Full Text Available Abstract Adequate preparation, learning, and training is required for Sales and Operations Planning (S&OP to aid organizations in achieving the full expected benefits from its implementation. This paper presents a case method for S&OP and the learning experience of its application at the University of Münster (Germany. The “constructive alignment principle” was applied with a “team teaching” approach, involving an executive from the case company. Students improved their knowledge on S&OP and their analytical skills by understanding the conceptual S&OP building blocks and by learning how to deal with them to provide a solution for a case based on a real-life situation. The learning results were evaluated positively during the discipline’s student evaluation of teaching (SET. The applied case method enhanced the student’s motivation and engagement (e.g., higher preparation effort and class attendance, which were considered higher than in other disciplines with the traditional lecture-based education.

  1. Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning.

    Science.gov (United States)

    Sparks, R L

    1995-01-01

    In this paper, it is suggested that foreign language learning problems result from difficulties with native language learning and hypothesized that difficulties with phonological processing may be the locus of foreign language learning difficulties for some poor foreign language learners. Evidence is described that supports these positions. It is argued that conceptualizing foreign language learning problems as alanguage problem allows researchers to more clearly specify deficits related to the learning of a foreign language. Research evidence which shows that good and poor foreign language learners exhibit significantly different levels of native language skill and phonological processing is summarized. Finally, potential challenges to my hypotheses as an explanation for foreign language learning problems are reviewed.

  2. You plan, you test and then it happens: Lessons learned from the Schneider warehouse tornado recovery.

    Science.gov (United States)

    Marotz, William T

    2017-12-01

    This paper is about the experience gained and lessons learned while dealing with the long-term recovery of Schneider's Port Logistics Division following extensive damage to three warehouse/ office facilities in Savannah, GA on 25th April, 2015. This paper will provide insight into how the initial assessments were handled, how the skill sets needed by the response teams were determined, and what further actions were triggered as more detailed information was received and assessed by the leadership team. This paper will also provide information as to how closely the company followed its existing contingency and disaster recovery plans, as well as where those plans fell short and where it was necessary to make adjustments as the recovery progressed.

  3. Outline of Fukushima nuclear accident and future action. Lessons learned from accident and countermeasure plan

    International Nuclear Information System (INIS)

    Fukuda, Toshihiko

    2012-01-01

    Fukushima nuclear accident was caused by loss of all AC power sources (SBO) and loss of ultimate heat sink (LUHS) at Fukushima Daiichi Nuclear Power Plants (NPPs) hit by the Great East Japan Earthquake. This article reviewed outline of Fukushima nuclear accident progression when on year had passed since and referred to lessons learned from accident and countermeasure plan to prevent severe accident in SBO and LUHS events by earthquake and tsunami as future action. This countermeasure would be taken to (1) prevent serious flooding in case a tsunami overwhelms the breakwater, with improving water tightness of rooms for emergency diesel generator, batteries and power centers, (2) enhance emergency power supply and cooling function with mobile electricity generator, high pressure fire pump car and alternate water supply source, (3) mitigate environmental effects caused by core damage with installing containment filtered venting, and (4) enforce emergency preparedness in case of severe accident. Definite countermeasure plan for Kashiwazaki-Kariwa NPPs was enumerated. (T. Tanaka)

  4. Task path planning, scheduling and learning for free-ranging robot systems

    Science.gov (United States)

    Wakefield, G. Steve

    1987-01-01

    The development of robotics applications for space operations is often restricted by the limited movement available to guided robots. Free ranging robots can offer greater flexibility than physically guided robots in these applications. Presented here is an object oriented approach to path planning and task scheduling for free-ranging robots that allows the dynamic determination of paths based on the current environment. The system also provides task learning for repetitive jobs. This approach provides a basis for the design of free-ranging robot systems which are adaptable to various environments and tasks.

  5. Efforts to increase social contact in persons with profound intellectual and multiple disabilities: Analysing individual support plans in the Netherlands.

    Science.gov (United States)

    Kamstra, Aafke; van der Putten, Annette Aj; Vlaskamp, Carla

    2017-06-01

    Most people with profound intellectual and multiple disabilities (PIMD) have limited social contact and it is unclear what is done to maintain or increase these contacts. Individual support planning (ISP) can be used in the systematic enhancement of social contacts. This study analyses the content of ISPs with respect to the social contacts of people with PIMD. ISPs for 60 persons with PIMD in the Netherlands were inductively coded and illustrated with quotations. It turned out that every ISP contained information about social contacts. Of all the quotations extracted, 71.2% were about current conditions, 6.2% were about the future and less than 1% concerned actual goals. The social contacts of people with PIMD are mentioned in their ISPs, but this is rarely translated into goals. The results of the current study suggest that attention should be paid to ensuring that professionals understand the importance of social contacts and their application in practice.

  6. Optimization of Korean energy planning for sustainability considering uncertainties in learning rates and external factors

    International Nuclear Information System (INIS)

    Kim, Seunghyok; Koo, Jamin; Lee, Chang Jun; Yoon, En Sup

    2012-01-01

    During the last few decades, energy planning has focused on meeting domestic demand at lower total costs. However, global warming and the shared recognition of it have transformed the problem of energy planning into a more complex task with a greater number of issues to be considered. Since the key issue is to reduce greenhouse effects, governments around the world have begun to make investments in renewable energy systems (e.g., hydro, wind, solar, and/or biomass power). The relatively high costs of renewable energy systems and the uncertain outlook of their rate of diffusion in the market make it difficult to heavily rely on them. The uncertain variations in production cost over time are especially challenging. To handle uncertainties, the concept of the learning rate was adopted in this study so as to compute the costs of energy systems in the future and Monte Carlo simulation was performed. The aim of this study was to optimize plans of conventional and prospective renewable energy systems with respect to production cost. The production cost included capital, fixed, variable, and external costs. For the case study, the energy situation in South Korea was used. The results of the case study where the proposed methodology was applied could provide useful insights economically and strategies of sustainable energy management for ambiguous environments. -- Highlights: ► We propose energy planning method for sustainability. ► We consider uncertainties such as learning rate, fuel prices, and CO 2 prices. ► We consider the possibility of CO 2 trading. ► The proposed method is applied to South Korea case. ► The added capacities of energy systems depend on uncertainties.

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

    Science.gov (United States)

    Evenson, Kelly R; Satinsky, Sara B

    2014-08-01

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

  8. Exemplar variability facilitates rapid learning of an otherwise unlearnable grammar by individuals with language-based learning disability.

    Science.gov (United States)

    von Koss Torkildsen, Janne; Dailey, Natalie S; Aguilar, Jessica M; Gómez, Rebecca; Plante, Elena

    2013-04-01

    Even without explicit instruction, learners are able to extract information about the form of a language simply by attending to input that reflects the underlying grammar. In this study, the authors explored the role of variability in this learning by asking whether varying the number of unique exemplars heard by the learner affects learning of an artificial syntactic form. Learners with normal language (n = 16) and language-based learning disability (LLD; n = 16) were exposed to strings of nonwords that represented an underlying grammar. Half of the learners heard 3 exemplars 16 times each (low variability group), and the other half of the learners heard 24 exemplars twice each (high variability group). Learners were then tested for recognition of items heard and generalization of the grammar with new nonword strings. Only those learners with LLD who were in the high variability group were able to demonstrate generalization of the underlying grammar. For learners with normal language, both those in the high and the low variability groups showed generalization of the grammar, but relative effect sizes suggested a larger learning effect in the high variability group. The results demonstrate that the structure of the learning context can determine the ability to generalize from specific training items to novel cases.

  9. Developing a Dynamic Inference Expert System to Support Individual Learning at Work

    Science.gov (United States)

    Hung, Yu Hsin; Lin, Chun Fu; Chang, Ray I.

    2015-01-01

    In response to the rapid growth of information in recent decades, knowledge-based systems have become an essential tool for organizational learning. The application of electronic performance-support systems in learning activities has attracted considerable attention from researchers. Nevertheless, the vast, ever-increasing amount of information is…

  10. Neoliberal Individualism in Dutch Universities: Teaching and Learning Anthropology in an Insecure Environment

    Science.gov (United States)

    Bal, Ellen; Grassiani, Erella; Kirk, Kate

    2014-01-01

    This article is based on our own experiences and that of several of our colleagues teaching social and cultural anthropology in different Dutch institutions for higher learning. We focus in particular on teaching and learning in two small liberal arts and science (LAS) colleges, where anthropology makes up part of the social science curriculum…

  11. The Impact of Individual Differences on E-Learning System Satisfaction: A Contingency Approach

    Science.gov (United States)

    Lu, Hsi-Peng; Chiou, Ming-Jen

    2010-01-01

    This study investigated the impact of contingent variables on the relationship between four predictors and students' satisfaction with e-learning. Five hundred and twenty-two university students from 10 intact classes engaging in online instruction were asked to answer questionnaires about their learning styles, perceptions of the quality of the…

  12. Comparing the Effectiveness of Peer Instruction to Individual Learning during a Chromatography Course

    Science.gov (United States)

    Morice, J.; Michinov, N.; Delaval, M.; Sideridou, A.; Ferrières, V.

    2015-01-01

    Peer instruction has been recognized as an instructional method having a positive impact on learning compared to traditional lectures in science. This method has been widely supported by the socio-constructivist approach to learning giving a positive role to interaction between peers in the construction of knowledge. As far as we know, no study…

  13. Personality Traits and Performance in Online Game-Based Learning: Collaborative versus Individual Settings

    Science.gov (United States)

    Lara, Miguel Angel

    2013-01-01

    Extant research indicates that, in face-to-face settings, cooperative learning and game-based learning strategies can be effective. However, in online settings (e.g., in distance education), there is a paucity of research in this area. This study was designed to investigate performance and attitudes of university students who played an educational…

  14. A Systemic Framework for Managing E-Learning Adoption in Campus Universities: Individual Strategies in Context

    Science.gov (United States)

    Russell, Carol

    2009-01-01

    There are hopes that new learning technologies will help to transform university learning and teaching into a more engaging experience for twenty-first-century students. But since 2000 the changes in campus university teaching have been more limited than expected. I have drawn on ideas from organisational change management research to investigate…

  15. Deep Learning as an Individual, Conditional, and Contextual Influence on First-Year Student Outcomes

    Science.gov (United States)

    Reason, Robert D.; Cox, Bradley E.; McIntosh, Kadian; Terenzini, Patrick T.

    2010-01-01

    For years, educators have drawn a distinction between deep cognitive processing and surface-level cognitive processing, with the former resulting in greater learning. In recent years, researchers at NSSE have created DEEP Learning scales, which consist of items related to students' experiences which are believed to encourage deep processing. In…

  16. Individual Differences in Study Processes and the Quality of Learning Outcomes.

    Science.gov (United States)

    Biggs, John

    1979-01-01

    The relationship between students' study processes and the structural complexity of their learning is examined. Study processes are viewed in terms of three dimensions and are assessed by a questionnaire. Learning quality is expressed in levels of a taxonomy. A study that relates taxonomic levels and retention to study processes is reported.…

  17. Impact of Individual Perception of Organizational Culture on the Learning Transfer Environment

    Science.gov (United States)

    Chatterjee, Aindrila; Pereira, Arun; Bates, Reid

    2018-01-01

    This research is an empirical study of the relationship between organization culture, as perceived by employees, and the work-environment-related learning transfer factors in organizations, which we call learning transfer environment (LTE). To measure perceptions of organization culture, we use the Organizational Culture Assessment Instrument and…

  18. Exploring the dynamics of power: a Foucauldian analysis of care planning in learning disabilities services.

    Science.gov (United States)

    Gilbert, Tony

    2003-03-01

    This paper draws upon a study completed in 2000 that focused upon health and welfare provision for people with learning disabilities in one English county. This study drew upon the theoretical insights of Michel Foucault to provide an analysis of the micro politics of care planning. This involved the analysis of text from two sources: the academic literature and interview material gained from a number of professionals working in health and welfare services for people with learning disabilities. Drawing upon this research material, the first part of this paper briefly explores the relationship between policy, professional practice and the people who are the subjects of that practice. The discussion then moves on to consider Foucault's five methodological precautions and the way power produces a localised web of activity that identifies specific targets for management. In this process power draws into the web a range of informal and formal practices that initially lie outside of the web. The discourse produced through the activity surrounding care planning provides the evidence of this flow of power. This discourse then takes on the status of science (truth), which reproduces this activity.

  19. Comparison of the perspectives of managers, employees and clients regarding the individual barriers of family planning counseling in healthcare centers of isfahan in 2012.

    Science.gov (United States)

    Taheri, Safoura; Ehsanpour, Soheila; Kohan, Shahnaze; Farzi, Saba; Jaafarpour, Molouk; Direkvand-Moghaddam, Ashraf

    2014-03-01

    Family planning is a lifestyle that is selected voluntarily and is based on the knowledge, attitude and responsible decision making by couples in order to promote the health and welfare of the family and the advancement of the society. In this regard, family planning counseling plays an important role in making informed decisions if used properly and in a responsible way. Detection of individual barriers in family planning counseling based on the viewpoints of managers, employees and clients who are key participants in the healthcare service provision is a major step towards appropriate planning to modify or eliminate such barriers. The present study was conducted with the goal of comparing managers', employees' and clients' viewpoints about individual barriers in family planning counseling in health care centers in Isfahan in 2012. This was a cross-sectional one-step three-group comparative descriptive study conducted on 295 subjects including 59 managers, 110 employees and 126 clients in medical health care centers in Isfahan in 2012. The managers and employees were selected by census sampling, and the clients were recruited through convenient random sampling. The data collection tool was a researcher-designed questionnaire, which was designed in two sections of fertility and personal characteristics, and viewpoint measurement. Descriptive and inferential statistical tests were used to analyze the data. The obtained results showed significant differences between mean scores of viewpoints in three groups of managers, employees and clients concerning individual barriers in family planning counseling. In addition, most of the managers, employees and clients reported individual barriers as an intermediate level barrier in the process of family planning counseling. Results indicate that subjects in three studied groups hold different views regarding the individual barriers in family planning counseling. This difference in the perspectives may be a factor that affects

  20. Toward Transformative Learning: An Inquiry into the Work and Subsequent Learning Experiences of Individuals Who Assisted Hurricane Katrina Evacuees

    Science.gov (United States)

    Ficks, David B., II.

    2010-01-01

    The purpose of this multi-case study was to examine in depth the personal and learning experiences of helping professionals and volunteer helpers when challenged to assist adult Hurricane Katrina evacuees and victims in the aftermath of the disaster. The study contributes theoretically, practically and substantively to the adult education field.…