The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace

Science.gov (United States)

2014-01-01

Background Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. Methods A qualitative study was conducted with a purposively selected maximum variation sample (n = 46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The ‘framework approach’ was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Results Key enablers of workplace learning included having access to peers, expertise and ‘learning networks’, protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Conclusion Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes. PMID:24661614

Barriers and Strategies on Adoption of E-Learning in Tanzanian Higher Learning Institutions: Lessons for Adopters

Science.gov (United States)

Kisanga, Dalton; Ireson, Gren

2015-01-01

Tanzanian Higher learning institutions (HLIs) are faced with challenges of adopting e-learning in education. This study involved experts in e-learning to examine barriers of adopting e-learning and the best strategies to address them. Data were gathered from a series of semi-structured interviews with e-learning experts from two HLIs in Tanzania.…

Making Sense of Crisis: Cognitive Barriers of Learning in Critical Situations

Directory of Open Access Journals (Sweden)

Ramona PERGHEL

2013-09-01

Full Text Available This paper explores the role of cognitive issues in learning from crisis situations, in particular the managers’ mental representations of crisis and the relationship of these “maps” with the learning process through “sense-making”, as well as the possible cognitive barriers that might prevent the process of learning from crisis and thus allow the incubation of crises to develop in the company. Reviewing secondary data from the current literature, the paper focuses on the complexity of human “sense-making” and understanding the phenomena of crisis and the meaning people assign to it. Considerable attention and analysis has been done in order to assess the manner in which organizations can effectively learn to prevent crisis situations, addressing the theoretical frameworks that analyse the barriers that might occur in the learning from crisis process at an individual and group level, pointing out the need of recognition and sense-making that sometimes the current state of knowledge is not well. The paper argues that the effective organizational learning from crises requires changes in the core beliefs, values and assumptions of organizational members, which translate into sustained behavioural changes and that these changes are possible through intense cognitive processes, in particular through the way managers make sense of crisis situations.  Keywords: crisis, learning, cognitive barriers, sense-making, managers, literature review

E-Learning Barriers and Solutions to Knowledge Management and Transfer

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Oye, Nathaniel David; Salleh, Mazleena

2013-01-01

This paper present a systematic overview of barriers and solutions of e-learning in knowledge management (KM) and knowledge transfer (KT) with more focus on organizations. The paper also discusses KT in organizational settings and KT in the field of e-learning. Here, an e-learning initiative shows adaptive solutions to overcome knowledge transfer…

Discovering online learning barriers: survey of health educational stakeholders in dentistry.

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Schönwetter, D; Reynolds, P

2013-02-01

Given the exponential explosion of online learning tools and the challenge to harness their influence in dental education, there is a need to determine the current status of online learning tools being adopted at dental schools, the barriers that thwart the potential of adopting these and to capture this information from each of the various stakeholders involved in dental online learning (administrators, instructors, students and software/hardware technicians). The aims of this exploratory study are threefold: first, to understand which online learning tools are currently being adopted at dental schools; second, to determine the barriers in adopting online learning in dental education; and third, to identify a way of better preparing stakeholders in their quest to encourage others at their institutions to adopt online learning tools. Seventy-two participants representing eight countries and 13 stakeholder groups in dentistry were invited to complete the online Survey of Barriers in Online Learning Education in Health Professional Schools. The survey was created for this study but generic to all healthcare education domains. Twenty participants completed the survey. demonstrated that many online learning tools are being successfully adopted at dental schools, but computer-based assessment tools are the least successful. Added to this are challenges of support and resources for online learning tools. Participants offered suggestions of creating a blended (online and face-to-face) tutorial aimed at assisting stakeholders to help their dental schools in adopting online learning tools The information from this study is essential in helping us to better prepare the next generation of dental providers in terms of adopting online learning tools. This paper will not only provide strategies of how best to proceed, but also inspire participants with the necessary tools to move forward as they assist their clients with adopting and sustaining online learning tools and models

A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

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Lamberg, Catherine Denise

2012-01-01

Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

MOOC & B-Learning: Students' Barriers and Satisfaction in Formal and Non-Formal Learning Environments

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Gutiérrez-Santiuste, Elba; Gámiz-Sánchez, Vanesa-M.; Gutiérrez-Pérez, Jose

2015-01-01

The study presents a comparative analysis of two virtual learning formats: one non-formal through a Massive Open Online Course (MOOC) and the other formal through b-learning. We compare the communication barriers and the satisfaction perceived by the students (N = 249) by developing a qualitative analysis using semi-structured questionnaires and…

Knocking Down Barriers: How California Superintendents Are Implementing Blended Learning

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Horn, Michael B.; Gu, Anna; Evans, Meg

2014-01-01

School districts across the United States are implementing blended learning to boost student achievement. The authors convened several California school district superintendents to answer the questions: "What are the barriers, real or perceived, to implementing blended learning in your district?" and "Have you found solutions to or…

Determinants, benefits and barriers of informal learning in the Netherlands

NARCIS (Netherlands)

Caniëls, Marjolein; Kirschner, Paul A.

2012-01-01

Caniëls, M. C. J., & Kirschner, P. A. (2012). Determinants, benefits and barriers of informal learning in the Netherlands. In P. van den Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Learning at the crossroads of theory and practice (pp. 93-110). Dordrecht, The Netherlands: Springer Business &

Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

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Ahmad, Jameel

2015-01-01

This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu,…

Mapping remote and multidisciplinary learning barriers: lessons from challenge-based innovation at CERN

Science.gov (United States)

Jensen, Matilde Bisballe; Utriainen, Tuuli Maria; Steinert, Martin

2018-01-01

This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N = 37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration.

Barriers to Participation in Learning Management Systems in Saudi Arabian Universities

Directory of Open Access Journals (Sweden)

Abdullah Alenezi

2018-01-01

Full Text Available This study was designed to identify various barriers that have hindered the adoption of LMSs in Saudi Arabian universities. Learning management systems (LMSs have been adopted in many learning institutions because of their functionalities and applications to improve pedagogy. Universities have been encouraged to use LMSs to enhance the collaborative working environment among students and between the students and their instructors. This study was done by administering 150 questionnaires to students in three universities in Saudi Arabia. Findings from the study revealed that the main barriers to the use of LMSs were inadequate technical support by the universities, negative attitude toward technology, and inadequate training on the LMS platforms. Minor barriers identified include poor Internet access and networking, limited infrastructure to support the LMS, lack of hardware and software to run the LMS, and challenges in English language proficiency.

Benefits and Barriers of E-Learning for Staff Training in a Medical University.

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Franz, Stefan; Behrends, Marianne; Haack, Claudia; Marschollek, Michael

2015-01-01

Learning Management Systems (LMS) are a feasible solution to fulfill the various requirements for e-learning based training in a medical university. Using the LMS ILIAS, the Institute of Diagnostic and Interventional Radiology has designed an e-learning unit about data protection, which has been used by 73% of the department's employees in the first three months. To increase the use of e-learning for staff training, it is necessary to identify barriers and benefits, which encourage the use of e-learning. Therefore, we started an online survey to examine how the employees evaluate this learning opportunity. The results show that 87% of the employees had no technical problems and also competence of Information and Communication Technology (ICT) was no barrier. If anything, reported issues were time shortages and tight schedules. Therefore, short learning modules (less than 20 minutes) are preferred. Furthermore, temporal flexibility for learning is important for 83% of employees.

Emotional and behavioural barriers to learning and development in ...

African Journals Online (AJOL)

Emotional and behavioural barriers to learning and development in the inclusive education classrooms in South Africa: Developing a training programme for teachers. ... The training affected teachers' attitudes, teacher–learner interaction, learner behaviour and school organisation. Conclusion: In-service training for ...

Emotional and behavioural barriers to learning and development in ...

African Journals Online (AJOL)

Objective: The interaction between teachers, classroom strategies and learners experiencing emotional and behavioural barriers to learning and development in a system of inclusive education results in multiple dynamics on different levels. Many teachers in mainstream education lack training to deal with learners ...

Saudi high school students' attitudes and barriers toward the use of computer technologies in learning English.

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Sabti, Ahmed Abdulateef; Chaichan, Rasha Sami

2014-01-01

This study examines the attitudes of Saudi Arabian high school students toward the use of computer technologies in learning English. The study also discusses the possible barriers that affect and limit the actual usage of computers. Quantitative approach is applied in this research, which involved 30 Saudi Arabia students of a high school in Kuala Lumpur, Malaysia. The respondents comprised 15 males and 15 females with ages between 16 years and 18 years. Two instruments, namely, Scale of Attitude toward Computer Technologies (SACT) and Barriers affecting Students' Attitudes and Use (BSAU) were used to collect data. The Technology Acceptance Model (TAM) of Davis (1989) was utilized. The analysis of the study revealed gender differences in attitudes toward the use of computer technologies in learning English. Female students showed high and positive attitudes towards the use of computer technologies in learning English than males. Both male and female participants demonstrated high and positive perception of Usefulness and perceived Ease of Use of computer technologies in learning English. Three barriers that affected and limited the use of computer technologies in learning English were identified by the participants. These barriers are skill, equipment, and motivation. Among these barriers, skill had the highest effect, whereas motivation showed the least effect.

Using Appropriate Digital Tools to Overcome Barriers to Collaborative Learning in Classrooms

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Wardlow, Liane; Harm, Eian

2015-01-01

Collaborative learning provides students with vital opportunities to create and build knowledge. Existing technologies can facilitate collaborative learning. However, barriers exist to enacting collaborative practices related to the coverage of material for assessments and classroom management concerns, among others. Teachers can overcome these…

Older people's adoption of e-learning services: a qualitative study of facilitators and barriers.

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Bai, Xue; He, Yiqin; Kohlbacher, Florian

2018-05-14

This research investigates the facilitators and barriers for older people to adopt e-learning services using qualitative data of older people in a Chinese city. A qualitative approach was applied to explore the perceived facilitators and obstacles toward e-learning adoption with 10 older Chinese aged over 50. The results indicate the following: (1a) Age-related changes and cohort effects were found to be the internal barriers for the adoption of e-learning. (1b) Equipment problems, lack of time, and the availability of alternatives were found to have negative effects on the acceptance of e-learning services. It is notable that alternatives including the University of the Third Age (U3A) were found to be more attractive for older Chinese. (2a) Work requirements and flexibility of e-learning services were found to have direct effects on the acceptance of services. (2b) User-friendly design and stimulation from family would facilitate older people to adopt. Practical implications of this research include that policymakers should consider investing more in education in later life and introducing e-learning services in public lectures and tutorials and that the age-related barrier should be taken into consideration in the design phase of e-learning services. U3As should consider integrating e-learning approaches and cooperating with the community.

Barriers and solutions to online learning in medical education - an integrative review.

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O'Doherty, Diane; Dromey, Marie; Lougheed, Justan; Hannigan, Ailish; Last, Jason; McGrath, Deirdre

2018-06-07

The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool. Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content. This review has identified barriers and solutions amongst medical educators to the implementation of

Consulting Young Children about Barriers and Supports to Learning

Science.gov (United States)

Georgeson, Jan; Porter, Jill; Daniels, Harry; Feiler, Anthony

2014-01-01

From consideration of children's rights in general and equal opportunities for disabled children in particular, it is important to consult children about barriers and supports to learning and participation. Finding appropriate and feasible ways, however, to incorporate this into educational programmes for younger children can present challenges.…

Perceived Advantages of 3D Lessons in Constructive Learning for South African Student Teachers Encountering Learning Barriers

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de Jager, Thelma

2017-01-01

Research shows that three-dimensional (3D)-animated lessons can contribute to student teachers' effective learning and comprehension, regardless of the learning barriers they experience. Student teachers majoring in the subject Life Sciences in General Subject Didactics viewed 3D images of the heart during lectures. The 3D images employed in the…

Barriers in Implementing E-Learning in Hormozgan University of Medical Sciences

Science.gov (United States)

Lakbala, Parvin

2016-01-01

Background: E-learning provides an alternative way for higher educational institutes to deliver knowledge to learners at a distance, rather than the traditional way. The aim of this study is to identify the barrier factors of e-learning programs in Hormozgan University of Medical Sciences (HUMS) in respect of the students and lecturers’ point of view. Methods: A cross-sectional study based on a questionnaire was conducted among 286 of students and lecturers in the nursing, midwifery and paramedic schools of HUMS. Two hundred and eighty-six participants filled in the questionnaire: 256 students, and 30 lecturers. Results: Results of the study showed a lack of proper training in e-learning courses of the university 182 (69.1%), limited communication with the instructor 174 (68%) and the learners dominance of English language 174 (68%) showed the greatest importance for the students. The awareness about e-learning program was 80% and 43% among lecturers and students respectively. The dominance of English language 26 (86.7%) and lack of research grants for e-learning 23 (76.6%) and lack of proper training on e-learning courses from the university 20 (66.7 %) were the most important barrier factors of implementing e-learning for lecturers. E-learning courses to supplement classroom teaching was a solution that mentioned by the majority of students 240 (93.8%) and lecturers 29 (96.7%) in this study. Conclusions: The positive perception of e-learning is an important consequence effect in the future, educational development of nursing, midwifery and paramedic schools. PMID:26925885

Barriers in Implementing E-Learning in Hormozgan University of Medical Sciences.

Science.gov (United States)

Lakbala, Parvin

2015-11-03

E-learning provides an alternative way for higher educational institutes to deliver knowledge to learners at a distance, rather than the traditional way. The aim of this study is to identify the barrier factors of e-learning programs in Hormozgan University of Medical Sciences (HUMS) in respect of the students and lecturers' point of view. A cross-sectional study based on a questionnaire was conducted among 286 of students and lecturers in the nursing, midwifery and paramedic schools of HUMS. Two hundred and eighty-six participants filled in the questionnaire: 256 students, and 30 lecturers. Results of the study showed a lack of proper training in e-learning courses of the university 182 (69.1%), limited communication with the instructor 174 (68%) and the learners dominance of English language 174 (68%) showed the greatest importance for the students. The awareness about e-learning program was 80% and 43% among lecturers and students respectively.The dominance of English language 26 (86.7%) and lack of research grants for e-learning 23 (76.6%) and lack of proper training on e-learning courses from the university 20 (66.7 %) were the most important barrier factors of implementing e-learning for lecturers. E-learning courses to supplement classroom teaching was a solution that mentioned by the majority of students 240 (93.8%) and lecturers 29 (96.7%) in this study. The positive perception of e-learning is an important consequence effect in the future, educational development of nursing, midwifery and paramedic schools.

The barriers and motivators to learning infection control in clinical placements: interviews with midwifery students.

Science.gov (United States)

Ward, Deborah J

2013-05-01

To investigate the barriers to and motivators for learning infection prevention and control as identified by midwifery students. Semi-structured interviews were undertaken with 15 undergraduate midwifery students within one large university. Data were analysed using Framework Analysis. Barriers to good clinical practice were identified by students which were concordant with previous literature related to reasons for non-compliance with infection control precautions. Issues such as competing demands specific to midwifery were also identified. Factors which act as barriers to learning good practice in placements included conflicting information and practices from different staff and placement areas and staff attitudes towards students who tried to comply with precautions. Motivators to good practice included the perceived vulnerability of infants to infection, the role modelling of good practice to new mothers and the monitoring of practice. This study demonstrated that midwifery students perceive barriers and motivators to learning infection prevention and control in their clinical placements. Many of the barriers identified are related to the attitudes and practices of qualified staff. Some of the motivators are related specifically to midwifery practice. Midwives need to be aware of the effects of what is observed in practice on midwifery students and how their practices and attitudes can influence learning both positively and negatively. As healthcare-associated infection and poor compliance with precautions are a global problem, this research should be of benefit to midwives and midwifery educators worldwide in terms of addressing barriers and ensuring better clinical education. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Survey on Barriers of Oral English Learning for College Students in China

Science.gov (United States)

Wei, Yuehong; Zhang, Li

2013-01-01

With the development of society, oral English teaching and learning has been the top in English teaching and learning in china. This paper reports a survey conducted at North China Electric Power University on the barriers for learners of oral English learning in China. Questionnaires with both close-ended and open-ended questions were distributed…

Facilitators and Barriers to Learning in Occupational Therapy Fieldwork Education: Student Perspectives.

Science.gov (United States)

Grenier, Marie-Lyne

2015-01-01

The purpose of this study was to gain a comprehensive understanding of the facilitators of and barriers to learning within occupational therapy fieldwork education from the perspective of both Canadian and American students. A qualitative study using an online open survey format was conducted to gather data from 29 occupational therapy students regarding their fieldwork experiences. An inductive grounded theory approach to content analysis was used. Individual, environmental, educational, and institutional facilitators of and barriers to learning within occupational therapy fieldwork education were identified. This study's findings suggest that learning within fieldwork education is a highly individual and dynamic process that is influenced by numerous factors. The new information generated by this study has the potential to positively affect the future design and implementation of fieldwork education. Copyright © 2015 by the American Occupational Therapy Association, Inc.

Deconstructing barriers: perceptions of students labeled with learning disabilities in higher education.

Science.gov (United States)

Denhart, Hazel

2008-01-01

This phenomenological study investigated barriers to higher education faced by 11 college students labeled with learning disabilities (LD) using their voice as the primary data. Data were analyzed and interpreted through a disability theory perspective revealing barriers stemmed largely from external social causes rather than individual pathology. Barriers included being misunderstood by faculty, being reluctant to request accommodations for fear of invoking stigma, and having to work considerably longer hours than nonlabeled peers. Findings indicated barriers could be overcome through raising faculty awareness about LD issues, engaging the assistance of the college LD specialist, and participation in a LD democratic empowerment community on campus.

Mobile Learning as a Method of Ubiquitous Learning: Students' Attitudes, Readiness, and Possible Barriers to Implementation in Higher Education

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Alhassan, Riyadh

2016-01-01

The purpose of this study was to explore the attitudes and level of readiness, and possible barriers to implementing Mobile Learning as a part of ubiquitous learning. In addition, the study attempted to find out to what extent students are interested in mobile learning. It also aimed to answer the question regarding the readiness of college…

Student-perceived barriers and facilitators to e-learning in continuing professional development in primary care.

Science.gov (United States)

Docherty, Andrea; Sandhu, Harbinder

2006-01-01

WHAT IS ALREADY KNOWN IN THIS AREA • E-learning is being increasingly used within learning and teaching including its application within healthcare education and service provision. Multiple advantages have been identified including enhanced accessibility and increased flexibility of learning. Guidance on the generic-design and development of e-learning courses has been generated. WHAT THIS WORK ADDS • This paper provides a detailed understanding of the barriers and facilitators to e-learning as perceived by students on a continuing professional development (CPD); course arid highlights its multifaceted values. In addition, the paper ṕrovides evidence-based guidance for the development of courses within CPD utilising e-learning. SUGGESTIONS FOR FUTURE RESEARCH • Future research would benefit from, focusing upon the perceptions of staff including barriers and facilitators to the implementation of e-learning and awareness of student experience to generate a balanced and informed understanding of e-learning within the context-of CPD.

Mapping Remote and Multidisciplinary Learning Barriers: Lessons from "Challenge-Based Innovation" at CERN

Science.gov (United States)

Jensen, Matilde Bisballe; Utriainen, Tuuli Maria; Steinert, Martin

2018-01-01

This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design…

Barriers to learning from reflection: a study of the use of groupwork with post-registration nurses.

Science.gov (United States)

Platzer, H; Blake, D; Ashford, D

2000-05-01

There are few studies which describe the use of groups to facilitate reflection and even fewer which evaluate the effectiveness of such groups. Much of the literature discussing the techniques used to facilitate reflection suggests that learners willingly engage in such processes and find them enjoyable. This paper reports on a qualitative study of the use of groups to develop learning through reflection on a part-time post-registration diploma programme for nurses. The findings suggest that there are many barriers to learning which must be overcome before practitioners can use the opportunities to reflect on and learn from their experience. It is also contended that such learning may not necessarily be an enjoyable experience. The findings suggest that previous educational experience and the current culture in which nurses and midwives work, impose tremendous barriers to reflecting on, and learning from, experience. In particular these affect the willingness of learners to expose themselves to the judgement of others and their ability to be open to taking responsibility for their own learning. Other barriers to learning in groups are the effects of other group members, their commitment or resistance to shared learning, the ways in which group members interact with each other and facilitation styles.

It is not the barriers, but the disorganised learning that holds us backexclamation

Energy Technology Data Exchange (ETDEWEB)

Nilsson, Hans (FourFact AB (Sweden)); Wene, Clas-Otto (Wenergy AB (Sweden))

2011-07-01

Since the first oil-crisis many studies examined the barriers preventing energy efficiency opportunities to be fully realised and exploited. There are several typologies and many attempts to quantify the impediment that the barriers constitute. These studies mostly end with recommendations on how these barriers should be eradicated, or at least lowered. Numerous policies have been based on the barrier concept and designed with measures to reduce those barriers. And still, very little improvement has happened. There are, however, alternatives to explain the problems and to design the solutions. This paper gives an overview of the most commonly-mentioned barriers, explains why they are insufficient as a concept, and indicates a different foundation for policymaking in behavioural economics. It also advocates focused deployment programmes that make use of technology learning

The Analysis of The Effect Of Removing Barriers On The Creativity Students' Mathematical Learning

Directory of Open Access Journals (Sweden)

Seyedeh Edna Khalilinezhad

2017-02-01

Full Text Available Nowadays, flowering of student creativity is one of the most important purposes of education. But in our country, due to the fact that creativity is effected by environmental conditions and factors, it is barely investigated, reviewed, and accurately programmed. For these reasons, the aim of the present study was to identify and removal the four group of the creativity barriers, and investigate their effect on students' learning and creativity growth in math. This research is of an applied type with a sample consisting of 40 eighths grade girl students from Reyhane-Nabi school in Ahvaz City. The sample was divided into two homogenous groups: control and experimental. In order to train the experimental group, creativity barriers were removed and its effect on learning, creativity, and students' interest in math was analyzed. Then the information obtained by descriptive and inferential Statistics was analyzed. Results of T-test for independent and paired samples showed that removing creativity barriers would have a positive effect on students' learning and creativity, in math.

Development and Validation of the Elder Learning Barriers Scale Among Older Chinese Adults.

Science.gov (United States)

Wang, Renfeng; De Donder, Liesbeth; De Backer, Free; He, Tao; Van Regenmortel, Sofie; Li, Shihua; Lombaerts, Koen

2017-12-01

This study describes the development and validation of the Elder Learning Barriers (ELB) scale, which seeks to identify the obstacles that affect the level of educational participation of older adults. The process of item pool design and scale development is presented, as well as the testing and scale refinement procedure. The data were collected from a sample of 579 older Chinese adults (aged over 55) in the Xi'an region of China. After randomly splitting the sample for cross-validation purposes, the construct validity of the ELB scale was confirmed containing five dimensions: dispositional, informational, physical, situational, and institutional barriers. Furthermore, developmental differences in factor structure have been examined among older age groups. The results indicated that the scale demonstrated good reliability and validity. We conclude in general that the ELB scale appears to be a valuable instrument for examining the learning barriers that older Chinese citizens experience for participating in organized educational activities.

Emotional Listening: How Students Can Measure and Eliminate This Barrier to Learning.

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Pearce, C. Glenn

1995-01-01

Emotional responses affect interpretation of messages heard and raise barriers to effective listening. Teaching students to listen objectively and recognize emotional triggers will help them develop clearer understanding and result in better learning. (SK)

Possibilities and barriers for e-learning in primary school in Denmark

DEFF Research Database (Denmark)

Alstrup, Stephen; Rootzén, Helle

2016-01-01

How much are we using e-learning in primary school in Denmark? What are the barriers? What are the benefits? Why do we not use e-learning even more? These questions have been the focus for a one year national investigation conducted by ATV, The Danish Academy of Technical Sciences....... The investigation included interviews with Danish researchers, persons from the ministry, teachers, students, and e-learning companies. The overall purpose was to make recommendations on how to accelerate the digital transformation of the Danish primary and high schools education system. In this paper, we combine...... a fear that using Big Data for personalization of the teaching/learning process will be used to stereotype education, or will only be used to save costs...

An innovative program to address learning barriers in small schools: Washington State School Nurse Corps.

Science.gov (United States)

Fast, Gail Ann; Gray, Lorali; Miles-Koehler, Mona

2013-01-01

While all schools in Washington State have had to deal with shrinking financial resources, small, rural school districts, with fewer than 2,000 students, face unique circumstances that further challenge their ability to meet rising student health needs. This article will explore how small districts utilize the services of the Washington State School Nurse Corps (SNC), an innovative program that supports student health and safety while reducing barriers to learning. Through direct registered nursing services and regional nurse administrative consultation and technical assistance, the SNC strengthens rural school districts' capacity to provide a safe and healthy learning environment. In addition, we will examine current research that links health and learning to discover how the SNC model is successful in addressing health risks as barriers to learning. Lastly, as resources continue to dwindle, partnerships between schools, the SNC, and state and local health and education organizations will be critical in maintaining health services and learning support to small, rural schools.

Rural New Zealand health professionals' perceived barriers to greater use of the internet for learning.

Science.gov (United States)

Janes, Ron; Arroll, Bruce; Buetow, Stephen; Coster, Gregor; McCormick, Ross; Hague, Iain

2005-01-01

The purpose of this research was to investigate rural North Island (New Zealand) health professionals' attitudes and perceived barriers to using the internet for ongoing professional learning. A cross-sectional postal survey of all rural North Island GPs, practice nurses and pharmacists was conducted in mid-2003. The questionnaire contained both quantitative and qualitative questions. The transcripts from two open questions requiring written answers were analysed for emergent themes, which are reported here. The first open question asked: 'Do you have any comments on the questionnaire, learning, computers or the Internet?' The second open question asked those who had taken a distance-learning course using the internet to list positive and negative aspects of their course, and suggest improvements. Out of 735 rural North Island health professionals surveyed, 430 returned useable questionnaires (a response rate of 59%). Of these, 137 answered the question asking for comments on learning, computers and the internet. Twenty-eight individuals who had completed a distance-learning course using the internet, provided written responses to the second question. Multiple barriers to greater use of the internet were identified. They included lack of access to computers, poor availability of broadband (fast) internet access, lack of IT skills/knowledge, lack of time, concerns about IT costs and database security, difficulty finding quality information, lack of time, energy or motivation to learn new skills, competing priorities (eg family), and a preference for learning modalities which include more social interaction. Individuals also stated that rural health professionals needed to engage the technology, because it provided rapid, flexible access from home or work to a significant health information resource, and would save money and travelling time to urban-based education. In mid-2003, there were multiple barriers to rural North Island health professionals making greater

E-Learning in a Mega Open University: Faculty Attitude, Barriers and Motivators

Science.gov (United States)

Panda, Santosh; Mishra, Sanjaya

2007-01-01

In the distance teaching institutions where e-learning initiatives are underway and where the planners and administrators grapple with effective adoption and deployment of technology-enabled education, faculty attitude and motivation assume considerable significance. Attitudinal pre-dispositions and institutional and allied barriers (including…

Benefits, barriers, and intentions/desires of nurses related to distance learning in rural island communities.

Science.gov (United States)

Kataoka-Yahiro, Merle R; Richardson, Karol; Mobley, Joseph

2011-03-01

This study assessed distance learning needs among nurses on the Neighbor Islands in Hawaii. An exploratory study was conducted using a descriptive qualitative design. Of the 37 nurses who completed the study, 7 were nurse administrators and 30 were staff nurses. There were 18 focus groups of nurses recruited from six public hospitals on the Neighbor Islands. Three major themes related to distance learning emerged in this study: benefits, barriers, and intentions/desires. Each major theme had several linkages to categories and subcategories. Overall findings were as follows: (1) cost was mentioned more often in three major thematic areas (benefit, barriers, and intentions/desires); (2) the need to revisit and address current curriculum approaches and practices in distance learning programs was identified; and (3) strong recommendations were made for programs and organizational support for distance learning in hospital settings. These findings have implications for nursing research, education, and practice. Copyright 2011, SLACK Incorporated.

Adults Who Do Not Want to Participate in Learning: A Cross-National European Analysis of Their Perceived Barriers

Science.gov (United States)

Roosmaa, Eve-Liis; Saar, Ellu

2017-01-01

This article explores cross-national differences in the intensity of perceived barriers to adult learning in Europe focusing on the barriers recognised by those not participating and having no intention to do so. This relatively large subgroup has received scant scholarly attention, yet exploring their participation barriers is critical for…

Strategies for Overcoming Barriers to Training and Education for Canadians with Disabilities. Lessons in Learning

Science.gov (United States)

Canadian Council on Learning, 2009

2009-01-01

If stronger skills and more education are key to greater labour force participation, then it is important to identify critical barriers to education and training for Canadians with disabilities. In 2008, the Canadian Council on Learning's Adult Learning Knowledge Centre funded a "Community Outreach Initiative for Learner's with…

Effectuation in the undergraduate classroom: Three barriers to entrepreneurial learning

DEFF Research Database (Denmark)

Günzel-Jensen, Franziska; Robinson, Sarah

2017-01-01

Purpose: Since Sarasvathy’s (2001) research on decision making logics of expert entrepreneurs effectuation has become a corner stone in entrepreneurship education. Effectuation is not only subjectified in EE but has also become conceptualized as a method in the learning process. This paper aims...... at exploring how students, who are novice entrepreneurs, react to working effectually and which barriers they face when applying effectual decision making logics in a university course. Design/methodology/approach: A student-centered process course in entrepreneurship with 142 students provides an unique...... opportunity to explore the phenomena. Participant/teacher observations, written and oral work from the students and finally formal and informal written evaluations of the course by the students provide comprehensive data. Findings: We find that students experience three barriers to using effectuation...

Pre-Service Teachers' Uses of and Barriers from Adopting Computer-Assisted Language Learning (CALL) Programs

Science.gov (United States)

Samani, Ebrahim; Baki, Roselan; Razali, Abu Bakar

2014-01-01

Success in implementation of computer-assisted language learning (CALL) programs depends on the teachers' understanding of the roles of CALL programs in education. Consequently, it is also important to understand the barriers teachers face in the use of computer-assisted language learning (CALL) programs. The current study was conducted on 14…

Effective e-learning for health professionals and students--barriers and their solutions. A systematic review of the literature--findings from the HeXL project.

Science.gov (United States)

Childs, Sue; Blenkinsopp, Elizabeth; Hall, Amanda; Walton, Graham

2005-12-01

In 2003/4 the Information Management Research Institute, Northumbria University, conducted a research project to identify the barriers to e-learning for health professionals and students. The project also established possible ways to overcome these barriers. The North of England Workforce Development Confederation funded the project. The project comprised a systematic review of the literature on barriers to and solutions/critical success factors for e-learning in the health field. Fifty-seven references were suitable for analysis. This review was supplemented by a questionnaire survey of learners and an interview study of learning providers to ensure that data identified from the literature were grounded in reality. The main barriers are: requirement for change; costs; poorly designed packages; inadequate technology; lack of skills; need for a component of face-to-face teaching; time intensive nature of e-learning; computer anxiety. A range of solutions can solve these barriers. The main solutions are: standardization; strategies; funding; integration of e-learning into the curriculum; blended teaching; user friendly packages; access to technology; skills training; support; employers paying e-learning costs; dedicated work time for e-learning. The authors argue that librarians can play an important role in e-learning: providing support and support materials; teaching information skills; managing and providing access to online information resources; producing their own e-learning packages; assisting in the development of other packages.

Barriers to Learning for Mature Students Studying HE in an FE College

Science.gov (United States)

Burton, Karen; Lloyd, Mary Golding; Griffiths, Colin

2011-01-01

The aim of this study was to investigate whether recognised barriers to learning still exist for mature adult learners in a higher education (HE) centre within a further education (FE) college. Eighty-four students who attend the further education college were asked to complete a questionnaire and participate in follow-up semi-structured…

Learning from social media: utilizing advanced data extraction techniques to understand barriers to breast cancer treatment.

Science.gov (United States)

Freedman, Rachel A; Viswanath, Kasisomayajula; Vaz-Luis, Ines; Keating, Nancy L

2016-07-01

Past examinations of breast cancer treatment barriers have typically included registry, claims-based, and smaller survey studies. We examined treatment barriers using a novel, comprehensive, social media analysis of online, candid discussions about breast cancer. Using an innovative toolset to search postings on social networks, message boards, patient communities, and topical sites, we performed a large-scale qualitative analysis. We examined the sentiments and barriers expressed about breast cancer treatments by Internet users during 1 year (2/1/14-1/31/15). We categorized posts based on thematic patterns and examined trends in discussions by race/ethnicity (white/black/Hispanic) when this information was available. We identified 1,024,041 unique posts related to breast cancer treatment. Overall, 57 % of posts expressed negative sentiments. Using machine learning software, we assigned treatment barriers for 387,238 posts (38 %). Barriers included emotional (23 % of posts), preferences and spiritual/religious beliefs (21 %), physical (18 %), resource (15 %), healthcare perceptions (9 %), treatment processes/duration (7 %), and relationships (7 %). Black and Hispanic (vs. white) users more frequently reported barriers related to healthcare perceptions, beliefs, and pre-diagnosis/diagnosis organizational challenges and fewer emotional barriers. Using a novel analysis of diverse social media users, we observed numerous breast cancer treatment barriers that differed by race/ethnicity. Social media is a powerful tool, allowing use of real-world data for qualitative research, capitalizing on the rich discussions occurring spontaneously online. Future research should focus on how to further employ and learn from this type of social intelligence research across all medical disciplines.

Examining E-Learning Barriers as Perceived by Faculty Members of Engineering Colleges in the Jordanian Universities

Science.gov (United States)

Al-Alawneh, Muhammad K.

2014-01-01

Employing computer's technology that includes e-learning system in the field of Engineering is a vital issue which needs to be discussed. Therefore, this study purposed to examine e-learning barriers as perceived by faculty members of engineering in three major universities in Jordan (Yarmouk University, Jordan University of Science and…

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

Science.gov (United States)

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

2016-04-01

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

Teacher Behavioral Practices: Relations to Student Risk Behaviors, Learning Barriers, and School Climate

Science.gov (United States)

Martinez, Andrew; Mcmahon, Susan D.; Coker, Crystal; Keys, Christopher B.

2016-01-01

Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school-level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student-related outcomes (i.e., high-risk behaviors, barriers to learning, student social-behavioral climate).…

Overcoming Barriers between Volunteer Professionals Advising Project-Based Learning Teams with Regulation Tools

Science.gov (United States)

Rees Lewis, Daniel G.; Easterday, Matthew W.; Harburg, Emily; Gerber, Elizabeth M.; Riesbeck, Christopher K.

2018-01-01

To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as "design coaches." However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as…

Language Learning and Intercultural Education: Barriers and Prospects in the Cypriot Context

Science.gov (United States)

Hajisoteriou, Christina; Angelides, Panayiotis

2017-01-01

The main goal of this study is to examine the barriers and prospects of intercultural education in Cypriot schools of the southern part of the island with regard to not only learning the language of the reception country, but also the language of origin. Taking this as the point of departure, this study aims to explore the content and goals of…

Enticers and Barriers to E-Learning Based Distance Corporate Training: The Case of a Greek Bank

Science.gov (United States)

Seraphim, Katerina G.

2010-01-01

The purpose of this study is to investigate what influences employees' acceptance and resistance to a corporate e-learning initiative provided by one of the leading Banks in Greece. The results of the research provide insight into the barriers and enticers in relation to e-learning and identify areas for improvement, with a view to developing and…

Tensions in Home-School Partnerships: The Different Perspectives of Teachers and Parents of Students with Learning Barriers

Science.gov (United States)

Ludicke, Penelope; Kortman, Wendy

2012-01-01

This paper presents the findings of a qualitative study of learning partnerships between teachers and parents of students with learning barriers. The aim was to investigate the beliefs and understandings of parents and teacher participants around roles in partnerships, so as to identify operational processes that support effective collaboration.…

Students' Perceptions of Edmodo and Mobile Learning and Their Real Barriers towards Them

Science.gov (United States)

Al-Said, Khaleel M.

2015-01-01

The present research aims to investigate the students' perceptions levels of Edmodo and Mobile learning and to identify the real barriers of them at Taibah University in KSA. After implemented Edmodo application as an Mlearning platform, two scales were applied on the research sample, the first scale consisted of 36 statements was constructed to…

THE IMPACT OF TECHNOLOGY IN BREAKING BARRIERS TOWARDS WOMEN’S LIBERATION IN OPEN DISTANCE LEARNING

OpenAIRE

NNDOWISENI RAVHUDZULO, Anniekie

2015-01-01

Technology has brought about unique changes in education as a whole, how people communicate; research, preference and social interaction. It presents before the society a growing recognition of the recent and wider possibilities in the new era. The proposed study identified the impact of technology in breaking barriers towards women’s liberation in Open Distance Learning (ODL) to contribute towards enhancing women empowerment. The two concepts Open Distance Learning (ODL) and Distance Educati...

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

Science.gov (United States)

Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. PMID:25179615

Administrative Barriers to Improving Undergraduate Education. Accent on Improving College Teaching and Learning, 6.

Science.gov (United States)

Genthon, Michele; Joscelyn, Mary K., Ed.

Chief academic officers at 1,053 institutions of higher education across the United States were surveyed about the barriers to improving teaching and learning. Using factor analysis, responses were reduced to nine general problem areas. In order of importance from most important to least important, the problems identified were: financial support,…

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

Science.gov (United States)

Miller, Cynthia J; Metz, Michael J

2014-09-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. Copyright © 2014 The American Physiological Society.

Addressing Barriers to Learning and Teaching to Enhance Equity of Opportunity. Report from the National Summit on ESSA and Learning Supports

Science.gov (United States)

Center for Mental Health in Schools at UCLA, 2017

2017-01-01

Passage of the "Every Student Succeeds Act" (ESSA) provides opportunities to improve how schools address barriers to learning and teaching and re-engage disconnected students and families. Of particular relevance to these concerns, ESSA replaces what has been described as a maze of programs with a "Student Support and Academic…

Back to School in Later Life: Older Chinese Adults' Perspectives on Learning Participation Barriers

Science.gov (United States)

Wang, Renfeng; De Donder, Liesbeth; De Backer, Free; Shihua, Li; Honghui, Pan; Thomas, Valerie; Vanslambrouck, Silke; Lombaerts, Koen

2016-01-01

Background and aim: Even though the beneficial effects of elderly learning are widely acknowledged, many older Chinese people are still not involved. This paper aims to examine the barriers that affect the level of educational participation of older adults in China. Methodology: Using a focus group methodology, 43 older participants (aged 55 years…

Harnessing the Barriers That Impact on Students' English Language Learning (ELL

Directory of Open Access Journals (Sweden)

Hussain Ahmed Liton

2016-08-01

Full Text Available This study strives to single out the barriers and obstacles in terms of academic, course curriculum system and socio-cultural issues that impact on students‟ learning English language adversely in the prep year level at Jazan University, Saudi Arabia. This paper especially focuses on the factors affecting EFL (English as a Foreign Language students‟ teaching/learning engagement and progression at Jazan Community College (JCC based on the semi interview of teachers, administrators and classroom observations. The author administered the interview process based on a questionnaire and at the same time, the interviewees‟ reflections were noted down. The recorded data were analyzed qualitatively and quantitatively. The results of the research are expectedly surprising and contributing to EFL educational improvements and adjustments for all stakeholders in terms of instructional effectiveness. The data analysis in particular showed that most of the interviewing voices reflect students‟ negative stance towards learning English due to cross-cultural factors, lack of motivation and EFL teaching method and curriculum strategic defects in pre-university stage. In addition, this paper hypothesizes some effective and viable suggestions based on research investigation.

Professional training in physiotherapy: barriers to the diversification of practical learning scenarios and for teaching-service integration

Directory of Open Access Journals (Sweden)

Ana Paula Maihack Gauer

2018-06-01

Full Text Available Abstract Introduction: Professional training in health, at present, aims to develop competencies and skills for a performance according the principles of the Unified Health System (SUS, in Portuguese. In this sense, the Ministries of Health and Education have set up devices for training reorientation that prioritize teaching-service integration and diversification of learning scenarios. Objective: To describe barriers to the diversification of practical learning scenarios and for teaching-service integration in a physiotherapy course from the perspective of teachers and students. Methods: This is a qualitative research developed according to the case study method, with the participation of 16 students and 11 teachers-physiotherapists. During the data collection three focus groups were established, two with students and one with professors, besides individual interviews with both the course coordinator and the pedagogical articulator of the National Program for the Reorientation of Professional Health Training of the assessed course. Data were analyzed through thematic content analysis. Results: Among the identified barriers there are students’ low participation in public health services; saturation of public health services for students to carry out practical activities; low number of physiotherapists in Primary Care; indirect relationship of Clinical School with SUS. Conclusion: In order to improve the teaching-service interaction and to diversify the learning scenarios it is necessary to prioritize an integrated planning of actions to overcome identified barriers, including the participation of both the university managers and health services.

Examining E-Learning Barriers As Perceived By Faculty 
Members Of Engineering Colleges In The Jordanian Universities

OpenAIRE

Muhammad K. AL-ALAWNEH,

2014-01-01

Employing computer's technology that includes e-learning system in the field of Engineering is a vital issue which needs to be discussed. Therefore, this study purposed to examine e-learning barriers as perceived by faculty members of engineering in three major universities in Jordan (Yarmouk University, Jordan University of Science and Technology, and Al-Balqaa Applied University) in the second semester of 2012. The study's instrument was distributed to collect the data from a sam...

Academic Workload: The Silent Barrier to the Implementation of Technology-Enhanced Learning Strategies in Higher Education

Science.gov (United States)

Gregory, Mary Sarah-Jane; Lodge, Jason Michael

2015-01-01

The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation--academic teaching staff. This paper aims to highlight…

Moderated mediation to identify the knowledge stocks, learning flows and barriers at a Dutch telecom operator

NARCIS (Netherlands)

de Schryver, Tom; Rosendaal, Bas

2013-01-01

Drawing on the 4I-model of Crossan et al. (1999), we have identified the knowledge stocks, learning flows and barriers at a Dutch telecom operator by means of moderated mediation. In this company, the strategic relevant knowledge stocks move in the same direction and many processes support their

Facilitators and barriers to students' learning in an obesity prevention graduate program.

Science.gov (United States)

Do, Kieu Anh; Anderson-Knott, Mindy; de Guzman, Maria Rosario T; Boeckner, Linda; Koszewski, Wanda

2018-01-01

Childhood obesity is a major public health concern with underpinnings at the individual, family, community and societal levels. The Transdisciplinary Childhood Obesity Prevention Graduate Certificate Program (TOP) is an innovative graduate-level certificate program developed to train professionals to understand and address obesity from multiple perspectives using an interprofessional education (IPE) approach. Currently, there is limited knowledge on what promotes or hinders learning in IPE approaches dealing with obesity prevention. The goal of this report is to address this gap by describing facilitators and barriers to learning in a graduate-level training program. Using a qualitative research design, semi-structured interviews were collected from 23 professional students, as part of a larger program evaluation project for TOP. Thematic analysis revealed the challenges and strengths of the program that relate specifically to: its interprofessional approach, its structure, and its activities. Interprofessional exchanges were reported to expand students' learning, but adequate interprofessional representation must be maintained, and the complexity of interprofessional collaborations must also be well-coordinated. Standardising the program structure and courses for consistency across professions, and clear communication are critical to program success. Findings add to the existing literature on what promotes effective learning in a professional obesity prevention program using an IPE approach.

Levels of Engagement and Barriers to Physical Activity in a Population of Adults with Learning Disabilities

Science.gov (United States)

Hawkins, Andrew; Look, Roger

2006-01-01

This study examined levels of, and barriers to, physical activity in a population of 19 adults with learning disabilities living in community supported accommodation, using diary records and semi-structured interviews with staff. The levels of physical activity were higher in the sample population than previous figures for adults with learning…

The Social and Emotional Dimensions of Schooling: A Case Study in Challenging the "Barriers to Learning"

Science.gov (United States)

Wyness, Michael; Lang, Peter

2016-01-01

The educational landscape in England and Wales is shaped by demands made on head teachers, teachers and pupils to perform within a "field of judgement" dominated by clearly defined outcomes of academic success. This puts schools from socio-economically excluded areas where there are potentially "barriers to learning" at a…

Barriers to Self-Motivated Conceptual Music Learning: Activity Theory as a Framework for Comparing Dissimilar Cases

Science.gov (United States)

Schmidt-Jones, Catherine

2018-01-01

This paper describes the use of activity theory to compare dissimilar cases in a study of adult online music learners. The purpose of the study was to better understand the barriers that keep self-motivated users of online open education resources from experiencing successful independent learning. Eleven participants were given tutoring-style help…

Fusion barrier distributions - What have we learned?

International Nuclear Information System (INIS)

Hinde, D. J.; Dasgupta, M.

1998-01-01

The study of nuclear fusion received a strong impetus from the realisation that an experimental fusion barrier distribution could be determined from precisely measured fusion cross-sections. Experimental data for different reactions have shown in the fusion barrier distributions clear signatures of a range of nuclear excitations, for example the effects of static quadrupole and hexadecapole deformations, single- and double-phonon states, transfer of nucleons, and high-lying excited states. The improved understanding of fusion barrier distributions allows more reliable prediction of fusion angular momentum distributions, which aids interpretation of fission probabilities and fission anisotropies, and understanding of the population of super-deformed bands for nuclear structure studies. Studies of the relationship between the fusion barrier distribution and the extra-push energy should improve our understanding of the mechanism of the extra-push effect, and may help to predict new ways of forming very heavy or super-heavy nuclei

Learning Barriers among Grade 6 Pupils Attending Rural Schools in Uganda: Implications to Policy and Practice

Science.gov (United States)

Hungi, Njora; Ngware, Moses; Mahuro, Gerald; Muhia, Nelson

2017-01-01

The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of…

Perceived Promoters of and Barriers to Use of a Learning Management System in an Undergraduate Nursing Program

Directory of Open Access Journals (Sweden)

Fuad Alhosban

2018-02-01

Full Text Available Effective presentation of information is essential in teaching and learning. We assessed the promoters of and barriers to utilization of a learning man-agement system, namely Blackboard (Blackboard Inc., Washington DC, USA, by undergraduate nursing students. We investigated their utilization of Blackboardand provided recommendations to improve their teaching and learning. We conducted a cross-sectional survey of 304 women in their second to fourth years of study using a validated questionnaire that evalu-ated their perceptions of Blackboard utilization. Data were collected be-tween January and February 2017 and analyzed using descriptive and com-parative statistics. The response rate was 67.5%. The most frequently report-ed promoters of Blackboard utilization were factors related to obtaining course specifications, materials, and grades (means: 3.54  1.18, 3.54  1.25, and 3.55  1.34, respectively. The most commonly mentioned barriers to Blackboard utilization were factors related to loss of communication and feedback from educators (mean: 4.21  1.05. Our results revealed that students experiences of using such systems are often negative, especially in terms of communication, interaction, and feedback. Investment in staff training and creation of new roles to monitor, maintain, and audit the quali-ty of such systems are recommended.

ESSA, Equity of Opportunity, and Addressing Barriers to Learning. Research for School Improvement and Transformation. Policy Brief

Science.gov (United States)

Center for Mental Health in Schools at UCLA, 2016

2016-01-01

The "Every Student Succeeds Act" (ESSA) recognizes that significant numbers of students require supports to successfully meet challenging state academic standards. This brief (1) analyzes the act to assess how it addresses the nature and scope of supports to address barriers to learning and re-engage disconnected students and (2)…

The Analysis of The Effect Of Removing Barriers On The Creativity Students' Mathematical Learning

OpenAIRE

Seyedeh Edna Khalilinezhad; Ahmad Shahvarani; Mohamadreza Mardanbeigi

2017-01-01

Nowadays, flowering of student creativity is one of the most important purposes of education. But in our country, due to the fact that creativity is effected by environmental conditions and factors, it is barely investigated, reviewed, and accurately programmed. For these reasons, the aim of the present study was to identify and removal the four group of the creativity barriers, and investigate their effect on students' learning and creativity growth in math. This research is of an applied ty...

Physical Environmental Barriers to School Attendance among ...

African Journals Online (AJOL)

environment were the major barriers to school attendance. Conclusion: To ... Key words: Parents/caregivers, children with disabilities, barriers. Introduction .... It is not safe to walk ... feeling, learning, behaviour, and fits or convulsions. [19] The ...

Barriers to the Integration and Adoption of iPads in Schools

DEFF Research Database (Denmark)

Khalid, Md. Saifuddin; Kilic, Gökce; Christoffersen, Jeanette

2015-01-01

iPad, with its Apple platform and interoperability-dependent material conditions, bring complex barriers in its adoption and integration in secondary education system as a learning tool. In the schools’ context, it is an emerging educational technology for its affordances supporting collaborative...... learning. This systematic literature review on the barriers to the integration of iPad in primary and secondary schools is based on 13 peer-reviewed and full-text articles. The paper discusses what are the challenges in using iPad as a learning tool in primary and secondary educational settings....... The identified barriers are discussed in three broad categories or stages of innovation process in an educational context: basic challenges with the tool, barriers to the integration of the iPad in a school setting, and barriers in the use of the iPad....

Barriers to Effective Learning of High School Students in Turkey

Directory of Open Access Journals (Sweden)

Eda Gürlen

2016-06-01

Full Text Available This study aims to present the development and validation process of a scale to explore the learning barriers of high school students in Turkey. For this purpose, a scale was developed and administered to 316 high school students studying in the different counties of Ankara in the spring term of 2014-2015 academic year. Gathering the data, an exploratory factor analysis was run through SPSS Package program to see the structure of the interrelationships among the variables under six tests. Furthermore, a reliability analysis was conducted to the items under each test in the scale. As a result, one factor appeared under each test when the eigenvalues and variance percentages were examined, making six factors in total. The Cronbach’s Alpha Reliability Coefficient was calculated as to be significant for each test, which showed that the tests were reliable. Finally, some items were excluded from the scale.

Early Childhood Educators' Use of Natural Outdoor Settings as Learning Environments: An Exploratory Study of Beliefs, Practices, and Barriers

Science.gov (United States)

Ernst, Julie

2014-01-01

In efforts to encourage use of natural outdoor settings as learning environments within early childhood education, survey research was conducted with 46 early childhood educators from northern Minnesota (United States) to explore their beliefs and practices regarding natural outdoor settings, as well investigate predictors of and barriers to the…

Novel Active Learning Experiences for Students to Identify Barriers to Independent Living for People with Disabilities.

Science.gov (United States)

McArthur, Polly; Burch, Lillian; Moore, Katherine; Hodges, Mary Sue

2016-07-01

This article describes interactive learning about independent living for people with disabilities and features the partnership of the College of Nursing and a Center for Independent Living (CIL). Using qualitative descriptive approach, students' written reflections were analyzed. Through "Xtreme Challenge," 82 undergraduate nursing students participated in aspects of independent living as well as identifying barriers. Students were engaged and learned to consider the person before the disability. Moreover, students valued the activity leaders' openness, which facilitated understanding the point of view of a person with disability. The value of partnership was evident as it allowed students to participate in active learning, which led to growth in the affective domain. Students became aware of potential education resources through the CIL. This article will guide educators in designing experiences that teach nursing care at the individual, family, and community level for people living with disabilities. © 2015 Association of Rehabilitation Nurses.

Do we need to overcome barriers to learning in the workplace for foundation trainees rotating in neurosurgery in order to improve training satisfaction?

Science.gov (United States)

Phan, Pho Nh; Patel, Keyur; Bhavsar, Amar; Acharya, Vikas

2016-01-01

Junior doctors go through a challenging transition upon qualification; this repeats every time they start a rotation in a new department. Foundation level doctors (first 2 years postqualification) in neurosurgery are often new to the specialty and face various challenges that may result in significant workplace dissatisfaction. The neurosurgical environment is a clinically demanding area with a high volume of unwell patients and frequent emergencies - this poses various barriers to learning in the workplace for junior doctors. We identify a number of key barriers and review ideas that can be trialed in the department to overcome them. Through an evaluation of current suggestions in the literature, we propose that learning opportunities need to be made explicit to junior doctors in order to encourage them to participate as a member of the team. We consider ideas for adjustments to the induction program and the postgraduate medical curriculum to shift the focus from medical knowledge to improving confidence and clinical skills in newly qualified doctors. Despite being a powerful window for opportunistic learning, the daily ward round is unfortunately not maximized and needs to be more learner focused while maintaining efficiency and time consumption. Finally, we put forward the idea of an open forum where trainees can talk about their learning experiences, identify subjective barriers, and suggest solutions to senior doctors. This would be achieved through departmental faculty development. These interventions are presented within the context of the neurosurgical ward; however, they are transferable and can be adapted in other specialties and departments.

Cocaine impairs serial-feature negative learning and blood-brain barrier integrity.

Science.gov (United States)

Davidson, Terry L; Hargrave, Sara L; Kearns, David N; Clasen, Matthew M; Jones, Sabrina; Wakeford, Alison G P; Sample, Camille H; Riley, Anthony L

2018-05-10

Previous research has shown that diets high in fat and sugar [a.k.a., Western diets (WD)] can impair performance of rats on hippocampal-dependent learning and memory problems, an effect that is accompanied by selective increases in hippocampal blood brain barrier (BBB) permeability. Based on these types of findings, it has been proposed that overeating of a WD (and its resulting obesity) may be, in part, a consequence of impairments in these anatomical substrates and cognitive processes. Given that drug use (and addiction) represents another behavioral excess, the present experiments assessed if similar outcomes might occur with drug exposure by evaluating the effects of cocaine administration on hippocampal-dependent memory and on the integrity of the BBB. Experiment 1 of the present series of studies found that systemic cocaine administration in rats also appears to have disruptive effects on the same hippocampal-dependent learning and memory mechanism that has been proposed to underlie the inhibition of food intake. Experiment 2 demonstrated that the same regimen of cocaine exposure that produced disruptions in learning and memory in Experiment 1 also produced increased BBB permeability in the hippocampus, but not in the striatum. Although the predominant focus of previous research investigating the etiologies of substance use and abuse has been on the brain circuits that underlie the motivational properties of drugs, the current investigation implicates the possible involvement of hippocampal memory systems in such behaviors. It is important to note that these positions are not mutually exclusive and that neuroadaptations in these two circuits might occur in parallel that generate dysregulated drug use in a manner similar to that of excessive eating. Copyright © 2018 Elsevier Inc. All rights reserved.

Barriers to Use of Educational Technology in the Learning Process of Primary School Students in District 13 in Tehran

Science.gov (United States)

Doshmanziari, Esfandiar; Mostafavi, Aida

2017-01-01

The aim of this study was to examine the barriers to use of educational technology in the learning process of primary school students in district 13 of Tehran. This research in terms of purpose is practical, in terms of the title characteristics of the research is descriptive, and in terms of data collection method is a field research. The…

Learning from prescribing errors

OpenAIRE

Dean, B

2002-01-01



 The importance of learning from medical error has recently received increasing emphasis. This paper focuses on prescribing errors and argues that, while learning from prescribing errors is a laudable goal, there are currently barriers that can prevent this occurring. Learning from errors can take place on an individual level, at a team level, and across an organisation. Barriers to learning from prescribing errors include the non-discovery of many prescribing errors, lack of feedback to th...

Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

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Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

Sustained transfer of knowledge to practice in long-term care: facilitators and barriers of a mental health learning initiative.

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Stolee, Paul; McAiney, Carrie A; Hillier, Loretta M; Harris, Diane; Hamilton, Pam; Kessler, Linda; Madsen, Victoria; Le Clair, J Kenneth

2009-01-01

This article explores facilitators and barriers to the impact and sustainability of a learning initiative to increase capacity of long-term care (LTC) homes to manage the mental health needs of older persons, through development of in-house Psychogeriatric Resource Persons (PRPs). Twenty interviews were conducted with LTC staff. Management support, particularly designation of time for PRP activities, development of PRP teams, and supportive learning strategies were significant factors affecting sustained knowledge transfer. Continuing education that is provided and evaluated on an ongoing basis, secures management commitment, is integrated within a broader system strategy, and provides on-the-job support has the greatest potential to affect care.

Cross-Cultural Differences in Undergraduate Students' Perceptions of Online Barriers

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Olesova, Larisa; Yang, Dazhi; Richardson, Jennifer C.

2011-01-01

The intent of this study was to learn about students' perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach utilizing surveys and interviews was used to investigate (1) the types of barriers the students…

Learning barriers in continuous product innovation

NARCIS (Netherlands)

Gieskes, J.F.B.; Hyland, Paul W.

2003-01-01

In today's dynamic and turbulent environment companies are required to increase their effectiveness and efficiency, exploit synergy and learn product innovation processes in order to build competitive advantage. To be able to stimulate and facilitate learning in product innovation, it is necessary

Barriers and facilitators to learn and improve through morbidity and mortality conferences: a qualitative study.

Science.gov (United States)

de Vos, Marit S; Hamming, Jaap F; Marang-van de Mheen, Perla J

2017-11-12

To explore barriers and facilitators to successful morbidity and mortality conferences (M&M), driving learning and improvement. This is a qualitative study with semistructured interviews. Inductive, thematic content analysis was used to identify barriers and facilitators, which were structured across a pre-existing framework for change in healthcare. Dutch academic surgical department with a long tradition of M&M. An interview sample of surgeons, residents and physician assistants (n=12). A total of 57 barriers and facilitators to successful M&M, covering 18 themes, varying from 'case type' to 'leadership', were perceived by surgical staff. While some factors related to M&M organisation, others concerned individual or social aspects. Eight factors, of which four were at the social level, had simultaneous positive and negative effects (eg, 'hierarchy' and 'team spirit'). Mediating pathways for M&M success were found to relate to available information , staff motivation and realisation processes. This study provides leads for improvement of M&M practice, as well as for further research on key elements of successful M&M. Various factors were perceived to affect M&M success, of which many were individual and social rather than organisational factors, affecting information and realisation processes but also staff motivation. Based on these findings, practical recommendations were formulated to guide efforts towards best practices for M&M. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

LEARNING CURVES OF LAPAROSCOPY – BARRIERS TO ADOPTION: A MNJIO EXPERIENCE!

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Ramesh Maturi

2016-06-01

Full Text Available BACKGROUND Laparoscopy has been a new entry in the field of surgery with an active history of around just two decades. Today, it is in a position to challenge the conventional surgery which is in use since ages. It is making rapid inroads into various disciplines of surgery. Rapid improvements in optics, along with improvements in energy devices and mechanical stapling devices gave a fillip to acceptance of laparoscopy by the majority of surgeons. Also accumulating data and evidence has started influencing the sceptical, mobilising them to jump into the bandwagon. Barriers to adoption of new techniques, resistance to learning are common to human nature and it is necessary to have a systematic overview of the issues that might crop, so as to be prepared to overcome the problems of accepting laparoscopy into established centres of surgery. AIMS This publication is a reflection of our experience, our trials and tribulations in taking forward the laparoscopy program at our institution. This publication will give an overview of the steps involved in initiation of laparoscopy and aspires to be a source of answers, for day-to-day issues that crop during the process of learning laparoscopy. METHODS AND MATERIALS Just the way, executing laparoscopic surgery is a team effort, incorporating laparoscopy program in an institution is also a team effort where the members of team extend beyond the operating room. Involvement and co-operation of individuals across departments is a must along with benevolent seniors and a proactive administration. So we collated data by interviewing all the stakeholders of laparoscopy program, analysed observations of the faculty from the operating room and reviewed literature on the world wide web. Opinions of the administrators about their perceptions and the issues faced by the junior staff of the department were taken into consideration. Patients were interviewed before and after laparoscopic surgery. CONCLUSIONS Success at

South African Teachers' Attitudes toward Learners with Barriers to Learning: Attention-Deficit and Hyperactivity Disorder and Little or No Functional Speech

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Bornman, Juan; Donohue, Dana K.

2013-01-01

This study examined teachers' attitudes toward learners with two types of barriers to learning: a learner with attention-deficit and hyperactivity disorder (ADHD), and a learner with little or no functional speech (LNFS). The results indicated that although teachers reported that the learner with ADHD would be more disruptive in class and have a…

Learners' experiences of learning support in selected Western Cape ...

African Journals Online (AJOL)

The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance. Keywords: academic needs; academic performance; barriers to learning; ...

Disability and eLearning: Opportunities and Barriers

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Mike Kent

2015-02-01

Full Text Available This paper explores the current rising rates of online learning in higher education. It examines how disability is activated differently online and the impact of this on learning and teaching through the internet and the accessibility of two of the most popular learning management systems, Blackboard and Moodle, and the different approaches, benefits and problems associated with each system. It then explores the eLearning environment beyond the structure of a LMS to a broader digital campus that includes social networks, video hosting sites and micro blogging, where students and staff are increasingly expanding the learning and social environment in higher education. It also questions the legal and moral responsibilities of universities to make all their online activities accessible to all students, regardless of disability.

Merging Problem-Based Learning with Simulation-Based Learning in the Medical Undergraduate Curriculum: The PAIRED Framework for Enhancing Lifelong Learning

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Koh, Jansen

2016-01-01

Lifelong learning is an essential trait that is expected of every physician. The CanMeds 2005 Physician Competency Framework emphasizes lifelong learning as a key competency that physicians must achieve in becoming better physicians. However, many physicians are not competent at engaging in lifelong learning. The current medical education system is deficient in preparing medical students to develop and carry out their own lifelong learning curriculum upon graduation. Despite understanding how physicians learn at work, medical students are not trained to learn while working. Similarly, although barriers to lifelong learning are known, medical students are not adequately skilled in overcoming these barriers. Learning to learn is just as important, if not more, as acquiring the skills and knowledge required of a physician. The medical undergraduate curriculum lacks a specific learning strategy to prepare medical students in becoming an adept lifelong learner. In this article, we propose a learning strategy for lifelong learning at the undergraduate level. In developing this novel strategy, we paid particular attention to two parameters. First, this strategy should be grounded on literature describing a physician’s lifelong learning process. Second, the framework for implementing this strategy must be based on existing undergraduate learning strategies to obviate the need for additional resources, learner burden, and faculty time. In this paper, we propose a Problem, Analysis, Independent Research Reporting, Experimentation Debriefing (PAIRED) framework that follows the learning process of a physician and serves to synergize the components of problem-based learning and simulation-based learning in specifically targeting the barriers to lifelong learning. PMID:27446767

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members' perspective.

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Rizvi, Nusrat Fatima; Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. A cross-sectional survey was conducted through a self-reported questionnaire using 'survey monkey'. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching.

Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

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Chen, Chih-Ming; Chang, Chia-Cheng

2014-01-01

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

Emotional and behavioural barriers to learning and development in the inclusive education classrooms in South Africa: Developing a training programme for teachers.

Science.gov (United States)

Potgieter-Groot, Lucia; Visser, Maretha; Lubbe-de Beer, Carien

2012-07-01

The interaction between teachers, classroom strategies and learners experiencing emotional and behavioural barriers to learning and development in a system of inclusive education results in multiple dynamics on different levels. Many teachers in mainstream education lack training to deal with learners experiencing emotional and behavioural barriers. Resistance towards inclusive education is therefore evident. This paper describes the process of developing an in-service training programme for teachers who deal with learners with emotional and behavioural barriers in their classrooms. A process of action research was used to allow the researcher, in collaboration with 47 teachers from 2 primary schools, to develop a training programme to address the specific needs of teachers in dealing with learners experiencing emotional and behavioural barriers in their classes. Qualitative feedback from teachers and observations by the researcher and external observers were used to evaluate the appropriateness of the training. Teachers experienced that appropriate classroom management strategies made a significant difference in the behaviour of learners experiencing emotional and behavioural barriers. The training affected teachers' attitudes, teacher-learner interaction, learner behaviour and school organisation. In-service training for teachers can affect the effective implementation of inclusive education. This programme can be adapted to address the needs of teachers in other areas.

Despite Barriers, Education Providers, Health Professionals, and Students Perceive ELearning to Be an Effective Method of Education A review of:Childs, Sue, Elizabeth Blenkinsopp, Amanda Hall, and Graham Walton. “Effective E‐Learning for Health Professionals and Students—Barriers and Their Solutions. A Systematic Review of the Literature—Findings from the HeXL Project.” Health Information & Libraries Journal 22.S2 (2005: 20-32.

Directory of Open Access Journals (Sweden)

Lorie A. Kloda

2006-09-01

Full Text Available Objective – To determine barriers or problems and possible solutions related to elearning, and to determine the effectiveness of e‐learning among health professionals and students. Design – Systematic review of qualitative literature, in addition to interviews and questionnaires, to allow for triangulation of the data. Setting – “The HeXL Project: Surmounting the Barriers to NHS E-Learning in the North-East.” The National Health Service (NHS in the North-East of England, from May 2003 to March 2004. Subjects – A systematic review of 57 qualitative studies on health and e‐learning, phone interviews with 13 managers and trainers, and 149 questionnaires completed by users and non‐users of e‐learning. All participants of the interviews and questionnaires were staff and students of the NHS in the North‐East of England. Methods – The study used three methods to collect data to meet the objectives of the study. For the systematic review, the databases AMED (Allied and Alternative Medicine, ASSIA (Applied Social Sciences, CINAHL (Nursing and Allied Health, ERIC (Education, HMIC (health Management, LISA (Library and Information Sciences, PubMed (Medline, and Web of Science were searched using the terms “e‐learning” or “computer assisted instruction”, and “health”, and “barriers.” Any type of research or comprehensive literature review was selected from the results to be included in analysis. Based on the findings from the systematic review, a semi‐structured interview schedule was developed for use in phone interviews to be conducted with managers or e‐learning trainers. Also based on the systematic review, questionnaires were developed and distributed to users and non‐users of e‐learning. The three methods permitted triangulation of the data. Main results – The search produced 161 results of which 57 met the methodological criteria. The 57 studies categorized elearning barriers and solutions into eight

Communication barriers in the family

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BARBARA KOC-KOZŁOWIEC

2017-10-01

Full Text Available The art of communication – listening and speaking – is a major life skill, with a thorough influence on every human life. Remaining silent while the interlocutor speaks is not all that there is to the act of listening to messages. True listening is based on an intention to get involved in understanding of the other person, enjoying his or her presence, learning something from the conversation, giving assistance, or comforting the interlocutor. In the article the author describes obstacles (barriers, which render true listening impossible. These barriers have been identified by a group of young adults.

Barriers and Facilitators to Self-Directed Learning in Continuing Professional Development for Physicians in Canada: A Scoping Review.

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Jeong, Dahn; Presseau, Justin; ElChamaa, Rima; Naumann, Danielle N; Mascaro, Colin; Luconi, Francesca; Smith, Karen M; Kitto, Simon

2018-04-10

This scoping review explored the barriers and facilitators that influence engagement in and implementation of self-directed learning (SDL) in continuing professional development (CPD) for physicians in Canada. This review followed the six-stage scoping review framework of Arksey and O'Malley and of Daudt et al. In 2015, the authors searched eight online databases for English-language Canadian articles published January 2005-December 2015. To chart and analyze the data from the 17 included studies, they employed two-step analysis process of conventional content analysis followed by directed coding guided by the Theoretical Domains Framework (TDF). Conventional content analysis generated five categories of barriers and facilitators: individual, program, technological, environmental, and workplace/organizational. Directed coding guided by the TDF allowed analysis of barriers and facilitators to behavior change according to two key groups: physicians engaging in SDL and SDL developers designing and implementing SDL programs. Of the 318 total barriers and facilitators coded, 290 (91.2%) were coded for physicians and 28 (8.8%) for SDL developers. The majority (209; 65.7%) were coded in four key TDF domains: environmental context and resources, social influences, beliefs about consequences, and behavioral regulation. This scoping review identified five categories of barriers and facilitators in the literature and four key TDF domains where most factors related to behavior change of physicians and SDL developers regarding SDL programs in CPD were coded. There was a significant gap in the literature about factors that may contribute to SDL developers' capacity to design and implement SDL programs in CPD.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way

Inclusive Education for Children with Specific Learning Difficulties: Analysis of Opportunities and Barriers in Inclusive Education in Slovenia

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Marija Kavkler

2015-03-01

Full Text Available Inclusive education allows for universal inclusion, participation and achievement of all children, including children with specific learning difficulties (SpLD. Children with SpLD form a heterogeneous group with diverse cognitive deficits, special educational needs (SEN and strengths, and have a legislated right to the continuum of both assistance and support programmes. Although their intellectual capacity is average or above average, their learning achievements in some learning domains are modest, and they are poorly integrated into their social environment, which often results in their discrimination. Barriers and opportunities in the area of SpLD were analysed with the aid of Ball’s model (1994, with factors and conditions being analysed within the contexts of policy influence, text production and practice. The contexts of policy influence and text production provide the basic conditions for the in clusive education of children with SpLD. The context of influence on in clusive policy for children with SpLD represents a systematic approach to policy initiation and to the prerequisites for its implementation in practice. The context of policy text production focuses on professionals and their impact on the enactment of the rights of children with severe SpLD. The context of practice concerns barriers and opportunities for implementing inclusion in practice. Early identification and diagnosis of pupils’ strengths, deficits and SEN, together with intensified treatment corresponding to the SEN of children with SpLD, could significantly influence the efficiency of the educational process. Barriers, primarily of an immaterial nature, are mainly encountered in those schools that do not implement the five-tier Response to Intervention (RTI approach. This approach enables children with SpLD a continuum of team-based diagnostic evaluation, effective adaptations and assistance. The main reasons for the unfavourable situation concern education

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members’ perspective

Science.gov (United States)

Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Background Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. Methods A cross-sectional survey was conducted through a self-reported questionnaire using ‘survey monkey’. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Results Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Conclusions Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching. PMID:28567414

Avoiding Communication Barriers in the Classroom: The APEINTA Project

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Iglesias, Ana; Jiménez, Javier; Revuelta, Pablo; Moreno, Lourdes

2016-01-01

Education is a fundamental human right, however unfortunately not everybody has the same learning opportunities. For instance, if a student has hearing impairments, s/he could face communications barriers in the classroom, which could affect his/her learning process. APEINTA is a Spanish educational project that aims for inclusive education for…

Perceived barriers to online education by radiologic science educators.

Science.gov (United States)

Kowalczyk, Nina K

2014-01-01

Radiologic science programs continue to adopt the use of blended online education in their curricula, with an increase in the use of online courses since 2009. However, perceived barriers to the use of online education formats persist in the radiologic science education community. An electronic survey was conducted to explore the current status of online education in the radiologic sciences and to identify barriers to providing online courses. A random sample of 373 educators from radiography, radiation therapy, and nuclear medicine technology educational programs accredited by the Joint Review Committee on Education in Radiologic Technology and Joint Review Committee on Educational Programs in Nuclear Medicine Technology was chosen to participate in this study. A qualitative analysis of self-identified barriers to online teaching was conducted. Three common themes emerged: information technology (IT) training and support barriers, student-related barriers, and institutional barriers. Online education is not prevalent in the radiologic sciences, in part because of the need for the clinical application of radiologic science course content, but online course activity has increased substantially in radiologic science education, and blended or hybrid course designs can effectively provide opportunities for student-centered learning. Further development is needed to increase faculty IT self-efficacy and to educate faculty regarding pedagogical methods appropriate for online course delivery. To create an excellent online learning environment, educators must move beyond technology issues and focus on providing quality educational experiences for students.

Understanding barriers to implementation of an adaptive land management program

Science.gov (United States)

Jacobson, S.K.; Morris, J.K.; Sanders, J.S.; Wiley, E.N.; Brooks, M.; Bennetts, R.E.; Percival, H.F.; Marynowski, S.

2006-01-01

The Florida Fish and Wildlife Conservation Commission manages over 650,000 ha, including 26 wildlife management and environmental areas. To improve management, they developed an objective-based vegetation management (OBVM) process that focuses on desired conditions of plant communities through an adaptive management framework. Our goals were to understand potential barriers to implementing OBVM and to recommend strategies to overcome barriers. A literature review identified 47 potential barriers in six categories to implementation of adaptive and ecosystem management: logistical, communication, attitudinal, institutional, conceptual, and educational. We explored these barriers through a bureau-wide survey of 90 staff involved in OBVM and personal interviews with area managers, scientists, and administrators. The survey incorporated an organizational culture assessment instrument to gauge how institutional factors might influence OBVM implementation. The survey response rate was 69%. Logistics and communications were the greatest barriers to implementing OBVM. Respondents perceived that the agency had inadequate resources for implementing OBVM and provided inadequate information. About one-third of the respondents believed OBVM would decrease their job flexibility and perceived greater institutional barriers to the approach. The 43% of respondents who believed they would have more responsibility under OBVM also had greater attitudinal barriers. A similar percentage of respondents reported OBVM would not give enough priority to wildlife. Staff believed that current agency culture was hierarchical but preferred a culture that would provide more flexibility for adaptive management and would foster learning from land management activities. In light of the barriers to OBVM, we recommend the following: (1) mitigation of logistical barriers by addressing real and perceived constraints of staff, funds, and other resources in a participatory manner; (2) mitigation of

Scope of Cooperative Learning (CL Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

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Muhammad Ishtiaq

2017-10-01

Full Text Available This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

Barriers and facilitators to learning and performing cardiopulmonary resuscitation in neighborhoods with low bystander cardiopulmonary resuscitation prevalence and high rates of cardiac arrest in Columbus, OH.

Science.gov (United States)

Sasson, Comilla; Haukoos, Jason S; Bond, Cindy; Rabe, Marilyn; Colbert, Susan H; King, Renee; Sayre, Michael; Heisler, Michele

2013-09-01

Residents who live in neighborhoods that are primarily black, Latino, or poor are more likely to have an out-of-hospital cardiac arrest, less likely to receive cardiopulmonary resuscitation (CPR), and less likely to survive. No prior studies have been conducted to understand the contributing factors that may decrease the likelihood of residents learning and performing CPR in these neighborhoods. The goal of this study was to identify barriers and facilitators to learning and performing CPR in 3 low-income, high-risk, and predominantly black neighborhoods in Columbus, OH. Community-Based Participatory Research approaches were used to develop and conduct 6 focus groups in conjunction with community partners in 3 target high-risk neighborhoods in Columbus, OH, in January to February 2011. Snowball and purposeful sampling, done by community liaisons, was used to recruit participants. Three reviewers analyzed the data in an iterative process to identify recurrent and unifying themes. Three major barriers to learning CPR were identified and included financial, informational, and motivational factors. Four major barriers were identified for performing CPR and included fear of legal consequences, emotional issues, knowledge, and situational concerns. Participants suggested that family/self-preservation, emotional, and economic factors may serve as potential facilitators in increasing the provision of bystander CPR. The financial cost of CPR training, lack of information, and the fear of risking one's own life must be addressed when designing a community-based CPR educational program. Using data from the community can facilitate improved design and implementation of CPR programs.

Barriers and Facilitators to Learning and Performing Cardiopulmonary Resuscitation (CPR) in Neighborhoods with Low Bystander CPR Prevalence and High Rates of Cardiac Arrest in Columbus, Ohio

Science.gov (United States)

Sasson, Comilla; Haukoos, Jason S.; Bond, Cindy; Rabe, Marilyn; Colbert, Susan H.; King, Renee; Sayre, Michael; Heisler, Michele

2013-01-01

Background Residents who live in neighborhoods that are primarily African-American, Latino, or poor are more likely to have an out-of-hospital cardiac arrest (OHCA), less likely to receive cardiopulmonary resuscitation (CPR), and less likely to survive. No prior studies have been conducted to understand the contributing factors that may decrease the likelihood of residents learning and performing CPR in these neighborhoods. The goal of this study was to identify barriers and facilitators to learning and performing CPR in three low-income, “high-risk” predominantly African American, neighborhoods in Columbus, Ohio. Methods and Results Community-Based Participatory Research (CBPR) approaches were used to develop and conduct six focus groups in conjunction with community partners in three target high-risk neighborhoods in Columbus, Ohio in January-February 2011. Snowball and purposeful sampling, done by community liaisons, was used to recruit participants. Three reviewers analyzed the data in an iterative process to identify recurrent and unifying themes. Three major barriers to learning CPR were identified and included financial, informational, and motivational factors. Four major barriers were identified for performing CPR and included fear of legal consequences, emotional issues, knowledge, and situational concerns. Participants suggested that family/self-preservation, emotional, and economic factors may serve as potential facilitators in increasing the provision of bystander CPR. Conclusion The financial cost of CPR training, lack of information, and the fear of risking one's own life must be addressed when designing a community-based CPR educational program. Using data from the community can facilitate improved design and implementation of CPR programs. PMID:24021699

A Review of the Instructional Practices for Promoting Online Learning Communities

Science.gov (United States)

Hung, Woei; Flom, Elicia; Manu, Jacob; Mahmoud, Enaz

2015-01-01

An effective learning community helps foster positive student learning experiences and outcomes. However, in distance learning environments, the communication barriers inevitably hinder the interaction among the students because of the lower levels of social presence. These barriers present challenges in building learning communities in an online…

Message maps for safety barrier awareness

DEFF Research Database (Denmark)

Jørgensen, Kirsten; Duijm, Nijs Jan; Troen, Hanne

2011-01-01

, time, or place, and by enabling them to observe and judge whether the relevant safety barriers are in place and in good order. This can be considered “Situational Awareness” (SA), which is an essential competence enabling an employee to perform his/her job safely. This SA entails a number...... of requirements for people, work conditions, management, learning, knowledge, experience, motivation etc. The Dutch WORM and RAM projects led to the identification of 64 types of risks and the safety barriers and performance factors linked to these risks. The Danish DanWORM project has transferred this knowledge...

Message maps for Safety Barrier Awareness

DEFF Research Database (Denmark)

of the risks in a given situation, time or place, and by enabling them to observe and judge whether the relevant safety barriers are in place and in good order. This can be considered as “Situational Awareness (SA)”, which is an essential competence for at en employee can perform his/her job safely....... This Situational Awareness puts a number of requirements on people, work conditions, management, learning, knowledge, experience, motivation, etc. The Dutch WORM and RAM projects led to the identification of 64 types of risks and the safety barriers and performance factors that are linked to these risks...

Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications

Science.gov (United States)

Chen, Yiching

2005-01-01

As theorized in Anderson's (1983, 1995) associative stage of skill acquisition, errors or obstacles become an important index of the learning process. However, learning obstacles have not been widely researched in the field of language learning strategies. This study explores the difficulties or barriers confronted by the EFL (English as a Foreign…

An adult learning perspective on disability and microfinance: The case of Katureebe.

Science.gov (United States)

Nuwagaba, Ephraim L; Rule, Peter N

2016-01-01

Despite Uganda's progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging

Barriers for Students' Learning of Holistic Systems Development

DEFF Research Database (Denmark)

Levinsen, Karin; Madsen, Sabine

2007-01-01

Ud fra aktionsforskning af faget Informationsbehandling på bachelorprogrammet HA/DØK ved Copenhagen Business School undersøger vi i denne artikel hvilke barriere de studerende oplever i forbindelse med læring af holistisk systemudvikling og hvorfor. Siden 1980'erne har man i (dele af) litteraturen...

Barriers to Teaching Introductory Physical Geography Online

Science.gov (United States)

Ritter, Michael E.

2012-01-01

Learning geography online is becoming an option for more students but not without controversy. Issues of faculty resources, logistics, professional recognition, and pedagogical concerns are cited as barriers to teaching online. Offering introductory physical geography online presents special challenges. As a general education course, an…

Barriers towards participation in adult education and training

DEFF Research Database (Denmark)

Larson, Anne; Milana, Marcella

topics were asked what would be the most likely obstacles if they wanted to take part in education and training. The distribution of the different categories of barriers among different socio-economic groups is afterwards tested by use of logistic regression using Odds Ratios. As a result...... of the exploratory factor analysis, five categories of barriers towards participation in adult education and training is developed: Lack of time and energy; negative towards re-entering education; accessibility of learning activities; lack of support; and lack of confidence in own abilities. The factors have been......Based on exploratory factor analysis of data from a special Eurobarometer-survey dedicated to lifelong learning, different categories of reasons for not taking part in adult education and training is developed. 18.000 people living in the 15 old EU member countries in the survey were among other...

"If I speak English, what am I? I am full man, me": Emotional impact and barriers for refugees and asylum seekers learning English.

Science.gov (United States)

Salvo, Tania; de C Williams, Amanda C

2017-01-01

Lack of proficiency in the language of the host country predicts distress among refugees, but many refugees and asylum seekers in the United Kingdom have less than functional English. This study examined how learning English affected refugees' and asylum seekers' lives, particularly their emotional wellbeing, to explore what factors, particularly psychological ones, facilitated or impeded their learning English. We recruited 16 refugees and asylum seekers from an inner-city National Health Service trauma service and from a charity providing one-to-one English classes. All participants were interviewed in English. Interview data were analysed using thematic analysis from a critical realist perspective. Interviewees provided consistent accounts of their efforts to learn English, integrated into often unsettled and difficult lives. The analysis generated six themes in two domains. The impact of learning English was mainly positive, associated with autonomy, sense of achievement, and aspirations. Barriers to learning English consisted of other problems affecting refugees' capacity to learn, limited opportunities to speak English, and a sense of shame associated with perceived lack of English language competence. Findings highlight the need to provide adequate psychological support for refugees and asylum seekers learning English, recognising its importance in promoting both their integration in the UK and their individual psychological well-being.

Shared learning in general practice--facilitators and barriers.

Science.gov (United States)

van de Mortel, Thea; Silberberg, Peter; Ahern, Christine

2013-03-01

Capacity for teaching in general practice clinics is limited. Shared learning sessions are one form of vertically integrated teaching that may ameliorate capacity constraints. This study sought to understand the perceptions of general practitioner supervisors, learners and practice staff of the facilitators of shared learning in general practice clinics. Using a grounded theory approach, semistructured interviews were conducted and analysed to generate a theory about the topic. Thirty-five stakeholders from nine general practices participated. Facilitators of shared learning included enabling factors such as small group facilitation skills, space, administrative support and technological resources; reinforcing factors such as targeted funding, and predisposing factors such as participant attributes. Views from multiple stakeholders suggest that the implementation of shared learning in general practice clinics would be supported by an ecological approach that addresses all these factors.

Breaking the Emotional Barrier through the Bibliotherapeutic Process.

Science.gov (United States)

Ouzts, Dan T.

1984-01-01

Reviews literature concerning bibliotherapy and concludes that it can be of value to a child's overall emotional development and may help in breaking emotional barriers to learning. Discusses the role of the reading teacher in the bibliotherapeutic process. (FL)

Barriers to student success in engineering education

Science.gov (United States)

Boles, Wageeh; Whelan, Karen

2017-07-01

In the UK, the USA and Australia, there have been calls for an increase in the number of engineering graduates to meet the needs of current global challenges. Universities around the world have been grappling with how to both attract more engineering students and to then retain them. Attrition from engineering programmes is disturbingly high. This paper reports on an element of research undertaken through an Australian Learning and Teaching Council-funded Fellowship that investigated the factors leading to student attrition in engineering programmes, by identifying barriers to student success. Here, we contrast a review of the literature related to student barriers and success with student perceptions, gathered through a series of focus groups and interviews at three Australian universities. We also present recommendations for action to try to remove barriers to student success.

The learning curve, interobserver, and intraobserver agreement of endoscopic confocal laser endomicroscopy in the assessment of mucosal barrier defects.

Science.gov (United States)

Chang, Jeff; Ip, Matthew; Yang, Michael; Wong, Brendon; Power, Theresa; Lin, Lisa; Xuan, Wei; Phan, Tri Giang; Leong, Rupert W

2016-04-01

Confocal laser endomicroscopy can dynamically assess intestinal mucosal barrier defects and increased intestinal permeability (IP). These are functional features that do not have corresponding appearance on histopathology. As such, previous pathology training may not be beneficial in learning these dynamic features. This study aims to evaluate the diagnostic accuracy, learning curve, inter- and intraobserver agreement for identifying features of increased IP in experienced and inexperienced analysts and pathologists. A total of 180 endoscopic confocal laser endomicroscopy (Pentax EC-3870FK; Pentax, Tokyo, Japan) images of the terminal ileum, subdivided into 6 sets of 30 were evaluated by 6 experienced analysts, 13 inexperienced analysts, and 2 pathologists, after a 30-minute teaching session. Cell-junction enhancement, fluorescein leak, and cell dropout were used to represent increased IP and were either present or absent in each image. For each image, the diagnostic accuracy, confidence, and quality were assessed. Diagnostic accuracy was significantly higher for experienced analysts compared with inexperienced analysts from the first set (96.7% vs 83.1%, P 0.86 for experienced observers. Features representative of increased IP can be rapidly learned with high inter- and intraobserver agreement. Confidence and image quality were significant predictors of accurate interpretation. Previous pathology training did not have an effect on learning. Copyright © 2016 American Society for Gastrointestinal Endoscopy. Published by Elsevier Inc. All rights reserved.

Canadian Chefs' Workplace Learning

Science.gov (United States)

Cormier-MacBurnie, Paulette; Doyle, Wendy; Mombourquette, Peter; Young, Jeffrey D.

2015-01-01

Purpose: This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs' learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning. Design/methodology/approach: The methodology is based on in-depth, face-to-face, semi-structured…

Learning from Failed Decisions

Science.gov (United States)

Nutt, Paul C.

2010-01-01

The consequences and dilemmas posed by learning issues for decision making are discussed. Learning requires both awareness of barriers and a coping strategy. The motives to hold back information essential for learning stem from perverse incentives, obscure outcomes, and the hindsight bias. There is little awareness of perverse incentives that…

The role of the sediment barrier

International Nuclear Information System (INIS)

Freeman, T.J.; Schultheiss, P.J.; Searle, R.C.; Sills, G.C.; Toolan, F.E.

1989-01-01

The conference 'Disposal of radioactive wastes in seabed sediments' was organized by the Society for Underwater Technology to review the potential of certain seabed sediments to provide a long-term containment for radioactive wastes. Its objectives were to assess: (1) what has been learned about the properties and nature of the sediments of the deep ocean; (2) the merits and demerits of the conceptual techniques that have been developed to dispose of waste; and (3) whether what has been learned about deep ocean disposal has any relevance to other areas of marine science. This chapter introduces the subject matter of the conference in the framework of the international research programme and discusses what has been learned about the role of the sediment barrier. (author)

Impedance model for quantum-mechanical barrier problems

International Nuclear Information System (INIS)

Nelin, Evgenii A

2007-01-01

Application of the impedance model to typical quantum-mechanical barrier problems, including those for structures with resonant electron tunneling, is discussed. The efficiency of the approach is illustrated. The physical transparency and compactness of the model and its potential as a teaching and learning tool are discussed. (methodological notes)

'Learning Organizations': a clinician's primer.

Science.gov (United States)

O'Connor, Nick; Kotze, Beth

2008-06-01

Most clinicians are poorly informed in relation to the key concepts of organizational learning. Yet the paradigm may offer clinicians a powerful method for using their knowledge and skills to respond to the demands of a changing environment through experimentation and learning. The concept is critically examined. Organizational learning principles are presented, including a conceptual framework for assessing health services as Learning Organizations. Barriers to organizational learning and strategies to overcome these are discussed. The seminal works of Argyris and Senge are reviewed and a framework for assessing organizational learning in health services is proposed. Current area health service actions are evaluated against the 'diagnostic' framework for a Learning Organization. Although critical examination reveals a poor empirical basis for the concept, the metaphor of the Learning Organization provides a useful conceptual framework and tools for individuals and organizations to apply in developing knowledge and effecting change. The Clinical Practice Improvement and Root Cause Analysis programs being conducted across NSW area health services meet the criteria for effective organizational learning. Key concepts from organizational learning theory provide a diagnostic framework for evaluating area health services as Learning Organizations and support two current strategies for overcoming barriers to organizational learning.

Learning profiles of Master students:support or barrier for lifelong learning?

OpenAIRE

Sprogøe, Jonas; Hemmingsen, Lis

2005-01-01

Master education as a part of lifelong learning/education has over the last years increased inDenmark. Danish Universities now offer more than110 different programmes.One of the characteristics of the master education is that the students get credits for their priorlearning and practical work experiences, and during the study/education theory and practise iscombined.At the Master of Adult Learning and Human Resource Development, one of DPU´s masterprogrammes, the students have a very diverse ...

Opportunities to learn and barriers to change: crack cocaine use in the Downtown Eastside of Vancouver

Directory of Open Access Journals (Sweden)

Moffat Barbara

2008-11-01

Full Text Available Abstract In 2004, a team comprised of researchers and service providers launched the Safer Crack Use, Outreach, Research and Education (SCORE project in the Downtown Eastside of Vancouver, British Columbia, Canada. The project was aimed at developing a better understanding of the harms associated with crack cocaine smoking and determining the feasibility of introducing specific harm reduction strategies. Specifically, in partnership with the community, we constructed and distributed kits that contained harm reduction materials. We were particularly interested in understanding what people thought of these kits and how the kits contents were used. To obtain this information, we conducted 27 interviews with women and men who used crack cocaine and received safer crack kits. Four broad themes were generated from the data: 1 the context of crack use practices; 2 learning/transmission of harm reducon education; 3 changing practice; 4 barriers to change. This project suggests that harm reduction education is most successful when it is informed by current practices with crack use. In addition it is most effectively delivered through informal interactions with people who use crack and includes repeated demonstrations of harm reduction equipment by peers and outreach workers. This paper also suggests that barriers to harm reduction are systemic: lack of safe housing and private space shape crack use practices.

Barriers to diabetes education in urban patients: perceptions, patterns, and associated factors.

Science.gov (United States)

Rhee, Mary K; Cook, Curtiss B; El-Kebbi, Imad; Lyles, Robert H; Dunbar, Virginia G; Panayioto, Rita M; Berkowitz, Kathy J; Boyd, Barbara; Broussard, Sandra; George, Christopher D

2005-01-01

This study explored patients' perceptions of barriers to diabetes education among a mostly African American population of adults with diabetes. A survey was conducted among 605 new patients attending an urban outpatient diabetes clinic. The questionnaire gathered information on issues patients believed would adversely affect their ability to learn about diabetes. The type and frequency of education barriers were evaluated, and variables associated with reporting an obstacle were analyzed. Average patient age was 50 years, diabetes duration was 5.6 years, body mass index was 32 kg/m2, and hemoglobin A1C was 9.1%. The majority (56%) were women, 89% were African American, and 95% had type 2 diabetes. Most respondents (96%) had received some prior instruction in diabetes care; however, 53% anticipated future difficulties learning about diabetes. The most commonly cited concerns were poor vision (74%) and reading problems (29%). Patients with a perceived barrier to diabetes education were older (P barrier, and they differed in both employment and educational status (both P education or less were associated with a significantly increased likelihood of having a barrier to diabetes education, whereas having a college education decreased the odds. Higher hemoglobin A1C levels also tended to be associated with a greater chance of reporting an education barrier (P = .05). A substantial number of persons anticipated a barrier to diabetes education. Interventions at multiple levels that address the demographic and socioeconomic obstacles to diabetes education are needed to ensure successful self-management training.

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…

Foreign entry, cultural barriers and learning

NARCIS (Netherlands)

H.G. Barkema (Harry); J.H.J. Bell (John); J.M.E. Pennings

1996-01-01

textabstractThis paper examines the longevity of foreign entries. Hypotheses are developed on the mode (start-ups vs. acquisitions) and ownership structure (wholly owned vs. joint ventures) in relation to cultural distance. The hypotheses are tested within a framework of organizational learning,

Barriers and decisions when answering clinical questions at the point of care: a grounded theory study.

Science.gov (United States)

Cook, David A; Sorensen, Kristi J; Wilkinson, John M; Berger, Richard A

2013-11-25

Answering clinical questions affects patient-care decisions and is important to continuous professional development. The process of point-of-care learning is incompletely understood. To understand what barriers and enabling factors influence physician point-of-care learning and what decisions physicians face during this process. Focus groups with grounded theory analysis. Focus group discussions were transcribed and then analyzed using a constant comparative approach to identify barriers, enabling factors, and key decisions related to physician information-seeking activities. Academic medical center and outlying community sites. Purposive sample of 50 primary care and subspecialist internal medicine and family medicine physicians, interviewed in 11 focus groups. Insufficient time was the main barrier to point-of-care learning. Other barriers included the patient comorbidities and contexts, the volume of available information, not knowing which resource to search, doubt that the search would yield an answer, difficulty remembering questions for later study, and inconvenient access to computers. Key decisions were whether to search (reasons to search included infrequently seen conditions, practice updates, complex questions, and patient education), when to search (before, during, or after the clinical encounter), where to search (with the patient present or in a separate room), what type of resource to use (colleague or computer), what specific resource to use (influenced first by efficiency and second by credibility), and when to stop. Participants noted that key features of efficiency (completeness, brevity, and searchability) are often in conflict. Physicians perceive that insufficient time is the greatest barrier to point-of-care learning, and efficiency is the most important determinant in selecting an information source. Designing knowledge resources and systems to target key decisions may improve learning and patient care.

Technological learning in offshore wind energy: Different roles of the government

International Nuclear Information System (INIS)

Smit, Thijs; Junginger, Martin; Smits, Ruud

2007-01-01

Offshore wind energy is a promising source of renewable electricity, even though its current costs prevent large-scale implementation. Technological learning has improved the technology and its economic performance already, and could result in significant further improvements. This study investigates how technological learning takes place in offshore wind energy and how technological learning is related to different policy regimes. Offshore wind energy developments in Denmark and the United Kingdom have been analysed with a technology-specific innovation systems approach. The results reveal that the dominant forms of learning are learning by doing and learning by using. At the same time, learning by interacting is crucial to achieve the necessary binding elements in the technology-specific innovation system. Generally, most learning processes were performed by self-organizing entities. However, sometimes cultural and technical barriers occurred, excluding component suppliers and knowledge institutes from the innovation system. Danish policies successfully anticipated these barriers and removed them; therefore, the Danish policies can be characterized as pro-active. British policies shaped stable conditions for learning only; therefore, they can be characterized as active. In the future, barriers could hinder learning by interacting between the oil and gas industry, the offshore wind industry and academia. Based on this study, we suggest national and international policy makers to design long-term policies to anticipate these barriers, in order to contribute to technological learning

Barrier Function-Based Neural Adaptive Control With Locally Weighted Learning and Finite Neuron Self-Growing Strategy.

Science.gov (United States)

Jia, Zi-Jun; Song, Yong-Duan

2017-06-01

This paper presents a new approach to construct neural adaptive control for uncertain nonaffine systems. By integrating locally weighted learning with barrier Lyapunov function (BLF), a novel control design method is presented to systematically address the two critical issues in neural network (NN) control field: one is how to fulfill the compact set precondition for NN approximation, and the other is how to use varying rather than a fixed NN structure to improve the functionality of NN control. A BLF is exploited to ensure the NN inputs to remain bounded during the entire system operation. To account for system nonlinearities, a neuron self-growing strategy is proposed to guide the process for adding new neurons to the system, resulting in a self-adjustable NN structure for better learning capabilities. It is shown that the number of neurons needed to accomplish the control task is finite, and better performance can be obtained with less number of neurons as compared with traditional methods. The salient feature of the proposed method also lies in the continuity of the control action everywhere. Furthermore, the resulting control action is smooth almost everywhere except for a few time instants at which new neurons are added. Numerical example illustrates the effectiveness of the proposed approach.

Motivators and barriers to returning to school: RN to BSN.

Science.gov (United States)

Romp, Celeste R; Kiehl, Ermalynn M; Bickett, Anette; Bledsoe, Sarah F; Brown, Debbie S; Eitel, Stephanie B; Wall, Mary Patricia

2014-01-01

With national emphasis on increasing baccalaureate-prepared nurses, the role of the staff development educator of promoting lifelong learning is ideal for advising and mentoring non-bachelor's-prepared nurses to return to school. However, an understanding of the motivators and barriers for nurses to return to school is essential for success. A descriptive correlational research study was completed to determine the motivators and barriers of returning to school for registered nurses without a bachelor's degree.

Fourth-year dental students' perceived barriers to providing tobacco intervention services.

Science.gov (United States)

Pendharkar, Bhagyashree; Levy, Steven M; McQuistan, Michelle R; Qian, Fang; Squier, Christopher A; Slach, Nancy A; Aquilino, Mary L

2010-10-01

In order to facilitate effective tobacco cessation services within dental school clinics, it is necessary to understand the perceived barriers encountered by dental students while providing these services. The aim of this study was to identify which factors fourth-year dental students perceive to be associated with barriers to providing tobacco intervention services. A written survey was developed and completed by incoming fourth-year dental students (a convenience sample of seventy students) at the University of Iowa College of Dentistry in 2008. The survey assessed the perceived barriers to providing tobacco intervention services and related factors. Descriptive, bivariate, and linear regression analyses were conducted. The response rate was 97 percent. The most frequently reported barriers were patients' resistance to tobacco intervention services (96 percent), inadequate time available for tobacco intervention services (96 percent), and forgetting to give tobacco intervention advice (91 percent). The following variables were significantly (p<0.05) related to greater perceived barriers in providing tobacco intervention services: lower "adequacy of tobacco intervention curriculum coverage of specific topics covered over the previous three years" and greater "perceived importance of incorporating objective structured clinical examination teaching method for learning tobacco intervention." Students probably could benefit from additional didactic training, but most important may be enhanced clinical experiences and faculty reinforcement to facilitate effective practical student learning and adaptation for future delivery of intervention services in private practice settings.

Radiant Barriers Save Energy in Buildings

Science.gov (United States)

2014-01-01

Langley Research Center needed to coat the Echo 1 satellite with a fine mist of vaporized metal, and collaborated with industry to create "radiant barrier technology." In 2010, Ryan Garrett learned about a new version of the technology resistant to oxidation and founded RadiaSource in Ogden, Utah, to provide the NASA-derived technology for applications in homes, warehouses, gymnasiums, and agricultural settings.

Why do not more prisoners participate in adult education? An analysis of barriers to education in Norwegian prisons

Science.gov (United States)

Manger, Terje; Eikeland, Ole Johan; Asbjørnsen, Arve

2018-06-01

From a lifelong learning perspective, education during incarceration is crucial for prisoners' rehabilitation. This article describes the authors' development of their Perceived Barriers to Prison Education Scale (PBPES) and examines what deters prisoners from participating in education during their incarceration, how their perceptions differ depending on gender, age, educational level, learning difficulties, length of prison sentence, and whether the prisoners express a desire to participate in education or not. Within a larger survey conducted in all Norwegian prisons among all prisoners with Norwegian citizenship, the authors focused on those who did not participate in education (n = 838). To reveal the underlying constructs that comprise perceived barriers, they hypothesised a three-factor model to which they applied confirmatory factor analysis (CFA). The analysis confirmed the model, which comprised institutional barriers (e.g. insufficient practical arrangements; lack of access to computers and to the Internet), situational barriers (e.g. education is not considered to be of help in the current situation) and dispositional barriers (e.g. having difficulties in mathematics, reading, writing and concentrating), with good fit to the data. The authors used mixed-model analyses of variance to examine differences between subgroups of prisoners. Gender, age, educational level, learning difficulties and length of prison sentence were found to influence perceived barriers. The authors also observed that prisoners who wished to participate in education were more likely than others to perceive institutional barriers and less likely to perceive situational barriers.

Penetrating learning barriers and the art of suggestion

Directory of Open Access Journals (Sweden)

Lynn Dhority

2013-02-01

Full Text Available A crucial factor preventing students from tapping their full learning potential is their mind set, consisting of subconscious conditioned beliefs, attitudes and self-images. Teachers can learn to work consciously and purposefully to evoke positive responses at the subconscious level in their students, thereby allowing fuller learning potential to unfold. Several specific examples and strategies are discussed. 'n Beslissende faktor wat verhoed dat studente hulle volle leerpotensiaal benut, is gelee in 'n geestesgesteldheid wat bestaan uit gekondisioneerde gelowe, houdings en selfbeelde in die onderbewuste. Dosente kan leer om bewustelik en doelgerig positiewe reaksies in die onderbewuste van hulle studente op te roep om sodoende 'n groter leerpotensiaal te laat ontvou. Verskeie voorbeelde en strategiee word bespreek.

Overcoming Learning Barriers through Knowledge Management

Science.gov (United States)

Dror, Itiel E.; Makany, Tamas; Kemp, Jonathan

2011-01-01

The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note-taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non-linear note-taking. All our participants were professionals working in the banking and…

Barriers to Utilizing ICT in Education in Jordan

Science.gov (United States)

Alkhawaldeh, Nayef Ibrahim; Menchaca, Michael

2014-01-01

This study explored barriers to utilizing information and communication technologies (ICT) for teaching and learning in the country of Jordan as indicated by participating stakeholders: students, teachers, and administrators. Jordan is a developing country in the heart of the Middle East with both tremendous opportunity as well as significant…

Rethinking Social Barriers to Effective Adaptive Management

Science.gov (United States)

West, Simon; Schultz, Lisen; Bekessy, Sarah

2016-09-01

Adaptive management is an approach to environmental management based on learning-by-doing, where complexity, uncertainty, and incomplete knowledge are acknowledged and management actions are treated as experiments. However, while adaptive management has received significant uptake in theory, it remains elusively difficult to enact in practice. Proponents have blamed social barriers and have called for social science contributions. We address this gap by adopting a qualitative approach to explore the development of an ecological monitoring program within an adaptive management framework in a public land management organization in Australia. We ask what practices are used to enact the monitoring program and how do they shape learning? We elicit a rich narrative through extensive interviews with a key individual, and analyze the narrative using thematic analysis. We discuss our results in relation to the concept of `knowledge work' and Westley's 2002) framework for interpreting the strategies of adaptive managers—`managing through, in, out and up.' We find that enacting the program is conditioned by distinct and sometimes competing logics—scientific logics prioritizing experimentation and learning, public logics emphasizing accountability and legitimacy, and corporate logics demanding efficiency and effectiveness. In this context, implementing adaptive management entails practices of translation to negotiate tensions between objective and situated knowledge, external experts and organizational staff, and collegiate and hierarchical norms. Our contribution embraces the `doing' of learning-by-doing and marks a shift from conceptualizing the social as an external barrier to adaptive management to be removed to an approach that situates adaptive management as social knowledge practice.

Overcoming Pedagogical, Social/Cultural, and Attitudinal Barriers to Technology Integration in K-5 Schools

Science.gov (United States)

Durff, Lisa

2017-01-01

Technology engages and increases academic achievement for K-5 students, but teachers face attitudinal, social/cultural, and pedagogical barriers when they integrate technology for student learning. Although some teachers overcome these barriers, it remains unclear how they do so. The purpose of this qualitative multiple case study was to analyze…

Security barriers with automated reconnaissance

Science.gov (United States)

McLaughlin, James O; Baird, Adam D; Tullis, Barclay J; Nolte, Roger Allen

2015-04-07

An intrusion delaying barrier includes primary and secondary physical structures and can be instrumented with multiple sensors incorporated into an electronic monitoring and alarm system. Such an instrumented intrusion delaying barrier may be used as a perimeter intrusion defense and assessment system (PIDAS). Problems with not providing effective delay to breaches by intentional intruders and/or terrorists who would otherwise evade detection are solved by attaching the secondary structures to the primary structure, and attaching at least some of the sensors to the secondary structures. By having multiple sensors of various types physically interconnected serves to enable sensors on different parts of the overall structure to respond to common disturbances and thereby provide effective corroboration that a disturbance is not merely a nuisance or false alarm. Use of a machine learning network such as a neural network exploits such corroboration.

Increasing participation of people with learning disabilities in bowel screening.

Science.gov (United States)

Gray, Jonathan

2018-03-08

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

Balloon dilation of the eustachian tube in a cadaver model: technical considerations, learning curve, and potential barriers.

Science.gov (United States)

McCoul, Edward D; Singh, Ameet; Anand, Vijay K; Tabaee, Abtin

2012-04-01

The surgical management options for eustachian tube dysfunction have historically been limited. The goal of the current study was to evaluate the technical considerations, learning curve, and potential barriers for balloon dilation of the eustachian tube (BDET) as an alternative treatment modality. Prospective preclinical trial of BDET in a cadaver model. A novel balloon catheter device was used for eustachian tube dilation. Twenty-four BDET procedures were performed by three independent rhinologists with no prior experience with the procedure (eight procedures per surgeon). The duration and number of attempts of the individual steps and overall procedure were recorded. Endoscopic examination of the eustachian tube was performed after each procedure, and the surgeon was asked to rate the subjective difficulty on a five-point scale. Successful completion of the procedure occurred in each case. The overall mean duration of the procedure was 284 seconds, and a mean number of 1.15 attempts were necessary to perform the individual steps. The mean subjective procedure difficulty was noted as somewhat easy. Statistically shorter duration and subjectively easier procedure were noted in the second compared to the first half of the series, indicating a favorable learning curve. Linear fissuring within the eustachian tube lumen without submucosal disruption (nine procedures, 37%) and with submucosal disruption (five procedures, 21%) were noted. The significance of these physical findings is unclear. Preclinical testing of BDET is associated with favorable duration, learning curve, and overall ease of completion. Clinical trials are necessary to evaluate safety and efficacy. Copyright © 2012 The American Laryngological, Rhinological, and Otological Society, Inc.

Overcoming Barriers to Skills Training in Borderline Personality Disorder: A Qualitative Interview Study.

Science.gov (United States)

Barnicot, Kirsten; Couldrey, Laura; Sandhu, Sima; Priebe, Stefan

2015-01-01

Despite evidence suggesting that skills training is an important mechanism of change in dialectical behaviour therapy, little research exploring facilitators and barriers to this process has been conducted. The study aimed to explore clients' experiences of barriers to dialectical behaviour therapy skills training and how they felt they overcame these barriers, and to compare experiences between treatment completers and dropouts. In-depth qualitative interviews were conducted with 40 clients with borderline personality disorder who had attended a dialectical behaviour therapy programme. A thematic analysis of participants' reported experiences found that key barriers to learning the skills were anxiety during the skills groups and difficulty understanding the material. Key barriers to using the skills were overwhelming emotions which left participants feeling unable or unwilling to use them. Key ways in which participants reported overcoming barriers to skills training were by sustaining their commitment to attending therapy and practising the skills, personalising the way they used them, and practising them so often that they became an integral part of their behavioural repertoire. Participants also highlighted a number of key ways in which they were supported with their skills training by other skills group members, the group therapists, their individual therapist, friends and family. Treatment dropouts were more likely than completers to describe anxiety during the skills groups as a barrier to learning, and were less likely to report overcoming barriers to skills training via the key processes outlined above. The findings of this qualitative study require replication, but could be used to generate hypotheses for testing in further research on barriers to skills training, how these relate to dropout, and how they can be overcome. The paper outlines several such suggestions for further research.

Overcoming Barriers to Skills Training in Borderline Personality Disorder: A Qualitative Interview Study.

Directory of Open Access Journals (Sweden)

Kirsten Barnicot

Full Text Available Despite evidence suggesting that skills training is an important mechanism of change in dialectical behaviour therapy, little research exploring facilitators and barriers to this process has been conducted. The study aimed to explore clients' experiences of barriers to dialectical behaviour therapy skills training and how they felt they overcame these barriers, and to compare experiences between treatment completers and dropouts. In-depth qualitative interviews were conducted with 40 clients with borderline personality disorder who had attended a dialectical behaviour therapy programme. A thematic analysis of participants' reported experiences found that key barriers to learning the skills were anxiety during the skills groups and difficulty understanding the material. Key barriers to using the skills were overwhelming emotions which left participants feeling unable or unwilling to use them. Key ways in which participants reported overcoming barriers to skills training were by sustaining their commitment to attending therapy and practising the skills, personalising the way they used them, and practising them so often that they became an integral part of their behavioural repertoire. Participants also highlighted a number of key ways in which they were supported with their skills training by other skills group members, the group therapists, their individual therapist, friends and family. Treatment dropouts were more likely than completers to describe anxiety during the skills groups as a barrier to learning, and were less likely to report overcoming barriers to skills training via the key processes outlined above. The findings of this qualitative study require replication, but could be used to generate hypotheses for testing in further research on barriers to skills training, how these relate to dropout, and how they can be overcome. The paper outlines several such suggestions for further research.

Threshold concepts as barriers to understanding climate science

Science.gov (United States)

Walton, P.

2013-12-01

Whilst the scientific case for current climate change is compelling, the consequences of climate change have largely failed to permeate through to individuals. This lack of public awareness of the science and the potential impacts could be considered a key obstacle to action. The possible reasons for such limited success centre on the issue that climate change is a complex subject, and that a wide ranging academic, political and social research literature on the science and wider implications of climate change has failed to communicate the key issues in an accessible way. These failures to adequately communicate both the science and the social science of climate change at a number of levels results in ';communication gaps' that act as fundamental barriers to both understanding and engagement with the issue. Meyer and Land (2003) suggest that learners can find certain ideas and concepts within a discipline difficult to understand and these act as a barrier to deeper understanding of a subject. To move beyond these threshold concepts, they suggest that the expert needs to support the learner through a range of learning experiences that allows the development of learning strategies particular to the individual. Meyer and Land's research into these threshold concepts has been situated within Economics, but has been suggested to be more widely applicable though there has been no attempt to either define or evaluate threshold concepts to climate change science. By identifying whether common threshold concepts exist specifically in climate science for cohorts of either formal or informal learners, scientists will be better able to support the public in understanding these concepts by changing how the knowledge is communicated to help overcome these barriers to learning. This paper reports on the findings of a study that examined the role of threshold concepts as barriers to understanding climate science in a UK University and considers its implications for wider

[Barriers for the implementation of cognitive services in Spanish community pharmacies].

Science.gov (United States)

Gastelurrutia, Miguel Angel; Fernández-Llimos, Fernando; Benrimoj, Shalom I; Castrillon, Carla Cristina; Faus, María José

2007-09-01

To identify and assess barriers for dissemination, implementation, and sustainability of different cognitive services in Spanish community pharmacies. Qualitative study through semi-structured interviews followed by a descriptive analysis. Two groups of experts related to Spanish community pharmacy were chosen. One with 15 community pharmacists with a relevant professional activity, while the other group (n=18) was related to pharmacy strategists. The lack of university clinical oriented learning, lack of pharmacists' attitude towards change and some uncertainty over their professional future were identified as barriers at the pharmacists' level. In relation to pharmacy as an organization the lack of clear messages by their leaders and the small volume of Spanish pharmacies were identified as barriers. In the category of pharmacy profession, the current reimbursement system, the lack of university clinical education, and the lack of leadership by current representative organizations were the barriers found. The lack of real involvement by health authorities, the lack of knowledge about the objectives of pharmacy cognitive services, and the lack of demand of these services by patients where also identified as barriers. Finally, 12 barriers were identified and grouped into 6 categories. These barriers fit in with the barriers identified in other countries.

Gender Barriers to Access to Antiretroviral Therapy and its Link to ...

African Journals Online (AJOL)

Gender Barriers to Access to Antiretroviral Therapy and its Link to ... to assess executive function, verbal fluency, working memory, learning memory, recall, ... there were no gender differences in performance in the neuropsychological testing.

Lessons Learned from Missing Flooding Barriers Operating Experience

International Nuclear Information System (INIS)

Simic, Z.; Veira, M. P.

2016-01-01

Flooding hazard is highly significant for nuclear power plant safety because of its potential for common cause impact on safety related systems, and because operating experience reviews regularly identify flooding as a cause of concern. Source of the flooding could be external (location) or internal (plant design). The amount of flooding water could vary but even small amount might suffice to affect redundant trains of safety related systems for power supply and cooling. The protection from the flooding is related to the design-basis flood level (DBFL) and it consists of three elements: structural, organizational and accessibility. Determination of the DBFL is critical, as Fukushima Daiichi accident terribly proved. However, as the topic of flooding is very broad, the scope of this paper is focused only on the issues related to the missing flood barriers. Structural measures are physically preventing flooding water to reach or damage safety related system, and they could be permanent or temporary. For temporary measures it is important to have necessary material, equipment and organizational capacity for the timely implementation. Maintenance is important for permanent protection and periodical review is important for assuring readiness and feasibility of temporary flooding protection. Final flooding protection element is assured accessibility to safety related systems during the flooding. Appropriate flooding protection is based on the right implementation of design requirements, proper maintenance and periodic reviews. Operating experience is constantly proving how numerous water sources and systems interactions make flooding protection challenging. This paper is presenting recent related operating experience feedback involving equipment, procedures and analysis. Most frequent deficiencies are: inadequate, degraded or missing seals that would allow floodwaters into safety related spaces. Procedures are inadequate typically because they underestimate necessary

Thinly disguised contempt: a barrier to excellence.

Science.gov (United States)

Brown-Stewart, P

1987-04-01

Many elements in contemporary leadership and management convey contempt for employees. "Thinly disguised contempt," a concept introduced by Peters and Austin in A Passion For Excellence, explains many barriers to the achievement of excellence in corporations across disciplines. Health care executives and managers can learn from the errors of corporate management and avoid replicating these errors in the health care industry.

From Continuous Improvement to Organisational Learning: Developmental Theory.

Science.gov (United States)

Murray, Peter; Chapman, Ross

2003-01-01

Explores continuous improvement methods, which underlie total quality management, finding barriers to implementation in practice that are related to a one-dimensional approach. Suggests a multiple, unbounded learning cycle, a holistic approach that includes adaptive learning, learning styles, generative learning, and capability development.…

Language barriers in medical education and attitudes towards Arabization of medicine: student and staff perspectives.

Science.gov (United States)

Sabbour, S M; Dewedar, S A; Kandil, S K

2012-12-04

Students and staff perspectives on language barriers in medical education in Egypt and their attitude towards Arabization of the medical curriculum were explored in a questionnaire survey of 400 medical students and 150 staff members. Many students (56.3%) did not consider learning medicine in English an obstacle, and 44.5% of staff considered it an obstacle only in the 1st year of medical school. Many other barriers to learning other than language were mentioned. However, 44.8% of students translated English terms to Arabic to facilitate studying and 70.6% of students in their clinical study years would prefer to learn patient history-taking in Arabic. While Arabization in general was strongly declined, teaching in Arabic language was suggested as appropriate in some specialties.

Teachers' Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools

Science.gov (United States)

Dakich, Eva

This paper presents perceptions of four primary school teachers from two Victorian government primary schools about the barriers and catalyst for effective practices with ICT. Findings of the semi-structured qualitative interviews confirm results of previous studies indicating that access to reliable infrastructure, adequate technical support, and time pressures are still considered to be some of the most significant barriers to successful ICT integration in public schools. Teacher interviews however also reveal that the challenges of integrating ICT in teaching and learning can be counterbalanced by a number of variables, which include: owning a laptop, having access to ongoing professional learning, sharing effective practices, drawing on student expertise and being supported by a whole-school approach to teaching and learning with ICT.

A service-learning project to eliminate barriers to oral care for children with special health care needs.

Science.gov (United States)

DeMattei, Ronda R; Allen, Jessica; Goss, Breanna

2012-06-01

Children with special health care needs face many barriers to oral care and are at high risk for oral disease. School nurses are in a unique position to promote oral wellness in this vulnerable population. Collaboration between school nurses and dental hygiene faculty resulted in the formation of a partnership between a university-based dental hygiene program and two special education districts in rural southern Illinois. Senior dental hygiene students participated in a school-based service-learning project that provided dental examinations, preventive services, and education to children with special health care needs. Evidence-based behavioral interventions were used to teach children to comply with oral procedures. School nurses mentored dental hygiene students in behavior management of children. Dental exams were provided to 234 children from four special education schools with the majority receiving cleanings and fluoride.

Barriers to Change: Findings from Three Literacy Professional Learning Initiatives

Science.gov (United States)

Parsons, Allison Ward; Parsons, Seth A.; Morewood, Aimee; Ankrum, Julie W.

2016-01-01

In this article, we describe lessons learned from three separate literacy professional learning initiatives that took place in elementary schools in three different locations: high-poverty urban, medium-poverty rural, and low-poverty suburban. The professional learning initiatives were also diverse in scope: one was a three-year, school-wide…

Double-Barrier Memristive Devices for Unsupervised Learning and Pattern Recognition.

Science.gov (United States)

Hansen, Mirko; Zahari, Finn; Ziegler, Martin; Kohlstedt, Hermann

2017-01-01

The use of interface-based resistive switching devices for neuromorphic computing is investigated. In a combined experimental and numerical study, the important device parameters and their impact on a neuromorphic pattern recognition system are studied. The memristive cells consist of a layer sequence Al/Al 2 O 3 /Nb x O y /Au and are fabricated on a 4-inch wafer. The key functional ingredients of the devices are a 1.3 nm thick Al 2 O 3 tunnel barrier and a 2.5 mm thick Nb x O y memristive layer. Voltage pulse measurements are used to study the electrical conditions for the emulation of synaptic functionality of single cells for later use in a recognition system. The results are evaluated and modeled in the framework of the plasticity model of Ziegler et al. Based on this model, which is matched to experimental data from 84 individual devices, the network performance with regard to yield, reliability, and variability is investigated numerically. As the network model, a computing scheme for pattern recognition and unsupervised learning based on the work of Querlioz et al. (2011), Sheridan et al. (2014), Zahari et al. (2015) is employed. This is a two-layer feedforward network with a crossbar array of memristive devices, leaky integrate-and-fire output neurons including a winner-takes-all strategy, and a stochastic coding scheme for the input pattern. As input pattern, the full data set of digits from the MNIST database is used. The numerical investigation indicates that the experimentally obtained yield, reliability, and variability of the memristive cells are suitable for such a network. Furthermore, evidence is presented that their strong I - V non-linearity might avoid the need for selector devices in crossbar array structures.

Exploring Organizational and Cultural Barriers to Developing Distance Learning

Science.gov (United States)

Nadelman, Cindi A.

2014-01-01

Distance learning programs are being developed at many institutions of higher learning as a means of maintaining a competitive advantage. The problem is that college administrators have no reliable methods for predicting the likelihood of success or failure of these newly launched programs. There is a lack of information regarding attitudes and…

Maladaptive learning and memory in hybrids as a reproductive isolating barrier.

Science.gov (United States)

Rice, Amber M; McQuillan, Michael A

2018-05-30

Selection against hybrid offspring, or postzygotic reproductive isolation, maintains species boundaries in the face of gene flow from hybridization. In this review, we propose that maladaptive learning and memory in hybrids is an important, but overlooked form of postzygotic reproductive isolation. Although a role for learning in premating isolation has been supported, whether learning deficiencies can contribute to postzygotic isolation has rarely been tested. We argue that the novel genetic combinations created by hybridization have the potential to impact learning and memory abilities through multiple possible mechanisms, and that any displacement from optima in these traits is likely to have fitness consequences. We review evidence supporting the potential for hybridization to affect learning and memory, and evidence of links between learning abilities and fitness. Finally, we suggest several avenues for future research. Given the importance of learning for fitness, especially in novel and unpredictable environments, maladaptive learning and memory in hybrids may be an increasingly important source of postzygotic reproductive isolation. © 2018 The Author(s).

Achieving and sustaining automated health data linkages for learning systems: barriers and solutions.

Science.gov (United States)

Van Eaton, Erik G; Devlin, Allison B; Devine, Emily Beth; Flum, David R; Tarczy-Hornoch, Peter

2014-01-01

Delivering more appropriate, safer, and highly effective health care is the goal of a learning health care system. The Agency for Healthcare Research and Quality (AHRQ) funded enhanced registry projects: (1) to create and analyze valid data for comparative effectiveness research (CER); and (2) to enhance the ability to monitor and advance clinical quality improvement (QI). This case report describes barriers and solutions from one state-wide enhanced registry project. The Comparative Effectiveness Research and Translation Network (CERTAIN) deployed the commercially available Amalga Unified Intelligence System™ (Amalga) as a central data repository to enhance an existing QI registry (the Automation Project). An eight-step implementation process included hospital recruitment, technical electronic health record (EHR) review, hospital-specific interface planning, data ingestion, and validation. Data ownership and security protocols were established, along with formal methods to separate data management for QI purposes and research purposes. Sustainability would come from lowered chart review costs and the hospital's desire to invest in the infrastructure after trying it. CERTAIN approached 19 hospitals in Washington State operating within 12 unaffiliated health care systems for the Automation Project. Five of the 19 completed all implementation steps. Four hospitals did not participate due to lack of perceived institutional value. Ten hospitals did not participate because their information technology (IT) departments were oversubscribed (e.g., too busy with Meaningful Use upgrades). One organization representing 22 additional hospitals expressed interest, but was unable to overcome data governance barriers in time. Questions about data use for QI versus research were resolved in a widely adopted project framework. Hospitals restricted data delivery to a subset of patients, introducing substantial technical challenges. Overcoming challenges of idiosyncratic EHR

Mobile Learning: Challenges for Teachers of Indian Open Universities

Science.gov (United States)

Awadhiya, Ashish Kumar; Miglani, Anshu

2016-01-01

"Mobile Learning" (m-Learning) has emerged as a trend in the field of Open and Distance Learning (ODL). It is removing the time and geographical barriers for learning by placing learning opportunities at the fingertips of learners. ODL institutes in India are also adopting m-learning in different forms; however, it is not fully…

Participatory Learning in Residential Weekends: Benefit or Barrier to Learning for the International Student?

Science.gov (United States)

Robson, Fiona; Forster, Gillian; Powell, Lynne

2016-01-01

The context for this research is a residential learning weekend which is embedded into all postgraduate programmes at Newcastle Business School via a management development module entitled "Developing Self". The objective of this study was to identify and explore how participatory learning in multicultural groups enables international…

Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout.

Science.gov (United States)

Doménech Betoret, Fernando; Gómez Artiga, Amparo

2010-11-01

This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.

Barrier properties of cultured retinal pigment epithelium.

Science.gov (United States)

Rizzolo, Lawrence J

2014-09-01

The principal function of an epithelium is to form a dynamic barrier that regulates movement between body compartments. Each epithelium is specialized with barrier functions that are specific for the tissues it serves. The apical surface commonly faces a lumen, but the retinal pigment epithelium (RPE) appears to be unique by a facing solid tissue, the sensory retina. Nonetheless, there exists a thin (subretinal) space that can become fluid filled during pathology. RPE separates the subretinal space from the blood supply of the outer retina, thereby forming the outer blood-retinal barrier. The intricate interaction between the RPE and sensory retina presents challenges for learning how accurately culture models reflect native behavior. The challenge is heightened by findings that detail the variation of RPE barrier proteins both among species and at different stages of the life cycle. Among the striking differences is the expression of claudin family members. Claudins are the tight junction proteins that regulate ion diffusion across the spaces that lie between the cells of a monolayer. Claudin expression by RPE varies with species and life-stage, which implies functional differences among commonly used animal models. Investigators have turned to transcriptomics to supplement functional studies when comparing native and cultured tissue. The most detailed studies of the outer blood-retinal barrier have focused on human RPE with transcriptome and functional studies reported for human fetal, adult, and stem-cell derived RPE. Copyright © 2014 Elsevier Ltd. All rights reserved.

E-Learning Experiences of Hong Kong Students

OpenAIRE

J. Lam; R. Chan

2013-01-01

The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questio...

Hanford Site protective isolation surface barrier: Taking research and development to engineered application

International Nuclear Information System (INIS)

Myers, D.R.; Wing, N.R.

1994-01-01

The development of the Protective Isolation Surface Barrier has been an ongoing program since 1985. This development effort has focused on several technical areas. These technical areas include water infiltration, biointrusion, human intrusion, erosion/deposition, physical stability, barrier materials, computer modeling, long-term climate effects, natural analogs, and barrier design. This paper briefly reviews the results of the research and development in the technical areas and then explains how the results of this work have influenced the design features of the prototype barrier. A good example of this is to explain how the type and depth of the soil layer used in the barrier is related to water infiltration, biointrusion, modeling, climate, analogs, and barrier materials. Another good example is to explain the relationship of the barrier sideslopes (basalt riprap and native soil) with human intrusion, biointrusion, barrier materials, and barrier design. In general, the design features of the prototype barrier will be explained in terms of the results of the testing and development program. After the basis for prototype barrier design has been established, the paper will close by reviewing the construction of the prototype barrier, sharing the lessons learned during construction, and explaining the ongoing testing and monitoring program which will determine the success or failure of this barrier concept and the need for additional design modifications

Active and Passive Technology Integration: A Novel Approach for Managing Technology's Influence on Learning Experiences in Context-Aware Learning Spaces

Science.gov (United States)

Laine, Teemu H.; Nygren, Eeva

2016-01-01

Technology integration is the process of overcoming different barriers that hinder efficient utilisation of learning technologies. The authors divide technology integration into two components based on technology's role in the integration process. In active integration, the technology integrates learning resources into a learning space, making it…

Interactive Learning in SME-University Collaborations: A Conceptual Framework for Facilitating Interaction

DEFF Research Database (Denmark)

Filip, Diane

2013-01-01

. The facilitation process focuses on interactive learning and is divided into phases, which makes it easier for SMEs to progressive engage in innovation projects with researchers. In-depth interviews with the facilitators of the programme were conducted and focused on barriers to collaboration, human interaction......, and lessons learned. From the facilitators’ perspective, a conceptual model capturing the main actor’s activities in each phase paralleled with an illustration of the narrowed gap from the human interaction is presented in the paper. The main findings addressed the issues of human-based and system......-based barriers. One of the lessons learned is the importance of human interaction of narrowing the perceived gap by mitigating the human-based barriers, and to some extent also system-based barriers. The case presented in this paper has managerial and innovation policy implications....

The Development of a Comprehensive and Coherent Theory of Learning

Science.gov (United States)

Illeris, Knud

2015-01-01

This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal…

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...

Blended learning in health education: three case studies

NARCIS (Netherlands)

de Jong, N.; Savin-Baden, M.; Cunningham, A.M.; Verstegen, D.M.L.

2014-01-01

Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past

AN ACTIVITY THEORY APPROACH TO STUDY BARRIERS OF FACULTY REGARDING TECHNOLOGY INTEGRATION IN HIGHER EDUCATION

DEFF Research Database (Denmark)

Castro Guzman, Willy

2016-01-01

technology. Ertmer’s approach establishes first-order and second-orders barriers as hinderers for teacher’s adoption of technology. The study intends to answer what are the barriers existing in the socalled enthusiastic faculty teachers regarding technology integration in Education? Findings call...... dichotomies between enthusiastic-resistant teachers, the intrinsic-extrinsic barriers, and claims for passing from an individual to a collective approach to ICT integration in education......Information and communication technologies are instruments for supporting new ways of teaching and learning. Nevertheless, its impact concerning scope has not reached the expected level. This strain between benefits and impact has been inquired from the perspective of barriers of teachers to use...

E-Learning in postsecondary education.

Science.gov (United States)

Bell, Bradford S; Federman, Jessica E

2013-01-01

Over the past decade postsecondary education has been moving increasingly from the classroom to online. During the fall 2010 term 31 percent of U.S. college students took at least one online course. The primary reasons for the growth of e-learning in the nation's colleges and universities include the desire of those institutions to generate new revenue streams, improve access, and offer students greater scheduling flexibility. Yet the growth of e-learning has been accompanied by a continuing debate about its effectiveness and by the recognition that a number of barriers impede its widespread adoption in higher education. Through an extensive research review, Bradford Bell and Jessica Federman examine three key issues in the growing use of e-learning in postsecondary education. The first is whether e-learning is as effective as other delivery methods. The debate about the effectiveness of e-learning, the authors say, has been framed in terms of how it compares with other means of delivering instruction, most often traditional instructor-led classroom instruction. Bell and Federman review a number of meta-analyses and other studies that, taken together, show that e-learning produces outcomes equivalent to other delivery media when instructional conditions are held constant. The second issue is what particular features of e-learning influence its effectiveness. Here the authors move beyond the "does it work" question to examine how different instructional features and supports, such as immersion and interactivity, influence the effectiveness of e-learning programs. They review research that shows how these features can be configured to create e-learning programs that help different types of learners acquire different types of knowledge. In addressing the third issue--the barriers to the adoption of e-learning in postsecondary education--Bell and Federman discuss how concerns about fraud and cheating, uncertainties about the cost of e-learning, and the unique

Sprache als Barriere (Language as a Barrier)

Science.gov (United States)

Mattheier, Klaus

1974-01-01

The concept of language barrier has its derivations in the fields of dialectology, sociology and psychology. In contemporary usage however, the concept has two meanings i.e. regional-cultural barrier and socio-cultural barrier. (Text is in German.) (DS)

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students.

Science.gov (United States)

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-05-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

Uncovering Barriers to Teaching Assistants (TAs Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students

Directory of Open Access Journals (Sweden)

Cara Gormally

2016-05-01

Full Text Available Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs, often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1 TAs lack sufficient facilitation skills; 2 TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3 student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

Eliminating Language Barriers Online at European Prisons (ELBEP): A Case-Study

Science.gov (United States)

Barkan, M.; Toprak, E.; Kumtepe, A. T.; Kumtepe, E. Genc; Ataizi, M.; Pilanci, H.; Mutlu, M. E.; Kayabas, I.; Kayabas, B. Kip

2011-01-01

ELBEP (Eliminating Language Barriers in European Prisons Through Open and Distance Education Technology) is a multilateral project funded by the European Union (EU) Lifelong Learning, Grundtvig (Adult Education) Programme. It aims to overcome language/communication problems between prison staff and foreign inmates at European prisons via online…

External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom

Directory of Open Access Journals (Sweden)

Laurence Clement

2016-12-01

Full Text Available Although a majority of under-represented minority (URM students begin their postsecondary education at community colleges, little is known about barriers to success and retention for transfer-bound science students. This study focuses on some of the barriers that affect these students’ ability to study adequately for a community college “gateway” course. It tests whether instructors’ expectations of study time were realistic for community college students and whether students reported facing external barriers, such as job and family responsibilities, or internal barriers to studying, such as lack of motivational, cognitive, and metacognitive abilities, all of which have been shown to impact academic success and retention. It also tests whether students who faced such barriers were less likely to succeed in and complete the course, as well as whether time spent studying was related to course success. The findings reported here show that community college students do not have enough available time to study and that external and internal barriers are both prevalent among these students. In addition, students who faced such barriers are more likely to fail or drop the class. Results also show that study time is positively correlated with retention, but not performance, as well as with some motivational, cognitive, and metacognitive dimensions of self-regulated learning. These findings lead to new questions, including whether student success in a community college class is associated with the use of cognitive and metacognitive learning strategies for students with no prior degrees, and whether increased course structure may improve success for college students with lower self-regulated abilities.

Barrier mechanisms in the Drosophila blood-brain barrier

Directory of Open Access Journals (Sweden)

Samantha Jane Hindle

2014-12-01

Full Text Available The invertebrate blood-brain barrier field is growing at a rapid pace and, in recent years, studies have shown a physiologic and molecular complexity that has begun to rival its vertebrate counterpart. Novel mechanisms of paracellular barrier maintenance through GPCR signaling were the first demonstrations of the complex adaptive mechanisms of barrier physiology. Building upon this work, the integrity of the invertebrate blood-brain barrier has recently been shown to require coordinated function of all layers of the compound barrier structure, analogous to signaling between the layers of the vertebrate neurovascular unit. These findings strengthen the notion that many blood-brain barrier mechanisms are conserved between vertebrates and invertebrates, and suggest that novel findings in invertebrate model organisms will have a significant impact on the understanding of vertebrate BBB functions. In this vein, important roles in coordinating localized and systemic signaling to dictate organism development and growth are beginning to show how the blood-brain barrier can govern whole animal physiologies. This includes novel functions of blood-brain barrier gap junctions in orchestrating synchronized neuroblast proliferation, and of blood-brain barrier secreted antagonists of insulin receptor signaling. These advancements and others are pushing the field forward in exciting new directions. In this review, we provide a synopsis of invertebrate blood-brain barrier anatomy and physiology, with a focus on insights from the past 5 years, and highlight important areas for future study.

Key Barriers to the Implementation of Solar Energy in Nigeria: A Critical Analysis

Science.gov (United States)

Abdullahi, D.; Suresh, S.; Renukappa, S.; Oloke, D.

2017-08-01

Nigeria, potentially, has abundant sunshine throughout the year, making it full thirst for solar energy generation. Even though, the country’s solar energy projects have not realised a fair result over the years, due to many barriers associated with initiatives implementation. Therefore, the entire power sector remains incapacitated to generate, transmit and distribute a clean, affordable and sustainable energy to assist economic growth. The research integrated five African counterpart’s solar energy initiatives, barriers, policies and strategies adopted as a lesson learned to Nigeria. Inadequate solar initiative’s research, lack of technological know-how, short-term policies, lack of awareness and political instability are the major barriers that made the implementation of solar initiatives almost impossible in Nigeria. The shock of the barriers therefore, constitutes a major negative contribution to the crippling of the power sector in the state. Future research will concentrate on initiatives for mitigating solar and other renewable energy barriers.

Barriers to Learning in Agile Software Development Projects

DEFF Research Database (Denmark)

Babb, Jeffry S.; Hoda, Rashina; Nørbjerg, Jacob

2013-01-01

The adoption of agile methods promises many advantages for individual, team, and organizational learning. However, environmental, structural, and organizational/cultural constraints often find teams adapting agile software development methods rather than engaging in full adoption. We present resu...

Perceptions of intrinsically and extrinsically motivated distance education students of the barriers to persistence

Directory of Open Access Journals (Sweden)

G. P. Fourie

1998-06-01

Full Text Available The aim of the study was to investigate the influence of intrinsic and extrinsic motivation on the perceptions held by distance education students of the barriers to persistence. A review of the literature on attrition in traditional and distance education and motivation to learn in adults - with specific reference to intrinsic and extrinsic motivation, as well as barriers to persistence - is presented. The "Barriers to Persistence Questionnaire" (BPQ, consisting of 97 items, was developed. It was administered, in combination with Maritz's (1980 86 item "Motivation to Learn Questionnaire" (MLQ to 212 adults enrolled for management development programmes via distance education. Statistically significant differences were found between predominantly intrinsically motivated students and those students who were predominantly extrinsically motivated. The implications of the findings/ as well as the implications for distance education institutions and organisations involved in distance education, are discussed. Opsomming Die doel van die studie was om die invloed van intrinsieke en ekstrinsieke motivering op die persepsies van afstandsonderrigstudente van die hindemisse tot volharding te ondersoek. 'n Literatuuroorsig ten opsigte van slytasie in tradisionele onderrig en afstandsonderrig, asook die rol van motivering in volwasse onderrig - met spesifieke verwysing na intrinsieke en ekstrinsieke motivering, asook die hindemisse tot volharding - is gedoen. Die "Barriers to Persistence Questionnaire" (BPQ is ontwikkel, bestaande uit 97 items. Dit is saam met Maritz (1980 se 86- item "Motivation to Learn Questionnaire" toegepas op 212 volwassenes wat geregistreer is vir bestuursontwikkelingsprogramme via afstandsonderrig. Statisries beduidende verskille is gevind in die persepsies van oorwegend intrinsieke en oorwegend ekstrinsieke studente. Die implikasies van die bevindinge word bespreek, asook implikasies vir afstandsonderrigmstellings en organisasies

Learning Science Through Visualization

Science.gov (United States)

Chaudhury, S. Raj

2005-01-01

In the context of an introductory physical science course for non-science majors, I have been trying to understand how scientific visualizations of natural phenomena can constructively impact student learning. I have also necessarily been concerned with the instructional and assessment approaches that need to be considered when focusing on learning science through visually rich information sources. The overall project can be broken down into three distinct segments : (i) comparing students' abilities to demonstrate proportional reasoning competency on visual and verbal tasks (ii) decoding and deconstructing visualizations of an object falling under gravity (iii) the role of directed instruction to elicit alternate, valid scientific visualizations of the structure of the solar system. Evidence of student learning was collected in multiple forms for this project - quantitative analysis of student performance on written, graded assessments (tests and quizzes); qualitative analysis of videos of student 'think aloud' sessions. The results indicate that there are significant barriers for non-science majors to succeed in mastering the content of science courses, but with informed approaches to instruction and assessment, these barriers can be overcome.

CHALLENGES AND STRATEGIES FOR E-LEARNING DEVELOPMENT IN THE PAYAME NOOR UNIVERSITY OF IRAN

Directory of Open Access Journals (Sweden)

Mahnaz MOHAMADZADEH

2012-01-01

Full Text Available Higher education in Iran is confronting with several challenges; some of them are increasing demand for education and insufficiency of current programs to meet the growing needs, emerging information age and the necessity of achieving information literacy, and extending educational justice. It is assumes that a high performance e-learning system can overcome to the mentioned problems. It removes time and place restrictions and creates economical benefits, and makes available lifelong learning opportunity for all. The primary purpose of this study was to identify challenges of electronic learning development in Payame Noor University of Iran to present feasible solutions for establishing a suitable e-learning system. Descriptive survey design for data collection was adopted in this study. The population of this study was consisted of 600 instructors and faculty members. A sample of 160 faculty member was selected by using random sampling method. Results show that barriers such as incompatibility of contents and methods, skill unavailability, attitudinal hampering, cultural barriers, infrastructural obstacles, encouraging and credit barriers as well as barriers related to incorporating e- learning into traditional education systems were the main challenges of e-learning in the Payame Noor University. Also results revealed that factors such as educational effectiveness in e- learning, policy making, university's technical and social support of e- learning, financial support and expansion of income earning for instructors and faculty members, improving working conditions, foreign language skill and faculty members interest in professional development were the most important factors in developing e-learning in Payame Noor university of Iran.

Transforming Children's Health Spaces into Learning Places

Science.gov (United States)

Nisselle, Amy; Green, Julie; Scrimshaw, Chantel

2011-01-01

Purpose: Chronic health conditions can cause children extended school absences, creating significant barriers for continued education. Out-of-school learning environments, such as hospitals, provide opportunities to maintain children's learning identities during school absences. This paper seeks to present an example of hospital-based teaching and…

Processes of Learning with Regard to Students’ Learning Difficulties in Mathematics

Directory of Open Access Journals (Sweden)

Amalija Zakelj

2014-06-01

Full Text Available In the introduction, we write about the process of learning mathematics: the development of mathematical concepts, numerical and spatial imagery on reading and understanding of texts, etc. The central part of the paper is devoted to the study, in which we find that identifying the learning processes associated with learning difficulties of students in mathematics, is not statistically significantly different between primary school teachers and teachers of mathematics. Both groups expose the development of numerical concepts, logical reasoning, and reading and understanding the text as the ones with which difficulties in learning mathematics appear the most frequently. All the processes of learning that the teachers assessed as the ones that represent the greatest barriers to learning have a fairly uniform average estimates of the degree of complexity, ranging from 2.6 to 2.8, which is very close to the estimate makes learning very difficult.

What comes first, language or work? Linguistic barriers for accessing the labour market

DEFF Research Database (Denmark)

Adamo, Silvia

2018-01-01

Linguistic barriers are often among the first and most evident obstacles that professionals encounter when they move to another Member State. The difficulties of learning and mastering a foreign language can impair the prospects of insertion into the labour market of a host country. In Denmark......, language is also supposed to be an instrument for accessing the local culture and national values. The legislation sustains the political assumption that the best place to learn Danish is in the workplace. However, what happens if access to the labour market is precluded until a very high Danish...... proficiency is achieved? Is it always the responsibility of the individual, or is there perhaps also an underlying cultural picket fence that keeps foreign professionals out of the labour market? By exploring formal (legal) and informal (‘de-facto’) barriers in Denmark, this chapter approaches the broader...

Barriers to palliative care in people with chronic obstructive pulmonary disease in home care

DEFF Research Database (Denmark)

Mousing, Camilla Askov; Timm, Helle; Lomborg, Kirsten

2018-01-01

. Non-awareness and organisational barriers led to difficulties in identifying PC needs and reluctance to initiate conversations about PC. CONCLUSION: The findings indicate a need for education, training and reflection among professional caregivers in home care. Also, organisational changes may...... vague understanding of palliative care and lack of knowledge about the disease. Organisational barriers, such as lack of time and continuity in patient care and lack of opportunity to discuss palliative care and lack of peer learning were experienced as challenging in the provision of palliative care...... be needed to reduce the barriers to palliative care. This article is protected by copyright. All rights reserved....

Adventures in Learning Python

OpenAIRE

Wickes, Elizabeth

2014-01-01

Poster prepared for the 2014 PyCon.   Abstract from program: Programming and computer science education have quite a few barriers to full inclusion of researchers who could benefit from acquisition of those skills. The desire to learn is often seen as the largest barrier for entry into computer science education, and many programs and initiatives are designed to encourage prospective students to move beyond it. In most cases those students will be entering into a formal and structured l...

Mentoring overseas nurses: barriers to effective and non-discriminatory mentoring practices.

Science.gov (United States)

Allan, Helen

2010-09-01

In this article it is argued that there are barriers to effective and non-discriminatory practice when mentoring overseas nurses within the National Health Service (NHS) and the care home sector. These include a lack of awareness about how cultural differences affect mentoring and learning for overseas nurses during their period of supervised practice prior to registration with the UK Nursing and Midwifery Council. These barriers may demonstrate a lack of effective teaching of ethical practice in the context of cultural diversity in health care. This argument is supported by empirical data from a national study. Interviews were undertaken with 93 overseas nurses and 24 national and 13 local managers and mentors from six research sites involving UK health care employers in the NHS and independent sectors in different regions of the UK. The data collected showed that overseas nurses are discriminated against in their learning by poor mentoring practices; equally, from these data, it appears that mentors are ill-equipped by existing mentor preparation programmes to mentor overseas-trained nurses from culturally diverse backgrounds. Recommendations are made for improving mentoring programmes to address mentors' ability to facilitate learning in a culturally diverse workplace and thereby improve overseas nurses' experiences of their supervised practice.

Gendered Learning Environments in Managerial Work

Science.gov (United States)

Gustavsson, Maria; Eriksson, Anna Fogelberg

2010-01-01

The aim is to investigate female and male managers' learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that…

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students †

Science.gov (United States)

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-01-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice. PMID:27158302

Gendered learning environments in managerial work

OpenAIRE

Gustavsson, Maria; Fogelberg Eriksson, Anna

2010-01-01

The aim is to investigate female and male managers’ learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that the male managers were provided with significantly richer opportunities to participate in activities conducive to learning and career development tha...

The Challenge of Four-Status Model of eLearning: Principles Toward a New Understanding for Healthcare Professionals

OpenAIRE

Turnbull, Niruwan; Wills, Gary; Gobbi, Mary

2011-01-01

This paper presents the critical reviews of the advantages and disadvantages of eLearning for healthcare professionals. The impact of learning on healthcare professionals is explored; the focus is on healthcare professionals in rural Thailand. Literature suggests that there are four main topics related to the drivers and barriers in eLearning, they are: Infrastructure; Finance; Policies; and Culture (IF-PC). IF-PC model of barriers and drivers of eLearning is being adopted as a template for t...

Barriers and Facilitators to Central Venous Catheter Insertion: A Qualitative Study.

Science.gov (United States)

Cameron, Kenzie A; Cohen, Elaine R; Hertz, Joelle R; Wayne, Diane B; Mitra, Debi; Barsuk, Jeffrey H

2018-03-14

The aims of the study were to identify perceived barriers and facilitators to central venous catheter (CVC) insertion among healthcare providers and to understand the extent to which an existing Simulation-Based Mastery Learning (SBML) program may address barriers and leverage facilitators. Providers participating in a CVC insertion SBML train-the-trainer program, in addition to intensive care unit nurse managers, were purposively sampled from Veterans Administration Medical Centers located in geographically diverse areas. We conducted semistructured interviews to assess perceptions of barriers and facilitators to CVC insertion. Deidentified transcripts were analyzed using a grounded theory approach and the constant comparative method. We subsequently mapped identified barriers and facilitators to our SBML curriculum to determine whether or not the curriculum addresses these factors. We interviewed 28 providers at six Veterans Administration Medical Centers, identifying the following five overarching factors of perceived barriers to CVC insertion: (1) equipment, (2) personnel/staff, (3) setting or organizational context, (4) patient or provider, and (5) time-related barriers. Three overarching factors of facilitators emerged: (1) equipment, (2) personnel, and (3) setting or organizational context facilitators. The SBML curriculum seems to address most identified barriers, while leveraging many facilitators; building on the commonly identified facilitator of nursing staff contribution by expanding the curriculum to explicitly include nurse involvement could improve team efficiency and organizational culture of safety. Many identified facilitators (e.g., ability to use ultrasound, personnel confidence/competence) were also identified as barriers. Evidence-based SBML programs have the potential to amplify these facilitators while addressing the barriers by providing an opportunity to practice and master CVC insertion skills.

Breaking the Communication Barrier: Guidelines to Aid Communication within Pair Programming

Science.gov (United States)

Zarb, Mark; Hughes, Janet

2015-01-01

Pair programming is a software development technique with many cited benefits in learning and teaching. However, it is reported that novice programmers find several barriers to pairing up, typically due to the added communication that is required of this approach. This paper will present a literature review discussing the issue of communication,…

Barriers to teaching ocean science in Greek schools

Science.gov (United States)

Papathanassiou, Martha; McHugh, Patricia; Domegan, Christine; Gotensparre, Susan; Fauville, Geraldine; Parr, Jon

2017-04-01

Most European citizens are not aware of the full extent of the medical, economic, social, political and environmental importance of the sea to Europe and beyond. Most citizens are not aware of how our day-to-day actions can have a cumulative effect on the health of the ocean - a necessary resource that must be protected for all life on the planet Earth to exist. In other words, European citizens lack a sense of "Ocean Literacy" - an understanding of the ocean's influence on us and our influence on the ocean. Sea Change, a 3.5 million EU-funded project started in March 2015, is designed to bring about a fundamental 'Sea Change' in the way European citizens view their relationship with the sea, by empowering them as 'Ocean Literate' citizens - to take direct and sustainable action towards healthy seas and ocean, healthy communities and ultimately, a healthy planet. The project involves 17 partners from nine countries across Europe and will bring about real actions using behavior change and social engagement methodologies. Building upon the latest research on citizen and stakeholder attitudes, perceptions and values, the Sea Change partnership will design and implement mobilisation activities focused on education, community, government agencies, policy makers and citizens. Eight consultations were held around Europe with regards to barriers to teaching ocean science at schools. All project partners used a Collective Intelligence (CI) methodology to involve target group(s) in active, direct participation for Sea Change. CI is a "barriers and value" structuring methodology, a process of critical learning and reflection followed by action, and then by more critical learning to enable mobilisation, design and development 'with' people rather than on their behalf. In Greece, the consultation was carried out by HCMR, the lead partner for Greece. Participants were recruited through personal contact and existing education networks that the HCMR has previously worked with. In

Barriers to calling 911 and learning and performing cardiopulmonary resuscitation for residents of primarily Latino, high-risk neighborhoods in Denver, Colorado.

Science.gov (United States)

Sasson, Comilla; Haukoos, Jason S; Ben-Youssef, Leila; Ramirez, Lorenzo; Bull, Sheana; Eigel, Brian; Magid, David J; Padilla, Ricardo

2015-05-01

Individuals in neighborhoods composed of minority and lower socioeconomic status populations are more likely to have an out-of-hospital cardiac arrest event, less likely to have bystander cardiopulmonary resuscitation (CPR) performed, and less likely to survive. Latino cardiac arrest victims are 30% less likely than whites to have bystander CPR performed. The goal of this study is to identify barriers and facilitators to calling 911, and learning and performing CPR in 5 low-income, Latino neighborhoods in Denver, CO. Six focus groups and 9 key informant interviews were conducted in Denver during the summer of 2012. Purposeful and snowball sampling, conducted by community liaisons, was used to recruit participants. Two reviewers analyzed the data to identify recurrent and unifying themes. A qualitative content analysis was used with a 5-stage iterative process to analyze each transcript. Six key barriers to calling 911 were identified: fear of becoming involved because of distrust of law enforcement, financial, immigration status, lack of recognition of cardiac arrest event, language, and violence. Seven cultural barriers were identified that may preclude performance of bystander CPR: age, sex, immigration status, language, racism, strangers, and fear of touching someone. Participants suggested that increasing availability of tailored education in Spanish, increasing the number of bilingual 911 dispatchers, and policy-level changes, including CPR as a requirement for graduation and strengthening Good Samaritan laws, may serve as potential facilitators in increasing the provision of bystander CPR. Distrust of law enforcement, language concerns, lack of recognition of cardiac arrest, and financial issues must be addressed when community-based CPR educational programs for Latinos are implemented. Copyright © 2014 American College of Emergency Physicians. Published by Elsevier Inc. All rights reserved.

Barriers to Application of E-Learning in Training Activities of SMEs

Science.gov (United States)

Anderson, Randy J.; Wielicki, Tomasz; Anderson, Lydia E.

2010-01-01

This paper reports on the on-going study of Small and Mid-Size Enterprises (SMEs) in the Central California concerning their use of Information and Communication Technology (ICT). This research project analyzed data from a sample of 161 SMEs. Specifically, this part of the study is investigating the major barriers to applications of e-learning…

Investigating the extent to which mobile phones reduce Knowledge Transfer barriers in Student Project Teams

Directory of Open Access Journals (Sweden)

Michael E. Kyobe

2011-03-01

Full Text Available Group learning plays a key role in the transfer of knowledge. In institutions of learning, it enhances students’ understanding, critical thinking, integration of knowledge and knowledge sharing. However, the transfer of knowledge in group projects is often impeded by factors such as time and budget constraints, individual and social barriers, and a lack of motivation.Institutions of learning are increasingly adopting information and communication technologies (e.g. mobile technologies to provide solutions to the challenges facing them. Whilst the integration of the mobile context and technologies in learning environment has been encouraged over the years, and indeed many students today can use mobile phones, the effectiveness of these technologies in reducing impediments to knowledge transfer in group learning has not been investigated.This study investigated the extent to which mobile phones reduce the barriers to knowledge transfer in project groups. The impediments examined include the nature of knowledge, social barriers, lack of time and lack of motivation. Quantitative and qualitative approaches were used to collect and analyse the data. The sample consisted of 85 students engaged in group projects in the departments of Information Systems, Civil Engineering, Computer Science and Construction Engineering.The results show that mobile phones reduce all four knowledge transfer barriers investigated in the project groups. We found no significant difference in the nature of knowledge shared by teams with weak and strong ties. This suggests that teams with weak social ties who normally experience difficulty sharing complex (tacit knowledge can easily do so with the aid of mobile facilities. In addition, frequent users of mobile phones were motivated to share explicit knowledge with their peers whilst those who often work with tacit knowledge could convert it to explicit form and share it with others. Mobile features like short messaging

Lessons Learned from Deploying a Video-Based Web 2.0 Platform in an Executive Education Context

Science.gov (United States)

Maxwell, Katrina; Angehrn, Albert A.

Although IT has been very successful in enabling distributed, collaborative learning and knowledge creation in open-source communities, its promise in other contexts is still an open question. In this paper, we describe the deployment of a video-based Web2.0 platform in an executive education context. The platform, which we developed, makes extensive use of video, profiling, game dynamics, agents and network visualizations in order to capture the attention and involvement of the learning community members. Our goal was to provide executive education participants with an attractive, interactive platform for extending their learning and networking beyond the classroom. This experience has allowed us to identify three main barriers to Web2.0 inter-organizational learning and collaboration in executive education: technological barriers, motivational barriers and the inter-organizational aspect itself.

Hybrid chickadees are deficient in learning and memory.

Science.gov (United States)

McQuillan, Michael A; Roth, Timothy C; Huynh, Alex V; Rice, Amber M

2018-05-01

Identifying the phenotypes underlying postzygotic reproductive isolation is crucial for fully understanding the evolution and maintenance of species. One potential postzygotic isolating barrier that has rarely been examined is learning and memory ability in hybrids. Learning and memory are important fitness-related traits, especially in scatter-hoarding species, where accurate retrieval of hoarded food is vital for winter survival. Here, we test the hypothesis that learning and memory ability can act as a postzygotic isolating barrier by comparing these traits among two scatter-hoarding songbird species, black-capped (Poecile atricapillus) and Carolina chickadees (Poecile carolinensis), and their naturally occurring hybrids. In an outdoor aviary setting, we find that hybrid chickadees perform significantly worse on an associative learning spatial task and are worse at solving a novel problem compared to both parental species. Deficiencies in learning and memory abilities could therefore contribute to postzygotic reproductive isolation between chickadee species. Given the importance of learning and memory for fitness, our results suggest that these traits may play an important, but as yet overlooked, role in postzygotic reproductive isolation. © 2018 The Author(s). Evolution © 2018 The Society for the Study of Evolution.

Smart parking barrier

KAUST Repository

Alharbi, Abdulrazaq M.

2016-05-06

Various methods and systems are provided for smart parking barriers. In one example, among others, a smart parking barrier system includes a movable parking barrier located at one end of a parking space, a barrier drive configured to control positioning of the movable parking barrier, and a parking controller configured to initiate movement of the parking barrier, via the barrier drive. The movable parking barrier can be positioned between a first position that restricts access to the parking space and a second position that allows access to the parking space. The parking controller can initiate movement of the movable parking barrier in response to a positive identification of an individual allowed to use the parking space. The parking controller can identify the individual through, e.g., a RFID tag, a mobile device (e.g., a remote control, smartphone, tablet, etc.), an access card, biometric information, or other appropriate identifier.

Modeling approaches for concrete barriers used in low-level waste disposal

International Nuclear Information System (INIS)

Seitz, R.R.; Walton, J.C.

1993-11-01

A series of three NUREGs and several papers addressing different aspects of modeling performance of concrete barriers for low-level radioactive waste disposal have been prepared previously for the Concrete Barriers Research Project. This document integrates the information from the previous documents into a general summary of models and approaches that can be used in performance assessments of concrete barriers. Models for concrete degradation, flow, and transport through cracked concrete barriers are discussed. The models for flow and transport assume that cracks have occurred and thus should only be used for later times in simulations after fully penetrating cracks are formed. Most of the models have been implemented in a computer code. CEMENT, that was developed concurrently with this document. User documentation for CEMENT is provided separate from this report. To avoid duplication, the reader is referred to the three previous NUREGs for detailed discussions of each of the mathematical models. Some additional information that was not presented in the previous documents is also included. Sections discussing lessons learned from applications to actual performance assessments of low-level waste disposal facilities are provided. Sensitive design parameters are emphasized to identify critical areas of performance for concrete barriers, and potential problems in performance assessments are also identified and discussed

Application of Participatory Learning and Action Methods in Educational Technology Research A Rural Bangladeshi Case

DEFF Research Database (Denmark)

Khalid, Md. Saifuddin; Nyvang, Tom

2013-01-01

This chapter examines barriers and methods to identify barriers to educational technology in a rural technical vocational education and training institute in Bangladesh. It also examines how the application of participatory learning and action methods can provide information for barrier research ...

Barriers in the implementation of a physical activity intervention in primary care settings: lessons learned.

Science.gov (United States)

Josyula, Lakshmi K; Lyle, Roseann M

2013-01-01

Barriers encountered in implementing a physical activity intervention in primary health care settings, and ways to address them, are described in this paper. A randomized comparison trial was designed to examine the impact of health care providers' written prescriptions for physical activity, with or without additional physical activity resources, to adult, nonpregnant patients on preventive care or chronic disease monitoring visits. Following abysmal recruitment outcomes, the research protocol was altered to make it more appealing to all the participants, i.e., health care providers, office personnel, and patients. Various barriers--financial, motivational, and executive--to the implementation of health promotion interventions in primary health care settings were experienced and identified. These barriers have been classified by the different participants in the research process, viz., healthcare providers, administrative personnel, researchers, and patients. Some of the barriers identified were lack of time and reimbursement for health promotion activities, and inadequate practice capacity, for health care providers; increased time and labor demands for administrative personnel; constrained access to participants, and limited funding, for researchers; and superseding commitments, and inaccurate comprehension of the research protocol, for patients. Solutions suggested to overcome these barriers include financial support, e.g., funding for researchers, remuneration for health care organization personnel, reimbursement for providers, payment for participants, and free or subsidized postage, and use of health facilities; motivational strategies such as inspirational leadership, and contests within health care organizations; and partnerships, with other expert technical and creative entities, to improve the quality, efficiency, and acceptability of health promotion interventions.

Chaotic correlations in barrier billiards with arbitrary barriers

International Nuclear Information System (INIS)

Osbaldestin, A H; Adamson, L N C

2013-01-01

We study autocorrelation functions in symmetric barrier billiards for golden mean trajectories with arbitrary barriers. Renormalization analysis reveals the presence of a chaotic invariant set and thus that, for a typical barrier, there are chaotic correlations. The chaotic renormalization set is the analogue of the so-called orchid that arises in a generalized Harper equation. (paper)

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

Science.gov (United States)

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

2010-01-01

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

The Optimum Blend: Affordances and Challenges of Blended Learning For Students

Directory of Open Access Journals (Sweden)

Nuray Gedik

2012-03-01

Full Text Available The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reşection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings

The Optimum Blend: Affordances and Challenges of Blended Learning For Students

Directory of Open Access Journals (Sweden)

Nuray Gedik

2012-07-01

Full Text Available The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reflection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings.

Smart parking barrier

KAUST Repository

Alharbi, Abdulrazaq M.

2016-01-01

positioning of the movable parking barrier, and a parking controller configured to initiate movement of the parking barrier, via the barrier drive. The movable parking barrier can be positioned between a first position that restricts access to the parking

Vaccination learning experiences of nursing students: a grounded theory study.

Science.gov (United States)

Ildarabadi, Eshagh; Karimi Moonaghi, Hossein; Heydari, Abbas; Taghipour, Ali; Abdollahimohammad, Abdolghani

2015-01-01

This study aimed to explore the experiences of nursing students being trained to perform vaccinations. The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin's method of grounded theory. A core category of experiential learning was identified, and the following eight subcategories were extracted: students' enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students' responsibility for learning, providing services, and learning outcomes. The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

CHALLENGES AND STRATEGIES FOR E-LEARNING DEVELOPMENT IN THE UNIVERSITY OF PAYAM NOOR IN IRAN

Directory of Open Access Journals (Sweden)

Mahnaz MOHAMADZADEH (Correspond author,

2012-08-01

Full Text Available Higher education in Iran is confronting with several challenges; Some of them are increasing demand for education and insufficiency of current programs to meet the growing needs, emerging information age and the necessity of achieving information literacy, speed up in knowledge production and the necessity of development of a lifelong and continuous training system, necessity of considering to user orientation and extending educational justice. It is assumes that a high performance e-learning system can overcome to the mentioned problems. E-learning is main component of educational systems in 21st century. It removes time and place restrictions and creates economical benefits, and makes available lifelong learning opportunity for all. The primary purpose of this study was to identify challenges of electronic learning development in Payam Noor University of Ardabil province of Iran to present feasible solutions for establishing a suitable e-learning system. Descriptive survey design for data collection was adopted in this study. The population of this study was consisted of 600 instructors and faculty members. A sample of 160 faculty member was selected by using random sampling method. Results show that barriers such as incompatibility of contents and methods, skill unavailability, attitudinal hampering, cultural barriers, infrastructural obstacles, encouraging and credit barriers as well as barriers related to incorporating e- learning into traditional education systems were the main challenges of e-learning in the Payam Noor University. Also results revealed that factors such as educational effectiveness in e- learning, policy making, university's technical and social support of e- learning, financial support and expansion of income earning for instructors and faculty members, improving working conditions, foreign language skill and faculty members interest in professional development were the most important factors in developing e-learning in

A Continuum of Teachers' e-Learning Practices

Science.gov (United States)

Sadeck, Osman; Cronjé, Johannes

2017-01-01

The introduction of technologies into the teaching and learning environment has implied changes to the way education plays out in an e-Environment. Previous research has highlighted the many barriers and challenges in integration technology into teaching and learning. Technology is said to be underutilised. However there are studies that have…

Developing a Code of Practice for Learning Analytics

Science.gov (United States)

Sclater, Niall

2016-01-01

Ethical and legal objections to learning analytics are barriers to development of the field, thus potentially denying students the benefits of predictive analytics and adaptive learning. Jisc, a charitable organization that champions the use of digital technologies in UK education and research, has attempted to address this with the development of…

Reconsolidated Salt as a Geotechnical Barrier

International Nuclear Information System (INIS)

Hansen, Francis D.; Gadbury, Casey

2015-01-01

Salt as a geologic medium has several attributes favorable to long-term isolation of waste placed in mined openings. Salt formations are largely impermeable and induced fractures heal as stress returns to equilibrium. Permanent isolation also depends upon the ability to construct geotechnical barriers that achieve nearly the same high-performance characteristics attributed to the native salt formation. Salt repository seal concepts often include elements of reconstituted granular salt. As a specific case in point, the Waste Isolation Pilot Plant recently received regulatory approval to change the disposal panel closure design from an engineered barrier constructed of a salt-based concrete to one that employs simple run-of-mine salt and temporary bulkheads for isolation from ventilation. The Waste Isolation Pilot Plant is a radioactive waste disposal repository for defense-related transuranic elements mined from the Permian evaporite salt beds in southeast New Mexico. Its approved shaft seal design incorporates barrier components comprising salt-based concrete, bentonite, and substantial depths of crushed salt compacted to enhance reconsolidation. This paper will focus on crushed salt behavior when applied as drift closures to isolate disposal rooms during operations. Scientific aspects of salt reconsolidation have been studied extensively. The technical basis for geotechnical barrier performance has been strengthened by recent experimental findings and analogue comparisons. The panel closure change was accompanied by recognition that granular salt will return to a physical state similar to the halite surrounding it. Use of run-of-mine salt ensures physical and chemical compatibility with the repository environment and simplifies ongoing disposal operations. Our current knowledge and expected outcome of research can be assimilated with lessons learned to put forward designs and operational concepts for the next generation of salt repositories. Mined salt

Reconsolidated Salt as a Geotechnical Barrier

Energy Technology Data Exchange (ETDEWEB)

Hansen, Francis D. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Gadbury, Casey [USDOE Carlsbad Field Office, NM (United States)

2015-11-01

Salt as a geologic medium has several attributes favorable to long-term isolation of waste placed in mined openings. Salt formations are largely impermeable and induced fractures heal as stress returns to equilibrium. Permanent isolation also depends upon the ability to construct geotechnical barriers that achieve nearly the same high-performance characteristics attributed to the native salt formation. Salt repository seal concepts often include elements of reconstituted granular salt. As a specific case in point, the Waste Isolation Pilot Plant recently received regulatory approval to change the disposal panel closure design from an engineered barrier constructed of a salt-based concrete to one that employs simple run-of-mine salt and temporary bulkheads for isolation from ventilation. The Waste Isolation Pilot Plant is a radioactive waste disposal repository for defense-related transuranic elements mined from the Permian evaporite salt beds in southeast New Mexico. Its approved shaft seal design incorporates barrier components comprising salt-based concrete, bentonite, and substantial depths of crushed salt compacted to enhance reconsolidation. This paper will focus on crushed salt behavior when applied as drift closures to isolate disposal rooms during operations. Scientific aspects of salt reconsolidation have been studied extensively. The technical basis for geotechnical barrier performance has been strengthened by recent experimental findings and analogue comparisons. The panel closure change was accompanied by recognition that granular salt will return to a physical state similar to the halite surrounding it. Use of run-of-mine salt ensures physical and chemical compatibility with the repository environment and simplifies ongoing disposal operations. Our current knowledge and expected outcome of research can be assimilated with lessons learned to put forward designs and operational concepts for the next generation of salt repositories. Mined salt

Using Problem Based Learning Methods from Engineering Education in Company Based Development

DEFF Research Database (Denmark)

Kofoed, Lise B.; Jørgensen, Frances

2007-01-01

This paper discusses how Problem-Based Learning (PBL) methods were used to support a Danish company in its efforts to become more of a 'learning organisation', characterized by sharing of knowledge and experiences. One of the central barriers to organisational learning in this company involved...

Do “trainee-centered ward rounds” help overcome barriers to learning and improve the learning satisfaction of junior doctors in the workplace?

Directory of Open Access Journals (Sweden)

Acharya V

2015-10-01

Full Text Available Vikas Acharya,1Amir Reyahi,2 Samuel M Amis,3 Sami Mansour2 1Department of Neurosurgery, University Hospitals Coventry and Warwickshire, Coventry, 2Luton and Dunstable University Hospital, Luton, 3Warwick Medical School, University of Warwick, Coventry, UK Abstract: Ward rounds are widely considered an underutilized resource with regard to medical education, and therefore, a project was undertaken to assess if the initiation of “trainee-centered ward rounds” would help improve the confidence, knowledge acquisition, and workplace satisfaction of junior doctors in the clinical environment. Data were collated from junior doctors, registrar grade doctors, and consultants working in the delivery suite at Luton and Dunstable University Hospital in Luton over a 4-week period in March–April 2013. A review of the relevant literature was also undertaken. This pilot study found that despite the reservations around time constraints held by both junior and senior clinicians alike, feedback following the intervention was largely positive. The junior doctors enjoyed having a defined role and responsibility during the ward round and felt they benefited from their senior colleagues’ feedback. Both seniors and junior colleagues agreed that discussing learning objectives prior to commencing the round was beneficial and made the round more learner-orientated; this enabled maximal learner-focused outcomes to be addressed and met. The juniors were generally encouraged to participate more during the round and the consultants endeavored to narrate their decision-making, both were measures that led to greater satisfaction of both parties. This was in keeping with the concept of “Legitimate peripheral participation” as described by Lave and Wenger. Overall, trainee-centered ward rounds did appear to be effective in overcoming some of the traditional barriers to teaching in the ward environment, although further work to formalize and quantify these findings

Information Use and Barriers on a Mobile App in Distance Learning

Science.gov (United States)

Du, Yunfei

2015-01-01

Mobile technologies such as iPhone apps make it possible for learners to freely access course content management systems, library Web sites, as well as reference services from anywhere, anytime. This paper reviewed the current status of mobile learning and suggested possible factors influencing the use of mobile apps in online learning. The author…

Stability of barrier buckets with zero RF-barrier separations

Energy Technology Data Exchange (ETDEWEB)

Ng, K.Y.; /Fermilab

2005-03-01

A barrier bucket with very small separation between the rf barriers (relative to the barrier widths) or even zero separation has its synchrotron tune decreasing rather slowly from a large value towards the boundary of the bucket. As a result, large area at the bucket edges can become unstable under the modulation of rf voltage and/or rf phase. In addition, chaotic regions may form near the bucket center and extend outward under increasing modulation. Application is made to those barrier buckets used in the process of momentum mining at the Fermilab Recycler Ring.

Material Matters for Learning in Virtual Networks: A Case Study of a Professional Learning Programme Hosted in a Google+ Online Community

Science.gov (United States)

Ackland, Aileen; Swinney, Ann

2015-01-01

In this paper, we draw on Actor-Network Theories (ANT) to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data…

Institutional Narcissism, Arrogant Organization Disorder and Interruptions in Organizational Learning

Science.gov (United States)

Godkin, Lynn; Allcorn, Seth

2009-01-01

Purpose: This article aims to present an alternative approach to diagnosing behavioral barriers to organizational learning. Design/methodology/approach: The paper juxtaposes interruptions in organizational learning with characteristics of narcissism and arrogant organization disorder. Psychoanalytically informed theory and DSM-IV criteria are…

Understanding the barriers to physician error reporting and disclosure: a systemic approach to a systemic problem.

Science.gov (United States)

Perez, Bianca; Knych, Stephen A; Weaver, Sallie J; Liberman, Aaron; Abel, Eileen M; Oetjen, Dawn; Wan, Thomas T H

2014-03-01

The issues of medical errors and medical malpractice have stimulated significant interest in establishing transparency in health care, in other words, ensuring that medical professionals formally report medical errors and disclose related outcomes to patients and families. However, research has amply shown that transparency is not a universal practice among physicians. A review of the literature was carried out using the search terms "transparency," "patient safety," "disclosure," "medical error," "error reporting," "medical malpractice," "doctor-patient relationship," and "physician" to find articles describing physician barriers to transparency. The current literature underscores that a complex Web of factors influence physician reluctance to engage in transparency. Specifically, 4 domains of barriers emerged from this analysis: intrapersonal, interpersonal, institutional, and societal. Transparency initiatives will require vigorous, interdisciplinary efforts to address the systemic and pervasive nature of the problem. Several ethical and social-psychological barriers suggest that medical schools and hospitals should collaborate to establish continuity in education and ensure that knowledge acquired in early education is transferred into long-term learning. At the institutional level, practical and cultural barriers suggest the creation of supportive learning environments and private discussion forums where physicians can seek moral support in the aftermath of an error. To overcome resistance to culture transformation, incremental change should be considered, for example, replacing arcane transparency policies and complex reporting mechanisms with clear, user-friendly guidelines.

Late Departures from Paper-Based to Supported Networked Learning in South Africa: Lessons Learned

Science.gov (United States)

Kok, Illasha; Beter, Petra; Esterhuizen, Hennie

2018-01-01

Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based…

A Predictive Study of Learner Attitudes toward Open Learning in a Robotics Class

Science.gov (United States)

Avsec, Stanislav; Rihtarsic, David; Kocijancic, Slavko

2014-01-01

Open learning (OL) strives to transform teaching and learning by applying learning science and emerging technologies to increase student success, improve learning productivity, and lower barriers to access. OL of robotics has a significant growth rate in secondary and/or high schools, but failures exist. Little is known about why many users stop…

Barriers to Academic Achievement for Foster Youth: The Story behind the Statistics

Science.gov (United States)

Morton, Brenda M.

2015-01-01

The purpose of this qualitative research study was to explore the perceptions of former and current foster youth about the barriers they encountered during their K-12 education, and to learn how they overcame these obstacles and achieved academic success. The study included in-depth interviews of 11 participants, all of whom were current or former…

Barriers Teachers Face in Integrating ICT during English Lessons: A Case Study

Science.gov (United States)

Raman, Kumutha; Yamat, Hamidah

2014-01-01

The government has assured all Malaysians that no one; both in rural and urban areas; would be deprived of the Information and Communication Technology (ICT) development. This calls for a need for teachers nationwide to make necessary adjustments to the teaching and learning process. This paper takes a closer look at the barriers faced by teachers…

Safety- barrier diagrams

DEFF Research Database (Denmark)

Duijm, Nijs Jan

2008-01-01

Safety-barrier diagrams and the related so-called 'bow-tie' diagrams have become popular methods in risk analysis. This paper describes the syntax and principles for constructing consistent and valid safety-barrier diagrams. The relation of safety-barrier diagrams to other methods such as fault...... trees and Bayesian networks is discussed. A simple method for quantification of safety-barrier diagrams is proposed. It is concluded that safety-barrier diagrams provide a useful framework for an electronic data structure that integrates information from risk analysis with operational safety management....

Safety-barrier diagrams

DEFF Research Database (Denmark)

Duijm, Nijs Jan

2007-01-01

Safety-barrier diagrams and the related so-called "bow-tie" diagrams have become popular methods in risk analysis. This paper describes the syntax and principles for constructing consistent and valid safety-barrier diagrams. The relation with other methods such as fault trees and Bayesian networks...... are discussed. A simple method for quantification of safety-barrier diagrams is proposed, including situations where safety barriers depend on shared common elements. It is concluded that safety-barrier diagrams provide a useful framework for an electronic data structure that integrates information from risk...... analysis with operational safety management....

Connected and Ubiquitous: A Discussion of Two Theories That Impact Future Learning Applications

Science.gov (United States)

Bair, Richard A.; Stafford, Timothy

2016-01-01

Mobile media break down traditional barriers that have defined learning in schools because they enable constant, personalized access to media. This information-rich environment could dramatically expand learning opportunities. This article identifies and discusses two instructional design theories for mobile learning including the major…

Learning Barriers: a framework for the examination of structural impediments to organizational change

NARCIS (Netherlands)

Schimmel, R.; Schimmel, Remco; Muntslag, Dennis R.

2009-01-01

The body of knowledge on organizational learning is believed to be large and fragmented. Therefore, this knowledge seems to be of limited use to practitioners. We, however, present an alternative review of the most important publications on organizational learning that deals explicitly with learning

Opportunities and barriers to public health nutrition education in Vietnamese universities.

Science.gov (United States)

Pham, Quynh Th; Worsley, Anthony; Lawrence, Mark; Marshall, Bernie

2017-05-01

A core challenge for low- and middle-income countries (LMICs) in combating the negative effects of the nutrition transition is to implement appropriate prevention strategies to halt the increasing prevalence of obesity and non-communicable diseases (NCDs), against a background of prevailing under nutrition. There have been several proposals for the enhancement of university nutrition education for future health and related professionals who are expected to communicate knowledge of health risks to the broad community. However, little is known about university nutrition education in LMICs. The present study aimed to investigate professional development opportunities and barriers for university nutrition lecturers to teach public health nutrition (PHN). An online survey was conducted among 242 Vietnamese health and education professionals and university nutrition lecturers across Vietnam. Purposive sampling was used to recruit participants. Comparisons of between the groups' responses were examined via SPSS Crosstabs. The structures of the perceived barriers and desired PHN training topics were examined via factor analyses. Multiple linear regression examined the influences on lecturers' learning interests in nutrition areas. The lecturers' learning interests spanned four areas: basic nutrition, basic food, food policy and 'new' trends (e.g. food policy, marketing). Major impediments to nutrition teaching in universities divided into two groups: resource limitations and professional constraints (e.g. lack of relevant training opportunities). The lecturers' perceptions of professional constraints influenced their interest in learning about 'new' trends. The results highlighted the need and opportunities to enhance PHN professional development for nutrition lecturers in Vietnam.

Vehicle barrier systems

International Nuclear Information System (INIS)

Sena, P.A.

1986-01-01

The ground vehicle is one of the most effective tools available to an adversary force. Vehicles can be used to penetrate many types of perimeter barriers, transport equipment and personnel rapidly over long distances, and deliver large amounts of explosives directly to facilities in suicide missions. The function of a vehicle barrier system is to detain or disable a defined threat vehicle at a selected distance from a protected facility. Numerous facilities are installing, or planning to install, vehicle barrier systems and many of these facilities are requesting guidance to do so adequately. Therefore, vehicle barriers are being evaluated to determine their stopping capabilities so that systems can be designed that are both balanced and capable of providing a desired degree of protection. Equally important, many of the considerations that should be taken into account when establishing a vehicle barrier system have been identified. These considerations which pertain to site preparation, barrier selection, system integration and operation, and vehicle/barrier interaction, are discussed in this paper

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning.

Science.gov (United States)

Meade, Oonagh; Bowskill, Dianne; Lymn, Joanne S

2011-01-11

There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials. Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool. Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic. Students used podcasts for

PAL driven organizational learning theory and practices a light on learning journey of organizations

CERN Document Server

Chuah, Kong

2015-01-01

Presenting an innovative concept and approach for organization management, this book serves to document an organization’s journey towards the ultimate goal of learning organization. This book also shares the experience on how a OL framework built on established learning theories, could be used effectively, overcoming many of the barriers in a real industrial setting. Utilizing a ready-to-use tool called Project Action Learning (PAL) to analyze real life case studies, the authors introduce a framework that allows teams of people to work and learn over the course of business projects. Equal emphasis is placed on the achievement of pre-set project outcomes and the learning objectives of the participants. In addition, a long term organizational learning strategy is put forward and the necessary supporting infrastructure, in the form of four ‘PAL Pillars’, is described. The concepts and development of the PAL driven Organizational Learning model are inspired by, and grounded in, Western and Eastern business ...

Preparing for lifelong e-learning

DEFF Research Database (Denmark)

Andresen, Bent B.

2010-01-01

and the Internet. The author also designed the learning objectives. Danish adults were then supported nationwide achieving these objectives. By examining the outcome of these learning efforts, the research provides knowledge about what works in digital inclusion. The results of the research indicate that a self-motivated......In this paper, the author examines digital inclusion. The use of interactive tools to locate, make meaning of, and produce digital content in workplace contexts and broader social contexts are analysed based on a definition of inclusion related to social practices. The general scope of the paper...... is lifelong learning. Since information and communication technologies offer new opportunities to adult learners, digital inclusion is considered an important prerequisite for lifelong learning. In the paper, the author presents one strategy for removing barriers to lifelong learning caused by lack...

Primary and Secondary Virtual Learning in New Zealand: Examining Barriers to Achieving Maturity

Science.gov (United States)

Barbour, Michael; Davis, Niki; Wenmoth, Derek

2016-01-01

This paper describes the organisational development of virtual learning in networked rural schools in New Zealand, specifically the obstacles that e-learning clusters of rural schools face in their journey to sustainability and maturity through the lens of the Ministry's Learning Communities Online Handbook. Analysis of a nationwide purposeful…

A qualitative case study to identify possible barriers that limit effective elementary science education

Science.gov (United States)

Foster, Donald Carey

The purpose of this case study was to identify barriers that limit the effectiveness of elementary teachers in the teaching of science. It is of the utmost urgency that barriers be first identified, so that possible solutions can be explored to bring about the improvement of elementary science education. This urgency has been imposed by the scheduled national testing of students in science by 2007, as mandated by the No Child Left Behind Act of 2001. Using qualitative case study methods, the researcher conducted interviews with 8 elementary teachers from two schools within one school district who taught 3rd, 4th, and 5th grade. These interviews were designed to gain insight into barriers these elementary teachers perceived as factors limiting their effectiveness in teaching science and preparing students for high-stakes testing. Barriers in the areas of teacher background, typical teaching day, curriculum, inservices, and legislative influences were explored. This study concluded that the barriers explored do have a substantial negative affect on the teaching and learning of science in the elementary grades. Specifically, the barriers revealed in this study include the limited science background of elementary teachers, inadequate class time devoted to science, non-comprehensive curriculum, ineffective or lack of inservice training, and pressures from legislated mandates. But it is also clear that these barriers are so intertwined that one cannot remove these barriers one at a time. It will take a collective effort from all involved, including legislators, administrators, teachers, parents, and students, to alleviate these barriers and discover effective solutions to improve elementary science education.

Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

Science.gov (United States)

Bryant, D P; Bryant, B R

1998-01-01

Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

Critical Factors in Mobile Learning: A Quasi-Systematic Review

Science.gov (United States)

Rodrigues, Sergio Assis; dos Santos, Rodrigo Pereira; Arnaud, Lucas; de Souza, Jano Moreira

2013-01-01

The advance of mobile industry and research has expanded e-learning in order to support an efficient and effective educational process. However, the promised benefits are as much attractive as the existing difficulties and barriers. In this paper, we intend to identify and summarize the critical factors in mobile learning through a…

Barriers to fusion

International Nuclear Information System (INIS)

Berriman, A.C.; Butt, R.D.; Dasgupta, M.; Hinde, D.J.; Morton, C.R.; Newton, J.O.

1999-01-01

The fusion barrier is formed by the combination of the repulsive Coulomb and attractive nuclear forces. Recent research at the Australian National University has shown that when heavy nuclei collide, instead of a single fusion barrier, there is a set of fusion barriers. These arise due to intrinsic properties of the interacting nuclei such deformation, rotations and vibrations. Thus the range of barrier energies depends on the properties of both nuclei. The transfer of matter between nuclei, forming a neck, can also affect the fusion process. High precision data have been used to determine fusion barrier distributions for many nuclear reactions, leading to new insights into the fusion process

Extremal surface barriers

International Nuclear Information System (INIS)

Engelhardt, Netta; Wall, Aron C.

2014-01-01

We present a generic condition for Lorentzian manifolds to have a barrier that limits the reach of boundary-anchored extremal surfaces of arbitrary dimension. We show that any surface with nonpositive extrinsic curvature is a barrier, in the sense that extremal surfaces cannot be continuously deformed past it. Furthermore, the outermost barrier surface has nonnegative extrinsic curvature. Under certain conditions, we show that the existence of trapped surfaces implies a barrier, and conversely. In the context of AdS/CFT, these barriers imply that it is impossible to reconstruct the entire bulk using extremal surfaces. We comment on the implications for the firewall controversy

Creating an effective learning environment through an E-Learning Instructional Programme (ELIP

Directory of Open Access Journals (Sweden)

Maria Jakovljevic

2009-12-01

Full Text Available Though numerous research reports have provided a body of information about benefits of e-learning there are barriers such as, asynchronous communication channels, lack of personalisation, which decrease the level of interaction between the learner and instructor [13].The aim of this paper is to discuss and outline a framework on e-learning pedagogical and technology issues which provide a basis for the creation of an e-learning instructional programme (ELIP. The Phase I of this research start with the creation of a framework for an e-learning environment and derivation of the e-learning instructional programme (ELIP; Phase II is aimed to implement a popular audio playback device (iPod and VoIP. In this phase 40 learners, one instructor and three tutors will be observed and their experiences will be evaluated through focus group interviews and documents analysis. This research was based on a qualitative research approach [78],[44].

Spontaneous harm reduction: a barrier for substance-dependent individuals seeking treatment?

Directory of Open Access Journals (Sweden)

Fontanella Bruno José Barcellos

2005-01-01

Full Text Available OBJETIVE: Greater information regarding motivations and treatment barriers faced by substance-dependent individuals has clinical and public health implications. This study aimed to formulate hypotheses regarding psychological, social and family variables that can be constructed as motivations or subjective barriers for the early seeking of formal treatment. METHODS: A qualitative study was conducted in an intentional sample (selected through saturation and variety of types of 13 substance-dependent individuals who sought treatment. In-depth, semi-structured interviews were conducted using open questions, and the transcribed data were subjected to qualitative analysis. RESULTS: Four types of spontaneous harm reduction measures were identified, according to the subjective logic of each participant: having some periods at rest (not using and recovering from adverse effects; caretaking by close acquaintances (relatives, partners, drug dealers and alcoholic beverage sellers; selectivity regarding substance source, type and means of administration; establishing "healthy" limits of ingestion. CONCLUSIONS: The measures identified might represent barriers to the early seeking of treatment but might also represent spontaneous learning of abilities beneficial to future treatment. Health care professionals should take into consideration their existence and should address them in clinical settings. Issues representative of the formulated categories should be presented in structured questionnaires used in future quantitative studies of barriers to treatment in this population.

Spontaneous harm reduction: a barrier for substance-dependent individuals seeking treatment?

Directory of Open Access Journals (Sweden)

Bruno José Barcellos Fontanella

2005-12-01

Full Text Available OBJETIVE: Greater information regarding motivations and treatment barriers faced by substance-dependent individuals has clinical and public health implications. This study aimed to formulate hypotheses regarding psychological, social and family variables that can be constructed as motivations or subjective barriers for the early seeking of formal treatment. METHODS: A qualitative study was conducted in an intentional sample (selected through saturation and variety of types of 13 substance-dependent individuals who sought treatment. In-depth, semi-structured interviews were conducted using open questions, and the transcribed data were subjected to qualitative analysis. RESULTS: Four types of spontaneous harm reduction measures were identified, according to the subjective logic of each participant: having some periods at rest (not using and recovering from adverse effects; caretaking by close acquaintances (relatives, partners, drug dealers and alcoholic beverage sellers; selectivity regarding substance source, type and means of administration; establishing "healthy" limits of ingestion. CONCLUSIONS: The measures identified might represent barriers to the early seeking of treatment but might also represent spontaneous learning of abilities beneficial to future treatment. Health care professionals should take into consideration their existence and should address them in clinical settings. Issues representative of the formulated categories should be presented in structured questionnaires used in future quantitative studies of barriers to treatment in this population.

Impact of virtual reality simulation on learning barriers of phacoemulsification perceived by residents.

Science.gov (United States)

Ng, Danny Siu-Chun; Sun, Zihan; Young, Alvin Lerrmann; Ko, Simon Tak-Chuen; Lok, Jerry Ka-Hing; Lai, Timothy Yuk-Yau; Sikder, Shameema; Tham, Clement C

2018-01-01

To identify residents' perceived barriers to learning phacoemulsification surgical procedures and to evaluate whether virtual reality simulation training changed these perceptions. The ophthalmology residents undertook a simulation phacoemulsification course and proficiency assessment on the Eyesi system using the previously validated training modules of intracapsular navigation, anti-tremor, capsulorrhexis, and cracking/chopping. A cross-sectional, multicenter survey on the perceived difficulties in performing phacoemulsification tasks on patients, based on the validated International Council of Ophthalmology's Ophthalmology Surgical Competency Assessment Rubric (ICO-OSCAR), using a 5-point Likert scale (1 = least and 5 = most difficulty), was conducted among residents with or without prior simulation training. Mann-Whitney U tests were carried out to compare the mean scores, and multivariate regression analyses were performed to evaluate the association of lower scores with the following potential predictors: 1) higher level trainee, 2) can complete phacoemulsification most of the time (>90%) without supervisor's intervention, and 3) prior simulation training. The study was conducted in ophthalmology residency training programs in five regional hospitals in Hong Kong. Of the 22 residents, 19 responded (86.3%), of which 13 (68.4%) had completed simulation training. Nucleus cracking/chopping was ranked highest in difficulty by all respondents followed by capsulorrhexis completion and nucleus rotation/manipulation. Respondents with prior simulation training had significantly lower difficulty scores on these three tasks (nucleus cracking/chopping 3.85 vs 4.75, P = 0.03; capsulorrhexis completion 3.31 vs 4.40, P = 0.02; and nucleus rotation/manipulation 3.00 vs 4.75, P = 0.01). In multivariate analyses, simulation training was significantly associated with lower difficulty scores on these three tasks. Residents who had completed Eyesi simulation training had higher

Barriers to Learning Online Experienced by Students with a Mental Health Disability

Science.gov (United States)

McManus, Dean; Dryer, Rachel; Henning, Marcus

2017-01-01

Online education is widely regarded as increasing accessibility to higher education to individuals with disadvantage and disability, including those with a mental health disability. However, the learning challenges these students experience within the online learning environment are not well understood. The purpose of this qualitative case study…

Multilayer moisture barrier

Science.gov (United States)

Pankow, Joel W; Jorgensen, Gary J; Terwilliger, Kent M; Glick, Stephen H; Isomaki, Nora; Harkonen, Kari; Turkulainen, Tommy

2015-04-21

A moisture barrier, device or product having a moisture barrier or a method of fabricating a moisture barrier having at least a polymer layer, and interfacial layer, and a barrier layer. The polymer layer may be fabricated from any suitable polymer including, but not limited to, fluoropolymers such as polyethylene terephthalate (PET) or polyethylene naphthalate (PEN), or ethylene-tetrafluoroethylene (ETFE). The interfacial layer may be formed by atomic layer deposition (ALD). In embodiments featuring an ALD interfacial layer, the deposited interfacial substance may be, but is not limited to, Al.sub.2O.sub.3, AlSiO.sub.x, TiO.sub.2, and an Al.sub.2O.sub.3/TiO.sub.2 laminate. The barrier layer associated with the interfacial layer may be deposited by plasma enhanced chemical vapor deposition (PECVD). The barrier layer may be a SiO.sub.xN.sub.y film.

Show small close comfort and listen - How to overcome barriers in the use of social media

NARCIS (Netherlands)

Verjans, Steven

2011-01-01

Verjans, S. (2011, 23 November). Show small close comfort and listen - How to overcome barriers in the use of social media. Presentation at the SVEA Final Conference "Next Generation Learning - How to Integrate Social Media in Vocational and Adult Training", Brussels, Belgium.

Setting Learning Analytics in Context: Overcoming the Barriers to Large-Scale Adoption

Science.gov (United States)

Ferguson, Rebecca; Macfadyen, Leah P.; Clow, Doug; Tynan, Belinda; Alexander, Shirley; Dawson, Shane

2014-01-01

A core goal for most learning analytic projects is to move from small-scale research towards broader institutional implementation, but this introduces a new set of challenges because institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires explicit and…

The Status of Industrial Ecology in Australia: Barriers and Enablers

Directory of Open Access Journals (Sweden)

Glen D. Corder

2014-03-01

Full Text Available Drawing on current international industrial ecology thinking and experiences with Australian initiatives, this article critically overviews the current status of industrial ecology in Australia and examines the barriers and potential strategies to realise greater uptake and application of the concept. The analysis is conducted across three categories: heavy industrial areas (including Kwinana and Gladstone, mixed industrial parks (Wagga Wagga and Port Melbourne, and waste exchange networks, and identifies the past and future significance of seven different types of barriers—regulation, information, community, economic, technical, cooperation and trust, commitment to sustainable development—for each of the three categories. The outcomes from this analysis highlight that regulation, information, and economic barriers for heavy industrial area and mixed industrial parks, and economic and technical barriers for waste exchange networks are the current and future focus for industrial ecology applications in Australia. These findings appear to be consistent with recently published frameworks and learnings. The authors propose key questions that could enhance greater adoption of industrial ecology applications in Australia and acknowledge that international research and experiences, while partly providing answers to these questions, need to be adapted and refined for the Australian context.

Learners' experiences of learning support in selected Western Cape schools

Directory of Open Access Journals (Sweden)

Olaniyi Bojuwoye

2014-01-01

Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

The effects of cholesterol on learning and memory.

Science.gov (United States)

Schreurs, Bernard G

2010-07-01

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

SISTEM ONTOLOGI E-LEARNING BERBASIS SEMANTIC WEB

Directory of Open Access Journals (Sweden)

Bernard Renaldy Suteja

2012-05-01

Full Text Available E-learning content being a barrier for e-learning is no longer true on today’s Internet. The current concerns are how to effectively annotate and organize the available content (both textual and non-textual to facilitate effective sharing, reusability and customization. In this paper, we explain a component-oriented approach to organize content in an ontology. We also illustrate our 3-tier e-learning content management architecture and relevant interfaces. We use a simple yet intuitive example to successfully demonstrate the current working prototype which is capable of compiling personalized course materials. The e-learning system explained here uses the said ontology.

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...

The Relationship between Social Cognitive Barriers and Technology Integration Frequency in a Northeastern School District

Science.gov (United States)

Miles, Pauline

2013-01-01

Although federal and state departments of education have provided funding, programs, and policies to address barriers to technology integration, the frequency to which technology is used in classrooms for teaching and learning remains relatively unchanged. Without justification for continued funding, districts stand to lose a portion of their…

Capacity Enablers and Barriers for Learning Analytics: Implications for Policy and Practice

Science.gov (United States)

Wolf, Mary Ann; Jones, Rachel; Hall, Sara; Wise, Bob

2014-01-01

The field of learning analytics is being discussed in many circles as an emerging concept in education. In many districts and states, the core philosophy behind learning analytics is not entirely new; for more than a decade, discussions of data-driven decision making and the use of data to drive instruction have been common. Still, the U.S.…

E-portfolios in university and blended learning settings

DEFF Research Database (Denmark)

Ørngreen, Rikke

2009-01-01

or case work, if the process of and interaction between the students are prioritised. The paper adds to the existing findings within ePortfolio and their application to formal learning settings. It discusses both the planning of and running the process, psychological barriers, students' motivation as well...... as more technological practical aspects of ePortfolio use, that are relevant for people engaged in IT and learning....

Thames barrier (flood protection barriers on the Thames)

International Nuclear Information System (INIS)

Ilkovic, J.

2005-01-01

In this paper the flood protection barriers on the Thames are presented. The flood protection system on the Thames in 1984 was commissioned. During two decades this barrier was used 54 times against to the high water and 34 times against storm-sewage. There is installed buttress type hydroelectric power plant

Investigating the extent to which mobile phones reduce Knowledge Transfer barriers in Student Project Teams

Directory of Open Access Journals (Sweden)

Michael E. Kyobe

2011-10-01

Institutions of learning are increasingly adopting information and communication technologies (e.g. mobile technologies to provide solutions to the challenges facing them. Whilst the integration of the mobile context and technologies in learning environment has been encouraged over the years, and indeed many students today can use mobile phones, the effectiveness of these technologies in reducing impediments to knowledge transfer in group learning has not been investigated. This study investigated the extent to which mobile phones reduce the barriers to knowledge transfer in project groups. The impediments examined include the nature of knowledge, social barriers, lack of time and lack of motivation. Quantitative and qualitative approaches were used to collect and analyse the data. The sample consisted of 85 students engaged in group projects in the departments of Information Systems, Civil Engineering, Computer Science and Construction Engineering. The results show that mobile phones reduce all four knowledge transfer barriers investigated in the project groups. We found no significant difference in the nature of knowledge shared by teams with weak and strong ties. This suggests that teams with weak social ties who normally experience difficulty sharing complex (tacit knowledge can easily do so with the aid of mobile facilities. In addition, frequent users of mobile phones were motivated to share explicit knowledge with their peers whilst those who often work with tacit knowledge could convert it to explicit form and share it with others. Mobile features like short messaging service and multimedia messaging service (SMS & MMS or what some people refer to as ‘texting’, and email were mainly used to share knowledge and were perceived to reduce knowledge transfer time more than voice facilities. Our findings indicate that most students do not utilise the affordances of mobile phones for tacit knowledge transfer. Sharing of tacit knowledge needs to be encouraged

Empowering Palestinian girls through digital learning innovations in ...

International Development Research Centre (IDRC) Digital Library (Canada)

Girls in particular face barriers to accessing quality education, leading to significant ... engineering, and mathematics (STEM) and digital skills can open new routes to ... locally relevant digital learning innovations, especially in the STEM fields.

Mobile Learning in Medical Education: Review.

Science.gov (United States)

Walsh, Kieran

2015-10-01

In the past several years, mobile learning made rapid inroads into the provision of medical education. There are significant advantages associated with mobile learning. These include high access, low cost, more situated and contextual learning, convenience for the learner, continuous communication and interaction between learner and tutor and between learner and other learners, and the ability to self-assess themselves while learning. Like any other form of medical pedagogy, mobile learning has its downsides. Disadvantages of mobile learning include: inadequate technology, a risk of distraction from learning by using a device that can be used for multiple purposes, and the potential for breakdown in barriers between personal usage of the mobile device and professional or educational use. Despite these caveats, there is no question but that mobile learning offers much potential. In the future, it is likely that the strategy of mobile first, whereby providers of e-learning think of the user experience on a mobile first, will result in learners who increasingly expect that all e-learning provision will work seamlessly on a mobile device.

Understanding Student Retention in Computer Science Education: The Role of Environment, Gains, Barriers and Usefulness

Science.gov (United States)

Giannakos, Michail N.; Pappas, Ilias O.; Jaccheri, Letizia; Sampson, Demetrios G.

2017-01-01

Researchers have been working to understand the high dropout rates in computer science (CS) education. Despite the great demand for CS professionals, little is known about what influences individuals to complete their CS studies. We identify gains of studying CS, the (learning) environment, degree's usefulness, and barriers as important predictors…

Perceptions of advantages and barriers to radial-access percutaneous coronary intervention in VA cardiac catheterization laboratories

International Nuclear Information System (INIS)

Helfrich, Christian D.; Tsai, Thomas T.; Rao, Sunil V.; Lemon, Jaclyn M.; Eugenio, Evercita C.; Vidovich, Mladen I.; Shroff, Adhir R.; Speiser, Bernadette S.; Bryson, Chris L.

2014-01-01

Background/Purpose: Compared with trans-femoral percutaneous coronary intervention (TFI), trans-radial PCI (TRI) has a lower risk of bleeding, access site complications and hospital costs, and is preferred by patients. However, TRI accounts for a minority of PCIs in the US, and there is currently little research that explores why. Methods/Material: We conducted a national survey in February 2013 to assess perceptions of TRI vs. TFI, and barriers to TRI adoption and implementation among interventional cardiologists employed by the US Veterans Health Administration (VHA), and linked these data to site-level TRI annual rates for 2013. Results: We received 78 completed surveys (32% response rate). Respondents at sites that perform few or no TRIs identified increased radiation exposure as the greatest barrier while at sites that perform a high percentage of TRIs respondents identified the steep learning curve as the greatest barrier. Majorities of survey respondents at all sites rated TRI as superior on 5 of 7 criteria, including patient comfort and bleeding complications, but rated TFI as superior on procedure time and procedure success. Conclusions: Even interventional cardiologists at sites that perform few or any TRIs recognized the superiority of TRI for patient comfort and safety, but rated it inferior to TFI on procedure time and technical results. Interventional cardiologists at high-TRI labs rated TRI as equivalent on procedure time and technical results. Efforts to increase TRI adoption and implementation may be more successful if they emphasize that procedure times and technical results depend on achieving proficiency. - Highlights: • Sites with few TRIs identified increased radiation exposure as the greatest barrier. • Sites with many TRIs identified the steep learning curve as the greatest barrier. • TFI was rated superior on procedure time and procedure success. • TRI was rated superior on all other criteria

Perceptions of advantages and barriers to radial-access percutaneous coronary intervention in VA cardiac catheterization laboratories

Energy Technology Data Exchange (ETDEWEB)

Helfrich, Christian D., E-mail: Christian.Helfrich@va.gov [VA Puget Sound Health Services Research and Development Center of Innovation, US Department of Veterans Affairs, Seattle, WA (United States); Department of Health Services, University of Washington School of Public Health, Seattle, WA (United States); Tsai, Thomas T. [VA Eastern Colorado Health Care System, Denver, CO (United States); Department of Medicine and the Division of Cardiology, University of Colorado School of Medicine, Aurora, CO (United States); Rao, Sunil V. [Cardiac Catheterization Laboratories, Durham VA Medical Center, Durham, NC (United States); Duke Clinical Research Institute, Durham, NC (United States); Lemon, Jaclyn M.; Eugenio, Evercita C. [VA Puget Sound Health Services Research and Development Center of Innovation, US Department of Veterans Affairs, Seattle, WA (United States); Vidovich, Mladen I.; Shroff, Adhir R. [Department of Cardiology, Jesse Brown VA Medical Center, Chicago, IL (United States); Department of Internal Medicine, Section of Interventional Cardiology, University of Illinois at Chicago, Chicago, IL (United States); Speiser, Bernadette S. [Department of Cardiology, Jesse Brown VA Medical Center, Chicago, IL (United States); Bryson, Chris L. [VA Puget Sound Health Services Research and Development Center of Innovation, US Department of Veterans Affairs, Seattle, WA (United States); Division of General Internal Medicine, Department of Medicine, University of Washington, Seattle, WA (United States)

2014-09-15

Background/Purpose: Compared with trans-femoral percutaneous coronary intervention (TFI), trans-radial PCI (TRI) has a lower risk of bleeding, access site complications and hospital costs, and is preferred by patients. However, TRI accounts for a minority of PCIs in the US, and there is currently little research that explores why. Methods/Material: We conducted a national survey in February 2013 to assess perceptions of TRI vs. TFI, and barriers to TRI adoption and implementation among interventional cardiologists employed by the US Veterans Health Administration (VHA), and linked these data to site-level TRI annual rates for 2013. Results: We received 78 completed surveys (32% response rate). Respondents at sites that perform few or no TRIs identified increased radiation exposure as the greatest barrier while at sites that perform a high percentage of TRIs respondents identified the steep learning curve as the greatest barrier. Majorities of survey respondents at all sites rated TRI as superior on 5 of 7 criteria, including patient comfort and bleeding complications, but rated TFI as superior on procedure time and procedure success. Conclusions: Even interventional cardiologists at sites that perform few or any TRIs recognized the superiority of TRI for patient comfort and safety, but rated it inferior to TFI on procedure time and technical results. Interventional cardiologists at high-TRI labs rated TRI as equivalent on procedure time and technical results. Efforts to increase TRI adoption and implementation may be more successful if they emphasize that procedure times and technical results depend on achieving proficiency. - Highlights: • Sites with few TRIs identified increased radiation exposure as the greatest barrier. • Sites with many TRIs identified the steep learning curve as the greatest barrier. • TFI was rated superior on procedure time and procedure success. • TRI was rated superior on all other criteria.

Affect and Willingness to Communicate in Digital Game-Based Learning

Science.gov (United States)

Reinders, Hayo; Wattana, Sorada

2015-01-01

The possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact…

Exploratory Study of Perceived Barriers to Learning in an Urban Educational Opportunity Center

Science.gov (United States)

Lee, Jung Min

2017-01-01

The purpose of this study was to identify the perceived barriers of adult learners to program in the State University of New York (SUNY) Manhattan Educational Opportunity Center (MEOC) from the perspectives of students and teachers. The study also sought to determine teachers' insights regarding means of motivating adult students to continue…

Barriers to reporting medication errors and near misses among nurses: A systematic review.

Science.gov (United States)

Vrbnjak, Dominika; Denieffe, Suzanne; O'Gorman, Claire; Pajnkihar, Majda

2016-11-01

To explore barriers to nurses' reporting of medication errors and near misses in hospital settings. Systematic review. Medline, CINAHL, PubMed and Cochrane Library in addition to Google and Google Scholar and reference lists of relevant studies published in English between January 1981 and April 2015 were searched for relevant qualitative, quantitative or mixed methods empirical studies or unpublished PhD theses. Papers with a primary focus on barriers to reporting medication errors and near misses in nursing were included. The titles and abstracts of the search results were assessed for eligibility and relevance by one of the authors. After retrieval of the full texts, two of the authors independently made decisions concerning the final inclusion and these were validated by the third reviewer. Three authors independently assessed methodological quality of studies. Relevant data were extracted and findings were synthesised using thematic synthesis. From 4038 identified records, 38 studies were included in the synthesis. Findings suggest that organizational barriers such as culture, the reporting system and management behaviour in addition to personal and professional barriers such as fear, accountability and characteristics of nurses are barriers to reporting medication errors. To overcome reported barriers it is necessary to develop a non-blaming, non-punitive and non-fearful learning culture at unit and organizational level. Anonymous, effective, uncomplicated and efficient reporting systems and supportive management behaviour that provides open feedback to nurses is needed. Nurses are accountable for patients' safety, so they need to be educated and skilled in error management. Lack of research into barriers to reporting of near misses' and low awareness of reporting suggests the need for further research and development of educational and management approaches to overcome these barriers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Skin barrier function

DEFF Research Database (Denmark)

2016-01-01

Renowned experts present the latest knowledge Although a very fragile structure, the skin barrier is probably one of the most important organs of the body. Inward/out it is responsible for body integrity and outward/in for keeping microbes, chemicals, and allergens from penetrating the skin. Since...... the role of barrier integrity in atopic dermatitis and the relationship to filaggrin mutations was discovered a decade ago, research focus has been on the skin barrier, and numerous new publications have become available. This book is an interdisciplinary update offering a wide range of information...... on the subject. It covers new basic research on skin markers, including results on filaggrin and on methods for the assessment of the barrier function. Biological variation and aspects of skin barrier function restoration are discussed as well. Further sections are dedicated to clinical implications of skin...

Perceived barriers to completing an e-learning program on evidence-based medicine.

Science.gov (United States)

Gagnon, Marie-Pierre; Légaré, France; Labrecque, Michel; Frémont, Pierre; Cauchon, Michel; Desmartis, Marie

2007-01-01

The Continuing Professional Development Center of the Faculty of Medicine at Laval University offers an internet-based program on evidence-based medicine (EBM). After one year, only three physicians out of the 40 who willingly paid to register had completed the entire program. This descriptive study aimed to identify physicians' beliefs regarding their completion of this online program. Using theoretical concepts from the Theory of Planned Behaviour, a semi-structured telephone interview guide was developed to assess respondents' attitudes, perceived subjective norms, perceived obstacles and facilitating conditions with respect to completing this internet-based program. Three independent reviewers performed content analysis of the interview transcripts to obtain an appropriate level of reliability. Findings were shared and organised according to theoretical categories of beliefs. A total of 35 physicians (88% response rate) were interviewed. Despite perceived advantages to completing the internet-based program, barriers remained, especially those related to physicians' perceptions of time constraints. Lack of personal discipline and unfamiliarity with computers were also perceived as important barriers. This study offers a theoretical basis to understand physicians' beliefs towards completing an internet-based continuing medical education (CME) program on EBM. Based upon respondents' insights, several modifications were carried out to enhance the uptake of the program by physicians and, therefore, its implementation.

Ego Is a Hurdle in Second Language Learning: A Contrastive Study between Adults and Children

Science.gov (United States)

Abdullah, Shumaila; Akhter, Javed

2015-01-01

The aim of this research paper is to find out by comparing and contrasting between the adults and children in second language learning process how language ego of adult learners affects them to learn second language, and how it becomes a barrier for them in second language learning process. Nowadays learning English as foreign and second language…

Machine Learning and Radiology

Science.gov (United States)

Wang, Shijun; Summers, Ronald M.

2012-01-01

In this paper, we give a short introduction to machine learning and survey its applications in radiology. We focused on six categories of applications in radiology: medical image segmentation, registration, computer aided detection and diagnosis, brain function or activity analysis and neurological disease diagnosis from fMR images, content-based image retrieval systems for CT or MRI images, and text analysis of radiology reports using natural language processing (NLP) and natural language understanding (NLU). This survey shows that machine learning plays a key role in many radiology applications. Machine learning identifies complex patterns automatically and helps radiologists make intelligent decisions on radiology data such as conventional radiographs, CT, MRI, and PET images and radiology reports. In many applications, the performance of machine learning-based automatic detection and diagnosis systems has shown to be comparable to that of a well-trained and experienced radiologist. Technology development in machine learning and radiology will benefit from each other in the long run. Key contributions and common characteristics of machine learning techniques in radiology are discussed. We also discuss the problem of translating machine learning applications to the radiology clinical setting, including advantages and potential barriers. PMID:22465077

Improved Prediction of Blood-Brain Barrier Permeability Through Machine Learning with Combined Use of Molecular Property-Based Descriptors and Fingerprints.

Science.gov (United States)

Yuan, Yaxia; Zheng, Fang; Zhan, Chang-Guo

2018-03-21

Blood-brain barrier (BBB) permeability of a compound determines whether the compound can effectively enter the brain. It is an essential property which must be accounted for in drug discovery with a target in the brain. Several computational methods have been used to predict the BBB permeability. In particular, support vector machine (SVM), which is a kernel-based machine learning method, has been used popularly in this field. For SVM training and prediction, the compounds are characterized by molecular descriptors. Some SVM models were based on the use of molecular property-based descriptors (including 1D, 2D, and 3D descriptors) or fragment-based descriptors (known as the fingerprints of a molecule). The selection of descriptors is critical for the performance of a SVM model. In this study, we aimed to develop a generally applicable new SVM model by combining all of the features of the molecular property-based descriptors and fingerprints to improve the accuracy for the BBB permeability prediction. The results indicate that our SVM model has improved accuracy compared to the currently available models of the BBB permeability prediction.

The College Science Learning Cycle: An Instructional Model for Reformed Teaching

Science.gov (United States)

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been…

Technology enhanced learning for occupational and environmental health nursing: a global imperative.

Science.gov (United States)

Olson, D K; Cohn, S; Carlson, V

2000-04-01

One strategy for decreasing the barriers to higher education and for increasing the competency and performance of the occupational and environmental health nurse in the information age is technology enhanced learning. Technology enhanced learning encompasses a variety of technologies employed in teaching and learning activities of presentation, interaction, and transmission to on campus and distant students. Web based learning is growing faster than any other instructional technology, offering students convenience and a wealth of information.

Exploring barriers to primary care for migrants in Greece in times of austerity: Perspectives of service providers.

Science.gov (United States)

Papadakaki, Maria; Lionis, Christos; Saridaki, Aristoula; Dowrick, Christopher; de Brún, Tomas; O'Reilly-de Brún, Mary; O'Donnell, Catherine A; Burns, Nicola; van Weel-Baumgarten, Evelyn; van den Muijsenbergh, Maria; Spiegel, Wolfgang; MacFarlane, Anne

2017-12-01

Migration in Europe is increasing at an unprecedented rate. There is an urgent need to develop 'migrant-sensitive healthcare systems'. However, there are many barriers to healthcare for migrants. Despite Greece's recent, significant experiences of inward migration during a period of economic austerity, little is known about Greek primary care service providers' experiences of delivering care to migrants. To identify service providers' views on the barriers to migrant healthcare. Qualitative study involving six participatory learning and action (PLA) focus group sessions with nine service providers. Data generation was informed by normalization process theory (NPT). Thematic analysis was applied to identify barriers to efficient migrant healthcare. Three main provider and system-related barriers emerged: (a) emphasis on major challenges in healthcare provision, (b) low perceived control and effectiveness to support migrant healthcare, and (c) attention to impoverished local population. The study identified major provider and system-related barriers in the provision of primary healthcare to migrants. It is important for the healthcare system in Greece to provide appropriate supports for communication in cross-cultural consultations for its diversifying population.

Parent-identified barriers to pediatric health care: a process-oriented model.

Science.gov (United States)

Sobo, Elisa J; Seid, Michael; Reyes Gelhard, Leticia

2006-02-01

To further understand barriers to care as experienced by health care consumers, and to demonstrate the importance of conjoining qualitative and quantitative health services research. Transcripts from focus groups conducted in San Diego with English- and Spanish-speaking parents of children with special health care needs. Participants were asked about the barriers to care they had experienced or perceived, and their strategies for overcoming these barriers. Using elementary anthropological discourse analysis techniques, a process-based conceptual model of the parent experience was devised. The analysis revealed a parent-motivated model of barriers to care that enriched our understanding of quantitative findings regarding the population from which the focus group sample was drawn. Parent-identified barriers were grouped into the following six temporally and spatially sequenced categories: necessary skills and prerequisites for gaining access to the system; realizing access once it is gained; front office experiences; interactions with physicians; system arbitrariness and fragmentation; outcomes that affect future interaction with the system. Key to the successful navigation of the system was parents' functional biomedical acculturation; this construct likens the biomedical health services system to a cultural system within which all parents/patients must learn to function competently. Qualitative analysis of focus group data enabled a deeper understanding of barriers to care--one that went beyond the traditional association of marker variables with poor outcomes ("what") to reveal an understanding of the processes by which parents experience the health care system ("how,"why") and by which disparities may arise. Development of such process-oriented models furthers the provision of patient-centered care and the creation of interventions, programs, and curricula to enhance such care. Qualitative discourse analysis, for example using this project's widely applicable

Geophysical characterization of subsurface barriers

International Nuclear Information System (INIS)

Borns, D.J.

1995-08-01

An option for controlling contaminant migration from plumes and buried waste sites is to construct a subsurface barrier of a low-permeability material. The successful application of subsurface barriers requires processes to verify the emplacement and effectiveness of barrier and to monitor the performance of a barrier after emplacement. Non destructive and remote sensing techniques, such as geophysical methods, are possible technologies to address these needs. The changes in mechanical, hydrologic and chemical properties associated with the emplacement of an engineered barrier will affect geophysical properties such a seismic velocity, electrical conductivity, and dielectric constant. Also, the barrier, once emplaced and interacting with the in situ geologic system, may affect the paths along which electrical current flows in the subsurface. These changes in properties and processes facilitate the detection and monitoring of the barrier. The approaches to characterizing and monitoring engineered barriers can be divided between (1) methods that directly image the barrier using the contrasts in physical properties between the barrier and the host soil or rock and (2) methods that reflect flow processes around or through the barrier. For example, seismic methods that delineate the changes in density and stiffness associated with the barrier represents a direct imaging method. Electrical self potential methods and flow probes based on heat flow methods represent techniques that can delineate the flow path or flow processes around and through a barrier

What hinder the further development of wind power in China?—A socio-technical barrier study

International Nuclear Information System (INIS)

Zhao, Zhen-Yu; Chang, Rui-Dong; Chen, Yu-Long

2016-01-01

Promoting wind power is a long-term strategy of China to respond to both energy shortage and environmental pollution. Stimulated by various incentive policies, wind power generation in China has achieved tremendous growth, with the cumulative installed capacity being the largest worldwide for five consecutive years since 2010. However, obstructed by various barriers, wind power provides only 2.6% of national electricity generation in China, despite the strong support from the government. From a socio-technical transition perspective, this paper aims to systematically analyze the barriers hindering the further development of China's wind power. A wind power niche model is established to illustrate the complex interactions among actors in the wind power industry and electricity supply regime. Then, qualitative content analysis is adopted to process the related evidence and data, and four categories of socio-technical barriers are identified, including technology, governance, infrastructure and culture barriers. The study shows that various interrelated barriers form a blocking mechanism which prohibits the further development of wind power in China. Policy suggestions are proposed to eliminate the barriers and further empower the wind power niche. The lesson learned from China can offer useful references for other economies to promote wind power industries of their own. - Highlights: • Use wind power niche model to illustrate the interactions among actors in the industry. • Analyze technological, governance, infrastructural and cultural barriers. • Multidimensionality and interconnectedness of the barriers are illustrated. • Policy suggestions are proposed to deal with the wind power development barriers.

Do "trainee-centered ward rounds" help overcome barriers to learning and improve the learning satisfaction of junior doctors in the workplace?

Science.gov (United States)

Acharya, Vikas; Reyahi, Amir; Amis, Samuel M; Mansour, Sami

2015-01-01

Ward rounds are widely considered an underutilized resource with regard to medical education, and therefore, a project was undertaken to assess if the initiation of "trainee-centered ward rounds" would help improve the confidence, knowledge acquisition, and workplace satisfaction of junior doctors in the clinical environment. Data were collated from junior doctors, registrar grade doctors, and consultants working in the delivery suite at Luton and Dunstable University Hospital in Luton over a 4-week period in March-April 2013. A review of the relevant literature was also undertaken. This pilot study found that despite the reservations around time constraints held by both junior and senior clinicians alike, feedback following the intervention was largely positive. The junior doctors enjoyed having a defined role and responsibility during the ward round and felt they benefited from their senior colleagues' feedback. Both seniors and junior colleagues agreed that discussing learning objectives prior to commencing the round was beneficial and made the round more learner-orientated; this enabled maximal learner-focused outcomes to be addressed and met. The juniors were generally encouraged to participate more during the round and the consultants endeavored to narrate their decision-making, both were measures that led to greater satisfaction of both parties. This was in keeping with the concept of "Legitimate peripheral participation" as described by Lave and Wenger. Overall, trainee-centered ward rounds did appear to be effective in overcoming some of the traditional barriers to teaching in the ward environment, although further work to formalize and quantify these findings, as well as using greater sample sizes from different hospital departments and the inclusion of a control group, is needed.

The role of learning disability nurses in promoting cervical screening uptake in women with intellectual disabilities: A qualitative study.

Science.gov (United States)

Lloyd, Jennifer L; Coulson, Neil S

2014-06-01

Research suggests that the uptake of cervical screening by women with intellectual disabilities (commonly known as learning disabilities within UK policy frameworks, practice areas and health services) is poor compared to women without intellectual disabilities. The present study explored learning disability nurses' experiences of supporting women with intellectual disabilities to access cervical screening in order to examine their role in promoting attendance and elucidate potential barriers and facilitators to uptake. Ten participants recruited from a specialist learning disability service completed a semi-structured interview and data were analysed using experiential thematic analysis. Identified individual barriers included limited health literacy, negative attitudes and beliefs and competing demands; barriers attributed to primary care professionals included time pressures, limited exposure to people with intellectual disabilities and lack of appropriate knowledge, attitudes and skills. Attendance at cervical screening was facilitated by prolonged preparation work undertaken by learning disability nurses, helpful clinical behaviours in the primary care context and effective joint working. © The Author(s) 2014.

The function of waste immobilization as a barrier against radionuclide release in the frame of an overall risk assessment

International Nuclear Information System (INIS)

Girardi, F.

1983-01-01

The general approach to safety assurance in disposal of radioactive waste is the 'multibarrier' or 'defence-in-depth' approach. Research has been mostly directed to characterize individual barriers in order to learn what performance may be expected from the barrier when utilized in a hypothetical safety system. The knowledge available is briefly reviewed, with special reference to ongoing activities carried out within the framework of the waste management programme of the European Communities. The interaction between different barriers in a geological disposal environment is not sufficiently well known to permit a full appreciation of the long-term behaviour of a barrier system. Examples of studies under way within the programme mentioned above are outlined briefly. On the basis of the information available, immobilization of high-level waste in borosilicate glass appears an acceptable barrier, well-integrated in the various barrier systems. Studies on the long-term properties of conditioned alpha-contaminated waste deserve a high priority in order to make a balanced evaluation of the long-term risks of the various waste types. (author)

Stereotyping at the undergraduate level revealed during interprofessional learning between future doctors and biomedical scientists.

Science.gov (United States)

Lewitt, Moira S; Ehrenborg, Ewa; Scheja, Max; Brauner, Annelie

2010-01-01

Interprofessional education (IPE) involving undergraduate health professionals is expected to promote collaboration in their later careers. The role of IPE between doctors and biomedical scientists has not been explored at the undergraduate level. Our aim was to introduce IPE sessions for medical and biomedical students in order to identify the benefits and barriers to these groups learning together. Medical and biomedical students together discussed laboratory results, relevant literature, and ideas for developing new diagnostic tools. The programme was evaluated with questionnaires and interviews. While there was general support for the idea of IPE, medical and biomedical students responded differently. Biomedical students were more critical, wanted more explicit learning objectives and felt that their professional role was often misunderstood. The medical students were more enthusiastic but regarded the way the biomedical students communicated concerns about their perceived role as a barrier to effective interprofessional learning. We conclude that stereotyping, which can impede effective collaborations between doctors and biomedical scientists, is already present at the undergraduate level and may be a barrier to IPE. Effective learning opportunities should be supported at the curriculum level and be designed to specifically enable a broad appreciation of each other's future professional roles.

Cognitive Clusters in Specific Learning Disorder

Science.gov (United States)

Poletti, Michele; Carretta, Elisa; Bonvicini, Laura; Giorgi-Rossi, Paolo

2018-01-01

The heterogeneity among children with learning disabilities still represents a barrier and a challenge in their conceptualization. Although a dimensional approach has been gaining support, the categorical approach is still the most adopted, as in the recent fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders." The…

Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia

Science.gov (United States)

Al-Furaydi, Ahmed Ajab

2013-01-01

This study will determine their readiness level for the e-learning in several aspects such as attitude toward e-learning, and computer literacy also this study attempt to investigate the main the barriers that EFL teachers have to overcome while incorporating e-learning into their teaching. The theory upon which the study was technology acceptance…

Learning Management Systems and Comparison of Open Source Learning Management Systems and Proprietary Learning Management Systems

Directory of Open Access Journals (Sweden)

Yücel Yılmaz

2016-04-01

Full Text Available The concept of learning has been increasingly gaining importance for individuals, businesses and communities in the age of information. On the other hand, developments in information and communication technologies take effect in the field of learning activities. With these technologies, barriers of time and space against the learning activities largely disappear and these technologies make it easier to carry out these activities more effectively. There remain a lot of questions regarding selection of learning management system (LMS to be used for the management of e-learning processes by all organizations conducing educational practices including universities, companies, non-profit organizations, etc. The main questions are as follows: Shall we choose open source LMS or commercial LMS? Can the selected LMS meet existing needs and future potential needs for the organization? What are the possibilities of technical support in the management of LMS? What kind of problems may be experienced in the use of LMS and how can these problems be solved? How much effective can officials in the organization be in the management of LMS? In this study, primarily e-learning and the concept of LMS will be discussed, and in the next section, as for answers to these questions, open source LMSs and centrally developed LMSs will be examined and their advantages and disadvantages relative to each other will be discussed.

Student Restraints to Reform: Conceptual Change Issues in Enhancing Students' Learning Processes.

Science.gov (United States)

Thomas, Gregory P.

1999-01-01

Describes a teacher-researcher's investigation into barriers to student adoption of an alternative referent for learning and its consequential learning strategies in an 11th-grade chemistry class. Suggests that various contextual factors influenced students' willingness to adopt the alternative referent, and that students' beliefs, trust of the…

How can we teach EBM in clinical practice? An analysis of barriers to implementation of on-the-job EBM teaching and learning.

Science.gov (United States)

Oude Rengerink, Katrien; Thangaratinam, Shakila; Barnfield, Gemma; Suter, Katja; Horvath, Andrea R; Walczak, Jacek; Wełmińska, Anna; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Onody, Rita; Zanrei, Gianni; Kunz, Regina; Arditi, Chantal; Burnand, Bernard; Gee, Harry; Khan, Khalid S; Mol, Ben W J

2011-01-01

Evidence-based medicine (EBM) improves the quality of health care. Courses on how to teach EBM in practice are available, but knowledge does not automatically imply its application in teaching. We aimed to identify and compare barriers and facilitators for teaching EBM in clinical practice in various European countries. A questionnaire was constructed listing potential barriers and facilitators for EBM teaching in clinical practice. Answers were reported on a 7-point Likert scale ranging from not at all being a barrier to being an insurmountable barrier. The questionnaire was completed by 120 clinical EBM teachers from 11 countries. Lack of time was the strongest barrier for teaching EBM in practice (median 5). Moderate barriers were the lack of requirements for EBM skills and a pyramid hierarchy in health care management structure (median 4). In Germany, Hungary and Poland, reading and understanding articles in English was a higher barrier than in the other countries. Incorporation of teaching EBM in practice faces several barriers to implementation. Teaching EBM in clinical settings is most successful where EBM principles are culturally embedded and form part and parcel of everyday clinical decisions and medical practice.

PESTEL Factors for E-Learning Revisited: The 4Es of Tutoring for Value Added Learning

Science.gov (United States)

Graham, Deryn

2018-01-01

There is a growing prevalence in the use of digital media for education management and international partnerships; however, research continues to reflect the position that the absence of social interaction is a major barrier to a positive on-line learning experience. In 2007, a paper described the application of PESTE (Political, Economic, Social,…

An investigation of the challenges of e-Learning in medical sciences from the faculty members’ viewpoints of Tabriz University of Medical Sciences

Directory of Open Access Journals (Sweden)

M Asghari

2012-06-01

Full Text Available Introduction : Regarding the numerous benefits of e-learning, an investigation of its barrier and potential solutions to resolve them will be helpful. This will enable universities to implement this method and convert their traditional teaching-learning methods and approaches to e-learning. Methods: In this descriptive study a total of 242 faculty members at Tabriz University of Medical Sciences were selected randomly. A questionnaire was used to collect data on their attitudes towards barriers of e-Learning. The data were analyzed using SPSS15. Results: The barriers were classified into six categories and twenty-four cases. The average score of the administrative category was 13.18±1.96, electronic categories was 11.66±2.32, educational category was 13.39±2.22, economical category was 9.62±2.09, cultural and psychological categories was 20.43±2.53, and finally, social and cooperative category was 10.09±1.97. The cultural and psychological categories were found as the most important barrier and the electronic category the least important one. Conclusion: The academics believed that they did not have enough time or skills for compiling and evaluating e-learning materials and that there was no proper culture for this. Not only the academics should learn how to compile, use and to take rapid feedback, but also it is essential that they recognize their new roles (as learning facilitators in realizing and expanding their mode of education by their innovations.

Preoperative learning goals set by surgical residents and faculty.

Science.gov (United States)

Pernar, Luise I M; Breen, Elizabeth; Ashley, Stanley W; Peyre, Sarah E

2011-09-01

The operating room (OR) remains the main teaching venue for surgical trainees. The OR is considered a pure-discovery learning environment; the downsides of this can be putatively overcome when faculty and trainee arrive at a shared understanding of learning. This study aimed to better understand preoperative learning goals to identify areas of commonalities and potential barrier to intraoperative teaching. Brief, structured preoperative interviews were conducted outside the OR with the resident and faculty member who were scheduled to operate together. Answers were analyzed and grouped using grounded theory. Twenty-seven resident-faculty pairs were interviewed. Nine residents (33.3%) were junior (PGY 1 and 2) and 18 (66.7%) were senior (PGY 3 through 5). Learning goal categories that emerged from the response analysis were anatomy, basic and advanced surgical skills, general and specific procedural tasks, technical autonomy, and pre-, intra-, and postoperative considerations. Residents articulated fewer learning goals than faculty (1.5 versus 2.4; P = 0.024). The most frequently identified learning goal by both groups was one classifiable under general procedural tasks; the greatest divergence was seen regarding perioperative considerations, which were identified frequently by faculty members but rarely by residents. Faculty articulate significantly more learning goals for the residents they will operate with than residents articulate for themselves. Our data suggest that residents and faculty align on some learning goals for the OR but residents tend to be more limited, focusing predominantly on technical aspects of the operation. Faculty members tend to hold a broader view of the learning potential of the OR. These discrepancies may present barriers to effective intraoperative teaching. Copyright © 2011 Elsevier Inc. All rights reserved.

Information barriers

International Nuclear Information System (INIS)

Fuller, J.L.; Wolford, J.

2001-01-01

Full text: An information barrier (IB) consists of procedures and technology that prevent the release of sensitive information during a joint inspection of a sensitive nuclear item, and provides confidence that the measurement system into which it has been integrated functions exactly as designed and constructed. Work in the U.S. on radiation detection system information barriers dates back at least to 1990, even though the terminology is more recent. In January 1999 the Joint DoD-DOE Information Barrier Working Group was formed in the United States to help coordinate technical efforts related to information barrier R and D. This paper presents an overview of the efforts of this group, by its Chairs, as well as recommendations for further information barrier R and D. Progress on the demonstration of monitoring systems containing IBs is also provided. From the U.S. perspective, the basic, top-level functional requirements for the information barrier portion of an integrated radiation signature-information barrier inspection system are twofold: The host must be assured that his classified information is protected from disclosure to the inspecting party; and The inspecting party must be confident that the integrated inspection system measures, processes, and presents the radiation-signature-based measurement conclusion in an accurate and reproducible manner. It is the position of the United States that in the absence of any agreement to share classified nuclear weapons design information in the conduct of an inspection regime, the requirement to protect host country classified warhead design information is paramount and admits no tradeoff versus the confidence provided to the inspecting party in the accuracy and reproducibility of the measurements. The U.S. has reached an internal consensus on several critical design elements that define a general standard for radiation signature information barrier design. These criteria have stood the test of time under intense

Tritium/hydrogen barrier development

International Nuclear Information System (INIS)

Hollenberg, G.W.; Simonen, E.P.; Kalinen, G.; Terlain, A.

1994-06-01

A review of hydrogen permeation barriers that can be applied to structural metals used in fusion power plants is presented. Both implanted and chemically available hydrogen isotopes must be controlled in fusion plants. The need for permeation barriers appears strongest in Li17-Pb blanket designs, although barriers also appear necessary for other blanket and coolant systems. Barriers that provide greater than a 1000 fold reduction in the permeation of structural metals are desired. In laboratory experiments, aluminide and titanium ceramic coatings provide permeation reduction factors, PRFS, from 1000 to over 100,000 with a wide range of scatter. The rate-controlling mechanism for hydrogen permeation through these barriers may be related to the number and type of defects in the barriers. Although these barriers appear robust and resistant to liquid metal corrosion, irradiation tests which simulate blanket environments result in very low PRFs in comparison to laboratory experiments, i.e., <150. It is anticipated from fundamental research activities that the REID enhancement of hydrogen diffusion in oxides may contribute to the lower permeation reduction factors during in-reactor experiments

Barriers for realisation of energy savings in buildings; Barrierer for realisering af energibesparelser i bygninger

Energy Technology Data Exchange (ETDEWEB)

Jensen, O.M.

2004-07-01

Many years' efforts within the energy labelling area have shown large saving potentials in heating and use of electricity in buildings. At the same time it has been proved that these saving potentials, even when economically advantageous, only are cashed to a limited extent. The reason to this is ascribed to barriers that meet the individual building owner who wants to start saving energy. Most barriers are known and a lot of these have been sought overcome for some time. The questions are how many barriers still exist, have new barriers arisen and the character of these barriers. On this background the objective of this survey has been to concretize and study the barriers, which are blocking reasonable energy savings. Focus has especially been on barriers for realisation of heating savings, but through a general evaluation of energy savings of barriers other forms of energy saving methods have been taken into consideration. Special interest has been directed towards houses, typically one family houses, which are affected by the Energy Labelling Scheme. The concept barriers include all kinds of barriers, also barriers that not are acknowledged as barriers by the individual house owner, or that on closer inspection turn out to be something else than actual barriers. This note suggests an alternative inertia model, in order to create an idea of the inertness characteristic of the many house owners who understand the message but fail to act on it. (BA)

Attitudes and barriers to evidence-based practice in optometry educators.

Science.gov (United States)

Suttle, Catherine M; Challinor, Kirsten L; Thompson, Rachel E; Pesudovs, Konrad; Togher, Leanne; Chiavaroli, Neville; Lee, Adrian; Junghans, Barbara; Stapleton, Fiona; Watt, Kathleen; Jalbert, Isabelle

2015-04-01

Evidence-based practice (EBP) is an essential component of good quality, patient-centered health care. This requires practitioners to acquire EBP skills and knowledge during undergraduate and continuing education. Evidence-based practice education exists in a range of health care disciplines, including optometry. Evidence-based practice education, however, depends on relevant skills and knowledge in educators. Courses and workshops exist for the development of EBP teaching skills in some areas of health care but not in optometry. Here, we describe a pilot workshop designed to enhance the teaching of EBP and to investigate the perspectives of optometric educators on EBP including their attitudes and perceived barriers to EBP and its teaching. Twenty-seven optometric educators including 8 facilitators participated. Of these, 14 were academics (including the 8 facilitators) and 13 were practitioners. Evidence-based practice attitudes were assessed using the Evidence-Based Practice Attitude Scale-50 with appropriate modifications for optometry. Workshop design incorporated strategies to trigger discussion among participants. A nominal group technique was used to identify, prioritize, and reach consensus on barriers to EBP. Although some participants expressed reservations about EBP, a common understanding of the contemporary definition of EBP emerged in educators. Thirty-five barriers to EBP were identified; "time" was selected in the top five barriers by most participants and attracted the highest total score, well above any other barrier (negative attitude to EBP, volume of evidence, integration with clinical practice, and lack of lifelong learning mind-set). Attitudes toward EBP were generally positive and negatively correlated with age and time since graduation, respectively. A group of optometrists and academics new to implementing education in EBP displayed positive attitudes to EBP but considered that its application and teaching could be significantly hindered

Modeling and Simulation of Long-Term Performance of Near-Surface Barriers

International Nuclear Information System (INIS)

Piet, S. J.; Jacobson, J. J.; Martian, P.; Martineau, R.; Soto, R.

2003-01-01

INEEL started a new project on long-term barrier integrity in April 2002 that aims to catalyze a Barrier Improvement Cycle (iterative learning and application) and thus enable Remediation System Performance Management (doing the right maintenance neither too early nor too late, prior to system-level failure). This paper describes our computer simulation approach for better understanding the relationships and dynamics between the various components and management decisions in a cap. The simulation is designed to clarify the complex relationships between the various components within the cap system and the various management practices that affect the barrier performance. We have also conceptualized a time-dependent 3-D simulation with rigorous solution to unsaturated flow physics with complex surface boundary conditions

Systems study on engineered barriers: barrier performance analysis

International Nuclear Information System (INIS)

Stula, R.T.; Albert, T.E.; Kirstein, B.E.; Lester, D.H.

1980-09-01

A performance assessment model for multiple barrier packages containing unreprocessed spent fuel has been modified and applied to several package designs. The objective of the study was to develop information to be used in programmatic decision making concerning engineered barrier package design and development. The assessment model, BARIER, was developed in previous tasks of the System Study on Engineered Barriers (SSEB). The new version discussed in this report contains a refined and expanded corrosion rate data base which includes pitting, crack growth, and graphitization as well as bulk corrosion. Corrosion rates for oxic and anoxic conditions at each of the two temperature ranges are supplied. Other improvements include a rigorous treatment of radionuclide release after package failure which includes resistance of damaged barriers and backfill, refined temperature calculations that account for convection and radiation, a subroutine to calculate nuclear gamma radiation field at each barrier surface, refined stress calculations with reduced conservatism and various coding improvements to improve running time and core usage. This report also contains discussion of alternative scenarios to the assumed flooded repository as well as the impact of water exclusion backfills. The model was used to assess post repository closure performance for several designs which were all variation of basic designs from the Spent Unreprocessed Fuel (SURF) program. Many designs were found to delay the onset of leaching by at least a few hundreds of years in all geologic media. Long delay times for radionuclide release were found for packages with a few inches of sorption backfill. Release of uranium, plutonium, and americium was assessed

Systems study on engineered barriers: barrier performance analysis

Energy Technology Data Exchange (ETDEWEB)

Stula, R.T.; Albert, T.E.; Kirstein, B.E.; Lester, D.H.

1980-09-01

A performance assessment model for multiple barrier packages containing unreprocessed spent fuel has been modified and applied to several package designs. The objective of the study was to develop information to be used in programmatic decision making concerning engineered barrier package design and development. The assessment model, BARIER, was developed in previous tasks of the System Study on Engineered Barriers (SSEB). The new version discussed in this report contains a refined and expanded corrosion rate data base which includes pitting, crack growth, and graphitization as well as bulk corrosion. Corrosion rates for oxic and anoxic conditions at each of the two temperature ranges are supplied. Other improvements include a rigorous treatment of radionuclide release after package failure which includes resistance of damaged barriers and backfill, refined temperature calculations that account for convection and radiation, a subroutine to calculate nuclear gamma radiation field at each barrier surface, refined stress calculations with reduced conservatism and various coding improvements to improve running time and core usage. This report also contains discussion of alternative scenarios to the assumed flooded repository as well as the impact of water exclusion backfills. The model was used to assess post repository closure performance for several designs which were all variation of basic designs from the Spent Unreprocessed Fuel (SURF) program. Many designs were found to delay the onset of leaching by at least a few hundreds of years in all geologic media. Long delay times for radionuclide release were found for packages with a few inches of sorption backfill. Release of uranium, plutonium, and americium was assessed.

Effectuation in the Undergraduate Classroom: Three Barriers to Entrepreneurial Learning

Science.gov (United States)

Günzel-Jensen, Franziska; Robinson, Sarah

2017-01-01

Purpose: Since Sarasvathy's (2001) research on decision-making logics of expert entrepreneurs, effectuation has become a cornerstone in entrepreneurship education. Effectuation is not only subjectified in entrepreneurship education, but has also become conceptualized as a method in the learning process. The purpose of this paper is to explore how…

Encouraging a 'Barrier-free Built Environment' in a Malaysian University

Directory of Open Access Journals (Sweden)

Hazreena Hussein

2005-12-01

Full Text Available A good pedestrian network around the campus should be accessible and friendly for all users including disabled persons. The environment should offer some activity nodes to ensure that the learning and working in campus is more pleasant. The paper will clarify the importance of collaborative development among various professionals and organisations in order to achieve a 'barrier-free built environment', focusing on the University of Malaya as a case study. It will share experience on the education of inclusive design for students who will become professionals and responsible in implementing the legislation relating to safety, accessibility and usability of the built environment. As the objective is the issue of educating relevant professionals, it will introduce methods in teaching professionals as a strategy to advocate a 'barrier-free built environment'. The paper will also illustrate the efforts done in encouraging the agenda which have been implemented around the case study.

Barrier penetration database

International Nuclear Information System (INIS)

Fainberg, A.; Bieber, A.M. Jr.

1978-11-01

This document is intended to supply the NRC and nuclear power plant licensees with basic data on the times required to penetrate forcibly the types of barriers commonly found in nuclear plants. These times are necessary for design and evaluation of the physical protection system required under 10CFR73.55. Each barrier listed is described in detail. Minor variations in basic barrier construction that result in the same penetration time, are also described

Barriers and facilitators to epilepsy self-management for patients with physical and psychological co-morbidity.

Science.gov (United States)

Perzynski, Adam T; Ramsey, Riane K; Colón-Zimmermann, Kari; Cage, Jamie; Welter, Elisabeth; Sajatovic, Martha

2017-09-01

Objectives This exploratory study identifies barriers and facilitators to self-management to inform future epilepsy self-management interventions for persons who have epilepsy complicated by co-morbid mental health conditions and serious medical events. Methods Focus group methods were used in a series of community advisory board meetings. Analysis was conducted using a thematic, constant comparative approach aiming to describe the range of barriers and facilitators salient to participants. There were a total of 22 participants, including 8 health professionals, 9 patients with epilepsy, and 5 care partners. Mean age was 49.1 (SD = 11.0, range 32-69), 11 (50%) were female, and 11 (50%) were male. For those with epilepsy, mean years having epilepsy was 24.7 (SD = 19.9, range 1-58 years). Results Individual psychological barriers (mental illness, fatigue, and psychological distress) prominently interfered with health behaviors. Community and family barriers included stigma, lack of epilepsy knowledge, and poor social support. Facilitators included planning for seizures, learning about medications, stress management, socializing with others, and talking with other epilepsy patients. Discussion Qualitative evidence in this study suggests a linkage between social integration and positive health behaviors. Future efforts to embed patients with epilepsy and their caregivers into clinical care processes could offset barriers and enhance facilitators.

Design of engineered sorbent barriers

International Nuclear Information System (INIS)

Jones, E.O.; Freeman, H.D.

1988-01-01

A sorbent barrier uses sorbent material such as activated carbon or natural zeolites to prevent the migration of radionuclides from a low-level waste site to the aquifer. The sorbent barrier retards the movement of radioactive contaminants, thereby providing time for the radionuclides to decay. Sorbent barriers can be a simple, effective, and inexpensive method for reducing the migration of radionuclides to the environment. Designing a sorbent barrier consists of using soil and sorbent material properties and site conditions as input to a model which will determine the necessary sorbent barrier thickness to meet contaminant limits. The paper covers the following areas: techniques for measuring sorption properties of barrier materials and underlying soils, use of a radionuclide transport model to determine the required barrier thickness and performance under a variety of site conditions, and cost estimates for applying the barrier

Aspirations, Barriers, and Transfer Opportunities for Latina and Latino Community College Students

OpenAIRE

Sanchez, Monica

2012-01-01

The majority of California's students seeking higher education are enrolled in a community college and approximately a third are Latino. Yet as the number of Latinos in community colleges has risen, their degree completion and transfer rates lag in comparison to other major ethnic groups. To investigate the academic aspirations and barriers of community college students, this mixed-methods case study focused on Latinos in a specialized learning community for students entering their first year...

Barrier Data Base user's guide

International Nuclear Information System (INIS)

Worrell, R.B.; Gould, D.J.; Wall, D.W.

1977-06-01

A special purpose data base for physical security barriers has been developed. In addition to barriers, the entities accommodated by the Barrier Data Base (BDB) include threats and references. A threat is established as a configuration of people and equipment which has been employed to penetrate (or attempt to penetrate) a barrier. References are used to cite publications pertinent to the barriers and threats in the data base. Utilization and maintenance of the Barrier Data Base is achieved with LIST, QUERY, ENTER, DELETE, and CHANGE commands which are used to manipulate the data base entities

Developing leadership as a trainee- opportunities, barriers and potential improvements.

Science.gov (United States)

Doherty, Rachel; Lawson, Sara; Mc Laughlin, Laura; Donaghy, Grainne; Courtney, Julia; Gardiner, Keith

2018-05-01

The General Medical Council explicitly state that doctors completing training should demonstrate capabilities in leadership and teamwork. 1 However, most trainees receive little formal training in leadership. In March 2017, at the Faculty of Medical Leadership and Management (FMLM) Northern Ireland Regional Conference, a workshop on developing leadership skills as a trainee was hosted and the views of doctors in training regarding current opportunities, potential barriers and improvements were sought. In Northern Ireland presently there are a number of opportunities available for trainees to gain experience in leadership - both by learning through observation and learning through experience. These range from informal activities which do not require significant time commitment to focused, immersive leadership experiences such as ADEPT (Achieve Develop Explore Programme for Trainees) 2 , and the Royal College of Physicians' Chief Registrar scheme. 3 Several barriers to developing leadership have been identified, including limited understanding of what constitutes leadership, a lack of senior support and little formal recognition for trainees leading teams. Time pressures, frequently rotating jobs, limited resources and difficulty upscaling can also undermine the sustainability of improvement and other leadership projects. Incorporating awareness of and training in leadership skills, as well as greater engagement with senior leaders and managers, at an early stage in training could promote understanding and encourage trainees. Formalising leadership roles within training posts may improve experience. Deaneries and Trusts can also enable leadership opportunities by facilitating study leave, raising awareness amongst supervisors, and providing career enhancing incentives for interested trainees.

KNOWLEDGE TRANSFER AND LEARNING: PROBLEMS OF KNOWLEDGE TRANSFER ASSOCIATED WITH TRYING TO SHORT-CIRCUIT THE LEARNING CYCLE

Directory of Open Access Journals (Sweden)

Sue Newell

2006-11-01

Full Text Available Knowledge is considered to be a key organizational resource in the 21st century and the knowledge management ‘movement’ has alerted organizations to the fact that they should more strategically exploit their knowledge assets. Companies are thus lured by the suggestion that they can gain competitive advantage by the more astute management of their knowledge base and in particular, by the transfer of knowledge across individuals, groups and organizational units, using IT to accomplish this. In this paper, we reflect on this common view of knowledge transfer. More specifically, we question an implication of this view - essentially the possibility of short-circuiting the learning cycle, so that individuals do not have to rely on their personal or shared experiences to identify better practices, but can learn from the codified lessons of others in IT systems. More importantly, we consider the characteristics of knowledge – that knowledge is distributed, ambiguous and disruptive – that makes its transfer highly problematic. Drawing on case research, we relate this to the learning cycle (Kolb 1984 and thereby identify barriers to knowledge transfer. We conclude by considering ways of overcoming these barriers by emphasizing the importance of social systems alongside technical systems.

Barriers to the Implementation of Electronic Learning in Governmental Organizations: Case of Iran

Science.gov (United States)

Jahromi, Gelayol Safavi; Nikabadi, Mohsen Shafiei; Maleki, Morteza

2017-01-01

New developments in technology, particularly the information technology, have changed the perception of learning. These changes have made distance learning an important part of education. However, it seems that this technology does not have a strong position in governmental organizations yet. Therefore, the main goal of this research is to present…

Implementing clinical governance in Isfahan hospitals: Barriers and solutions, 2014.

Science.gov (United States)

Ferdosi, Masoud; Ziyari, Farhad Bahman; Ollahi, Mehran Nemat; Salmani, Amaneh Rahim; Niknam, Noureddin

2016-01-01

In the new approach, all health care providers have been obligated to maintain and improve the quality and have been accountable for it. One of the ways is the implementation of clinical governance (CG). More accurate understanding of its challenges can help to improve its performance. In this study, barriers of CG implementation are investigated from the perspective of the hospitals involved. Besides, some solutions are suggested based on stakeholders' opinions. This study used combined method (qualitative content analysis and questionnaire) in hospitals affiliated to Isfahan University of Medical Sciences in 2014. First, experts, and stakeholders talked about CG implementation obstacles in a semi-structured interview. Interviews were confirmed by the interviewee (double check). After analyzing the interviews using reduction coding the questionnaire was drawn up. The questionnaire "validity was confirmed by Cronbach's alpha (0/891)" and its reliability was obtained using experts confirmation. Data analyzing was performed using SPSS (18) software. According to results staffing and management factors were the main obstacles. After them, were factors related to organizational culture, infrastructure elements, information, sociocultural and then process factors. The learning barriers were in final rank. Thirty-four solutions was proposed by experts and divided into subset of eight major barriers. Most solutions were offered on modifying processes and minimal solutions about modifying of organizational culture, sociocultural, and educational factors. Removing the obstacles, especially management and human resource factors can be effective by facilitating and accelerating CG. Furthermore, use of experts and stakeholders opinions can help to remove CG barriers.

Perceived ambiguity as a barrier to intentions to learn genome sequencing results.

Science.gov (United States)

Taber, Jennifer M; Klein, William M P; Ferrer, Rebecca A; Han, Paul K J; Lewis, Katie L; Biesecker, Leslie G; Biesecker, Barbara B

2015-10-01

Many variants that could be returned from genome sequencing may be perceived as ambiguous-lacking reliability, credibility, or adequacy. Little is known about how perceived ambiguity influences thoughts about sequencing results. Participants (n = 494) in an NIH genome sequencing study completed a baseline survey before sequencing results were available. We examined how perceived ambiguity regarding sequencing results and individual differences in medical ambiguity aversion and tolerance for uncertainty were associated with cognitions and intentions concerning sequencing results. Perceiving sequencing results as more ambiguous was associated with less favorable cognitions about results and lower intentions to learn and share results. Among participants low in tolerance for uncertainty or optimism, greater perceived ambiguity was associated with lower intentions to learn results for non-medically actionable diseases; medical ambiguity aversion did not moderate any associations. Results are consistent with the phenomenon of "ambiguity aversion" and may influence whether people learn and communicate genomic information.

Design of engineered sorbent barriers

International Nuclear Information System (INIS)

Jones, E.O.; Freeman, H.D.

1988-08-01

A sorbent barrier uses sorbent material such as activated carbon or natural zeolites to prevent the migration of radionuclides from a low-level waste site to the aquifer. The sorbent barrier retards the movement of radioactive contaminants, thereby providing time for the radionuclides to decay. Sorbent barriers can be a simple, effective, and inexpensive method for reducing the migration of radionuclides to the environment. Designing a sorbent barrier consists of using soil and sorbent material properties and site conditions as input to a model which will determine the necessary sorbent barrier thickness to meet contaminant limits. The paper will cover the following areas: techniques for measuring sorption properties of barrier materials and underlying soils, use of a radionuclide transport model to determine the required barrier thickness and performance under a variety of site conditions, and cost estimates for applying the barrier. 8 refs., 6 figs., 1 tab

Machine learning and radiology.

Science.gov (United States)

Wang, Shijun; Summers, Ronald M

2012-07-01

In this paper, we give a short introduction to machine learning and survey its applications in radiology. We focused on six categories of applications in radiology: medical image segmentation, registration, computer aided detection and diagnosis, brain function or activity analysis and neurological disease diagnosis from fMR images, content-based image retrieval systems for CT or MRI images, and text analysis of radiology reports using natural language processing (NLP) and natural language understanding (NLU). This survey shows that machine learning plays a key role in many radiology applications. Machine learning identifies complex patterns automatically and helps radiologists make intelligent decisions on radiology data such as conventional radiographs, CT, MRI, and PET images and radiology reports. In many applications, the performance of machine learning-based automatic detection and diagnosis systems has shown to be comparable to that of a well-trained and experienced radiologist. Technology development in machine learning and radiology will benefit from each other in the long run. Key contributions and common characteristics of machine learning techniques in radiology are discussed. We also discuss the problem of translating machine learning applications to the radiology clinical setting, including advantages and potential barriers. Copyright © 2012. Published by Elsevier B.V.

Patient Safety Learning Systems: A Systematic Review and Qualitative Synthesis.

Science.gov (United States)

2017-01-01

A patient safety learning system (sometimes called a critical incident reporting system) refers to structured reporting, collation, and analysis of critical incidents. To inform a provincial working group's recommendations for an Ontario Patient Safety Event Learning System, a systematic review was undertaken to determine design features that would optimize its adoption into the health care system and would inform implementation strategies. The objective of this review was to address two research questions: (a) what are the barriers to and facilitators of successful adoption of a patient safety learning system reported by health professionals and (b) what design components maximize successful adoption and implementation? To answer the first question, we used a published systematic review. To answer the second question, we used scoping study methodology. Common barriers reported in the literature by health care professionals included fear of blame, legal penalties, the perception that incident reporting does not improve patient safety, lack of organizational support, inadequate feedback, lack of knowledge about incident reporting systems, and lack of understanding about what constitutes an error. Common facilitators included a non-accusatory environment, the perception that incident reporting improves safety, clarification of the route of reporting and of how the system uses reports, enhanced feedback, role models (such as managers) using and promoting reporting, legislated protection of those who report, ability to report anonymously, education and training opportunities, and clear guidelines on what to report. Components of a patient safety learning system that increased successful adoption and implementation were emphasis on a blame-free culture that encourages reporting and learning, clear guidelines on how and what to report, making sure the system is user-friendly, organizational development support for data analysis to generate meaningful learning outcomes

Hanford protective barriers program: Status of asphalt barrier studies - FY 1989

International Nuclear Information System (INIS)

Freeman, H.D.; Gee, G.W.

1989-11-01

The Hanford Protective Barrier Program is evaluating alternate barriers to provide a means of meeting stringent water infiltration requirements. One type of alternate barrier being considered is an asphalt-based layer, 1.3 to 15 cm thick. Evaluations of these barriers were initiated in FY 1988, and, based on laboratory studies, two asphalt formulations were selected for further testing in small-tube lysimeters: a hot rubberized asphalt and an admixture of cationic asphalt emulsion and concrete sand containing 24 wt% residual asphalt. Eight lysimeters containing asphalt seals were installed as part of the Small Tube Lysimeter Test Facility on the Hanford Site. Two control lysimeters containing Hanford sand with a surface gravel treatment were also installed for comparison. 5 refs., 13 figs., 1 tab

Think "E" for Engagement: Use Technology Tools to Design Personalized Professional E-Learning

Science.gov (United States)

Farris, Shari

2015-01-01

As faculty chair of early childhood education at Vanguard University of Southern California, the author was challenged each day by questions: How to provide high-impact online professional learning to adult continuing education students? What barriers exist for adult learners seeking meaningful professional learning? How does practice as a…

Barrier cell sheath formation

International Nuclear Information System (INIS)

Kesner, J.

1980-04-01

The solution for electrostatic potential within a simply modeled tandem mirror thermal barrier is seen to exhibit a sheath at each edge of the cell. The formation of the sheath requires ion collisionality and the analysis assmes that the collisional trapping rate into the barrier is considerably slower than the barrier pump rate

Implementing Safety Cultures in Medicine: What We Learn by Watching Physicians

National Research Council Canada - National Science Library

Hoff, Timothy J; Pohl, Henry; Bartfield, Joel

2005-01-01

.... Key findings that suggest greater contextual barriers to the advancement of learning cultures in residency settings with respect to patient safety include the small number of mistakes and near misses...

Factors Affecting Faculty Use of Learning Technologies: Implications for Models of Technology Adoption

Science.gov (United States)

Buchanan, Tom; Sainter, Phillip; Saunders, Gunter

2013-01-01

This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested…

The Effect of Teaching Experience on Service-Learning Beliefs of Dental Hygiene Educators

Science.gov (United States)

Burch, Sharlee Shirley

2013-01-01

The purpose of this non-experimental causal-comparative study was to determine if service-learning teaching experience affects dental hygiene faculty perceptions of service-learning benefits and barriers in the United States. Dental hygiene educators from entry-level dental hygiene education programs in the United States completed the Web-based…

Barriers to the future

Energy Technology Data Exchange (ETDEWEB)

Massey, C T

1986-09-01

Opportunities for the British coal industry seem vast yet there are still barriers to progress. Seven areas are identified and discussed: mining mobility (for example, longwall mining systems are rigid and inflexible compared with American stall and pillar working); mine structure (many mines are more suitable to pit ponies than to large pieces of equipment); financial barriers (Government requires the industry to break even in 1987/88); personnel barriers (less specialization, better use of skills); safety barriers (increased use of remote control, ergonomics and robotics to protect workers); microelectronic management (nationalization has cushioned management from the market place; there is a need for a more multidisciplinary approach to the industry); and legal barriers (most legislation in the past has been in response to accidents; legislation external to the industry but affecting it is more fundamental).

Chemical barriers for controlling groundwater contamination

International Nuclear Information System (INIS)

Morrison, S.J.; Spangler, R.R.

1993-01-01

Chemical barriers are being explored as a low-cost means of controlling groundwater contamination. The barrier can intercept a contaminant plume and prevent migration by transferring contaminants from the groundwater to immobile solids. A chemical barrier can be emplaced in a landfill liner or in an aquifer cutoff wall or can be injected into a contaminant plume. Chemical barriers can be classified as either precipitation barriers or sorption barriers depending upon the dominant mode of contaminant extraction. In a precipitation barrier, contaminants are bound in the structures of newly formed phases; whereas, in a sorption barrier, contaminants attach to the surfaces of preexisting solids by adsorption or some other surface mechanism. Sorption of contaminants is pH dependent. A precipitation barrier can control the pH of the system, but alkaline groundwater may dominate the pH in a sorption barrier. A comparison is made of the characteristics of precipitation and sorption barriers. Experimental data on the extraction of uranium and molybdenum from simulated groundwater are used to demonstrate these concepts. 10 refs., 9 figs., 1 tab

Barrier mechanisms in the Drosophila blood-brain barrier.

Science.gov (United States)

Hindle, Samantha J; Bainton, Roland J

2014-01-01

The invertebrate blood-brain barrier (BBB) field is growing at a rapid pace and, in recent years, studies have shown a physiologic and molecular complexity that has begun to rival its vertebrate counterpart. Novel mechanisms of paracellular barrier maintenance through G-protein coupled receptor signaling were the first demonstrations of the complex adaptive mechanisms of barrier physiology. Building upon this work, the integrity of the invertebrate BBB has recently been shown to require coordinated function of all layers of the compound barrier structure, analogous to signaling between the layers of the vertebrate neurovascular unit. These findings strengthen the notion that many BBB mechanisms are conserved between vertebrates and invertebrates, and suggest that novel findings in invertebrate model organisms will have a significant impact on the understanding of vertebrate BBB functions. In this vein, important roles in coordinating localized and systemic signaling to dictate organism development and growth are beginning to show how the BBB can govern whole animal physiologies. This includes novel functions of BBB gap junctions in orchestrating synchronized neuroblast proliferation, and of BBB secreted antagonists of insulin receptor signaling. These advancements and others are pushing the field forward in exciting new directions. In this review, we provide a synopsis of invertebrate BBB anatomy and physiology, with a focus on insights from the past 5 years, and highlight important areas for future study.

Barriers against psychosocial communication: oncologists' perceptions.

Science.gov (United States)

Fagerlind, Hanna; Kettis, Åsa; Glimelius, Bengt; Ring, Lena

2013-10-20

To explore oncologists' psychosocial attitudes and beliefs and their perceptions regarding barriers against psychosocial communication. A questionnaire was distributed to oncologists in Sweden (n = 537). Questions covered demography, the Physician Psychosocial Beliefs Scale (PPBS), and barriers against psychosocial communication. Stepwise multiple regression was used to determine what factors contribute the most to the PPBS score and the total number of barriers and barriers affecting clinical practice, respectively. Spearman rank-order correlation was used to determine correlation between PPBS score and number of barriers. Questionnaire response rate was 64%. Mean PPBS value was 85.5 (range, 49 to 123; SD, 13.0). Most oncologists (93%) perceived one or more barriers in communicating psychosocial aspects with patients. On average, five different communication barriers were perceived, of which most were perceived to affect clinical practice. These barriers included insufficient consultation time, lack of resources for taking care of problems discovered, and lack of methods to evaluate patients' psychosocial health in clinical practice. There was a positive correlation (rs = 0.490; P barriers (ie, less psychosocially oriented oncologists perceived more barriers). Oncologists with supplementary education with a psychosocial focus perceived fewer barriers/barriers affecting clinical practice (P barriers affecting psychosocial communication in clinical practice. Interventions aiming to improve psychosocial communication must therefore be multifaceted and individualized to clinics and individual oncologists. It is important to minimize barriers to facilitate optimal care and treatment of patients with cancer.

Barriers to improvements in energy efficiency

Energy Technology Data Exchange (ETDEWEB)

Reddy, A.K.N.

1991-10-01

To promote energy-efficiency improvements, actions may be required at one or more levels -- from the lowest level of the consumer (residential, commercial, industrial, etc.) through the highest level of the global agencies. But barriers to the implementation of energy-efficiency improvements exist or can arise at all these levels. Taking up each one of these barriers in turn, the paper discusses specific measures that can contribute to overcoming the barriers. However, a one-barrier-one-measure approach must be avoided. Single barriers may in fact involve several sub-barriers. Also, combinations of measures are much more effective in overcoming barriers. In particular, combinations of measures that simultaneously overcome several barriers are most successful. The paper discusses the typology of barriers, explores their origin and suggests measures that by themselves or in combination with other measures, will overcome these barriers. Since most of the barriers dealt with can be found in the barriers'' literature, any originality in the paper lies in its systematic organization, synoptic view and holistic treatment of this issue. This paper is intended to initiate a comprehensive treatment of barriers, their origins and the measures that contribute to overcoming them. Hopefully, such a treatment will facilitate the implementation of energy-efficiency improvements involving a wide diversity of ever-changing energy end uses and consumer preferences.

Barriers to improvements in energy efficiency

Energy Technology Data Exchange (ETDEWEB)

Reddy, A.K.N.

1991-10-01

To promote energy-efficiency improvements, actions may be required at one or more levels -- from the lowest level of the consumer (residential, commercial, industrial, etc.) through the highest level of the global agencies. But barriers to the implementation of energy-efficiency improvements exist or can arise at all these levels. Taking up each one of these barriers in turn, the paper discusses specific measures that can contribute to overcoming the barriers. However, a one-barrier-one-measure approach must be avoided. Single barriers may in fact involve several sub-barriers. Also, combinations of measures are much more effective in overcoming barriers. In particular, combinations of measures that simultaneously overcome several barriers are most successful. The paper discusses the typology of barriers, explores their origin and suggests measures that by themselves or in combination with other measures, will overcome these barriers. Since most of the barriers dealt with can be found in the ``barriers`` literature, any originality in the paper lies in its systematic organization, synoptic view and holistic treatment of this issue. This paper is intended to initiate a comprehensive treatment of barriers, their origins and the measures that contribute to overcoming them. Hopefully, such a treatment will facilitate the implementation of energy-efficiency improvements involving a wide diversity of ever-changing energy end uses and consumer preferences.

The blood-tendon barrier: identification and characterisation of a novel tissue barrier in tendon blood vessels

Directory of Open Access Journals (Sweden)

C Lehner

2016-05-01

Full Text Available Tissue barriers function as “gate keepers” between different compartments (usually blood and tissue and are formed by specialised membrane-associated proteins, localising to the apicolateral plasma membrane domain of epithelial and endothelial cells. By sealing the paracellular space, the free diffusion of solutes and molecules across epithelia and endothelia is impeded. Thereby, tissue barriers contribute to the establishment and maintenance of a distinct internal and external environment, which is crucial during organ development and allows maintenance of an organ-specific homeostatic milieu. So far, various epithelial and endothelial tissue barriers have been described, including the blood-brain barrier, the blood-retina barrier, the blood-testis barrier, the blood-placenta barrier, and the cerebrospinal fluid (CSF-brain barrier, which are vital for physiological function and any disturbance of these barriers can result in severe organ damage or even death. Here, we describe the identification of a novel barrier, located in the vascular bed of tendons, which we term the blood-tendon barrier (BTB. By using immunohistochemistry, transmission electron microscopy, and tracer studies we demonstrate the presence of a functional endothelial barrier within tendons restricting the passage of large blood-borne molecules into the surrounding tendon tissue. We further provide in vitro evidence that the BTB potentially contributes to the creation of a distinct internal tissue environment impacting upon the proliferation and differentiation of tendon-resident cells, effects which might be fundamental for the onset of tendon pathologies.

Exploration of Scholars’ Attributions of Instructional Barriers in the Context of Pedagogical-Epistemological Belief Systems

Directory of Open Access Journals (Sweden)

Yılmaz SOYSAL

2017-08-01

Full Text Available In this study, two academics’ who have been employed in a private university teaching barriers and accompanied attributional reasoning were examined in the context of their belief systems with regards to learning, teaching and knowledge. This study was conducted with a basic qualitative perspective. By means of qualitative data gathering and analysis, it was aimed at estimating how the relation between teaching barriers and attributional reasoning was influenced by pedagogical-epistemological belief systems of scholars. Qualitative data was collected through two different semi-structured interview protocols and gathered data was analyzed with an inductive and interpretivist manner. The scholars’ beliefs systems’ divergences (teacher-centered vs. learner-centered allowed to explore the presumable relation of barrier-attribution in the context of pedagogical-epistemological belief systems. It was found out that the scholar who has adopted the more learner-centered modes of teaching favors more internally-oriented, controllable and non-stable attributional styles in illustrating her barrier-attribution relation. In contrast, it was also detected that the scholar who has held more teacher-centered teaching beliefs is liable to make attributions to overly external, non-controllable and stable factors in illuminating her barrier-attribution relation. Major outcomes of the study are evaluated by means of psychological (i.e., attribution theory and instructional (pedagogical-epistemological beliefs lenses and suggestions are offered in the context of higher education.

THE DISTANCE EDUCATION TO PROMOTE CONTINUOUS LEARNING OF HEALTH PROFESSIONALS: REVIEW

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Lívia Lima Ferraz

2013-03-01

Full Text Available The results of many articles and researches showed thatemploymenthavean importantrolefor continuous learning. The main factors that made possible this continuous education were:the technology information advanced and distance education flexibilities.Theevolutionofon-line continuing education helps the health care professionals development manyfundamental learning skillsas self-assessment and self-criticism.Therefore, this articlesobjective is to identify howpublic policiescould promote continuous learning of healthprofessionals through distance education(DEand the contributions of this education formatfor transformationhealth activities.In conclusion, the results were that distance education(DE was an important strategy for permanent education, because(DEdevelopments goodskills of learning and breaksterritories barriers. Wherefore, distance education became aneffective learning format

The open corpus challenge in eLearning

Directory of Open Access Journals (Sweden)

Mahantesh K. Pattanshetti

2018-03-01

Full Text Available Learning has transcended into a life-long endeavor in the information age. It is no longer restricted to confines of formal classrooms. Consequently, a student is not restricted to traditional learning resources like teachers, textbooks or printed content. Digital resources available on the Internet form a very significant component of self-learning. Copious volumes of learning resources without legal barriers to self-learning reside in digital repositories, educational institution portals and on numerous websites. Learners wishing to utilize the web for personalized learning are faced with a daunting array of content to wade through and select the suitable ones to fulfill his/her learning objectives. Therefore, it is not a question of availability; it is one of relevance and suitability. Typically, in addition to time constraints, learners lack the expertise to screen content for effective eLearning. Adaptive hypermedia systems (AHSs offer a path to harnessing this large volume of learning resources for personalized learning. This review paper provides a concise and coherent discussion about the evolution of AHSs along with the challenges that need to be addressed for effectively harnessing openly available educational resources referred to as open corpus resources (OCRs.

A national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education.

Science.gov (United States)

Kilty, Caroline; Wiese, Anel; Bergin, Colm; Flood, Patrick; Fu, Na; Horgan, Mary; Higgins, Agnes; Maher, Bridget; O'Kane, Grainne; Prihodova, Lucia; Slattery, Dubhfeasa; Stoyanov, Slavi; Bennett, Deirdre

2017-11-22

High quality clinical learning environments (CLE) are critical to postgraduate medical education (PGME). The understaffed and overcrowded environments in which many residents work present a significant challenge to learning. The purpose of this study was to develop a national expert group consensus amongst stakeholders in PGME to; (i) identify important barriers and facilitators of learning in CLEs and (ii) indicate priority areas for improvement. Our objective was to provide information to focus efforts to provide high quality CLEs. Group Concept Mapping (GCM) is an integrated mixed methods approach to generating expert group consensus. A multi-disciplinary group of experts were invited to participate in the GCM process via an online platform. Multi-dimensional scaling and hierarchical cluster analysis were used to analyse participant inputs in regard to barriers, facilitators and priorities. Participants identified facilitators and barriers in ten domains within clinical learning environments. Domains rated most important were those which related to residents' connection to and engagement with more senior doctors. Organisation and conditions of work and Time to learn with senior doctors during patient care were rated as the most difficult areas in which to make improvements. High quality PGME requires that residents engage and connect with senior doctors during patient care, and that they are valued and supported both as learners and service providers. Academic medicine and health service managers must work together to protect these elements of CLEs, which not only shape learning, but impact quality of care and patient safety.

Implementation of Transformative Sustainability Learning into Engineering Curricular

Directory of Open Access Journals (Sweden)

Yuliana Lavrysh

2018-04-01

Full Text Available Nowadays an engineering profession is the most promising in terms of sustainability. Yet, there is a question if higher educational establishments are ready and possess necessary resources to prepare graduates in a sufficient way to create a life-sustainable future. Therefore, universities recognize the education for sustainable development as an essential and timely process of engineering training. The paper presents the characteristics of transformative sustainability learning as a key factor of advanced life-learning engineering education. The analysis of theoretical background signifies that the transformative sustainability learning concept is based on the theory of person’s transformations depending on such personality traits as the life experience, cognitive development, and critical reflection skills which foster personality changes towards sustainability. Thus, we can state that transformative sustainability learning (TSL integrates such fields as transformative learning and Education for Sustainable Development and the combination impacts personal and societal transformations. This fact provides us with the opportunity to suggest the (TSL concepts implementation into engineering educational process as an approach that enhances students’ motivation to studying, understanding of sustainability issues and high order thinking skills. If students experience personality transformations, we can find out the pedagogical strategy attributed to these transformations. Having conducted interviews and observations the teaching process at the university, we outlined the most used TSL pedagogical strategies at technical university (placed-based, problem-based, enquiry and service learning assessed their efficacy, found out the barriers to successful implementation and suggested recommendations to overcome the barriers. Our paper demonstrates potential of TSL implementation as it not only benefits for students but also enhances sustainability

Effect of the barrier properties on the surface part of the barrier discharge

International Nuclear Information System (INIS)

Sokolova, M.V.; Zhukov, S.V.

1998-01-01

The effect of barrier characteristics on the discharge processes in a barrier discharge was investigated, main attention being paid to the amount and distribution of the charge left on the barrier surface by the volume discharge in the main air gap. The measurements show that the main part of the gap charge is due to the volume part of the discharge. The measured values of the surface charge significantly increase with the voltage applied and with the length of the gas gap, while the dimensions of the charge spot and the distribution of charge density are determined by the barrier properties. (J.U.)

Overcoming barriers to high performance seismic design using lessons learned from the green building industry

Science.gov (United States)

Glezil, Dorothy

NEHRP's Provisions today currently governing conventional seismic resistant design. These provisions, though they ensure the life-safety of building occupants, extensive damage and economic losses may still occur in the structures. This minimum performance can be enhanced using the Performance-Based Earthquake Engineering methodology and passive control systems like base isolation and energy dissipation systems. Even though these technologies and the PBEE methodology are effective reducing economic losses and fatalities during earthquakes, getting them implemented into seismic resistant design has been challenging. One of the many barriers to their implementation has been their upfront costs. The green building community has faced some of the same challenges that the high performance seismic design community currently faces. The goal of this thesis is to draw on the success of the green building industry to provide recommendations that may be used overcome the barriers that high performance seismic design (HPSD) is currently facing.

Observational learning :Tell beginners what they are about to watch and they will learn better

Directory of Open Access Journals (Sweden)

Mathieu eAndrieux

2016-01-01

Full Text Available Observation aids motor skill learning. When multiple models or different levels of performance are observed, does learning improve when the observer is informed of the performance quality prior to each observation trial or after each trial? We used a knockdown barrier task and asked participants to learn a new relative timing pattern that differed from that naturally emerging from the task constraints (Blandin, Lhuisset, & Proteau, 1999. Following a physical execution pre-test, the participants observed two models demonstrating different levels of performance and were either informed of this performance prior to or after each observation trial. The results of the physical execution retention tests of the two experiments reported in the present study indicated that informing the observers of the demonstration quality they were about to see aided learning more than when this information was provided after each observation trial. Our results suggest that providing advanced information concerning the quality of the observation may help participants detect errors in the model’s performance, which is something that novice participants have difficulty doing, and then learn from these observations.

DIGITAL GAME-BASED LANGUAGE LEARNING IN FOREIGN LANGUAGE TEACHER EDUCATION

OpenAIRE

ALYAZ, Yunus; GENC, Zubeyde Sinem

2016-01-01

New technologies including digital game-based language learning have increasingly received attention. However, their implementation is far from expected and desired levels due to technical, instructional, financial and sociological barriers. Previous studies suggest that there is a strong need to establish courses in order to support adaptation of game-based learning pedagogy through helping teachers experience digital games themselves before they are expected to use them in teaching. This st...

Web-based learning: pros, cons and controversies.

Science.gov (United States)

Cook, David A

2007-01-01

Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (e.g., for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.

Neural modularity helps organisms evolve to learn new skills without forgetting old skills.

Science.gov (United States)

Ellefsen, Kai Olav; Mouret, Jean-Baptiste; Clune, Jeff

2015-04-01

A long-standing goal in artificial intelligence is creating agents that can learn a variety of different skills for different problems. In the artificial intelligence subfield of neural networks, a barrier to that goal is that when agents learn a new skill they typically do so by losing previously acquired skills, a problem called catastrophic forgetting. That occurs because, to learn the new task, neural learning algorithms change connections that encode previously acquired skills. How networks are organized critically affects their learning dynamics. In this paper, we test whether catastrophic forgetting can be reduced by evolving modular neural networks. Modularity intuitively should reduce learning interference between tasks by separating functionality into physically distinct modules in which learning can be selectively turned on or off. Modularity can further improve learning by having a reinforcement learning module separate from sensory processing modules, allowing learning to happen only in response to a positive or negative reward. In this paper, learning takes place via neuromodulation, which allows agents to selectively change the rate of learning for each neural connection based on environmental stimuli (e.g. to alter learning in specific locations based on the task at hand). To produce modularity, we evolve neural networks with a cost for neural connections. We show that this connection cost technique causes modularity, confirming a previous result, and that such sparsely connected, modular networks have higher overall performance because they learn new skills faster while retaining old skills more and because they have a separate reinforcement learning module. Our results suggest (1) that encouraging modularity in neural networks may help us overcome the long-standing barrier of networks that cannot learn new skills without forgetting old ones, and (2) that one benefit of the modularity ubiquitous in the brains of natural animals might be to

Neural modularity helps organisms evolve to learn new skills without forgetting old skills.

Directory of Open Access Journals (Sweden)

Kai Olav Ellefsen

2015-04-01

Full Text Available A long-standing goal in artificial intelligence is creating agents that can learn a variety of different skills for different problems. In the artificial intelligence subfield of neural networks, a barrier to that goal is that when agents learn a new skill they typically do so by losing previously acquired skills, a problem called catastrophic forgetting. That occurs because, to learn the new task, neural learning algorithms change connections that encode previously acquired skills. How networks are organized critically affects their learning dynamics. In this paper, we test whether catastrophic forgetting can be reduced by evolving modular neural networks. Modularity intuitively should reduce learning interference between tasks by separating functionality into physically distinct modules in which learning can be selectively turned on or off. Modularity can further improve learning by having a reinforcement learning module separate from sensory processing modules, allowing learning to happen only in response to a positive or negative reward. In this paper, learning takes place via neuromodulation, which allows agents to selectively change the rate of learning for each neural connection based on environmental stimuli (e.g. to alter learning in specific locations based on the task at hand. To produce modularity, we evolve neural networks with a cost for neural connections. We show that this connection cost technique causes modularity, confirming a previous result, and that such sparsely connected, modular networks have higher overall performance because they learn new skills faster while retaining old skills more and because they have a separate reinforcement learning module. Our results suggest (1 that encouraging modularity in neural networks may help us overcome the long-standing barrier of networks that cannot learn new skills without forgetting old ones, and (2 that one benefit of the modularity ubiquitous in the brains of natural animals

Neural Modularity Helps Organisms Evolve to Learn New Skills without Forgetting Old Skills

Science.gov (United States)

Ellefsen, Kai Olav; Mouret, Jean-Baptiste; Clune, Jeff

2015-01-01

A long-standing goal in artificial intelligence is creating agents that can learn a variety of different skills for different problems. In the artificial intelligence subfield of neural networks, a barrier to that goal is that when agents learn a new skill they typically do so by losing previously acquired skills, a problem called catastrophic forgetting. That occurs because, to learn the new task, neural learning algorithms change connections that encode previously acquired skills. How networks are organized critically affects their learning dynamics. In this paper, we test whether catastrophic forgetting can be reduced by evolving modular neural networks. Modularity intuitively should reduce learning interference between tasks by separating functionality into physically distinct modules in which learning can be selectively turned on or off. Modularity can further improve learning by having a reinforcement learning module separate from sensory processing modules, allowing learning to happen only in response to a positive or negative reward. In this paper, learning takes place via neuromodulation, which allows agents to selectively change the rate of learning for each neural connection based on environmental stimuli (e.g. to alter learning in specific locations based on the task at hand). To produce modularity, we evolve neural networks with a cost for neural connections. We show that this connection cost technique causes modularity, confirming a previous result, and that such sparsely connected, modular networks have higher overall performance because they learn new skills faster while retaining old skills more and because they have a separate reinforcement learning module. Our results suggest (1) that encouraging modularity in neural networks may help us overcome the long-standing barrier of networks that cannot learn new skills without forgetting old ones, and (2) that one benefit of the modularity ubiquitous in the brains of natural animals might be to

Challenges sssociated with Learning Oral Diagnostic Sciences: A ...

African Journals Online (AJOL)

Several barriers that may impede effective clinical teaching include inadequate institutional financial support and lack of access to appropriate educational space and resources. The aim of this study was to categorize challenges of learning ODS in Nigeria. Methods: This was a cross sectional survey of undergraduate ...

Transport barriers in plasmas

International Nuclear Information System (INIS)

Caldas, I L; Szezech, J D Jr; Kroetz, T; Marcus, F A; Roberto, M; Viana, R L; Lopes, S R

2012-01-01

We discuss the creation of transport barriers in magnetically confined plasmas with non monotonic equilibrium radial profiles. These barriers reduce the transport in the shearless region (i.e., where the twist condition does not hold). For the chaotic motion of particles in an equilibrium electric field with a nonmonotonic radial profile, perturbed by electrostatic waves, we show that a nontwist transport barrier can be created in the plasma by modifying the electric field radial profile. We also show non twist barriers in chaotic magnetic field line transport in the plasma near to the tokamak wall with resonant modes due to electric currents in external coils.

Introverts, Extroverts, and Achievement in a Distance Learning Environment

Science.gov (United States)

Offir, Baruch; Bezalel, Rachel; Barth, Ingrid

2007-01-01

Although difficulties that characterize distance learning (DL) clearly have differential effects on different learners, links between barrier research and individual differences remain relatively unexplored. This study examined the relationship between cognitive style, based on Jung's (1971) theory, and achievement levels among 77 university…

The non-English major lecturers speak English: The barriers encountered by adult learners

Directory of Open Access Journals (Sweden)

Ahmad Madkur

2018-03-01

Full Text Available This study was aimed at investigating the difficulties and problems faced by non-English major lecturers when they were taking a part in English discussion. This study was a qualitative descriptive research involving 10 non-English major lecturers who took a part in a twice-a-week discussion so-called English Corner. To collect the data, in-depth interview and observation were used. The collected data were analyzed by using Miles and Huberman’s interactive data analysis data model consisting of data reduction, data display and data verifying. The result of the study showed that those barriers could be classified into three problems namely socio-cultural, linguistic and interpersonal problems. The found barriers were expected to be a consideration to find out the solution to make the betterment of English learning among lecturers with the non-English background of study.

Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students' Experiences.

Science.gov (United States)

Jahanpour, Faezeh; Azodi, Parviz; Azodi, Farzan; Khansir, Ali Akbar

2016-06-01

Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. This study aimed to find out the factors that can impede nursing students' clinical learning. In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students' training. The clinical learning environment does not always integrate theory and practice together. Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment.

SCIENCE TEACHERS’ ICT USE FREQUENCY AND THE BARRIERS THEY WERE EXPOSED

Directory of Open Access Journals (Sweden)

Fatma TAŞKIN EKİCİ

2014-07-01

investigate science teachers’ frequency of technology use in administration, communication and teaching. Survey instrument (Frequency of Use, “FOU” have 13 items with five-point scale to: never, 1-2 times a semester, several times a semester, several times a month, and several times a week.To determine the barriers perceived by teachers to use technology in classes, Hastings (2009 developed and used CTTIS-Post Survey by using Teaching, Learning and Computing Teacher Survey items (Becker & Anderson, 1998. In this research, this survey instrument (CTTIS-Post has been translated and used to investigate science teachers’ barriers to use technology in classes. Survey instrument (Barrier for Use, “BFU” have 9 items with four-point scale to; major barrier for me, partial barrier for me, minor barrier for me, it is not a barrier for me.In the pilot study (n=231, it has been revealed that the Cronbach Alfa internal consistency coefficient for FOU was α=0,91and for BFU was α=0,88. As statistical analysis technic, t-Test, ANOVA, Kruskal Wallis H-Test and Scheffe was used for comparison of subgroups.Demographic characteristics of the sampling (n=215 have been presented on Table 3.1. 64,2% of teachers was female, 33% of was between 27-32 years old, 89,3% of was working in public schools and 90,7% of was working in city centers. %73 of teachers got some courses related to ICT and their use.Results and DiscussionResults Related to Frequency of ICT Use: The majority of teachers stated that they make use of internet and computer in preparation to and evaluation of teaching. But the majority of the teachers stated that don’t use internet and email in communication with their colleagues, administers, students and parents. When investigated the mean of frequency of ICT use, there are no effect of gender, age, location of the school they work, be public or private school on this mean. There are no statistical differences by these variables. Solely, the teachers already taken

Devices for overcoming biological barriers: the use of physical forces to disrupt the barriers.

Science.gov (United States)

Mitragotri, Samir

2013-01-01

Overcoming biological barriers including skin, mucosal membranes, blood brain barrier as well as cell and nuclear membrane constitutes a key hurdle in the field of drug delivery. While these barriers serve the natural protective function in the body, they limit delivery of drugs into the body. A variety of methods have been developed to overcome these barriers including formulations, targeting peptides and device-based technologies. This review focuses on the use of physical methods including acoustic devices, electric devices, high-pressure devices, microneedles and optical devices for disrupting various barriers in the body including skin and other membranes. A summary of the working principles of these devices and their ability to enhance drug delivery is presented. Copyright © 2012. Published by Elsevier B.V.

Learning from Somaliland? Transferability of learning from volunteering to national health service practice in the UK.

Science.gov (United States)

Tillson, Esther; van Wees, Sibylle Herzig; McGowan, Charlotte; Franklin, Hannah; Jones, Helena; Bogue, Patrick; Aliabadi, Shirin; Baraitser, Paula

2016-03-22

Capacity building partnerships between healthcare institutions have the potential to benefit both partners particularly in staff development. Previous research suggests that volunteering can contribute to professional development but there is little evidence on how learning is acquired, the barriers and facilitators to learning in this context or the process of translation of learning to the home environment. Volunteers from a healthcare partnership between the UK and Somaliland reported learning in communication, interdisciplinary working, teaching, management, leadership and service development. This learning came from observing familiar practices in unfamiliar environments; alternative solutions to familiar problems; learning about Somali culture; opportunities to assume higher levels of responsibility and new professional relationships. There was variability in the extent of translation to NHS practice. Time and support available for reflection and mentoring were important facilitators of this process. The professional development outcomes documented in this study came directly from the experience of volunteering. Experiential learning theory suggests that this requires a complex process of critical reflection and new knowledge generation, testing and translation for use in new contexts. This process benefits from identification of learning as an important element of volunteering and support for reflection and the translation translation of learning to UK contexts. We suggest that missed opportunities for volunteer learning will remain until the volunteering process is overtly framed as part of continuing professional development.

Examining physiotherapist use of structured aerobic exercise testing to decrease barriers to aerobic exercise.

Science.gov (United States)

Foster B Sc, Evan; Fraser, Julia E; Inness PhD, Elizabeth L; Munce, Sarah; Biasin, Louis; Poon, Vivien; Bayley, Mark

2018-04-03

To determine the frequency of physiotherapist-administered aerobic exercise testing/training, the proportion of physiotherapists who administer this testing/training, and the barriers that currently exist across different practice environments. A secondary objective is to identify the learning needs of physiotherapists for the development of an education curriculum in aerobic exercise testing and training with electrocardiograph (ECG) administration and interpretation. National, cross-sectional survey. Registered physiotherapists practicing in Canada. Out of 137 participants, most (75%) physiotherapists prescribed aerobic exercise on a regular basis (weekly); however, 65% had never conducted an aerobic exercise test. There were no significant differences in frequency of aerobic exercise testing across different practice environments or across years of physiotherapy experience. Physiotherapists perceived the main barriers to aerobic exercise testing as being a lack of equipment/space (78%), time (65%), and knowledge (56%). Although most (82%) were uncomfortable administering 12-lead ECG-monitored aerobic exercise tests, 60% stated they would be interested in learning more about ECG interpretation. This study found that physiotherapists are regularly implementing aerobic exercise. This exercise was infrequently guided by formal aerobic exercise testing, which could increase access to safe and effective exercise within the optimal aerobic training zone. As well, this could facilitate training in patients with cardiovascular diagnoses that require additional testing for medical clearance. Increased ECG training and access to equipment for physiotherapists may augment pre-screening aerobic exercise testing. This training should include learning the key arrhythmias for aerobic exercise test termination as defined by the American College of Sports Medicine.

Understanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectives.

Science.gov (United States)

Sawatsky, Adam P; Zickmund, Susan L; Berlacher, Kathryn; Lesky, Dan; Granieri, Rosanne

2015-01-01

In the Next Accreditation System, the Accreditation Council for Graduate Medical Education outlines milestones for medical knowledge and requires regular didactic sessions in residency training. There are many challenges to facilitating active learning in resident conferences, and we need to better understand resident learning preferences and faculty perspectives on facilitating active learning. The goal of this study was to identify challenges to facilitating active learning in resident conferences, both through identifying specific implementation barriers and identifying differences in perspective between faculty and residents on effective teaching and learning strategies. The investigators invited core residency faculty to participate in focus groups. The investigators used a semistructured guide to facilitate discussion about learning preferences and teaching perspectives in the conference setting and used an 'editing approach' within a grounded theory framework to qualitative analysis to code the transcripts and analyze the results. Data were compared to previously collected data from seven resident focus groups. Three focus groups with 20 core faculty were conducted. We identified three domains pertaining to facilitating active learning in resident conferences: barriers to facilitating active learning formats, similarities and differences in faculty and resident learning preferences, and divergence between faculty and resident opinions about effective teaching strategies. Faculty identified several setting, faculty, and resident barriers to facilitating active learning in resident conferences. When compared to residents, faculty expressed similar learning preferences; the main differences were in motivations for conference attendance and type of content. Resident preferences and faculty perspectives differed on the amount of information appropriate for lecture and the role of active participation in resident conferences. This study highlights several

Barriers and Opportunities of e-Learning Implementation in Iraq: A Case of Public Universities

Science.gov (United States)

Al-Azawei, Ahmed; Parslow, Patrick; Lundqvist, Karsten

2016-01-01

Although the implementation of e-learning initiatives has reached advanced stages in developed countries, it is still in its infancy in many developing nations and the Middle East in particular. Recently, few public universities in Iraq have initiated limited attempts to use e-learning alongside traditional classrooms. However, different obstacles…

Impact on Social Change: Benefits and Barriers to School Culture and the Integration of M-Technology

Directory of Open Access Journals (Sweden)

Karen E. Smith

2008-01-01

Full Text Available This paper examines benefits and barriers of mtechnologyin its growing use in education through a surveyconducted at a Canadian teacher education institution(n=350. Topics included are the types of mobile technologydevices and how their uses have been rejected and acceptedas a socially-situated construct for learning in schools. Issuesfor new teachers range from the dollar cost of using thedevices to the cost of time in learning about these devices.The paper concludes with a central issue of why somedevices do not remain in the social construct but areadopted for short periods of time and do not last becausebarriers prevent their sustainability. The research for thispaper was supported in part by a grant from the ImperialOil Academy for the Learning of Mathematics, Science andTechnology.

Mental Health Care for LGBT Older Adults in Long-Term Care Settings: Competency, Training, and Barriers for Mental Health Providers.

Science.gov (United States)

Smith, Ronald W; Altman, Jennifer K; Meeks, Suzanne; Hinrichs, Kate Lm

2018-06-07

To assess mental health providers' experience with LGBT older adults in long-term care (LTC) settings and perceived barriers to quality care. Providers (N = 57) completed an online survey on demographics and practice characteristics. They were also asked about: number of LGBT residents they've worked with, relevance of LGBT issues to their practice, preparedness, willingness to learn, hours of formal/informal training, and barriers to providing care to LGBT patients. Respondents were 63% psychologists, 16% social workers, 14% psychiatrists, and 5% nurses, most of whom practiced in LTC consulting roles. Most providers felt working with LGBT issues was relevant to their practice and felt well-prepared and willing to learn, though they were unaware of evidence based practices (EBTs), especially for LTC settings. They had little coursework on LGBT issues, and identified lack of training, stigma, and residents concealing their identity as the greatest barriers to quality care. Mental health providers in LTC facilities would benefit from more training in LGBT-specific mental health problems and evidence-based treatments, and efforts to destigmatize LGBT identities in these settings might improve access to mental health care. LGBT-specific training and EBTs are needed. Facilities need to address stigma with residents and providers.

Performing a local barrier operation

Science.gov (United States)

Archer, Charles J; Blocksome, Michael A; Ratterman, Joseph D; Smith, Brian E

2014-03-04

Performing a local barrier operation with parallel tasks executing on a compute node including, for each task: retrieving a present value of a counter; calculating, in dependence upon the present value of the counter and a total number of tasks performing the local barrier operation, a base value, the base value representing the counter's value prior to any task joining the local barrier; calculating, in dependence upon the base value and the total number of tasks performing the local barrier operation, a target value of the counter, the target value representing the counter's value when all tasks have joined the local barrier; joining the local barrier, including atomically incrementing the value of the counter; and repetitively, until the present value of the counter is no less than the target value of the counter: retrieving the present value of the counter and determining whether the present value equals the target value.

IMITATION STRATEGIES FOR SME’S LEARNING PROCESS TOWARDS INNOVATION STRATEGIES

Directory of Open Access Journals (Sweden)

Rina Sulistiyani

2013-01-01

The research results are as follow: the learning experience to use imitation strategy which covers stages of imitation, research, development and  creation. This learning process is the result of interaction between personal and behavior factors, as well as the enabler and barriers. The owners of leather small industries which leave the imitation strategy and switch to innovation strategy are craftsmen who have an entrepreneurial spirit. they are able to balance entrepreneurial and business aspects.

Peers without fears? Barriers to effective communication among primary care physicians and oncologists about diagnostic delays in cancer.

Science.gov (United States)

Lipitz-Snyderman, Allison; Kale, Minal; Robbins, Laura; Pfister, David; Fortier, Elizabeth; Pocus, Valerie; Chimonas, Susan; Weingart, Saul N

2017-11-01

Relatively little attention has been devoted to the role of communication between physicians as a mechanism for individual and organisational learning about diagnostic delays. This study's objective was to elicit physicians' perceptions about and experiences with communication among physicians regarding diagnostic delays in cancer. Qualitative analysis based on seven focus groups. Fifty-one physicians affiliated with three New York-based academic medical centres participated, with six to nine subjects per group. We used content analysis to identify commonalities among primary care physicians and specialists (ie, medical and surgical oncologists). Perceptions and experiences with physician-to-physician communication about delays in cancer diagnosis. Our analysis identified five major themes: openness to communication, benefits of communication, fears about giving and receiving feedback, infrastructure barriers to communication and overcoming barriers to communication. Subjects valued communication about cancer diagnostic delays, but they had many concerns and fears about providing and receiving feedback in practice. Subjects expressed reluctance to communicate if there was insufficient information to attribute responsibility, if it would have no direct benefit or if it would jeopardise their existing relationships. They supported sensitive approaches to conveying information, as they feared eliciting or being subject to feelings of incompetence or shame. Subjects also cited organisational barriers. They offered suggestions that might facilitate communication about delays. Addressing the barriers to communication among physicians about diagnostic delays is needed to promote a culture of learning across specialties and institutions. Supporting open and honest discussions about diagnostic delays may help build safer health systems. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use

Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice

Science.gov (United States)

Jackson, Denise

2015-01-01

Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students…

Gendered practices of constructing an engineering identity in a problem-based learning environment

DEFF Research Database (Denmark)

Du, Xiangyun

2006-01-01

of an engineering identity with masculinity and the culturally defined engineering competencies leads to different learning experiences for male and female students. The nature of hard-core engineering subjects, based on male interests, privileges men and acts as a barrier to women. The masculine culture......This article examines the learning experiences of engineering students of both genders in a problem-based and project-organized learning environment (PBL) at a Danish university. This study relates an amalgam of theories on learning and gender to the context of engineering education. Based on data...

Overcoming Recruitment Barriers in Urban Older Adults Residing in Congregate Living Facilities

Directory of Open Access Journals (Sweden)

Adam Simning

2015-01-01

Full Text Available Background. Participation of minority older adults in mental health research has been limited by mistrust, transportation difficulties, lack of knowledge, and insufficient community partnership. We describe strategies utilized to overcome these recruitment barriers. Methods. Our target population included 553 public housing residents of older adult high-rise buildings in Rochester, NY. We had a two-stage cross-sectional study: Stage 1 was a health survey for all residents and Stage 2 was a psychiatric interview of English-speaking residents aged 60 years and older. Recruitment occurred through mailings, onsite activities, and resident referrals. Results. Stage 1 had 358 participants (64.7% response and Stage 2 had 190 (61.6% target population response, with higher participation among African Americans. We found some strategies effective for overcoming recruitment barriers. First, we partnered with a community agency and organized onsite educational activities to improve residents’ trust. Second, the study occurred entirely onsite, which facilitated participation of functionally impaired residents. Third, onsite activities allowed the residents to learn about the study and complete surveys in person. Fourth, we provided immediate incentives that resulted in many study referrals. Conclusions. Although recruitment of minority older adults presents unique challenges, a multifaceted community-tailored approach mitigated several recruitment barriers in this mental health study.

Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks.

Science.gov (United States)

Leroy, Lisa; Rittner, Jessica Levin; Johnson, Karin E; Gerteis, Jessie; Miller, Therese

2017-02-01

Collaborative research networks are increasingly used as an effective mechanism for accelerating knowledge transfer into policy and practice. This paper explored the characteristics and collaborative learning approaches of nine health research networks. Semi-structured interviews with representatives from eight diverse US health services research networks conducted between November 2012 and January 2013 and program evaluation data from a ninth. The qualitative analysis assessed each network's purpose, duration, funding sources, governance structure, methods used to foster collaboration, and barriers and facilitators to collaborative learning. The authors reviewed detailed notes from the interviews to distill salient themes. Face-to-face meetings, intentional facilitation and communication, shared vision, trust among members and willingness to work together were key facilitators of collaborative learning. Competing priorities for members, limited funding and lack of long-term support and geographic dispersion were the main barriers to coordination and collaboration across research network members. The findings illustrate the importance of collaborative learning in research networks and the challenges to evaluating the success of research network functionality. Conducting readiness assessments and developing process and outcome evaluation metrics will advance the design and show the impact of collaborative research networks. Copyright © 2017 Longwoods Publishing.

Exploring the Links between Adult Education and Human Resource Development: Learning, Risk-Taking, and Democratic Discourse

Science.gov (United States)

Reio, Thomas G., Jr.

2013-01-01

Learning is indeed an integral component of adapting successfully to an ever-changing world, one full of intriguing possibilities and insidious barriers. Democratic societies establish educative systems where learning and development is promoted to advance a citizenry of skillful problem solvers, knowledgeable decision makers, incisive risk…

Barrier island facies models and recognition criteria

Science.gov (United States)

Mulhern, J.; Johnson, C. L.

2017-12-01

Barrier island outcrops record transgressive shoreline motion at geologic timescales, providing integral clues to understanding how coastlines respond to rising sea levels. However, barrier island deposits are difficult to recognize. While significant progress has been made in understanding the modern coastal morphodynamics, this insight is not fully leveraged in existing barrier island facies models. Excellent outcrop exposures of the paralic Upper Cretaceous Straight Cliffs Formation of southern Utah provide an opportunity to revise facies models and recognition criteria for barrier island deposits. Preserved barrier islands are composed of three main architectural elements (shorefaces, tidal inlets, and tidal channels) which occur independently or in combination to create larger-scale barrier island deposits. Barrier island shorefaces record progradation, while barrier island tidal inlets record lateral migration, and barrier island tidal channels record aggradation within the tidal inlet. Four facies associations are used to describe and characterize these barrier island architectural elements. Barrier islands occur in association with backarrier fill and internally contain lower and upper shoreface, high-energy upper shoreface, and tidal channel facies. Barrier islands bound lagoons or estuaries, and are distinguished from other shoreface deposits by their internal facies and geometry, association with backbarrier facies, and position within transgressive successions. Tidal processes, in particular tidal inlet migration and reworking of the upper shoreface, also distinguish barrier island deposits. Existing barrier island models highlight the short term heterogeneous and dynamic nature of barrier island systems, yet overlook processes tied to geologic time scales, such as multi-directional motion, erosion, and reworking, and their expressions in preserved barrier island strata. This study uses characteristic outcrop expressions of barrier island successions to

Enershield : energy saving air barriers

Energy Technology Data Exchange (ETDEWEB)

Hallihan, D. [Enershield Industries Ltd., Edmonton, AB (Canada)

2008-07-01

Enershield Industries is a leader in air barrier technology and provides solution for the Canadian climate. This presentation described the advantages of air barriers and the impact of rising energy costs. An air barrier is used to separate areas of differing environments and makes existing building systems more efficient. This presentation discussed how an air barrier works. It also identified how Enershield Industries calculates energy savings. It described air barrier applications and those who use barrier technology. These include the commercial and industrial sector as well as the personnel and retail sector. Barrier technology can be used for cold storage; vehicle and equipment washes; food processing; and environmental separation. Features and benefits such as the ability to create seal, acoustic insulation, and long term durability were also discussed. Last, the presentation addressed model selection and design criteria issues. Design criteria that were presented included a discussion of acoustic installation, articulating nozzles, scroll cased fans, and structural frame. Other design criteria presented were galvanized frames, telescopic sliders, and off the shelf parts. It was concluded that the ability to reduce energy consumption and enhance employee/client comfort is beneficial to the employer as well as to the employee. figs.

Engineered barriers: current status

International Nuclear Information System (INIS)

Atkinson, A.; Marsh, G.P.

1988-01-01

This report summarises the current state of research relevant to assessing the performance of engineered barriers made of steel and concrete in radioactive waste repositories. The objective of these barriers is to contain the radionuclides within them by providing both physical and chemical impediment to their release. The physical barriers are of most value for highly soluble isotopes with relatively short half-lives (eg 137 Cs), since they can provide containment until a large fraction of the activity has decayed. In addition they can facilitate retrievability for some period after disposal. The chemical barriers operate by beneficial conditioning of the near field groundwater and providing sites for sorption of radionuclides. Both of these reduce the aqueous concentration of radionuclides in the near field. (author)

Sexual History-Taking: Using Educational Interventions to Overcome Barriers to Learning

Science.gov (United States)

Jayasuriya, Ashini N.; Dennick, Reg

2011-01-01

Sexual history-taking is a basic medical skill that is traditionally taught poorly in medical school. Practising medical professionals have frequently reported feeling inadequately trained at taking these histories or discussing sexual risk. In order to promote and enhance the learning of this basic skill, those who teach sexual history-taking…

Policy and Barriers Related to Implementing Adult E-Learning in Taiwan

Science.gov (United States)

Chung, Hsiu-Ying; Lee, Gwo-Guang; Liu, Shih-Hwa

2014-01-01

The work quality of public servants direct affects a country's administrative performance, and the Taiwan government has recently invested a considerable amount of funds in constructing e-government learning platforms and developing digital courses to provide all public servants with sufficient on-the-job training and enhance the quality of human…

Barriers to Blended Digital Distance Vocational Learning for Non-Traditional Students

Science.gov (United States)

Safford, Kimberly; Stinton, Julia

2016-01-01

This research identifies and examines the challenges of blending digital distance and vocational learning for non-traditional and low-socio-economic status students who are new to university education. A survey of students in vocational primary education and early years qualifications in a distance university is illuminated by interviews with…

Material Barriers to Diffusive Mixing

Science.gov (United States)

Haller, George; Karrasch, Daniel

2017-11-01

Transport barriers, as zero-flux surfaces, are ill-defined in purely advective mixing in which the flux of any passive scalar is zero through all material surfaces. For this reason, Lagrangian Coherent Structures (LCSs) have been argued to play the role of mixing barriers as most repelling, attracting or shearing material lines. These three kinematic concepts, however, can also be defined in different ways, both within rigorous mathematical treatments and within the realm of heuristic diagnostics. This has lead to a an ever-growing number of different LCS methods, each generally identifying different objects as transport barriers. In this talk, we examine which of these methods have actual relevance for diffusive transport barriers. The latter barriers are arguably the practically relevant inhibitors in the mixing of physically relevant tracers, such as temperature, salinity, vorticity or potential vorticity. We demonstrate the role of the most effective diffusion barriers in analytical examples and observational data. Supported in part by the DFG Priority Program on Turbulent Superstructures.

Teaching, learning and assessment of medical ethics at the UK medical schools.

Science.gov (United States)

Brooks, Lucy; Bell, Dominic

2017-09-01

To evaluate the UK undergraduate medical ethics curricula against the Institute of Medical Ethics (IME) recommendations; to identify barriers to teaching and assessment of medical ethics and to evaluate perceptions of ethics faculties on the preparation of tomorrow's doctors for clinical practice. Questionnaire survey of the UK medical schools enquiring about content, structure and location of ethics teaching and learning; teaching and learning processes; assessment; influences over institutional approach to ethics education; barriers to teaching and assessment; perception of student engagement and perception of student preparation for clinical practice. The lead for medical ethics at each medical school was invited to participate (n=33). Completed responses were received from 11/33 schools (33%). 73% (n=8) teach all IME recommended topics within their programme. 64% (n=7) do not include ethics in clinical placement learning objectives. The most frequently cited barrier to teaching was lack of time (64%, n=7), and to assessment was lack of time and suitability of assessments (27%, n=3). All faculty felt students were prepared for clinical practice. IME recommendations are not followed in all cases, and ethics teaching is not universally well integrated into clinical placement. Barriers to assessment lead to inadequacies in this area, and there are few consequences for failing ethics assessments. As such, tomorrow's patients will be treated by doctors who are inadequately prepared for ethical decision making in clinical practice; this needs to be addressed by ethics leads with support from medical school authorities. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

A national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education

Directory of Open Access Journals (Sweden)

Caroline Kilty

2017-11-01

Full Text Available Abstract Background High quality clinical learning environments (CLE are critical to postgraduate medical education (PGME. The understaffed and overcrowded environments in which many residents work present a significant challenge to learning. The purpose of this study was to develop a national expert group consensus amongst stakeholders in PGME to; (i identify important barriers and facilitators of learning in CLEs and (ii indicate priority areas for improvement. Our objective was to provide information to focus efforts to provide high quality CLEs. Methods Group Concept Mapping (GCM is an integrated mixed methods approach to generating expert group consensus. A multi-disciplinary group of experts were invited to participate in the GCM process via an online platform. Multi-dimensional scaling and hierarchical cluster analysis were used to analyse participant inputs in regard to barriers, facilitators and priorities. Results Participants identified facilitators and barriers in ten domains within clinical learning environments. Domains rated most important were those which related to residents’ connection to and engagement with more senior doctors. Organisation and conditions of work and Time to learn with senior doctors during patient care were rated as the most difficult areas in which to make improvements. Conclusions High quality PGME requires that residents engage and connect with senior doctors during patient care, and that they are valued and supported both as learners and service providers. Academic medicine and health service managers must work together to protect these elements of CLEs, which not only shape learning, but impact quality of care and patient safety.

Implementing Peer Learning in Clinical Education: A Framework to Address Challenges In the "Real World".

Science.gov (United States)

Tai, Joanna Hong Meng; Canny, Benedict J; Haines, Terry P; Molloy, Elizabeth K

2017-01-01

Phenomenon: Peer learning has many benefits and can assist students in gaining the educational skills required in future years when they become teachers themselves. Peer learning may be particularly useful in clinical learning environments, where students report feeling marginalized, overwhelmed, and unsupported. Educational interventions often fail in the workplace environment, as they are often conceived in the "ideal" rather than the complex, messy real world. This work sought to explore barriers and facilitators to implementing peer learning activities in a clinical curriculum. Previous peer learning research results and a matrix of empirically derived peer learning activities were presented to local clinical education experts to generate discussion around the realities of implementing such activities. Potential barriers and limitations of and strategies for implementing peer learning in clinical education were the focus of the individual interviews. Thematic analysis of the data identified three key considerations for real-world implementation of peer learning: culture, epistemic authority, and the primacy of patient-centered care. Strategies for peer learning implementation were also developed from themes within the data, focusing on developing a culture of safety in which peer learning could be undertaken, engaging both educators and students, and establishing expectations for the use of peer learning. Insights: This study identified considerations and strategies for the implementation of peer learning activities, which took into account both educator and student roles. Reported challenges were reflective of those identified within the literature. The resultant framework may aid others in anticipating implementation challenges. Further work is required to test the framework's application in other contexts and its effect on learner outcomes.

Diabetes and diet : managing dietary barriers

NARCIS (Netherlands)

Friele, R.D.

1989-01-01

This thesis reports on the barriers diabetic patients experience with their diet, and the ways they cope with these barriers. A dietary barrier is a hinderance to a person's well-being, induced by being advised a diet. First inventories were made of possible dietary barriers and ways of

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.

Bridges and Barriers to Developing and Conducting Interdisciplinary Graduate-Student Team Research

Directory of Open Access Journals (Sweden)

Wayde Cameron. Morse

2007-12-01

Full Text Available Understanding complex socio-environmental problems requires specialists from multiple disciplines to integrate research efforts. Programs such as the National Science Foundation's Integrative Graduate Education and Research Traineeship facilitate integrated research efforts and change the way academic institutions train future leaders and scientists. The University of Idaho and the Tropical Agricultural Research and Higher Education Center in Costa Rica collaborate on a joint research program focusing on biodiversity conservation and sustainable production in fragmented landscapes. We first present a spectrum of integration ranging from disciplinary to transdisciplinary across seven aspects of the research process. We then describe our experiences and lessons learned conducting interdisciplinary graduate student team research. Using our program as a case study, we examine the individual, disciplinary, and programmatic bridges and barriers to conducting interdisciplinary research that emerged during our student team research projects. We conclude with a set of recommendations for exploiting the bridges and overcoming the barriers to conducting interdisciplinary research, especially as part of graduate education programs.

Barriers to healthcare for transgender individuals.

Science.gov (United States)

Safer, Joshua D; Coleman, Eli; Feldman, Jamie; Garofalo, Robert; Hembree, Wylie; Radix, Asa; Sevelius, Jae

2016-04-01

Transgender persons suffer significant health disparities and may require medical intervention as part of their care. The purpose of this manuscript is to briefly review the literature characterizing barriers to healthcare for transgender individuals and to propose research priorities to understand mechanisms of those barriers and interventions to overcome them. Current research emphasizes sexual minorities' self-report of barriers, rather than using direct methods. The biggest barrier to healthcare reported by transgender individuals is lack of access because of lack of providers who are sufficiently knowledgeable on the topic. Other barriers include: financial barriers, discrimination, lack of cultural competence by providers, health systems barriers, and socioeconomic barriers. National research priorities should include rigorous determination of the capacity of the US healthcare system to provide adequate care for transgender individuals. Studies should determine knowledge and biases of the medical workforce across the spectrum of medical training with regard to transgender medical care; adequacy of sufficient providers for the care required, larger social structural barriers, and status of a framework to pay for appropriate care. As well, studies should propose and validate potential solutions to address identified gaps.

24 CFR 574.645 - Coastal barriers.

Science.gov (United States)

2010-04-01

... 24 Housing and Urban Development 3 2010-04-01 2010-04-01 false Coastal barriers. 574.645 Section....645 Coastal barriers. In accordance with the Coastal Barrier Resources Act, 16 U.S.C. 3501, no financial assistance under this part may be made available within the Coastal Barrier Resources System. ...

The Benefits and Barriers of Using Virtual Worlds to Engage Healthcare Professionals on Distance Learning Programmes

Science.gov (United States)

Hack, Catherine Jane

2016-01-01

Using the delivery of a large postgraduate distance learning module in bioethics to health professionals as an illustrative example, the type of learning activity that could be enhanced through delivery in an immersive virtual world (IVW) was explored. Several activities were repurposed from the "traditional" virtual learning environment…

Perceived barriers in the use of ultrasound in developing countries.

Science.gov (United States)

Shah, Sachita; Bellows, Blaise A; Adedipe, Adeyinka A; Totten, Jodie E; Backlund, Brandon H; Sajed, Dana

2015-12-01

Access to ultrasound has increased significantly in resource-limited settings, including the developing world; however, there remains a lack of sonography education and ultrasound-trained physician support in developing countries. To further investigate this potential knowledge gap, our primary objective was to assess perceived barriers to ultrasound use in resource-limited settings by surveying care providers who practice in low- and middle-income settings. A 25-question online survey was made available to health care providers who work with an ultrasound machine in low- and middle-income countries (LMICs), including doctors, nurses, technicians, and clinical officers. This was a convenience sample obtained from list-serves of ultrasound and radiologic societies. The survey was analyzed, and descriptive results were obtained. One hundred and thirty-eight respondents representing 44 LMICs including countries from the continents of Africa, South America, and Asia completed the survey, with a response rate of 9.6 %. Ninety-one percent of the respondents were doctors, and 9 % were nurses or other providers. Applications for ultrasound were diverse, including obstetrics (75 %), DVT evaluation (51 %), abscess evaluation (54 %), cardiac evaluation (64 %), inferior vena cava (IVC) assessment (49 %), Focused Assessment Sonography for Trauma (FAST) exam (64 %), biliary tree assessment (54 %), and other applications. The respondents identified the following barriers to use of ultrasound: lack of training (60 %), lack of equipment (45 %), ultrasound machine malfunction (37 %), and lack of ultrasound maintenance capability (47 %). Seventy-four percent of the respondents wished to have further training in ultrasound, and 82 % were open to receiving distance learning or telesonography training. Subjects used communication tools including Skype, Dropbox, emailed photos, and picture archiving and communication system (PACS) as ways to communicate and receive feedback

A comparison of freeway median crash frequency, severity, and barrier strike outcomes by median barrier type.

Science.gov (United States)

Russo, Brendan J; Savolainen, Peter T

2018-08-01

Median-crossover crashes are among the most hazardous events that can occur on freeways, often resulting in severe or fatal injuries. The primary countermeasure to reduce the occurrence of such crashes is the installation of a median barrier. When installation of a median barrier is warranted, transportation agencies are faced with the decision among various alternatives including concrete barriers, beam guardrail, or high-tension cable barriers. Each barrier type differs in terms of its deflection characteristics upon impact, the required installation and maintenance costs, and the roadway characteristics (e.g., median width) where installation would be feasible. This study involved an investigation of barrier performance through an in-depth analysis of crash frequency and severity data from freeway segments where high-tension cable, thrie-beam, and concrete median barriers were installed. A comprehensive manual review of crash reports was conducted to identify crashes in which a vehicle left the roadway and encroached into the median. This review also involved an examination of crash outcomes when a barrier strike occurred, which included vehicle containment, penetration, or re-direction onto the travel lanes. The manual review of crash reports provided critical supplementary information through narratives and diagrams not normally available through standard fields on police crash report forms. Statistical models were estimated to identify factors that affect the frequency, severity, and outcomes of median-related crashes, with particular emphases on differences between segments with varying median barrier types. Several roadway-, traffic-, and environmental-related characteristics were found to affect these metrics, with results varying across the different barrier types. The results of this study provide transportation agencies with important guidance as to the in-service performance of various types of median barrier. Copyright © 2018 Elsevier Ltd. All rights

Protective barrier development: Overview

International Nuclear Information System (INIS)

Wing, N.R.; Gee, G.W.

1990-01-01

Protective barrier and warning marker systems are being developed to isolate wastes disposed of near the earth's surface at the Hanford Site. The barrier is designed to function in an arid to semiarid climate, to limit infiltration and percolation of water through the waste zone to near-zero, to be maintenance free, and to last up to 10,000 yr. Natural materials (e.g., fine soil, sand, gravel, riprap, clay, asphalt) have been selected to optimize barrier performance and longevity and to create an integrated structure with redundant features. These materials isolate wastes by limiting water drainage; reducing the likelihood of plant, animal, and human intrusion; controlling emission of noxious gases; and minimizing erosion. Westinghouse Hanford Company and Pacific Northwest Laboratory efforts to assess the performance of various barrier and marker designs will be discussed

Learning from the best: Overcoming barriers to reforms-based elementary science teaching

Science.gov (United States)

Banchi, Heather May

This study explored the characteristics of elementary science teachers who employ reforms-based practices. Particular attention was paid to the consistency of teachers' practices and their beliefs, the impact of professional development experiences on practices, and how teachers mitigated barriers to reforms-based instruction. Understanding how successful elementary science teachers develop fills a gap in the science reforms literature. Participants included 7 upper elementary science teachers from six different schools. All schools were located within two suburban school districts in the south-Atlantic United States and data was collected during the spring of 2008. Data collection included use of the Reformed Teaching Observation Protocol (RTOP) to evaluate the level of reforms-based instruction, as well as 35 hours of classroom observation field notes and 21 hours of audio-taped teacher interviews. The variety of data sources allowed for triangulation of evidence. The RTOP was analyzed using descriptive statistics and classroom observations and interview data were analyzed using Erickson's (1986) guidelines for analytic induction. Findings indicated (a) reforms-based elementary science teaching was attainable, (b) beliefs and practices were consistent and both reflected reforms-based philosophies and practices, (c) formal professional development experiences were limited and did not foster reforms-based practices, (d) informal professional development pursued by teachers had a positive impact on practices, (e) barriers to reforms-based instruction were present but mitigated by strong beliefs and practical strategies like curriculum integration. These findings suggest that there are common, salient characteristics of reforms-based teachers' beliefs, practices, and professional development experiences. These commonalities contribute to an understanding of how reforms-based teachers develop, and inform efforts to move all elementary teachers in the direction of

Fusion barriers in heavy ion collisions

International Nuclear Information System (INIS)

Zhu Long; Su Jun; Xie Wenjie; Guo Chenchen; Zhang Donghong; Zhang Fengshou

2014-01-01

Study of fusion barrier is very important for people to better understand fusion reactions. In this paper the Improved Isospin-dependent Quantum Molecular Dynamics (ImIQMD) model is introduced firstly. Then the shell correction effects, energy dependence, isospin effects and orientation effects of fusion barrier are studied. The fusion barriers for the fusion reactions "4"0Ca + "4"0Ca, "4"8Ca + "2"0"8Pb, "4"8Ca + "2"0"4Pb and "1"6O + "1"5"4Sm are extracted. The negative shell correction energies lower potential barriers of a certain reaction. A complex phenomenon of energy dependence is observed. It is also found that incident energy dependence of the barrier radius and barrier height shows opposite behaviors. The Coulomb potential shows weak energy dependence when distance of two colliding nuclei is lower than the touching distance. The isospin effects of the potential barrier are investigated. The orientation effects of the potential barrier are also discussed for the system "1"6O + "1"5"4Sm. (authors)

Material matters for learning in virtual networks: a case study of a professional learning programme hosted in a Google+ online community

Directory of Open Access Journals (Sweden)

Aileen Ackland

2015-08-01

Full Text Available In this paper, we draw on Actor–Network Theories (ANT to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data comprised postings in the Google+ community, email correspondence, meeting notes, feedback submitted at the final workshop and post-module evaluation forms. Our analysis revealed a complex set of interactions, and suggests multiple ways human actors story their encounters with non-human components and the effects these have on the learning experience. The aim of this paper is to contribute to a more holistic understanding of the components and dynamics of social learning networks in the virtual world and consider the implications for the design of online learning for continuous professional development (CPD.

Cultural Differences in Online Learning: International Student Perceptions

Science.gov (United States)

Liu, Xiaojing; Liu, Shijuan; Lee, Seung-hee; Magjuka, Richard J.

2010-01-01

This article reports the findings of a case study that investigated the perceptions of international students regarding the impact of cultural differences on their learning experiences in an online MBA program. The study also revealed that online instructors need to design courses in such a way as to remove potential cultural barriers, including…

Expertise, Time, Money, Mentoring, and Reward: Systemic Barriers That Limit Education Researcher Productivity-Proceedings From the AAMC GEA Workshop.

Science.gov (United States)

Yarris, Lalena M; Juve, Amy Miller; Artino, Anthony R; Sullivan, Gail M; Rougas, Steven; Joyce, Barbara; Eva, Kevin

2014-09-01

To further evolve in an evidence-based fashion, medical education needs to develop and evaluate new practices for teaching, learning, and assessment. However, educators face barriers in designing, conducting, and publishing education research. To explore the barriers medical educators face in formulating, conducting, and publishing high-quality medical education research, and to identify strategies for overcoming them. A consensus workshop was held November 5, 2013, at the Association of American Medical Colleges annual meeting. A working group of education research experts and educators completed a preconference literature review focusing on barriers to education research. During the workshop, consensus-based and small group techniques were used to refine the broad themes into content categories. Attendees then ranked the most important barriers and strategies for overcoming them with the highest potential impact. Barriers participants faced in conducting quality education research included lack of (1) expertise, (2) time, (3) funding, (4) mentorship, and (5) reward. The strategy considered most effective in overcoming these barriers involved building communities of education researchers for collaboration and networking, and advocating for education researchers' interests. Other suggestions included trying to secure increased funding opportunities, developing mentoring programs, and encouraging mechanisms to ensure protected time. Barriers to education research productivity clearly exist. Many appear to result from feelings of isolation that may be overcome with systemic efforts to develop and enable communities of practice across institutions. Finally, the theme of "reward" is novel and complex and may have implications for education research productivity.

Foster Youth and Post-Secondary Education: A Study of the Barriers and Supports That Led to Academic Achievement

Science.gov (United States)

Morton, Brenda M.

2012-01-01

The purpose of this qualitative research study was to explore the perceptions of former and current foster youth on the barriers, supports, helps, and strategies they encountered during their K-12 education, and to learn how these contributed to their ability to enroll in post-secondary education. The study included in-depth interviews of 11…

Residents' perceived barriers to communication skills learning: comparing two medical working contexts in postgraduate training.

Science.gov (United States)

van den Eertwegh, Valerie; van Dalen, Jan; van Dulmen, Sandra; van der Vleuten, Cees; Scherpbier, Albert

2014-04-01

Contextual factors are known to influence the acquisition and application of communication skills in clinical settings. Little is known about residents' perceptions of these factors. This article aims to explore residents' perceptions of contextual factors affecting the acquisition and application of communication skills in the medical workplace. We conducted an exploratory study comprising seven focus groups with residents in two different specialities: general practice (n=23) and surgery (n=18). Residents perceive the use of summative assessment checklists that reduce communication skills to behavioural components as impeding the learning of their communication skills. Residents perceive encouragement to deliberately practise in an environment in which the value of communication skills is recognised and support is institutionalised with appropriate feedback from role models as the most important enhancing factors in communication skills learning. To gradually realise a clinical working environment in which the above results are incorporated, we propose to use transformative learning theory to guide further studies. Provided it is used continuously, an approach that combines self-directed learning with observation and discussion of resident-patient consultations seems an effective method for transformative learning of communication skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Economic alternatives for containment barriers

International Nuclear Information System (INIS)

Nicholson, P.J.; Jasperse, B.H.; Fisher, M.J.

1997-01-01

Fixation, barriers, and containment of existing landfills and other disposal areas are often performed by insitu auger type soil mixing and jet grouting. Cement or other chemical reagents are mixed with soil to form both vertical and horizontal barriers. Immobilization of contaminants can be economically achieved by mixing soil and the contaminants with reagents that solidify or stabilize the contaminated area. Developed in Japan, and relatively new to the United States, the first large scale application was for a vertical barrier at the Jackson Lake Dam project in 1986. This technology has grown in both the civil and environmental field since. The paper describes current United States practice for Deep Soil Mixing (over 12 meters in depth), and Shallow Soil Mixing for vertical barriers and stabilization/solidification, and Jet Grouting for horizontal and vertical barriers. Creating very low permeability barriers at depth with minimal surface return often makes these techniques economical when compared to slurry trenches. The paper will discuss equipment, materials, soil and strength parameters, and quality control

Realising the organisational learning opportunities

International Nuclear Information System (INIS)

Pomfret, D.G.; Bradford, S.T.

2000-01-01

An aspect of proactive safety management is learning lessons from unforeseen events. As BNFL has expanded and extended its nuclear services to many more sites, the potential for organisational learning has grown, but sharing through informal networking has become progressively harder. This potential problem has been solved by implementing formalised company-wide arrangements to turn incidents and accidents into organisational learning opportunities through a system called 'Learning from Experience' (LFE). LFE enables event causes and corrective actions to be identified and shared across all BNFL's sites, initially in the UK but ultimately throughout the world. The result is prevention of events having similar causes, and development of a learning culture which breaks down the barriers to adopting best practice'. Key aspects of the system are: Applying root cause analysis to all significant events; Logging all events, their causes and corrective actions onto a Company-wide database; Screening the database regularly by locally appointed Feedback Co-ordinators trained in identifying learning opportunities and knowledgeable of their own business area, and; Placing and tracking actions to prevent similar events at local Event Review Meetings. The paper describes the implementation and initial experience in operation of the LFE system, which is seen as a significant step towards becoming an expanding and learning company with no accidents or incidents. (author)

Facilitators of and Barriers to mHealth Adoption in Older Adults With Heart Failure.

Science.gov (United States)

Cajita, Maan Isabella; Hodgson, Nancy A; Lam, Katherine Wai; Yoo, Sera; Han, Hae-Ra

2018-05-04

The purpose of this descriptive, exploratory study was to assess the perceptions of older adults with heart failure regarding the use of mobile technology and to identify potential facilitators of and barriers to mHealth adoption. Semistructured interviews were used to collect data. Transcripts were analyzed using qualitative content analysis. The findings indicated that older adults do not base their intention to use mHealth solely on perceived ease of use and perceived usefulness, as outlined in the Technology Acceptance Model. The following themes emerged from the content analysis: facilitators included previous experience with mobile technology, willingness to learn mHealth, ease of use, presence of useful features, adequate training, free equipment, and doctor's recommendation; barriers included lack of knowledge regarding how to use mHealth, decreased sensory perception, lack of need for technology, poorly designed interface, cost of technology, and limited/fixed income. Overall, the findings suggest that older adults are willing to use mobile health technology, albeit with reservations. Future researchers who seek to implement mHealth-based interventions should address person-related, technology-related, and contextual barriers, and simultaneously capitalize on the influence of potential facilitators, such as a physician's recommendation, to promote mHealth adoption.

Arts-Based Learning: A New Approach to Nursing Education Using Andragogy.

Science.gov (United States)

Nguyen, Megan; Miranda, Joyal; Lapum, Jennifer; Donald, Faith

2016-07-01

Learner-oriented strategies focusing on learning processes are needed to prepare nursing students for complex practice situations. An arts-based learning approach uses art to nurture cognitive and emotional learning. Knowles' theory of andragogy aims to develop the skill of learning and can inform the process of implementing arts-based learning. This article explores the use and evaluation of andragogy-informed arts-based learning for teaching nursing theory at the undergraduate level. Arts-based learning activities were implemented and then evaluated by students and instructors using anonymous questionnaires. Most students reported that the activities promoted learning. All instructors indicated an interest in integrating arts-based learning into the curricula. Facilitators and barriers to mainstreaming arts-based learning were highlighted. Findings stimulate implications for prospective research and education. Findings suggest that arts-based learning approaches enhance learning by supporting deep inquiry and different learning styles. Further exploration of andragogy-informed arts-based learning in nursing and other disciplines is warranted. [J Nurs Educ. 2016;55(7):407-410.]. Copyright 2016, SLACK Incorporated.

Case histories portraying different methods of installing liners for verticle barriers

International Nuclear Information System (INIS)

Burke, G.K.; Crockford, R.M.; Achhorner, F.N.

1997-01-01

The installation of liners for vertical barriers is difficult and has been a learning experience for every contractor making the attempt. Soil stratigraphy and hydrogeologic conditions can vary over short distances, creating a variety of problems. This is particularly so when working near landfills and documentation of the as-built condition is poor. Successful installation requires detailed planning and knowledge of what to expect, as well as alternate plans for potential problems. Several successful methods of panel connection will be presented as well as a variety of installation techniques. Project case histories will be reviewed, highlighting the challenges associated with specific construction techniques

Designing an Educator Toolkit for the Mobile Learning Age

Science.gov (United States)

Burden, Kevin; Kearney, Matthew

2018-01-01

Mobile technologies have been described as 'boundary' objects which enable teachers and learners to transcend many of the barriers such as rigid schedules and spaces which have hitherto characterised traditional forms of education. However, educators need to better understand how to design learning scenarios which genuinely exploit the unique…

Converse Barrier Certificate Theorem

DEFF Research Database (Denmark)

Wisniewski, Rafael; Sloth, Christoffer

2013-01-01

This paper presents a converse barrier certificate theorem for a generic dynamical system.We show that a barrier certificate exists for any safe dynamical system defined on a compact manifold. Other authors have developed a related result, by assuming that the dynamical system has no singular...... points in the considered subset of the state space. In this paper, we redefine the standard notion of safety to comply with generic dynamical systems with multiple singularities. Afterwards, we prove the converse barrier certificate theorem and illustrate the differences between ours and previous work...

Tunnel superpenetrability of potential barriers

International Nuclear Information System (INIS)

Zakhariev, B N.

1982-01-01

The transmission of two particles through the same barrier is considered. The limiting cases are compared when the particles are joined together in a single particle with double mass-energy and potential and when they pass the barrier independently. As an intermediate case a pair of particles bound in a quasideuteron of a finite size is considered. It is shown that long-range collective correlations of particles (of the superfluidity type and others) simplify very much for them passing through high potential barriers. This happens due to the transfer of the additional energy from the particles outside the barriers to those inside it

Barrier rf systems in synchrotrons

International Nuclear Information System (INIS)

Bhat, Chandra M.

2004-01-01

Recently, many interesting applications of the barrier RF system in hadron synchrotrons have been realized. A remarkable example of this is the development of longitudinal momentum mining and implementation at the Fermilab Recycler for extraction of low emittance pbars for the Tevatron shots. At Fermilab, we have barrier RF systems in four different rings. In the case of Recycler Ring, all of the rf manipulations are carried out using a barrier RF system. Here, the author reviews various uses of barrier rf systems in particle accelerators including some new schemes for producing intense proton beam and possible new applications

Intranet-Based Learning: A One-Year Study of Student Utilisation.

Science.gov (United States)

Herson, Katie; Sosabowski, M. H.; Lloyd, A. W.

1999-01-01

Reports on the undergraduate utilization and evaluation of an Intranet learning resource developed at the School of Pharmacy of the University of Brighton (United Kingdom). Topics include advantages of Intranets over the Internet, including software licensing and confidentiality; barriers to implementation; and future proposals. (LRW)

Perspectives from the Top--A Collection of Thoughts on Employee Learning and Development from Five CEOs. CAEL Forum & News

Science.gov (United States)

Hoeppel, Kate

2007-01-01

As part of its mission to remove the barriers to lifelong learning, CAEL (Council for Adult and Experiential Learning) launched WorkforceChicago2.0 in 2001 to help influence the culture and policies of the private sector regarding employee learning and development. One of the key goals of this initiative is creating a "voice" for the private…

Parents' learning needs and preferences when sharing management of their child's long-term/chronic condition: A systematic review.

Science.gov (United States)

Nightingale, Ruth; Friedl, Simone; Swallow, Veronica

2015-11-01

This review aimed to (1) identify parents' learning needs and preferences when sharing the management of their child's long-term/chronic (long-term) condition and (2) inform healthcare professional support provided to parents across the trajectory. We conducted a literature search in seven health databases from 1990 to 2013. The quality of included studies was assessed using a critical appraisal tool developed for reviewing the strengths and weaknesses of qualitative, quantitative and mixed methods studies. Twenty-three studies met our criteria and were included in the review. Three themes emerged from synthesis of the included studies: (1) parents' learning needs and preferences (2) facilitators to parents' learning, and (3) barriers to parents' learning. Asking parents directly about their learning needs and preferences may be the most reliable way for healthcare professionals to ascertain how to support and promote individual parents' learning when sharing management of their child's long-term condition. With the current emphasis on parent-healthcare professional shared management of childhood long-term conditions, it is recommended that professionals base their assessment of parents' learning needs and preferences on identified barriers and facilitators to parental learning. This should optimise delivery of home-based care, thereby contributing to improved clinical outcomes for the child. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

Science.gov (United States)

Mukhopadhyay, S; Smith, S; Cresswell, J

2011-08-01

Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.

Subsurface barrier verification technologies, informal report

International Nuclear Information System (INIS)

Heiser, J.H.

1994-06-01

One of the more promising remediation options available to the DOE waste management community is subsurface barriers. Some of the uses of subsurface barriers include surrounding and/or containing buried waste, as secondary confinement of underground storage tanks, to direct or contain subsurface contaminant plumes and to restrict remediation methods, such as vacuum extraction, to a limited area. To be most effective the barriers should be continuous and depending on use, have few or no breaches. A breach may be formed through numerous pathways including: discontinuous grout application, from joints between panels and from cracking due to grout curing or wet-dry cycling. The ability to verify barrier integrity is valuable to the DOE, EPA, and commercial sector and will be required to gain full public acceptance of subsurface barriers as either primary or secondary confinement at waste sites. It is recognized that no suitable method exists for the verification of an emplaced barrier's integrity. The large size and deep placement of subsurface barriers makes detection of leaks challenging. This becomes magnified if the permissible leakage from the site is low. Detection of small cracks (fractions of an inch) at depths of 100 feet or more has not been possible using existing surface geophysical techniques. Compounding the problem of locating flaws in a barrier is the fact that no placement technology can guarantee the completeness or integrity of the emplaced barrier. This report summarizes several commonly used or promising technologies that have been or may be applied to in-situ barrier continuity verification

Fluctuations in Schottky barrier heights

International Nuclear Information System (INIS)

Mahan, G.D.

1984-01-01

A double Schottky barrier is often formed at the grain boundary in polycrystalline semiconductors. The barrier height is shown to fluctuate in value due to the random nature of the impurity positions. The magnitude of the fluctuations is 0.1 eV, and the fluctuations cause the barrier height measured by capacitance to differ from the one measured by electrical conductivity

The role of CI and learning in an organizational change process-Experiences from a longitudinal study of organizational change

DEFF Research Database (Denmark)

Kofoed, Lise; Gertsen, Frank; Jørgensen, Frances

2002-01-01

these situational barriers, CI, with an emphasis on imbedded learning, was introduced through an action research methodology in the context of an experimental learning lab ("experimentarium"). Contrary to prevailing theory that suggests that CI serves primarily to support and supplement existing radical changes...

Converse Barrier Certificate Theorems

DEFF Research Database (Denmark)

Wisniewski, Rafael; Sloth, Christoffer

2016-01-01

This paper shows that a barrier certificate exists for any safe dynamical system. Specifically, we prove converse barrier certificate theorems for a class of structurally stable dynamical systems. Other authors have developed a related result by assuming that the dynamical system has neither...

Machine learning: novel bioinformatics approaches for combating antimicrobial resistance.

Science.gov (United States)

Macesic, Nenad; Polubriaginof, Fernanda; Tatonetti, Nicholas P

2017-12-01

Antimicrobial resistance (AMR) is a threat to global health and new approaches to combating AMR are needed. Use of machine learning in addressing AMR is in its infancy but has made promising steps. We reviewed the current literature on the use of machine learning for studying bacterial AMR. The advent of large-scale data sets provided by next-generation sequencing and electronic health records make applying machine learning to the study and treatment of AMR possible. To date, it has been used for antimicrobial susceptibility genotype/phenotype prediction, development of AMR clinical decision rules, novel antimicrobial agent discovery and antimicrobial therapy optimization. Application of machine learning to studying AMR is feasible but remains limited. Implementation of machine learning in clinical settings faces barriers to uptake with concerns regarding model interpretability and data quality.Future applications of machine learning to AMR are likely to be laboratory-based, such as antimicrobial susceptibility phenotype prediction.

Barrier inhomogeneities limited current and 1/f noise transport in GaN based nanoscale Schottky barrier diodes

Science.gov (United States)

Kumar, Ashutosh; Heilmann, M.; Latzel, Michael; Kapoor, Raman; Sharma, Intu; Göbelt, M.; Christiansen, Silke H.; Kumar, Vikram; Singh, Rajendra

2016-01-01

The electrical behaviour of Schottky barrier diodes realized on vertically standing individual GaN nanorods and array of nanorods is investigated. The Schottky diodes on individual nanorod show highest barrier height in comparison with large area diodes on nanorods array and epitaxial film which is in contrast with previously published work. The discrepancy between the electrical behaviour of nanoscale Schottky diodes and large area diodes is explained using cathodoluminescence measurements, surface potential analysis using Kelvin probe force microscopy and 1ow frequency noise measurements. The noise measurements on large area diodes on nanorods array and epitaxial film suggest the presence of barrier inhomogeneities at the metal/semiconductor interface which deviate the noise spectra from Lorentzian to 1/f type. These barrier inhomogeneities in large area diodes resulted in reduced barrier height whereas due to the limited role of barrier inhomogeneities in individual nanorod based Schottky diode, a higher barrier height is obtained. PMID:27282258

Richards Barrier LA Reference Design Feature Evaluation

International Nuclear Information System (INIS)

N.E. Kramer

1999-01-01

The Richards Barrier is one of the design features of the repository to be considered for the License Application (LA), Richards was a soil scientist who first described the diversion of moisture between two materials with different hydrologic properties. In this report, a Richards Barrier is a special type of backfill with a fine-grained material (such as sand) overlaying a coarse-grained material (such as gravel). Water that enters an emplacement drift will first encounter the fine-grained material and be transported around the coarse-grained material covering the waste package, thus protecting the waste package from contact with most of the groundwater. The objective of this report is to discuss the benefits and liabilities to the repository by the inclusion of a Richards Barrier type backfill in emplacement drifts. The Richards Barrier can act as a barrier to water flow, can reduce the waste package material dissolution rate, limit mobilization of the radionuclides, and can provide structural protection for the waste package. The scope of this report is to: (1) Analyze the behavior of barrier materials following the intrusion of groundwater for influxes of 1 to 300 mm per year. The report will demonstrate diversion of groundwater intrusions into the barrier over an extended time period when seismic activity and consolidation may cause the potential for liquefaction and settlement of the Richards Barrier. (2) Review the thermal effects of the Richards Barrier on material behavior. (3) Analyze the effect of rockfall on the performance of the Richards Barrier and the depth of the barrier required to protect waste packages under the barrier. (4) Review radiological and heating conditions on placement of multiple layers of the barrier. Subsurface Nuclear Safety personnel will perform calculations to determine the radiation reduction-time relationship and shielding capacity of the barrier. (5) Evaluate the effects of ventilation on cooling of emplacement drifts and

Transferring learning from faculty development to the classroom.

Science.gov (United States)

Rock, Kim Z

2014-12-01

This study’s purpose was to better understand the transfer of learning by uncovering how various factors supported the integration of health information technology knowledge and skills gleaned from the Health Resources and Services Administration–funded faculty development programs into nursing education curricula. Through interviews with 20 participants from four programs, this study confirmed the importance of findings related to faculty, program, and work environment characteristics for supporting successful transfer of learning and substantiates a variety of other transfer-of-learning research. New or seldom discussed supportive individual characteristics were found, including leadership abilities, lifelong learning, ability to recognize limitations, persistence, creativity, and risk taking. The importance of networking, diversity of perspectives, postconference support, and teams in program designs were found to positively influence transfer. The variety of supportive factors and barriers in the participants’ work environments strengthens the assertions that transfer may be context dependent. Findings provided insight for recommendations to improve learning transfer. Copyright 2014, SLACK Incorporated.

Skin barrier composition

International Nuclear Information System (INIS)

Osburn, F.G.

1985-01-01

A skin barrier composition comprises a mixture of a copolymer resin of ethylene and vinyl acetate (EVA), and a water-insoluble dry tack-providing elastomer such as polyisobutylene. The composition after mixing and molding, is subjected to ionizing irradiation to form cross-linked polymer networks of the EVA. The compositions have exceptional properties for use as barrier sheets, rings, or strips in ostomy, wound drainage, and incontinence devices. (author)

Skin barrier composition

Energy Technology Data Exchange (ETDEWEB)

Osburn, F G

1985-06-12

A skin barrier composition comprises a mixture of a copolymer resin of ethylene and vinyl acetate (EVA), and a water-insoluble dry tack-providing elastomer such as polyisobutylene. The composition after mixing and molding, is subjected to ionizing irradiation to form cross-linked polymer networks of the EVA. The compositions have exceptional properties for use as barrier sheets, rings, or strips in ostomy, wound drainage, and incontinence devices.

How To Design a Mobile Application to Enhance Teaching and Learning?

Directory of Open Access Journals (Sweden)

Dothang Truong

2014-05-01

Full Text Available The rapid growth of mobile devices, especially smart phones, has changed the way instructors deliver instructions and students learn class materials. Many universities initiate promoting economic transformation by working to eliminate barriers to educational attainment through incorporating new technologies to enhance the delivery of instructions and student learning outcomes. The purpose of this research is to explore the usage of mobile applications in higher education and develop an application to help college students understand better the class materials, and thereby, enhance their learning outcomes. The detailed description, design, and interface of the application are presented along with dissemination plan.

Challenges of Utilizing E-Learning Systems in Public Universities in Jordan

Directory of Open Access Journals (Sweden)

Muhannad Anwar Al-Shboul

2010-06-01

Full Text Available This research paper lists and discusses major challenges and barriers that may face faculty members at the public universities in Jordan in employing e-Learning systems authoring tools in their instructions. It also proposes several suggestions for the administrators in public universities in Jordan for what they could do to improve the utilization of e-Learning authoring tools at their campuses. E-Learning systems authoring tools allow instructors to easily create and deliver their e-contents and e-lectures. Furthermore, online course materials which uploaded by using such authoring tools could be viewed by any popular web browser system.

Moving Beyond Misconceptions: A New Model for Learning Challenges in Cognition

Science.gov (United States)

Slater, T. F.; Slater, S. J.

2011-12-01

For over 40 years, the science education community has given its attention to cataloging the substantial body of "misconceptions" in individual's thinking about science, and to addressing the consequences of those misconceptions in the science classroom. Despite the tremendous amount of effort given to researching and disseminating information related to misconceptions, and the development of a theory of conceptual change to mitigate misconceptions, progress continues to be less than satisfying. An analysis of the literature and our own research has persuaded the CAPER Center for Astronomy and Physics Education Research to put forth model that will allow us to operate on students' learning difficulties in a more fruitful manner. Previously, much of the field's work binned erroneous student thinking into a single construct, and from that basis, curriculum developers and instructors addressed student misconceptions with a single instructional strategy. In contrast this model suggests that "misconceptions" are a mixture of at least four learning barriers: incorrect factual information, inappropriately applied mental algorithms (phenomenological primitives), insufficient cognitive structures (e.g. spatial reasoning), and affective/emotional difficulties. Each of these types of barriers should be addressed with an appropriately designed instructional strategy. Initial applications of this model to learning problems in the Earth & Space Sciences have been fruitful, suggesting that an effort towards categorizing persistent learning difficulties in the geosciences beyond the level of "misconceptions" may allow our community to craft tailored and more effective learning experiences for our students and the general public.

Barriers for recess physical activity

DEFF Research Database (Denmark)

Pawlowski, Charlotte Skau; Tjørnhøj-Thomsen, Tine; Schipperijn, Jasper

2014-01-01

BACKGROUND: Many children, in particular girls, do not reach the recommended amount of daily physical activity. School recess provides an opportunity for both boys and girls to be physically active, but barriers to recess physical activity are not well understood. This study explores gender...... differences in children's perceptions of barriers to recess physical activity. Based on the socio-ecological model four types of environmental barriers were distinguished: natural, social, physical and organizational environment. METHODS: Data were collected through 17 focus groups (at 17 different schools...... this study, we recommend promoting recess physical activity through a combination of actions, addressing barriers within the natural, social, physical and organizational environment....

Determining the barriers and facilitators to adopting best practices in the management of poststroke unilateral spatial neglect: results of a qualitative study.

Science.gov (United States)

Petzold, Anita; Korner-Bitensky, Nicol; Salbach, Nancy M; Ahmed, Sara; Menon, Anita; Ogourtsova, Tatiana

2014-01-01

A gap exists between best and actual management of poststroke unilateral spatial neglect (USN). Given the negative impact of USN on poststroke recovery, knowledge translation efforts are needed to optimize USN management. To date, no study has investigated the specific barriers and facilitators affecting USN management during the acute care process. To identify the facilitators and barriers that affect evidence-based practice use by occupational therapists (the primary discipline managing USN) when treating individuals with acute poststroke USN. Focus group methodology elicited information from 9 acute care occupational therapists. Key barriers identified included lack of basic evidence-based practice skills specific to USN treatment and personal motivation to change current practices and engrained habits. Key facilitators included the presence of a multidisciplinary stroke team, recent graduation, and an environment with access to learning time and resources. Synthesized Web-based learning was also seen as important to uptake of best practices. It is estimated that upwards of 40% of patients experience poststroke USN in the acute phase, and we have evidence of poor early management. This study identified several modifiable factors that prepare the ground for the creation and testing of a multimodal knowledge translation intervention aimed at improving clinicians' best practice management of poststroke USN.

Impact of virtual reality simulation on learning barriers of phacoemulsification perceived by residents

Directory of Open Access Journals (Sweden)

Ng DS

2018-05-01

Full Text Available Danny Siu-Chun Ng,1 Zihan Sun,1 Alvin Lerrmann Young,1,2 Simon Tak-Chuen Ko,3 Jerry Ka-Hing Lok,1 Timothy Yuk-Yau Lai,1 Shameema Sikder,4 Clement C Tham1 1Department of Ophthalmology and Visual Sciences, The Chinese University of Hong Kong, 2Department of Ophthalmology, Prince of Wales Hospital, 3Department of Ophthalmology, Tung Wah Eastern Hospital, Hong Kong, People’s Republic of China; 4Wilmer Eye Institute, Johns Hopkins University, Baltimore, MD, USA Objective: To identify residents’ perceived barriers to learning phacoemulsification surgical procedures and to evaluate whether virtual reality simulation training changed these perceptions. Design: The ophthalmology residents undertook a simulation phacoemulsification course and proficiency assessment on the Eyesi system using the previously validated training modules of intracapsular navigation, anti-tremor, capsulorrhexis, and cracking/chopping. A cross-sectional, multicenter survey on the perceived difficulties in performing phacoemulsification tasks on patients, based on the validated International Council of Ophthalmology’s Ophthalmology Surgical Competency Assessment Rubric (ICO-OSCAR, using a 5-point Likert scale (1 = least and 5 = most difficulty, was conducted among residents with or without prior simulation training. Mann–Whitney U tests were carried out to compare the mean scores, and multivariate regression analyses were performed to evaluate the association of lower scores with the following potential predictors: 1 higher level trainee, 2 can complete phacoemulsification most of the time (>90% without supervisor’s intervention, and 3 prior simulation training. Setting: The study was conducted in ophthalmology residency training programs in five regional hospitals in Hong Kong. Results: Of the 22 residents, 19 responded (86.3%, of which 13 (68.4% had completed simulation training. Nucleus cracking/chopping was ranked highest in difficulty by all respondents followed by

Blended learning in health education: three case studies.

Science.gov (United States)

de Jong, Nynke; Savin-Baden, Maggi; Cunningham, Anne Marie; Verstegen, Daniëlle M L

2014-09-01

Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be active and collaborative? Three cases of blended, active and collaborative learning are presented. In case 1 a virtual classroom is used to realize online problem-based learning (PBL). In case 2 PBL cases are presented in Second Life, a 3D immersive virtual world. In case 3 discussion forums, blogs and wikis were used. In all cases face-to-face meetings were also organized. Evaluation results of the three cases clearly show that active, collaborative learning at a distance is possible. Blended learning enables the use of novel instructional methods and student-centred education. The three cases employ different educational methods, thus illustrating diverse possibilities and a variety of learning activities in blended learning. Interaction and communication rules, the role of the teacher, careful selection of collaboration tools and technical preparation should be considered when designing and implementing blended learning.

Barriers and Facilitators to Sustaining School Health Teams in Coordinated School Health Programs.

Science.gov (United States)

Cheung, Karen; Lesesne, Catherine A; Rasberry, Catherine N; Kroupa, Elizabeth; Fisher, Deborah; Robin, Leah; Pitt Barnes, Seraphine

2017-05-01

Coordinated school health (CSH) programs address multiple factors related to students' overall health, thereby increasing their physical and mental readiness to learn. A formative evaluation of three school districts in 2010-2011 examined strategies for sustaining the school health teams (SHTs) that lead CSH efforts. Qualitative data from 39 interviews and 13 focus groups revealed facilitators and barriers for sustaining SHTs. Quantitative data from 68 questionnaires completed by SHT members and school principals examined factors associated with having more active SHTs and district and school characteristics SHT members believed to be important to their schools' efforts to implement CSH. Facilitators of sustaining SHTs included administrative support, staff engagement in the SHT, and shared goals and responsibility. Barriers to sustaining SHTs included limited time and competing priorities, budget and funding constraints, and staff turnover. Findings provide valuable insight into challenges and potential solutions for improving the sustainability of SHTs to enable them to better support CSH efforts.

Sub-barrier fusion and near-barrier quasi-elastic scattering

International Nuclear Information System (INIS)

Kolata, J.J.; Tighe, R.J.

1990-01-01

Elastic scattering of 32 S on 58,64 Ni and fusion of 32 S+ 58,64 Ni and 34 S+ 64 Ni have been measured at energies near the Coulomb barrier. Our results differ in several important respects from previous measurements on these systems. Coupled-channels calculations which explicitly allow for inelastic excitation and single-nucleon transfer reproduce the main features of the new data. Near-barrier elastic scattering of 48 Ca on 40 Ca has also been measured. These data provide evidence for the effect of strong coupling to positive Q-value channels other than single-nucleon transfer. 18 refs., 3 figs

Self-regulation of turbulence bursts and transport barriers

International Nuclear Information System (INIS)

Floriani, E; Ciraolo, G; Ghendrih, Ph; Sarazin, Y; Lima, R

2013-01-01

The interplay between turbulent bursts and transport barriers is analyzed with a simplified model of interchange turbulence in magnetically confined plasmas. The turbulent bursts spread into the transport barriers and, depending on the competing magnitude of the burst and stopping capability of the barrier, can burn through. Simulations of two models of transport barriers are presented: a hard barrier where interchange turbulence modes are stable in a prescribed region and a soft barrier with external plasma biasing. The response of the transport barriers to the non-linear perturbations of the turbulent bursts, addressed in a predator–prey approach, indicates that the barriers monitor an amplification factor of the turbulent bursts, with amplification smaller than one for most bursts and, in some cases, amplification factors that can significantly exceed unity. The weak barriers in corrugated profiles and magnetic structures, as well as the standard barriers, are characterized by these transmission properties, which then regulate the turbulent burst transport properties. The interplays of barriers and turbulent bursts are modeled as competing stochastic processes. For different classes of the probability density function (PDF) of these processes, one can predict the heavy tail properties of the bursts downstream from the barrier, either exponential for a leaky barrier, or with power laws for a tight barrier. The intrinsic probing of the transport barriers by the turbulent bursts thus gives access to the properties of the barriers. The main stochastic variables are the barrier width and the spreading distance of the turbulent bursts within the barrier, together with their level of correlation. One finds that in the case of a barrier with volumetric losses, such as radiation or particle losses as addressed in our present simulations, the stochastic model predicts a leaky behavior with an exponential PDF of escaping turbulent bursts in agreement with the simulation

Identifying barriers to emergency care services.

Science.gov (United States)

Cannoodt, Luk; Mock, Charles; Bucagu, Maurice

2012-01-01

This paper aims to present a review of published evidence of barriers to emergency care, with attention towards both financial and other barriers. With the keywords (financial) accessibility, barriers and emergency care services, citations in PubMed were searched and further selected in the context of the objective of this article. Forty articles, published over a period of 15 years, showed evidence of significant barriers to emergency care. These barriers often tend to persist, despite the fact that the evidence was published many years ago. Several publications stressed the importance of the financial barriers in foregoing or delaying potentially life-saving emergency services, both in poor and rich countries. Other publications report non-financial barriers that prevent patients in need of emergency care (pre-hospital and in-patient care) from seeking care, from arriving in the proper emergency department without undue delay or from receiving proper treatment when they do arrive in these departments. It is clear that timely access to life-saving and disability-preventing emergency care is problematic in many settings. Yet, low-cost measures can likely be taken to significantly reduce these barriers. It is time to make an inventory of these measures and to implement the most cost-effective ones worldwide. Copyright © 2011 John Wiley & Sons, Ltd.

Identifying Multilevel Barriers to Tobacco Intervention in Postdoctoral Dental Education.

Science.gov (United States)

Albert, David A; Bruzelius, Emilie; Ward, Angela; Gordon, Judith S

2016-04-01

The aims of this mixed-methods study were to assess tobacco treatment behaviors among residents and faculty in dental specialty postdoctoral programs and to explore factors in training and practice related to tobacco treatment education. Surveys and focus groups were conducted with a convenience sample of participants at three postdoctoral residency programs in New York City. Surveys assessed tobacco cessation training and behaviors. Focus groups explored barriers to implementing tobacco cessation treatment in educational settings. Data were collected between May and December 2013. Among the 160 faculty and residents identified as potentially eligible for the study, 60 were invited by program directors to participate, and 50 subsequently completed the survey and participated in a focus group (response rate of 31.3%). Survey results indicated high levels of asking patients about tobacco use and advising patients to quit. In contrast, specific tobacco cessation assistance and follow-up care occurred less frequently. There were statistically significant differences in tobacco cessation intervention across the specialties surveyed, but not between residents and faculty. Focus group comments were grouped into three broad areas: clinician factors, organizational support, and structural and contextual factors. Focus group results indicated that participants experienced significant organizational and structural barriers to learning about and providing tobacco treatment. Participants from each specialty indicated that multi-level barriers impeded their provision of evidence-based tobacco cessation interventions in postdoctoral educational settings. They suggested that didactic education should be reinforced by organizational- and systems-level changes to facilitate comprehensive tobacco education and effective cessation treatment in future dental practice.

Cryogenic Barrier Demonstration Project. Final report

Energy Technology Data Exchange (ETDEWEB)

Johnson, L.A.; Yarmak, E.; Long, E.L.

2000-03-01

A long-term frozen soil barrier was implemented at the HRE (Homogeneous Reactor Experiment) Pond facility at the Oak Ridge National Laboratory in 1997. This was performed to verify the technical feasibility and costs of deploying a frozen barrier at a radiologically contaminated site. Work began in September 1996 and progressed through to December 1999. The frozen barrier has been operational since November 1997. Verification of the barrier integrity was performed independently by the EPA's SITE Program. This project showed frozen barriers offer a proven technology to retain below grade hazardous substances at relatively low costs with minimal effect on the environment.

Fuzzy barrier distributions