Intertextual resonance in Christopher Okigbo's poetry | Okune | Lwati ...

African Journals Online (AJOL)

Artistic creativity can be demonstrated in several ways, one of which is in the area of intertextuality as a literary endeavour. Intertextuality is the by-product of wide scholarship, which Christopher Okigbo exemplifies in his poetry. No work of art exists in a vacuum, as every writer is said to operate within a given literary tradition ...

Postdramatic Theatre of Director Christoph Marthaler

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Arina R. Shevchenko

2017-11-01

Full Text Available The present paper deals with the main tendencies of modern European theatre represented in the creativity of a famous Swiss director Christoph Marthaler. Drama and theatre of the end of the 20th – the beginning of the 21st century were exposed to radical transformation. This change has been reflected in the theory of postdramatic theatre. A contemporary theatre is becoming more visual. Nowadays natural theatrical synthesis of various arts – visual, plastic, verbal, musical becomes an intersection of all kinds of artistic and medial practices as it has never been before. The new drama and theatre decline mimesis as the main principle of attitude to reality, they do not depict and do not reflect life, but strive to create a magic and/or ritual space of performative living and a special type of communication with audience. These peculiarities of modern theatre get a vivid evocation in the works of Christoph Marthaler. Having entered into theatre from music, the director creates his own unique language of art. The article proves that Marthaler’s works are an individual model of postdramatic theatre. The author concludes that its main distinctive feature is to blur the border between musical and dramatic performance. Marthaler does not stage the play – the images appear from musical phrases, fleeting impressions, observations and dramatic improvisations. The analysis enables to claim that the theatre in a real process of performance replaces the mimetic acting today. The applied principles of drama analysis can be used in studying of the other contemporary postdramatic theatre’s models.

Sõltumatud kodanikud otsustavad superriigi juhi saatuse / Christopher Kukk ; interv. Priit Pullerits

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Kukk, Christopher

2008-01-01

Eesti päritolu Lääne-Connecticuti politoloogiaprofessor vastab küsimustele, mis puudutavad USA presidendivalimisi ja presidendikandidaatide Barack Obama ja John McCaini võimalusi. Vt. samas: Kes on Christopher Kukk?

Christoph Rothmann's compendium of astronomy of 1589. (German Title: Christoph Rothmanns Handbuch der Astronomie von 1589)

Science.gov (United States)

Granada, Miguel A.; Hamel, Jürgen; von Mackensen, Ludolf

Around 1560, landgrave William IV. founded on his Cassel castle the first permanent observatory of modern times in Europe, and started to occupy himself with systematic sky observations. From the beginning, the main interest was focussed on the fixed stars, since William had recognized that exact position determinations were a prerequisite for further progress in astronomy. The observatory personnel was enlarged, in 1579, by the mathematician, clock-maker and instrument-maker Jost Bürgi, and in 1584 by the practical astronomer Christoph Rothmann. Since that time, intense work was carried out by creating a catalogue of fixed stars, based on own observations, which was completed in 1589. The accuracy of its stellar positions had not been reached in the past, and even superseded that of the almost contemporary catalogue by Tycho Brahe. Research in theoretical astronomy and cosmology at the landgrave's court in Cassel was also revolutionary: the acceptance of the heliocentric world system, investigations on refraction, the dismissal of the concept of solid planetary spheres and even that of a world ether, the nature of cometary tails, etc. Christoph Rothmann's work, edited here for the first time on the basis of the original manuscript, had been drafted as a commentary or introduction to his catalogue of fixed stars. He describes the construction and use of astronomical instruments, he unfolds his concepts of the system of the world on a heliocentric basis without solid planetary spheres to which he was lead by his research on refraction, he discusses the relation between astronomy and theology, and describes his revolutionary work on the Cassel star catalogue. This work constitutes a compendium of theoretical and practical astronomy of the late 16th century whose major scientific importance lies in the fact that it achieves scientific excellence in its time both because of the multitude of topics and because of the high level of discussion.

Ajakirjanik Bollyn : parvlaev Estonia uputati / Christopher Bollyn ; interv. Mirko Ojakivi

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Bollyn, Christopher

2005-01-01

American Free Pressile töötav ajakirjanik Christopher Bollyn üritab saada kinnitust teooriale, et 1994. aasta sügisel veeti Estonial kõrgtehnoloogilist relvastust või kosmosetehnikat, mis pidi USA-sse jõudma. Kuna tehingu käigus kerkisid esile segavad asjaolud, uputati parvlaev ja tähtsamad tunnistajad "tehti kahjutuks"

Tunne Kelam - kolleeg ja sõber / Christopher Beazley, Elmar Bork, Ari Vatanen ...[jt.

Index Scriptorium Estoniae

2009-01-01

Euroopa Parlamendi väliskomisjoni liikmed Christopher Beazley, Elmar Bork, Ari Vatanen, Leedu Vabariigi president Valdas Adamkus, Euroopa Parlamendi asepresident Alejo Vidal-Quadras ja Euroopa Parlamendi president Hans-Gert Pöttering Tunne Kelamist

Zellweger : kusagil on ikka üks suurem plaan / Christoph Zellweger ; interv. K. M.

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Zellweger, Christoph

2002-01-01

Šveitsi-austria päritolu, praegu Inglismaal elav ja töötav ehtekunstnik Christoph Zellweger endast, oma loomingust, mida tema tööd kajastavad, ehtekunsti väljavaadetest, implantaatidest, eesti ehetest jm.

Christopher Bayly as a Pioneer of Global History

Institute of Scientific and Technical Information of China (English)

Richard Drayton[1

2015-01-01

Christopher Bayly, who died in Chicago on April 18, 2015 at the age of 69, was the preeminent historian of India and the British Empire, a key pioneer of the field of global history, perhaps the most gifted Britishborn historian of his generation. In 2007 he was the first scholar to be knighted by the British government “for services to history outside of Europe”. His adult life was anchored in the University of Cambridge, where he was Fellow of St. Catharine’s College from 1970, and Vere Harmsworth Professor of Imperial and Naval History (1992 to 2013).

NASA Langley/CNU Distance Learning Programs.

Science.gov (United States)

Caton, Randall; Pinelli, Thomas E.

NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and currently there are a suite of five distance-learning programs. This paper presents the major…

Introduction to the study of natural history edited and annotated by Christoph Irmscher

CERN Document Server

2017-01-01

This book features Louis Agassiz’s seminal lecture course in which the Swiss-American scientist, a self-styled “American Humboldt,” summarized the state of zoological knowledge in his time. Though Darwin’s theory of evolution would soon dismantle his idealist science, Agassiz’s lectures are nonetheless modern in their insistence on the social and cultural importance of the scientific enterprise. An extensive, well-illustrated introduction by Agassiz’s biographer, Christoph Irmscher, situates Agassiz’s lectures in the context of his life and nineteenth-century science, while also confronting the deeply problematic aspects of his legacy. Profusely annotated, this edition offers fascinating insights into the history of science and appeals to anyone with an interest in zoology and natural history. “Christoph Irmscher provides a scholarly and insightful analysis of the intentions and beliefs of Louis Agassiz, a larger-than-life scientist of the mid-19th century and fierce opponent of Charles Darwi...

Beyond the walls of the lunatic asylum: Christopher Hope’s early fiction

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F. Wood

2004-07-01

Full Text Available This article examines an under-explored aspect of Christopher Hope’s early fiction: its capacity to suggest the potential for imaginative and psychological freedom through its comic, carnivalesque qualities. Hope produced various novels and stories set in South Africa during the 1950s and 1960s, including A Separate Development (1981, Black Swan (1987 and the short story collection Learning to Fly (1990. It is argued that Hope’s vision in these works tends to be perceived as essentially satirical, ultimately limited by bleakness and pessimism; while the carnivalesque, potentially liberatory aspects of his writing tend to be overlooked. By utilising comic and carnivalesque features Hope’s work indeed offers creative, liberated ways of apprehending reality. Mikhail Bakhtin’s discussion of the ability of the carnivalesque to open up new ways of seeing, through the “nonofficial” versions of reality that it proffers, is particularly relevant in this regard. It is argued that this latter aspect of Hope’s work is especially significant, bearing in mind the sense of constraint and confinement that seemed to dominate much of South African fiction during the apartheid era and that still remains a key concern in many postapartheid novels.

Christopher Candland, Labor, Democratization and Development in India and Pakistan

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Lionel Baixas

2008-10-01

Full Text Available This book, by Christopher Candland, sets out to provide a documented analytical and empirical study of the linkages between organized labor, development, and democratization in India and Pakistan from the colonial period till date. It attempts to explain why sustained economic growth has not led to a significant diminution of poverty in either of these countries. The overall argument is that only rights-based organized labor unions can allow “the transformation of wealth into well-being”. Uni...

Christoph Rothmann's discourse on the comet of 1585 an edition and translation with accompanying essays

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Granada, Miguel A; Jardine, Nicholas

2014-01-01

Christoph Rothmann's Discourse on the Comet of 1585 offers the first edition of the Latin treatise after it was published in 1619. It is accompanied by an English translation and a full introduction and commentary.

Medieval Day at Reynolds: An Interdisciplinary Learning Event

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Morrison, Nancy S.

2012-01-01

Medieval Day at Reynolds turned a typical Friday class day into an interdisciplinary learning event, which joined faculty and students into a community of learners. From classrooms issued tales of Viking and Mongol conquests, religious crusaders, deadly plague, and majestic cathedrals and art, all told by costumed faculty members with expertise in…

Wittgenstein, Social Views and Intransitive Learning

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Bøyum, Steinar

2013-01-01

Wittgenstein often refers to matters of learning, and there have been efforts to extract a social conception of learning from his writings. In the first half of this article, I look at three such efforts, those of Meredith Williams, Christopher Winch, and David Bakhurst, and I say why I think these efforts fail. As I go on to argue, though, there…

Uus linnaökoloogia = New Urban Ecology / Christopher Moller ; interv. Triin Ojari

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Moller, Christopher

2005-01-01

Arhitekt Christopher Moller (sünd. 1961, Uus-Meremaa) rajas 1997. a. koos Burton Hamfelti (Kanada), Jonathan Woodroffe'i ja Dominic Papaga (Inglismaa) Amsterdamis büroo S333. Büroo lähenemisest linnaplaneerimisele, Europani võidutöö järgi valminud Groningeni elamukompleksist Schots 1+2, Nieuw-Vennepi linnakeskuse projektist (2000-), kvaliteetruumist, linnaökoloogiast, Tallinna ja siinsete arhitektide võimalustest jm. 7 ill

A Nobel Prize for empirical macroeconometrics: assessing the contributions of Thomas Sargent and Christopher Sims

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Boumans, M.; Sent, E.M.

2013-01-01

This paper provides an assessment of the contributions of the 2011 Nobel Prize winners, Thomas Sargent and Christopher Sims. They received the prize ‘for their empirical research on cause and effect in the macroeconomy’. The paper illustrates that Sargent entertained different interpretations of

Learn every day about numbers 100 best ideas from teachers

CERN Document Server

Charner, Kathy

2009-01-01

Classroom-tested and teacher approved, these activities help children ages three to six learn all about numbers. With one hundred engaging and fun activities, Learn Every Day About Numbers offers everything a teacher needs to build a foundation for future math learning. Children will love becoming a Number Detective, a Flashlight Writer, or a Number Hero as they investigate the wonderful world of numbers. Each activity offers learning objectives to meet standards, a materials list, related children's books, and an assessment component to measure children's learning. Learning about numbers has never been so much fun!.

Education and the Transformation of Bourgeois Culture: Toward a Critique of Christopher Lasch's "Culture of Narcissism."

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Shapiro, H. Svi

1983-01-01

Contemporary theories about the nature of modern bourgeois culture are reviewed briefly, and the contradictions of that culture are stressed. Christopher Lasch's criticisms of American schools in "The Culture of Narcissism" fail to recognize that self-liberating practices may stimulate intellectual growth. (PP)

Between Copernicus and Galileo Christoph Clavius and the Collapse of Ptolemaic Cosmology

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Lattis, James M

1994-01-01

Between Copernicus and Galileo is the story of Christoph Clavius, the Jesuit astronomer and teacher whose work helped set the standards by which Galileo's famous claims appeared so radical, and whose teachings guided the intellectual and scientific agenda of the Church in the central years of the Scientific Revolution. Though relatively unknown today, Clavius was enormously influential throughout Europe in the late sixteenth and early seventeenth centuries through his astronomy books—the standard texts used in many colleges and universities, and the tools with which Descartes, Gassendi, and Me

CAT/RF Simulation Lessons Learned

Science.gov (United States)

2003-06-11

IVSS-2003-MAS-7 CAT /RF Simulation Lessons Learned Christopher Mocnik Vetronics Technology Area, RDECOM TARDEC Tim Lee DCS Corporation...developed a re- configurable Unmanned Ground Vehicle (UGV) simulation for the Crew integration and Automation Test bed ( CAT ) and Robotics Follower (RF...Advanced Technology Demonstration (ATD) experiments. This simulation was developed as a component of the Embedded Simulation System (ESS) of the CAT

Arqueologia da memória: reflexões a partir de Christoph Türcke

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Marcela Lopes Gomes

2015-01-01

Full Text Available This article discusses the genesis of memory in archaeology of mental processes from the ref lections developed by german philosopher Christoph Türcke in his work Philosophie des Traums (Original in German, a. This is a study that used the methodological feature of literature research. It discusses the emerging of memory as an attempt to release the tormentors stimuli through the process of compulsion to traumatic repetition, considered the only genuinely human drive by Türcke ( a.

From author to translator. Re-readings on Christopher Columbus’s Journal (1972-1992)

OpenAIRE

Ana Inés Leunda

2017-01-01

In this article, we seek to: i) draw a “map of positions” derived from readings of Christopher Columbus’s Journal by Latin American novelists between 1972 and 1992, particularly those disparately incorporating fragments of the Journal in a disparate way, such as Severo Sarduy’s Cobra (1972) and Alejo Carpetier’s El arpa y la sombra (1979), and Graciela Freilich’s Colombina descubierta (1991) and Augusto Roa Bastos’ Vigilia del Almirante (1992); ii) to consider in each one of them the presence...

The Bible as Transformational Object: The Psychoanalytic Theories of Christopher Bollas and Their Relevance for Religious Educators

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DeGear, Elizabeth Berne

2016-01-01

This article examines the psychoanalytic concepts of object-relations theorist Christopher Bollas, applying them to a view of the Bible as "transformational object." Emphasizing the connection between psychological process and religious experience, this article suggests that each person's innate ability to choose and use objects is a key…

Children benefit differently from night- and day-time sleep in motor learning.

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Yan, Jin H

2017-08-01

Motor skill acquisition occurs while practicing (on-line) and when asleep or awake (off-line). However, developmental questions still remain about whether children of various ages benefit similarly or differentially from night- and day-time sleeping. The likely circadian effects (time-of-day) and the possible between-test-interference (order effects) associated with children's off-line motor learning are currently unknown. Therefore, this study examines the contributions of over-night sleeping and mid-day napping to procedural skill learning. One hundred and eight children were instructed to practice a finger sequence task using computer keyboards. After an equivalent 11-h interval in one of the three states (sleep, nap, wakefulness), children performed the same sequence in retention tests and a novel sequence in transfer tests. Changes in the movement time and sequence accuracy were evaluated between ages (6-7, 8-9, 10-11years) during practice, and from skill training to retrievals across three states. Results suggest that night-time sleeping and day-time napping improved the tapping speed, especially for the 6-year-olds. The circadian factor did not affect off-line motor learning in children. The interference between the two counter-balanced retrieval tests was not found for the off-line motor learning. This research offers possible evidence about the age-related motor learning characteristics in children and a potential means for enhancing developmental motor skills. The dynamics between age, experience, memory formation, and the theoretical implications of motor skill acquisition are discussed. Copyright © 2017 Elsevier B.V. All rights reserved.

"Brilliant, Bright, Boiling Words": Literary Disability, Language and the Writing Body in the Work of Christopher Nolan

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Coogan, Tom

2012-01-01

This article uses theory on disability, embodiment and language to explore the production, context and presentation of two pieces of life-writing by Christopher Nolan. It examines Nolan's unusual use of language and form in his presentations of an experience of disability, and considers its literary and political significance. Consideration is…

Glaucoma Research Foundation

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... born with glaucoma. Read her story » Learn About Glaucoma Glaucoma is a complicated disease in which damage ... Christopher doesn't ever want to go blind » Glaucoma 360 Glaucoma 360 — three days of events uniting ...

Digital media and aesthetical learning in day care education

DEFF Research Database (Denmark)

Holm, Søren

from a aesthetic view wherein the digital media can be used as a resource for the child to learn about body awareness and better understanding and remembrance of their own subjectivity, while still gaining the knowledge education the Danish system demands. In this paper I will use an existential...... that the child should no longer be seen as a user with an ipad, but instead should the ipad while in use be seen as an extension of the users subject. The importance comes in how the pedagog helps the user not to lose awareness of the body while this takes place, but instead let the user experience both the body......Digital media and aesthetical learning in day care education. The digital media is one of the major subjects that are to be included in everyday life in the Danish day care. This is a strategy from the Danish government, who view it as a necessary step in educating children for the future. In 2013...

Christopher E. Forth et Bertrand Taithe (dir, French Masculinities: History, Culture and Politics

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Régis Revenin

2007-11-01

Full Text Available Cet ouvrage collectif, dirigé par Christopher E. Forth, historien à l’Australian National University à Canberra [Australie], et par Bertrand Taithe, professeur d’histoire culturelle à l’Université de Manchester [Royaume-Uni], offre une très intéressante contribution, en langue anglaise, à l’histoire du genre en France, particulièrement à l’histoire des hommes et des masculinités à l’époque contemporaine.L’ouvrage propose une très riche introduction sous la plume des deux directeurs d’ouvrage,...

Christophe Couderc, Le théâtre tragique au Siècle d’or. Cristóbal de Virués, Lope de Vega, Calderón de la Barca - Christophe Couderc and Hélène Tropé, eds., La tragédie espagnole et son contexte européen. xvie-xviie siècles

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Luigi Giuliani

2015-01-01

Full Text Available Review of Christophe Couderc, Le théâtre tragique au Siècle d’or. Cristóbal de Virués, Lope de Vega, Calderón de la Barca, CNED, Paris, 2012, 170 pp. ISBN: 978213060871 and Christophe Couderc and Hélène Tropé, eds., La tragédie espagnole et son contexte européen. xvie-xviie siècles, Presses Sorbonne Nouvelle, Paris, 2013, 266 pp. ISBN: 9782878546118.

Christopher Columbus, Hernando Cortes, and Francisco Pizzaro: A Qualitative Content Analysis Examining Cultural Bias in World History Textbooks

Science.gov (United States)

Lillejord, Jebadiah Serril

2013-01-01

The purpose of this study is to investigate to what extent contemporary high school world history textbooks portray Christopher Columbus, Hernán Cortés, and Francisco Pizarro within the context of being "sacred," "profane," or someplace in between. To evaluate for existence of content bias this study employed qualitative…

Caught in a Narrow Kantian Perception of Prosocial Development: Reactions to Campbell and Christopher's Critique of Moral Development Theory.

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Eisenberg, Nancy

1996-01-01

Discusses the limitations of Campbell and Christopher's literature on moral development and altruism, claiming that the authors based some of their conclusions on questionable definitions, incorrect assumptions about others' assertions and beliefs, and reference to a limited portion of prosocial behavior. Suggests that Kantian presuppositions play…

Dancing through the School Day: How Dance Catapults Learning in Elementary Education

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Becker, Kelly Mancini

2013-01-01

The necessity for engaging the body in learning, the need for students to move throughout the school day, and the positive effects that dance has on students' development are all good reasons for dance to be included in the elementary curriculum. There are many ways for teachers to integrate movement into the school day, using math, science,…

Christopher R. Fee & David A. Leeming. Gods, Heroes, and Kings. The Battle for Mythic Britain

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Sophie ALATORRE

2006-06-01

Full Text Available A reassessment of British mythology has long been overdue, and Gods, Heroes and Kings is to be regarded as a stimulating contribution which helps to situate Anglo-Saxon tales in the mainstream of Medieval literature. Myths, pagan and Judeo-Christian beliefs, classical narratives: such vast material forms the backcloth Christopher F. Fee and David A. Leeming have undertaken to explore, thanks to an erudite comparative approach. Obviously, their book first aims at giving readers a new image of ...

Renaissance Epyllions: A Comparative Reading of Christopher Marlowe's "Hero and Leander," Thomas Lodge's "Scylla's Metamorphosis" and Francis Beaumont's "Salmacis and Hermaphroditus"

Science.gov (United States)

Mahmoudi, Yazdan

2016-01-01

The present paper is supposed to compare and contrast three of these masterpieces written the Renaissance period. The epyllions under study are Christopher Marlowe's "Hero and Leander," Thomas Lodge's "Scylla's Metamorphosis" and Francis Beaumont's "Salmacis and Hermaphroditus." Bush believes that "the influence…

Progressive practice promotes motor learning and repeated transient increases in corticospinal excitability across multiple days

DEFF Research Database (Denmark)

Christiansen, Lasse; Madsen, Mads Alexander Just; Bojsen-Møller, Emil

2018-01-01

Background: A session of motor skill learning is accompanied by transient increases in corticospinal excitability (CSE), which are thought to reflect acute changes in neuronal connectivity associated with improvements in sensorimotor performance. Factors influencing changes in excitability...... and motor skill with continued practice remain however to be elucidated. Objective/Hypothesis: Here we investigate the hypothesis that progressive motor practice during consecutive days can induce repeated transient increases in corticospinal excitability and promote motor skill learning. Methods: Changes...... in motor performance and CSE were assessed during 4 consecutive days of skill learning and 8 days after the last practice session. CSE was assessed as area under recruitment curves (RC) using transcranial magnetic stimulation (TMS). Two groups of participants (n = 12) practiced a visuomotor tracking...

Christoph Kucklick: Das unmoralische Geschlecht. Zur Genese der negativen Andrologie. Frankfurt am Main: Suhrkamp Verlag 2008.

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Esther Suzanne Pabst

2009-11-01

Full Text Available Christoph Kucklick rekonstruiert auf der Grundlage von zeitgenössischen Schriften Männlichkeitsentwürfe um 1800. In einer systemtheoretischen Ausrichtung deutet er die zu dieser Zeit entstehenden Geschlechtersemantiken als Ergebnis der funktionalen Differenzierung der modernen Gesellschaft. Damit wirft er einen neuen Blick auf die Geschlechterdebatten der Aufklärung, der bislang wenig untersuchte Entstehungs- und Begründungszusammenhänge moderner Männlichkeitskonstruktionen sichtbar macht. Kucklicks Behauptung, erstmals aufgedeckt zu haben, dass der aufklärerische Geschlechterdiskurs durch einen historisch neuen Zweifel an Männlichkeit bedingt sei, ist jedoch ebenso wenig haltbar wie seine provokative Forderung, dass die systemtheoretische Perspektive den machttheoretischen Ansatz ablösen solle.Christoph Kucklick reconstructs constructions of masculinity around 1800 on the basis of contemporary writings. Utilizing an approach informed by systems theory, he suggests that gender semantics developing at this time are the result of functional differentiation in modern society. He thus sheds new light on the gender debates of the enlightenment and makes visible those, till now unexamined, developmental and motivational correlations to modern masculinity constructions. Kucklick’s assertion to have been the first to uncover the fact that gender discourse in the enlightenment is contingent on new historical doubt toward masculinity, however, is as untenable as his provocative call for the replacement of the power-theoretical approach with the system-theoretical perspective.

Destigmatizing day-to-day practices: what developed countries can learn from developing countries.

Science.gov (United States)

Rosen, Alan

2006-02-01

The nature of and threshold for stigma associated with mental disorders appears to be different between developed and developing countries. Decreasing stigma can be achieved through a combination of the best Western educational and media strategies and the systematization of some important lessons from developing countries. At the macro-level, this involves: societal changes leading to being more inclusive and re-integrating people with mental illness into our communities; finding socially useful and culturally valued work roles for such marginalized people; re-extending our kinship networks, and re-valuing contact with people with mental illness and learning from their experiences. At the micro-level, this involves developing more destigmatizing day-to-day clinical practices, including: more holistic appraisal of disorder, abilities and needs; therapeutic optimism; a strengths orientation; engaging family and redeveloping an extended support network; celebration of age appropriate rites of passage; invoking the language of recovery; valuing veterans of mental illness as "spirit guides"; promoting consumers' community living as full citizens; engaging and involving the local community in taking responsibility for their own mental health.

Miks ohverdada veel üks põlvkond? / Christopher õBeazley ; interv. Berit Teeäär

Index Scriptorium Estoniae

õBeazley, Christopher

2008-01-01

Euroopa Parlamendi Balti-Euroopa tugirühma esimees Christopher Beazley vastab küsimustele, mis puudutavad tema huvi Balti riikide ja Läänemere regiooni vastu, Läänemere piirkonnas paiknevate Euroopa Liidu vanade ja uute liikmesriikide kontseptuaalsete erinevuste tõttu tekkida võivaid lahkhelisid, Euroopa Liidu ja Venemaa suhete seisu ja arenguperspektiive, liidu ühise välispoliitika kujunemise võimalikkust, Kaliningradi oblasti demilitariseerimist ning selle enklaavi muutmist Euroopa Liidu ja Venemaa vahelise vabakaubanduse pilootprojektiks, Läänemere ökoloogilise olukorra parandamist

The Influence of Gustav Freytag’s Dramatic Theory of “Well- Tailored Pieces” on the Modern Film Dramaturgy as Embodied in The Writer’s Journey by Christopher Vogler

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Marina Milivojević-Mađarev

2013-05-01

Full Text Available Film is art prone to consumption of the latest technological accomplishments and we are witnessing its break into the third dimension (for example Avatar.... Film with its technology is a complete product of the second decade of XXI century, but the structure of the stories presented by the modern technology belongs to XIX century. Why does film need the ‘old- fashioned’ dramaturgy? Does that mean that technologies change but not the human need for telling good, old stories? Why have old forms proved to be the best for presentation of new media and technology? Have we at least managed to move a bit further from XIX century? What can we learn about all this when we compare works of Gustav Freytag and Christopher Vogler?

Bowery to Broadway. The American Irish in Classic Hollywood Cinema (Christopher Shannon & New Irish Storytellers. Narrative Strategies in Film (Díóg O’Connell

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Carlos Menéndez-Otero

2011-03-01

Full Text Available Reseñas de los libros de cine Bowery to Broadway. The American Irish in Classic Hollywood Cinema (Christopher Shannon 2010 & New Irish Storytellers. Narrative Strategies in Film (Díóg O’Connell 2010

Christophe Couderc, dir., Le théâtre Espagnol du Siècle d'Or en France. De la traduction au transfert culturel

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Christian Andrès

2012-12-01

Full Text Available Review of Christophe Couderc, Le théâtre Espagnol du Siècle d'Or en France. De la traduction au transfert culturel, Presses Universitaires de Paris Ouest, París, 2012, 299 pp. ISBN: 978-2-84016-102-8.

Creating a Place for Learning: Dorothy Day and the Catholic Worker Movement.

Science.gov (United States)

Parrish, Marilyn McKinley

Griff Foley's (1999) framework for analysis of learning in social movements is a way to examine how participants replace dominant discourses with emancipatory discourses. Dorothy Day's use of advocacy journalism, development of alternative, radical communities of faith, and ongoing challenge to the dominant culture through public protest and…

The conquest of paradise or Christopher Columbus’s utopia

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Vladimir Karanović

2014-12-01

Full Text Available The paper analyses the relationship between film and history based on the film 1492: Conquest of Paradise by Ridley Scott. It questions the importance of the context in which the movie with a historical theme is created and in that light its significance is interpreted. Based on the structural theory of myth, the article examines the elements of the mythic structure of Christopher Columbus’s voyage, relating this concept to Utopia. Special emphasis is placed on the importance of the first meeting or the clash between two cultures, which determines their future relations. According to the established theoretical and critical framework, the notions of paradise as well as the figure of the foreigner are questioned. The intention of this paper is to demonstrate that in Ridley Scott’s film history is much more complex and cannot be enclosed in platitudes and common places. Although it was not Scott’s intention to offer a counterfactual view of recorded history, and he does not question what might have happened in other circumstances, by introducing certain apocryphal elements and foretelling later historical events, we show that he is able to start a discussion on views on the process of discovery and conquest of America and especially about their meaning throughout history and their relationship with the present.

When Every Day Is Professional Development Day

Science.gov (United States)

Tienken, Christopher H.; Stonaker, Lew

2007-01-01

In the Monroe Township (New Jersey) Public Schools, teachers' learning occurs daily, not just on one day in October and February. Central office and school-level administrators foster job-embedded teacher growth. Every day is a professional development day in the district, but that has not always been so. How did the district become a system with…

Christoph Clavius' "Ordo Servandus in Addiscendis Disciplinis Mathematicis" and the Teaching of Mathematics in Jesuit Colleges at the Beginning of the Modern Era

Science.gov (United States)

Gatto, Romano

2006-01-01

The "Ordo servundum in addiscendis disciplinis mathematicis" is a milestone in the history of the teaching of mathematics. Conceived by Christoph Clavius for the Jesuit Colleges, it was not only a syllabus for mathematical studies for the students at Jesuit colleges but also an instrument for training mathematics teachers. Its coherence and its…

Radon thematic days - Conference proceedings

International Nuclear Information System (INIS)

2011-03-01

This document brings together the available presentations given at the Radon thematic days organized by the French society of radiation protection (SFRP). Twenty five presentations (slides) are compiled in the document and deal with: 1 - General introduction about radon (Sebastien Baechler, IRA); 2 - Survey of epidemiological studies (Dominique Laurier, IRSN); 3 - Dosimetric model (Eric Blanchardon, Estelle Davesne, IRSN); 4 - Radon issue in Franche-Comte: measurement of the domestic exposure and evaluation of the associated health impact (Francois Clinard, InVS); 5 - WHO's (World Health Organization) viewpoint in limiting radon exposure in homes (Ferid Shannoun, OMS); 6 - Radon measurement techniques (Roselyne Ameon, IRSN); 7 - Quality of radon measurements (Francois Bochud, IRA); 8 - International recommendations (Jean-Francois Lecomte, IRSN); 9 - Radon management strategy in Switzerland - 1994-2014 (Christophe Murith, OFSP); 10 - 2011-2015 action plan for radon risk management (Jean-Luc Godet, Eric Dechaux, ASN); 11 - Radon at work place in Switzerland (Lisa Pedrazzi, SUVA); 12 - Strategies of radiation protection optimization in radon exposure situations (Cynthia Reaud, CEPN); 13 - Mapping of the radon potential of geologic formations in France (Geraldine Ielsch, IRSN); 14 - Radon database in Switzerland (Martha Gruson, OFSP); 15 - Radon 222 in taps water (Jeanne Loyen, IRSN); 16 - Buildings protection methods (Bernard Collignan, CSTB, Roselyne Ameon, IRSN); 17 - Preventive and sanitation measures in Switzerland (Claudio Valsangiacomo, SUPSI); 18 - Training and support approach for building specialists (Joelle Goyette-Pernot, Fribourg engineers and architects' school); 19 - Status of radon bulk activity measurements performed between 2005-2010 in public areas (Cyril Pineau, ASN); 20 - Neuchatel Canton experiments (Didier Racine, SENE); 21 - Montbeliard region experience in the radon risk management (Isabelle Netillard, Pays de Montbeliard Agglomeration); 22

Amazing 7-day, super-simple, scripted guide to teaching or learning decimals

CERN Document Server

Kolby, Jeff

2014-01-01

Welcome to The Amazing 7-Day Super-Simple, Scripted Guide to Teaching or Learning Decimals. I have attempted to do just what the title says: make learning decimals super simple. I have also attempted to make it fun and even ear-catching. The reason for this is not that I am a frustrated stand-up comic, but because in my fourteen years of teaching the subject, I have come to realize that my jokes, even the bad ones, have a crazy way of sticking in my students' heads. And should I use a joke (even a bad one) repetitively, the associations become embedded in their brains, many times to their chag

Amazing 7-day, super-simple, scripted guide to teaching or learning percents

CERN Document Server

Hernandez, Lisa

2014-01-01

Welcome to The Amazing 7-Day, Super-Simple, Scripted Guide to Teaching or Learning Percents. I have attempted to do just what the title says: make learning percents super simple. I have also attempted to make it fun and even ear-catching. The reason for this is not that I am a frustrated stand-up comic, but because in my fourteen years of teaching the subject, I have come to realize that my jokes, even the bad ones, have a crazy way of sticking in my students' heads. And should I use a joke (even a bad one) repetitively, the associations become embedded in their brains, many times to their cha

Christoph Hein's Horns Ende. Historical Revisionism: A Process of Renewal

Directory of Open Access Journals (Sweden)

Heinz Bulmahn

1991-06-01

Full Text Available In light of recent developments, the historical record of the German Democratic Republic will be closely reexamined as the two Germanies merge into one country. Christoph Hein's novel Horns Ende undoubtedly will play a role in the debate about the GDR past, because it is a clear repudiation of official historical mythmaking. The novel examines in detail the political and social fiber of a small town in the GDR during the fifties. Horn returns to the town some thirty years after his death, and entices the townspeople to recount their lives during the early years of the socialist republic. These recollections initiate a dialogue between author, reader and the townspeople. The outcome of these exchanges is a skillful dissection of the effects of Stalinism on ordinary citizens, and it revises perceptions of a period in GDR history that officially had been touted as politically and socially harmonious. Hein challenges the reader to reconstruct a historical record that more closely reflects the experiences of ordinary people, and in doing so he exposes past official historical mythmaking. He is convinced that a society's survival is dependent upon the accuracy of its history; historical revision therefore must not be left to those in power.

From Information to Experience: Christoph Schlingensief's Quiz 3000

Directory of Open Access Journals (Sweden)

Tara Forrest

2014-03-01

Full Text Available When German artist Christoph Schlingensief died in 2010 he had amassed an impressive body of work spanning a diverse range of fields, including film, television, theatre, art, radio, activism, and opera. Although he gained a certain notoriety for his early film and performance work, it was through his politically engaged re-enactment of a series of reality television programs that his public profile in Germany was cemented. This article focuses on the pilot episode of Quiz 3000 that was staged at the Volksbühne in 2002 and that was modelled closely on the popular reality format Who Wants to be a Millionaire? As Schlingensief has made clear in an interview with Alexander Kluge, his interest in re-enactment as a critical strategy is not driven by a desire for total verisimilitude, but by the inconsistencies that are generated in the re-enactment process that serve as catalysts for reflection and debate. In Quiz 3000 it is the nature of the questions posed to the contestants (such as: 'The rape of members of which minority group is, according to the German criminal code, less heavily penalized?' and 'How many conscientious objectors from Kurdistan have, since 2001, been tortured to death in Turkey after being deported by Germany?' that generates the inconsistency in question. Drawing on Walter Benjamin and Theodor Adorno's writings on information and experience, I argue that Quiz 3000 transforms the information-driven focus of television quiz shows into a source of experience for viewers and contestants alike by encouraging them to reflect on political issues and debates in an autonomous, affective, and meaningful way.

Christopher Hawkes and the International Summer Courses of Ampurias

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Margarita Díaz-Andreu

2007-05-01

Full Text Available This article aims to provide an initial analysis of the early connections between Christopher Hawkes and Spanish archaeology in the context of his participation in two of the international summer courses in Ampurias in 1947 and 1950. The documentation used for this article comes mainly from the Pericot Archive in the Library of Catalonia, in which there are 43 letters from Hawkes to Pericot between 1940 and 1975. In addition, other correspondence in the British Museum and in the Ministry of Foreign Affairs will be mentioned. This study forms part of a larger project of recovering the memory of twentieth-century British-Spanish relations, of which a first phase has centred on the assessment of Gordon Childe’s contacts with Spain (Díaz-Andreu 1998; forthcoming–a; forthcoming–b. As in Gordon Childe’s case, all memory of Hawkes’ visits, and indeed of his relationships with Spanish archaeologists, has since been lost. Unfortunately, this situation is not exceptional: most of the links between Spanish archaeologists and British and American archaeologists in the twenty years around the Spanish Civil War have dropped out of archaeological memory. To the names mentioned in a recent seminar (Gordon Childe, Edward Thurlow Leeds, Eoin MacWhite, Hubert Savory (Armada Pita 2006, many others could be added. As this article will show, however, there were many contacts and these help to explain some developments in the archaeological thinking and practice of the participants involved in these exchanges, as well as some events in the international organisation of archaeology.

High resolution carbon isotope stratigraphy and glendonite occurrences of the Christopher Formation, Sverdrup Basin (Axel Heiberg Island, Canada): implications for mid Cretaceous high latitude climate change

Science.gov (United States)

Herrle, Jens O.; Schröder-Adams, Claudia J.; Galloway, Jennifer M.; Pugh, Adam T.

2013-04-01

Understanding the evolution of Canada's Arctic region, as a crucial component of Earth's climate system, is fundamental to assess short and long-term climate, environmental, and paleogeographic change. However, the stratigraphy and paleoenvironmental evolution of the Cretaceous Arctic is poorly constrained and a detailed bio- and chemostratigraphic correlation of major mid-Cretaceous paleoceanographic turning points such as Oceanic Anoxic Events, cold snaps, and biotic turnovers with key locations of the high- and low latitudes is missing. Here we present for the first time a high resolution bio- and carbon isotope stratigraphy of the Arctic Albian Christopher Formation of the Sverdrup Basin at Glacier Fiord in the southern part of Axel Heiberg Island, Canadian High Arctic. By using these techniques we developed a high temporal framework to record major environmental changes as it is indicated by the occurrence of glendonites and sandstone intervals of our studied Albian succession. The Albian Christopher Formation is a shale dominated marine unit with a thickness of approximately 1200 m. Several transgressive/ regressive cycles can be recognized by prograding shoreface units that break up mudrock deposition. In addition, glendonites are mainly found in the lower part of the Christopher Formation. Glendonites are pseudomorphs of calcite, after the metastable mineral ikaite, and have been often described from high latitude Permian, Jurassic and Cretaceous marine environments from the Canadian Arctic, Spitsbergen and Australia. The formation of glendonites takes place in the uppermost layer of the sediment and requires near-freezing temperatures, high salinity, and orthophosphate-rich bottom water. Although the presence of glendonites implies a range of paleoenvironmental conditions there is a consensus in the scientific literature that they reflect cooler paleoenvironmental conditions. Preliminary bio- and carbon isotope stratigraphic results suggest that the

Historical-Geographical Location of Lands Exploited by the Family of Christopher Columbus in the Port of San Juan (Huelva, Spain

Directory of Open Access Journals (Sweden)

David González Cruz

2017-11-01

Full Text Available This research presents as novelty the geographical location of certain places that were part of the process of gestation of the discovery of America In addition, it also confirms the linking of the portuguese Briolanja Muñiz —sister in law of Christopher Columbus— with the port of San Juan (Huelva, Spain, and at the same time, offers unpublished data on the boundaries of the estate where the family of the famous discoverer was seated while he managed and organized his first overseas trip.

Christopher Nolan’ın ‘Batman Üçlemesi’ Üzerine İdeolojik Bir İnceleme

OpenAIRE

BÖLÜKBAŞI, Mustafa

2013-01-01

Bu makalede bir süperkahraman anlatısı olarak Batman’in nasıl bir ideolojik anlamı olduğu sorgulanmaktadır. Bu amaçlaChristopher Nolan’ın çekmiş olduğu Batman Başlıyor (2005), Kara Şövalye (2008) ve Kara Şövalye Yükseliyor (2012) filmleri,altında yatan ideolojiyi ortaya serecek bir içerik analizine tabi tutulmaktadır. Bu incelemede, “kötülük” ile mücadeleetmek için neden bir Batman yaratıldığı, bunun nasıl bir amacının olabileceği, Batman’e kimin ihtiyaç duyduğu, kısacasıNolan’ın Batman üçlem...

Simulated Disaster Day: Benefit From Lessons Learned Through Years of Transformation From Silos to Interprofessional Education.

Science.gov (United States)

Livingston, Laura L; West, Courtney A; Livingston, Jerry L; Landry, Karen A; Watzak, Bree C; Graham, Lori L

2016-08-01

Disaster Day is a simulation event that began in the College of Nursing and has increased exponentially in size and popularity for the last 8 years. The evolution has been the direct result of reflective practice and dedicated leadership in the form of students, faculty, and administration. Its development and expansion into a robust interprofessional education activity are noteworthy because it gives health care professions students an opportunity to work in teams to provide care in a disaster setting. The "authentic" learning situation has enhanced student knowledge of roles and responsibilities and seems to increase collaborative efforts with other disciplines. The lessons learned and modifications made in our Disaster Day planning, implementation, and evaluation processes are shared in an effort to facilitate best practices for other institutions interested in a similar activity.

Dinosaur Day!

Science.gov (United States)

Nakamura, Sandra; Baptiste, H. Prentice

2006-01-01

In this article, the authors describe how they capitalized on their first-grade students' love of dinosaurs by hosting a fun-filled Dinosaur Day in their classroom. On Dinosaur Day, students rotated through four dinosaur-related learning stations that integrated science content with art, language arts, math, and history in a fun and time-efficient…

Rezension zu: Christoph Kucklick: Das unmoralische Geschlecht. Zur Genese der negativen Andrologie. Frankfurt am Main: Suhrkamp Verlag 2008.

Directory of Open Access Journals (Sweden)

Esther Suzanne Pabst

2009-10-01

Full Text Available Christoph Kucklick reconstructs constructions of masculinity around 1800 on the basis of contemporary writings. Utilizing an approach informed by systems theory, he suggests that gender semantics developing at this time are the result of functional differentiation in modern society. He thus sheds new light on the gender debates of the enlightenment and makes visible those, till now unexamined, developmental and motivational correlations to modern masculinity constructions. Kucklick’s assertion to have been the first to uncover the fact that gender discourse in the enlightenment is contingent on new historical doubt toward masculinity, however, is as untenable as his provocative call for the replacement of the power-theoretical approach with the system-theoretical perspective.

Writing as a Magician's Game:The Strange Early World of Christoph Meckel

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Heidi M. Rockwood

1984-01-01

Full Text Available The contemporary German author Christoph Meckel often introduces into his early short stories the metaphor of "playing a game" for creating a literary work. The paper investigates how Meckel uses this metaphor, what types of games he plays with the reader, and what kind of a world he creates through those games. On the basis of four short stories it suggests the conclusion that Meckel often introduces dangerous overtones and consequences, even though he likes to present himself as a happy and harmless storyteller, and that his stories share many characteristics with dreams and nightmares. Nevertheless, such game-playing is an important and positive activity, for it fulfills a definite social purpose. In the longer story "In the Land of the Umbramauts" Meckel describes a society in which the ability to play creatively has been lost. While the Umbramauts are not totally to blame for this situation, theirs is described as a society without hope. Despite the possible dangers inherent in play, Meckel seems to warn us: it is far more dangerous not to play, since it may lead to the loss of our basic humanity. It is a warning that he himself has heeded: his works continue to confront the reader with the elements of play and surprise.

Digi-Bags on the Go: Childminders’ Expectations and Experiences of a Tablet-Based Mobile Learning Environment in Family Day Care

Directory of Open Access Journals (Sweden)

Kaisa Pihlainen

2018-01-01

Full Text Available The use of mobile technologies is playing an increasingly important role in early childhood education (ECE settings. However, although technologies are often integrated in ECE provided in day care centres, technology use in other ECE settings, such as in family day care, is rare. In this paper, we describe the Digi-bag, a tablet-based mobile learning environment deployed at several family day care homes, and present the expectations and first experiences of family day care personnel regarding the pedagogical use of Digi-bags together with 1- to 5-year-old children as well as their experiences of training to use the digital technology. The results of the pilot study indicate that the deployment of Digi-bags facilitates the pedagogical, creative, and regular use of digital technology with small children. The study also underlines the importance of providing opportunities to family day care personnel for peer support and peer learning in natural settings besides professional training in the use of digital technologies.

Networked learning in children's transition from day-care to school: Connections between contexts

DEFF Research Database (Denmark)

Odgaard, Ane Bjerre

This paper reports on a socioculturally informed design-based study concerning young children's use of tablets within the educational contexts constituting their transition from day-care to school. The study explores tablet-mediated and dialogical activities as potential means for negotiating...... connections between the different contexts which the children traverse during this transition. At several occasions, the participating 5- to 7-year-old children are invited to use tablets for producing photos, photo-collages and e-books about their everyday institutional environments, thus aiming at mediating...... these contexts are pivots of dialogue. Networked learning is thus conceptualized as a matter of networked situations and contexts for young children during their transition from day-care to primary school, and technological artefacts are viewed as potential means for mediating children's meaning making about...

Situation Reports--Afghanistan, Bahrein, Brazil, Ecuador, Indonesia, Iraq, Morocco, Paraguay, People's Democratic Republic of Yemen, Peru, Qatar, Saudi Arabia, Sri Lanka, St. Christopher/Nevis, Sudan, United Arab Emirates, Yemen Arab Republic.

Science.gov (United States)

International Planned Parenthood Federation, London (England).

Data relating to population and family planning in 17 foreign countries are presented in these situation reports. Countries included are Afghanistan, Bahrein, Brazil, Ecuador, Indonesia, Iraq, Morocco, Paraguay, People's Democratic Republic of Yemen, Peru, Qatar, Saudi Arabia, Sri Lanka, St. Christopher/Nevis, Sudan, United Arab Emirates, and…

Learning to Play in a Day: Faster Deep Reinforcement Learning by Optimality Tightening

OpenAIRE

He, Frank S.; Liu, Yang; Schwing, Alexander G.; Peng, Jian

2016-01-01

We propose a novel training algorithm for reinforcement learning which combines the strength of deep Q-learning with a constrained optimization approach to tighten optimality and encourage faster reward propagation. Our novel technique makes deep reinforcement learning more practical by drastically reducing the training time. We evaluate the performance of our approach on the 49 games of the challenging Arcade Learning Environment, and report significant improvements in both training time and...

You Can Learn Something Every Day! Children Talk about Learning in Kindergarten--Traces of Learning Cultures

Science.gov (United States)

Alvestad, Marit

2011-01-01

Discussion of learning in the kindergarten context is growing both in Norway and internationally. This article focuses on some central aspects of learning described by groups of children aged 4-6 years, in three Norwegian kindergartens. The research concerns children's descriptions of aspects of learning experienced in their everyday life in…

Prediction of length-of-day using extreme learning machine

Directory of Open Access Journals (Sweden)

Yu Lei

2015-03-01

Full Text Available Traditional artificial neural networks (ANN such as back-propagation neural networks (BPNN provide good predictions of length-of-day (LOD. However, the determination of network topology is difficult and time consuming. Therefore, we propose a new type of neural network, extreme learning machine (ELM, to improve the efficiency of LOD predictions. Earth orientation parameters (EOP C04 time-series provides daily values from International Earth Rotation and Reference Systems Service (IERS, which serves as our database. First, the known predictable effects that can be described by functional models—such as the effects of solid earth, ocean tides, or seasonal atmospheric variations—are removed a priori from the C04 time-series. Only the residuals after the subtraction of a priori model from the observed LOD data (i.e., the irregular and quasi-periodic variations are employed for training and predictions. The predicted LOD is the sum of a prior extrapolation model and the ELM predictions of the residuals. Different input patterns are discussed and compared to optimize the network solution. The prediction results are analyzed and compared with those obtained by other machine learning-based prediction methods, including BPNN, generalization regression neural networks (GRNN, and adaptive network-based fuzzy inference systems (ANFIS. It is shown that while achieving similar prediction accuracy, the developed method uses much less training time than other methods. Furthermore, to conduct a direct comparison with the existing prediction techniques, the mean-absolute-error (MAE from the proposed method is compared with that from the EOP prediction comparison campaign (EOP PCC. The results indicate that the accuracy of the proposed method is comparable with that of the former techniques. The implementation of the proposed method is simple.

The Day-to-Day Work of Primary School Teachers: A Source of Professional Learning

Science.gov (United States)

Ambler, Trudy Belinda

2016-01-01

Teachers are an important influence on students' learning, and therefore the opportunity for teachers to learn and develop is something of interest to educators internationally. This article reports on a research project involving six primary school teachers who participated in one-on-one and small group interviews to explore the opportunities for…

Can people with Alzheimer's disease improve their day-to-day functioning with a tablet computer?

Science.gov (United States)

Imbeault, Hélène; Langlois, Francis; Bocti, Christian; Gagnon, Lise; Bier, Nathalie

2018-07-01

New technologies, such as tablet computers, present great potential to support the day-to-day living of persons with Alzheimer's disease (AD). However, whether people with AD can learn how to use a tablet properly in daily life remains to be demonstrated. A single case study was conducted with a 65-year-old woman with AD. A specific and structured intervention tailored to her needs was conceptualised for the use of a calendar application on a tablet computer according to the following learning stages: Acquisition, Application and Adaptation. In spite of her severe episodic memory deficit, she showed progressive learning of the tablet application during the intervention phase. Furthermore, data compiled over 12 months post-use show that she used the tablet successfully in her day-to-day life. She was even able to transfer her newly acquired ability to other available applications designed to monitor regular purchases, consult various recipes and play games. Tablet computers thereby offer a promising avenue for cognitive rehabilitation for persons with AD. This success was mainly achieved through a one-on-one individual programme tailored to this person. The limits and constraints of utilising tablet computers for persons with AD are discussed.

Christopher Hasty, Meter as Rhythm [Metro come Ritmo], Oxford University Press, New York & Oxford, 1997.

Directory of Open Access Journals (Sweden)

Antonio Cascelli

2014-10-01

Full Text Available Quando, nell’undicesimo libro delle Confessioni, S. Agostino si interroga circa la natura del tempo, individua un problema linguistico in senso forte, dove il linguaggio non costituisce una semplice etichetta da attaccare agli eventi ma un modo di entrare in relazione con essi e conoscerli. Quando qualcuno gli domanda cosa sia il tempo, egli non lo sa, cioè non sa come spiegarlo e gli mancano le parole per esprimere qualcosa che, quando nessuno glielo chiede, egli conosce. Come possiamo esprimere il fluire del tempo? Come possiamo dire il tempo e dar voce a una profonda esperienza cognitiva del divenire e della relazione che noi stabiliamo con esso? Queste domande costituiscono le basi del libro di Christopher Hasty. Il suo punto di partenza è la considerazione che, sopprimendo la creatività e la novità dell'effettiva esperienza musicale, l’astrazione dell’analisi tradisce la natura temporale della musica. Al contrario, Hasty vuole prendere in considerazione questa natura temporale e "cercare dei modi di parlare dell’aspetto evanescente della musica, sviluppando concetti che catturino tanto la determinatezza quanto l’indeterminatezza degli eventi al loro passaggio" (p. vii.

CSS Cookbook

CERN Document Server

Schmitt, Christopher

2009-01-01

What people are saying about CSS Cookbook "Christopher's fantastic cookbook will give you solutions to pretty much all of the CSS problems you'll come up against in your day-to-day web design work, saving you bags of time and frustration. This guy is one of the industry's brightest minds -- he really knows his stuff." --Chris Mills, Opera Software Learn how to solve the real problems you face with CSS. This cookbook offers hundreds of practical examples for using CSS to format your web pages, and includes code samples you can use right away. You'll find exactly what you need, from the ba

The first SPIE software Hack Day

Science.gov (United States)

Kendrew, S.; Deen, C.; Radziwill, N.; Crawford, S.; Gilbert, J.; Gully-Santiago, M.; Kubánek, P.

2014-07-01

We report here on the software Hack Day organised at the 2014 SPIE conference on Astronomical Telescopes and Instrumentation in Montréal. The first ever Hack Day to take place at an SPIE event, the aim of the day was to bring together developers to collaborate on innovative solutions to problems of their choice. Such events have proliferated in the technology community, providing opportunities to showcase, share and learn skills. In academic environments, these events are often also instrumental in building community beyond the limits of national borders, institutions and projects. We show examples of projects the participants worked on, and provide some lessons learned for future events.

The Virtual International Day of the Midwife: A Synchronous Open Online Conference for Continuing Professional Development and Learning for Midwives

DEFF Research Database (Denmark)

Sidebotham, Mary; Dalsgaard, Annette; Davis, Deborah

2015-01-01

AIM: To examine the contribution of the Virtual International Day of the Midwife (VIDM) conference to midwives' continuing professional development (CPD). BACKGROUND: Knowledge and understanding of CPD for midwives as synchronous online learning is limited. Studies of e-learning programs for CPD...... to participants for 1 month after the conference via the wiki page in 2012 and 2013. FINDINGS: The survey was completed by 239 conference participants. Midwifery students and clinical midwives were the largest groups of attendees. The most common countries of residence were Australia, United Kingdom, and United...... States. Respondents believed that the conference contributed to their professional development by enabling professional growth, facilitating shared learning, and raising awareness of global issues. CONCLUSION: Offering synchronous events is important to facilitate deeper learning for those engaging...

World Heart Day

Centers for Disease Control (CDC) Podcasts

2009-09-01

For World Heart Day, learn more about what heart-healthy steps you can take in the workplace.  Created: 9/1/2009 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 9/9/2009.

Collaborative learning through art games. Reflecting on corporate life with ‘Every Day the Same Dream’

Directory of Open Access Journals (Sweden)

Alina Petra Marinescu-Nenciu

2015-06-01

Full Text Available A consistent thread of literature has been dedicated to video games as a learning medium. Recently, attention has been increasingly given to games as opportunities for philosophical or ideological reflection on life. In the present paper, we examine an art game aiming for social critique. We discuss its learning affordances and the possibility of using it as a resource for coaching or counseling sessions. Specifically, we explore the diversity of messages transmitted by players engaging with ‘Every Day the Same Dream’ (EDSD, a La Molleindustria casual game tackling the issues of daily routine and refusal of labor. On the one hand, we look into players’ comments on several online platforms where EDSD can be played free of charge, considering their properties as collaborative media for learning. On the second hand, we analyze impressions coming from 12 people, former and actual corporate employees, who were asked to play the game and share their feelings and understanding with us. We conclude that the potential of a game to be used as a resource for learning might be considerably enhanced with proper contextualization and guidance and we propose three aspects that we consider essential if games are to function as resources for collaborative social critique and reflection.

Sun-Earth Day, 2001

Science.gov (United States)

Adams, Mitzi L.; Mortfield, P.; Hathaway, D. H.; Whitaker, Ann F. (Technical Monitor)

2001-01-01

To promote awareness of the Sun-Earth connection, NASA's Marshall Space Flight Center, in collaboration with the Stanford SOLAR Center, sponsored a one-day Sun-Earth Day event on April 27, 2001. Although "celebrated" on only one day, teachers and students from across the nation, prepared for over a month in advance. Workshops were held in March to train teachers. Students performed experiments, results of which were shared through video clips and an internet web cast. Our poster includes highlights from student experiments (grades 2 - 12), lessons learned from the teacher workshops and the event itself, and plans for Sun-Earth Day 2002.

Fabulous Weather Day

Science.gov (United States)

Marshall, Candice; Mogil, H. Michael

2007-01-01

Each year, first graders at Kensington Parkwood Elementary School in Kensington, Maryland, look forward to Fabulous Weather Day. Students learn how meteorologists collect data about the weather, how they study wind, temperature, precipitation, basic types/characteristics of clouds, and how they forecast. The project helps the students grow in…

Participation in a creative arts project can foster hope in a hospice day centre.

Science.gov (United States)

Kennett, C E

2000-09-01

This study explored the experiences of terminally ill patients taking part in an exhibition of their creative arts work. It took place in St Christopher's Hospice day centre, London, UK, which aims to facilitate an environment in which a range of social and creative opportunities is offered following the theoretical background of Maslow's and Rogers' theories of personal growth and creativity. A phenomenological study explored the views of 10 patients and eleven facilitators using in-depth, semi-structured, audiotaped interviews. A content analysis identified the main themes as enjoyment, enthusiasm, excitement, pride, achievement, satisfaction, sense of purpose, mutual support and permanence. These themes were interpreted as positive expressions of self-esteem, autonomy, social integration and hope. It is suggested that it was possible to identify hope as the essence of the phenomenon, and that this is important in palliative care where traditionally continuation of active medical intervention has been equated with provision of hope.

Personalized Learning for Every Student Every Day

Science.gov (United States)

Childress, Stacey; Benson, Scott

2014-01-01

The best hope for accelerating much needed improvement in student achievement is by using a range of pedagogical and technological innovations that deliver personalized learning to each student. The authors examine three school initiatives across the country that are using technology and new teaching methods successfully to drive student…

Seamless Language Learning: Second Language Learning with Social Media

OpenAIRE

Wong, Lung-Hsiang; Sing-Chai, Ching; Poh-Aw, Guat

2017-01-01

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three ke...

Residents' views of the role of classroom-based learning in graduate medical education through the lens of academic half days.

Science.gov (United States)

Chen, Luke Y C; McDonald, Julie A; Pratt, Daniel D; Wisener, Katherine M; Jarvis-Selinger, Sandra

2015-04-01

To examine the role of classroom-based learning in graduate medical education through the lens of academic half days (AHDs) by exploring residents' perceptions of AHDs' purpose and relevance and the effectiveness of teaching and learning in AHDs. The authors invited a total of 186 residents in three programs (internal medicine, orthopedic surgery, and hematology) at the University of British Columbia Faculty of Medicine to participate in semistructured focus groups from October 2010 to February 2011. Verbatim transcripts of the interviews underwent inductive analysis. Twenty-seven residents across the three programs volunteered to participate. Two major findings emerged. Purpose and relevance of AHDs: Residents believed that AHDs are primarily for knowledge acquisition and should complement clinical learning. Classroom learning facilitated consolidation of clinical experiences with expert clinical reasoning. Social aspects of AHDs were highly valued as an important secondary purpose. Perceived effectiveness of teaching and learning: Case-based teaching engaged residents in critical thinking; active learning was valued. Knowledge retention was considered suboptimal. Perspectives on the concept of AHDs as "protected time" varied in the three programs. Findings suggest that (1) engagement in classroom learning occurs through participation in clinically oriented discussions that highlight expert reasoning processes; (2) formal classroom teaching, which focuses on knowledge acquisition, can enhance informal learning occurring during clinical activity; and (3) social aspects of AHDs, including their role in creating communities of practice in residency programs and in professional identity formation, are an important, underappreciated asset for residency programs.

Machine learning-based Landsat-MODIS data fusion approach for 8-day 30m evapotranspiration monitoring

Science.gov (United States)

Im, J.; Ke, Y.; Park, S.

2016-12-01

Continuous monitoring of evapotranspiration (ET) is important for understanding of hydrological cycles and energy flux dynamics. At regional and local scales, routine ET estimation is a critical for efficient water management, drought impact assessment and ecosystem health monitoring, etc. Remote sensing has long been recognized to be able to provide ET monitoring over large areas. However, no single satellite could provide temporally continuous ET at relatively high spatial resolution due to the trade-off between the spatial and temporal resolution of current satellite sensors. Landsat-series satellites provide optical and thermal imagery at 30-100m resolution, whereas the 16-day revisit cycle hinders the observation of ET dynamics; MODIS provides sources of ET estimation at daily basis, but the 500-1000m ground sampling distance is too coarse for field level applications. In this study, we present a machine learning and STARFM based method for Landsat/MODIS ET fusion. The approach first downscales MODIS 8-day 1km ET (MOD16A2) to 30m based on eleven Landsat-derived indicators such as NDVI, EVI, NDWI etc on the cloud-free Landsat-available days using Random Forest approach. For the days when Landsat data are not available, downscaled ET is synthesized by MODIS and Landsat data fusion with STARFM and STI-FM approaches. The models are evaluated using in situ flux tower measurements at US-ARM and US-Twt AmeriFlux sites the United States. Results show that the downscaled 30m ET have good agreement with MODIS ET (RMSE=0.42-3.4mm/8days, rRMSE=3.2%-26%) and the downscaled ET have higher accuracy than MODIS ET when compared to in-situ measurements.

Stennis Space Center celebrates Diversity Day

Science.gov (United States)

2009-01-01

Kendall Mitchell of the Naval Oceanographic Office (right) learns about the culture of Bolivia from Narda Inchausty, president of the Foreign Born Wives Association in Slidell, La., during 2009 Diversity Day events at NASA's John Stennis Space Center. Stennis hosted Diversity Day activities for employees on Oct. 7. The day's events included cultural and agency exhibits, diversity-related performances, a trivia contest and a classic car and motorcycle show. It also featured the first-ever sitewide Stennis Employee Showcase.

Leerstellen, weiße Flecken und blassrote Zeichen im Schnee. Von Sinnverlust und Sinnfindung im mythischen Land der Kham-Nomaden in Christoph Ransmayrs Roman «Der fliegende Berg»[Blank Spots, White Flecks and Pale Red Signs in the Snow. Of Meaning Lost and Found in the Mythical Land of the Kham Nomads in Christoph Ransmayr’s Novel «The Flying Mountain»

Directory of Open Access Journals (Sweden)

Gabriele Eichmanns Maier

2017-06-01

Full Text Available In his novel Der fliegende Berg, Christoph Ransmayr plays with seemingly contradictory myths that surround the Himalayan mountain Phur-Ri, a mountain that is not marked on any maps and symbolizes a void, a figment of the imagination that serves as a foil for unfulfilled longings and desires. Using Roland Barthes and Mircea Eliade as its theoretical framework, this article analyzes the function of myths in Ransmayr’s novel and explores whether his use of myth can fill the void with meaning – or whether the void remains a vacuum that repells rather than allows for any form of signification.

LEARNING HOW TO LEARN A LANGUAGE

CERN Multimedia

Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

2001-01-01

This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

LEARNING HOW TO LEARN A LANGUAGE

CERN Multimedia

Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

2001-01-01

This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 5, 6, 7 November 2001. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

De Caniba ou Cannibale de Christophe Colomb à Caliban d’Aime Cesaire

Directory of Open Access Journals (Sweden)

Ece Yassıtepe Ayyıldız

2017-12-01

Full Text Available Le mot « caniba » apparaît dans la littérature dès le début de la colonisation du Nouveau Monde. Christophe Colomb, explorateur du nouveau continent, a appelé des Indiens comme « caniba » qui devient « cannibale » dans les « Essais » de Montaigne. Ce mot a un sens péjoratif qui signifie « mangeurs d’hommes » dans la langue des Indiens. William Shakespeare a écrit une pièce de théâtre intitulée « La Tempête » dans laquelle il a nommé l’un de ses caractères principaux comme Caliban qui est un substantif transformé du mot « Cannibale ». Caliban, le roi d’une île, a déjà perdu son règne et est devenu esclave après l’arrivée de Prospero, duc de Milan, sur l'île de Caliban. La pièce intitulée « La Tempête » écrite en 1611 est la dernière pièce de Shakespeare dont le sujet est la relation maître-esclave entre Caliban et Prospero. Aimé Césaire, aussi, dramaturge martiniquais, a écrit une pièce de théâtre intitulée « Une Tempête » qui est une adaptation pour un « théâtre nègre ». Aimé Césaire qui a écrit cette pièce dans la période postcoloniale et utilise Caliban comme le porte-parole des Noirs opprimés au cours de l’histoire. Dans cette étude, notre but est d'insister sur l’étymologie du mot « caniba » et ses apparitions dans le théâtre shakespearien et césairien et de montrer en analysant le changement du mot caniba, qui a un sens péjoratif dès le départ.

Day-to-day variations in health behaviors and daily functioning: two intensive longitudinal studies.

Science.gov (United States)

Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H; Witthauer, Cornelia; Mata, Jutta

2017-04-01

In two intensive longitudinal studies we examined the daily dynamics in health behaviors and their associations with two important indicators of young adults' daily functioning, namely, affect and academic performance. Over a period of 8 months, university students (Study 1: N = 292; Study 2: N = 304) reported sleep, physical activity, snacking, positive and negative affect, and learning goal achievement. A subsample wore an actigraph to provide an additional measurement of sleep and physical activity and participated in a controlled laboratory snacking situation. Multilevel structural equation models showed that better day-to-day sleep quality or more physical activity than usual, but not snacking, were associated with improved daily functioning, namely, affect and learning goal achievement. Importantly, self-report measurements of health behaviors correlated with behavioral measurements. These findings have the potential to inform health promotion programs aimed at supporting young adults in their daily functioning in good physical and mental health.

IDRC Bulletin — International Women's Day 2018 | IDRC ...

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

In this issue we celebrate women worldwide. Women wearing traditional Darfuri outfits participate at the parade. International Women's Day 2018. Empowering women. In recognition of International Women's Day, we invite you to celebrate women's accomplishments and to learn more about the challenges they face ...

LEARNING HOW TO LEARN A LANGUAGE

CERN Multimedia

Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

2001-01-01

This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 7, 8, 9 March 2001. Price: 462 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://training.web.cern.ch/Training/LANG/lang0_F.html

It's Not Just "Any" Day: When the Sun Rises on D-Day at One Rural District, Educators Meet to Disaggregate the Data

Science.gov (United States)

Beck, Lisa D.

2008-01-01

No Child Left Behind (NCLB) brought with it a barrage of data from standardized tests, but when do teachers have time to analyze student data? The first days of school are hectic preparing classrooms, organizing supplies, learning the names on class rosters, and completing mounds of paperwork. This article describes D-Day--a day for data…

Learning Styles Of Introvert And Extrovert Students In The English Learning Process

OpenAIRE

DEWI, KHARISMA YUNITA DEANDRA

2013-01-01

Recently, English is the first foreign language taught as a compulsorysubject in Indonesia. We mostly deal with the challenge of learning and using aforeign language, whether at school, at work or in our day-to-day life. This mightbe difficult for Indonesian EFL students to learn. The learners will get thedifficulties when they do not have appropriate learning style in their learningprocess. Therefore, in order to handle the difficulty in their learning, thosestudents must have the learning s...

LEARNING HOW TO LEARN A LANGUAGE

CERN Multimedia

Moniek Laurent

2002-01-01

This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training   Language Training Moniek Laurent Tel. 78582 moniek.laurent@cern.ch

Seven day Lanzarote adventure: seven innovations in university learning and teaching

Science.gov (United States)

Reavey, Duncan

2010-05-01

An annual residential field course in Lanzarote, Canary Islands, gives university students of Environmental Science, Adventure Education, and Primary Science Education diverse opportunities for deep learning that challenges and motivates. Comments from students range from 'the best chemistry lesson ever' to 'life-changing'. Here I reflect on seven strengths from the student experience: (1) Our goal is for students to learn to ask scientific questions. Anyone can answer questions, but only the best scientists can ask questions that matter. (2) Field work fits the diverse learning styles of our diverse students. For example, students model bathymetry using sand and pebbles on a beach; students start to explore social issues around waste disposal on Lanzarote by taking part in a commando raid on a municipal rubbish tip! (3) Students learn from local experts but then learn from each other. For example, half the group explores agricultural practices while the other half explores traditional uses of plants; a student from one group is then paired with a student from the other group for them to teach each other what they have learned. (4) An overview of current research on the island (volcanic origins, indigenous species, trace elements in the wines!) comes from students reflecting on abstracts of 25 recent papers from mainstream journals and sharing their understanding with each other. (5) We replicate a real world experience. One part of the student assessment requires them to write a grant application for a scientific research project using the real-world pro forma and meeting the criteria set out by the real-world funding agency. (6) Students work as teams to write these grant applications (as they would do in the real world). They receive a single mark for their work, but the students then divide the mark among themselves according to the quality of the contributions they have made. In this way the university teachers assess the product, and the students assess the

Impact of one-day adventure-based experiential learning (AEL ...

African Journals Online (AJOL)

... relating to the efficacy of AEL in the workplace is necessary. The aim of this study was to determine the developmental impact of a one-day AEL programme on the life effectiveness skills of adult learners in a business school. A one-day ropes course programme was offered to 140 adult learners from the business school.

A Day in the Life of New Headteachers: Learning from Observation

Science.gov (United States)

Earley, Peter; Bubb, Sara

2013-01-01

It is known that the work of headteachers is demanding. Observation, diaries and logs completed by headteachers show a relentless, complex and emotionally demanding workload. What can be learned about headship from how new headteachers spend their time, and perhaps as importantly, what can new headteachers themselves learn? This article draws upon…

NASA Langley/CNU Distance Learning Programs

Science.gov (United States)

Caton, Randall; Pinelli, Thomas E.

2002-01-01

NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and we currently have a suite of five distance-learning programs. We have around 450,000 registered educators and 12.5 million registered students in 60 countries. Partners and affiliates include the American Institute of Aeronautics and Astronautics (AIAA), the Aerospace Education Coordinating Committee (AECC), the Alliance for Community Media, the National Educational Telecommunications Association, Public Broadcasting System (PBS) affiliates, the NASA Learning Technologies Channel, the National Council of Teachers of Mathematics (NCTM), the Council of the Great City Schools, Hampton City Public Schools, Sea World Adventure Parks, Busch Gardens, ePALS.com, and Riverdeep. Our mission is based on the "Horizon of Learning," a vision for inspiring learning across a continuum of educational experiences. The programs form a continuum of educational experiences for elementary youth through adult learners. The strategic plan for the programs will evolve to reflect evolving national educational needs, changes within NASA, and emerging system initiatives. Plans for each program component include goals, objectives, learning outcomes, and rely on sound business models. It is well documented that if technology is used properly it can be a powerful partner in education. Our programs employ both advances in information technology and in effective pedagogy to produce a broad range of materials to complement and enhance other educational efforts. Collectively, the goals of the five programs are to increase educational excellence; enhance and enrich the teaching of mathematics, science, and technology; increase scientific and technological literacy; and communicate the results of NASA discovery, exploration, innovation and research

Using robust principal component analysis to alleviate day-to-day variability in EEG based emotion classification.

Science.gov (United States)

Ping-Keng Jao; Yuan-Pin Lin; Yi-Hsuan Yang; Tzyy-Ping Jung

2015-08-01

An emerging challenge for emotion classification using electroencephalography (EEG) is how to effectively alleviate day-to-day variability in raw data. This study employed the robust principal component analysis (RPCA) to address the problem with a posed hypothesis that background or emotion-irrelevant EEG perturbations lead to certain variability across days and somehow submerge emotion-related EEG dynamics. The empirical results of this study evidently validated our hypothesis and demonstrated the RPCA's feasibility through the analysis of a five-day dataset of 12 subjects. The RPCA allowed tackling the sparse emotion-relevant EEG dynamics from the accompanied background perturbations across days. Sequentially, leveraging the RPCA-purified EEG trials from more days appeared to improve the emotion-classification performance steadily, which was not found in the case using the raw EEG features. Therefore, incorporating the RPCA with existing emotion-aware machine-learning frameworks on a longitudinal dataset of each individual may shed light on the development of a robust affective brain-computer interface (ABCI) that can alleviate ecological inter-day variability.

Universal LD50 predictions using deep learning

Science.gov (United States)

NICEATM Predictive Models for Acute Oral Systemic Toxicity LD50 entry Risa R. Sayre (sayre.risa@epa.gov) & Christopher M. Grulke Our approach uses an ensemble of multilayer perceptron regressions to predict rat acute oral LD50 values from chemical features. Features were genera...

78 FR 76719 - Bill of Rights Day, 2013

Science.gov (United States)

2013-12-18

... questions of citizenship and human rights, driving progress in the American mind. We learned that our Nation... anniversary of the Bill of Rights, let us reach for a day when we all may enjoy the basic truths of liberty... of Rights Day, 2013 By the President of the United States of America A Proclamation When America's...

Mobile Augmented Reality as a Feature for Self-Oriented, Blended Learning in Medicine: Randomized Controlled Trial.

Science.gov (United States)

Noll, Christoph; von Jan, Ute; Raap, Ulrike; Albrecht, Urs-Vito

2017-09-14

Advantages of mobile Augmented Reality (mAR) application-based learning versus textbook-based learning were already shown in a previous study. However, it was unclear whether the augmented reality (AR) component was responsible for the success of the self-developed app or whether this was attributable to the novelty of using mobile technology for learning. The study's aim was to test the hypothesis whether there is no difference in learning success between learners who employed the mobile AR component and those who learned without it to determine possible effects of mAR. Also, we were interested in potential emotional effects of using this technology. Forty-four medical students (male: 25, female: 19, mean age: 22.25 years, standard deviation [SD]: 3.33 years) participated in this study. Baseline emotional status was evaluated using the Profile of Mood States (POMS) questionnaire. Dermatological knowledge was ascertained using a single choice (SC) test (10 questions). The students were randomly assigned to learn 45 min with either a mobile learning method with mAR (group A) or without AR (group B). Afterwards, both groups were again asked to complete the previous questionnaires. AttrakDiff 2 questionnaires were used to evaluate the perceived usability as well as pragmatic and hedonic qualities. For capturing longer term effects, after 14 days, all participants were again asked to complete the SC questionnaire. All evaluations were anonymous, and descriptive statistics were calculated. For hypothesis testing, an unpaired signed-rank test was applied. For the SC tests, there were only minor differences, with both groups gaining knowledge (average improvement group A: 3.59 [SD 1.48]; group B: 3.86 [SD 1.51]). Differences between both groups were statistically insignificant (exact Mann Whitney U, U=173.5; P=.10; r=.247). However, in the follow-up SC test after 14 days, group A had retained more knowledge (average decrease of the number of correct answers group A: 0

Algebra success in 20 minutes a day

CERN Document Server

LearningExpress, LLC

2014-01-01

Stripped of unnecessary math jargon but bursting with algebra essentials, this handy guide covers vital algebra skills that apply to real-world scenarios. Whether you're new to algebra or just looking for a refresher, Algebra Success in 20 Minutes a Day offers a lesson plan that provides quick and thorough instruction in practical, critical skills. All lessons can be completed in just 20 minutes a day, for a manageable and non-intimidating learning experience.

2011 Astronomy Day at McDonald Observatory

Science.gov (United States)

Preston, Sandra; Hemeway, M.; Wetzel, M.

2012-01-01

Our philosophy is that everyday is Astronomy Day because the McDonald Observatory's Frank N. Bash Visitors Center is open 362 days a year. So, how did we create a special celebration for the "Astronomy Day” declared by the Astronomical League? During September 26-29 we conducted 20 videoconferences and served 12,559 students with "Astronomy Day” programming. Connect2Texas provides bridging for a network of Texas-based museums and cultural, historical, and scientific organizations that offer educational content to schools throughout the state via videoconferencing. Connect2Texas connected McDonald Observatory to 334 schools; most of these schools were in Texas, but schools in a dozen other states also participated. While most schools had a "view-only" connection, at least 20 of the schools had interactive connections, whereby the students could ask questions of the presenter. Connect2Texas also collects evaluation information from the participating schools that we will use to produce a report for our funders and make modifications to future programs as need be. The videoconferences were offered free of charge. The theme for the 2011 Astronomy Day program was the Year of the Solar System, which aligns with NASA's theme for 2011 and 2012. By aligning with this NASA theme, we could leverage NASA artwork and materials to both advertise and enrich the learning experience. Videoconference materials also included pre- and post-videoconference assessment sheets, an inquiry based activity, and pre- and post-videoconference activities, all of which were made available online. One of the lessons learned from past Astronomy Day videoconferences is that the days the Astronomical League declares as "Astronomy Day” are not always good days for Texas schools to participate. So, we choose an Astronomy Day that meets the needs of Texas schools and our schedule - so any day can be Astronomy Day. 2011 Astronomy Day was made possible by The Meyer-Levy Charitable Trust.

Delivery of Services of Day Care Workers In Sta. Maria, Laguna

Directory of Open Access Journals (Sweden)

ROLANDO R. CRUZADA, JR.

2014-02-01

Full Text Available This study focused on the determination of the delivery of services of day care workers in the municipality of Sta. Maria, Province of Laguna during the first semester of school year 2012-2013. Descriptive research was used in this study. Among the key findings were that Day Care Workers with respect to interactional relationship accomplished the functions with outstanding adequacy such as constantly giving feedback and praises on the performance of children, along with workers and parents coordination and cooperation, with verbal interpretation of Always Observe. In terms of instructional quality both group of respondents perceived that day care workers in-charge had adequate abilities and competencies concerning their education and trainings in connection with teaching small children with verbal interpretation of Always Observe. The parents had confidence to the day care workers in-charge of their children aside from regularly consulting the day care workers about their children’s progress with verbal interpretation of Always Observe. There were only 871 households who availed of the services of day care centers in which 27 workers were employed and each of them assigned to handle an average of 33 children. Notable along with other findings was the day care workers and parents had the same perception as to the extent of services provided by the Day Care Center with respect to interactional relationship, instructional quality and parental participation. Subsequently the study ensued with these five factual remarks: Children’s interactions with parents in the centers were the direct mechanisms through which children learn. The educational qualification and the capability of the day care workers to handle small children were the primary essentials in children’s learning. Parents’ participation in the day care centers premises brought harmonious relationship between the Day Care Workers and children as well. The capacity of day care worker

Experiments on the learning ability of rats after a low dose-rate γ-irradation at various days of gestation

International Nuclear Information System (INIS)

Seitz, B.

1986-01-01

Pregnant Wistar rats were irradiated at days 11, 13 or 16 of gestation with 0.60 Gy of 60 Co-gamma-radiation at a dose-rate of 0.01 Gy/min. Controls were sham-irradiated and tested simultaneously. The adult female offspring was confronted with a set of standardized operant conditioning test sessions. Food reinforcement was made contingent to the fulfillment of gradually increased learning demand. The tests were micro-computer-controlled and the data stored on flexibe disks. Performance deficits were found in the groups (N=10) irradiated at gestational days 11 or 16 with respect to the controls. The pattern of operant test performance showed a circadian rhythm in all groups but was unaffected by irradiation. The observed performance differences between groups irradiated with the same dose but different dose-rate did not reach statistical significant levels. Motor coordination and strength were also tested in juvenile male littermates. In these tests the prenatally irradiated animals performed significantly poorer than the controls. (orig./MG) [de

Remember the days in the old school yard: from lectures to online learning.

Science.gov (United States)

Reynolds, P A; Mason, R; Eaton, K A

2008-04-26

Claims have been made that the traditional classroom/lecture-room mode of teaching is under threat with the future being purely online-based. There is no doubt that the impact of ICT systems and services have and will continue to transform teaching practice. From PowerPoint slides introduced to enliven lectures to virtual reality models accessed remotely, technology is bringing about new educational paradigms. The result is the emergence of new forms of distance learning with terms such as flexible learning, blended learning and full online instruction. All are making major contributions to the student experience, allowing access to more information and greater resources as well as opportunities for learning in a manner and timescale that is more attuned to their aims, abilities and lifestyles. In dental education the transition is providing undergraduates, postgraduates and CPD students with a greater variety of courses, access to more expertise and the opportunity for lifetime learning.

The I-tese Letter - Number 16 Summer 2012. Itese Days 2010

International Nuclear Information System (INIS)

Behar, Christophe; Bigot, Bernard; Bennouna, Samia; Dautremont, Severine; Devezeaux, Jean-Guy; Koljonen, Tiina; Legee, Frederic; Percebois, Jacques; Thais, Francoise

2012-01-01

This issue contains contributions made during a meeting. The authors addressed the technological perspectives for to-morrow and after-to-morrow energy mixes (Bernard Bigot, CEA), the de-carbonated energy mix for to-morrow (Christophe Behar, CEA), the issue of to-morrow's energy mix (I-tese), methods and criteria to be used for energy prospective studies (Jacques Percebois), the economic impacts of the Fukushima accident (Frederic Legee, Samia Bennouna, Severine Dautremont and Francoise Thais, I-tese), why and how the transition to low carbon energy systems calls for multilevel perspectives and new analysis methodologies (Tiina Koljonen, VTT)

Motor learning in childhood reveals distinct mechanisms for memory retention and re-learning.

Science.gov (United States)

Musselman, Kristin E; Roemmich, Ryan T; Garrett, Ben; Bastian, Amy J

2016-05-01

Adults can easily learn and access multiple versions of the same motor skill adapted for different conditions (e.g., walking in water, sand, snow). Following even a single session of adaptation, adults exhibit clear day-to-day retention and faster re-learning of the adapted pattern. Here, we studied the retention and re-learning of an adapted walking pattern in children aged 6-17 yr. We found that all children, regardless of age, showed adult-like patterns of retention of the adapted walking pattern. In contrast, children under 12 yr of age did not re-learn faster on the next day after washout had occurred-they behaved as if they had never adapted their walking before. Re-learning could be improved in younger children when the adaptation time on day 1 was increased to allow more practice at the plateau of the adapted pattern, but never to adult-like levels. These results show that the ability to store a separate, adapted version of the same general motor pattern does not fully develop until adolescence, and furthermore, that the mechanisms underlying the retention and rapid re-learning of adapted motor patterns are distinct. © 2016 Musselman et al.; Published by Cold Spring Harbor Laboratory Press.

Colour Day: an innovative project

CERN Multimedia

Staff Association

2016-01-01

This year, the Children’s Day-Care Centre (EVE) and School works on the theme of colours. Every class has their own project revolving around this common theme. The class of Claire, Sandrine and Nadia, introduced a monthly “Colour Day”. The objective of this day is to offer children different activities (arts and crafts, baking, etc.) designed around a specific colour. The children get a chance to decorate their classroom and learn in many different ways inspired by the colours blue, red, and many others. The parents are also called to contribute and invited to dress their children in the colour of the day. In September, we discovered the colour blue, in October it was time for red, and in mid-November yellow will brighten up our structure. Everyone plays along, making this a very festive day for us all. On Tuesday, 20 September, we saw the whole School turn blue! We were all dressed in blue and we made blue paintings, too! We made beautiful artwork inspired by artists like Ma...

Day-to-Day Market Power and Efficiency in Tradable Mobility Credits

Directory of Open Access Journals (Sweden)

Ye Tian

2015-09-01

Full Text Available An active transportation and demand management framework focusing on tradable mobility credits (TMC is integrated into an agent-based modeling and simulation (ABMS platform. In this framework, it is conceived that an auction market within which mobility credits can be transferred between buyers and sellers is constructed in general. The idea of ABMS is extensively incorporated to mimic system users’ daily route choices as well as market-related micro-economical decision making process under TMC circumstance. Users are able to form individual propensities towards available bid/ask choices by reinforcement learning principles. The integrated platform offers a brand new insight view of microscopic aspect of the daily operations of credit transfer market, which has hardly been obtained by prior analytical models. Day-to-day traffic dynamics and market dynamics can be captured. Besides, market MOEs, including convergence, stability, efficiency and relative market powers of buyers and sellers under different market policies are investigated.

Fukushima, 4 years after. Proceedings of the technical day

International Nuclear Information System (INIS)

Champion, Didier; Charles, Thierry; Renaud, Philippe; Fievet, Bruno; Besnus, Francois; Tichauer, Michael; Lecomte, Jean-Francois; Lebaron-Jacobs, Laurence; Menetrier, Florence; Piroux, Jean-Christophe; Schneider, Thierry; Godet, Jean-Luc

2015-03-01

Three years after the 2012 meeting of the French Society of Radiation Protection (SFRP) devoted to the Fukushima accident, the SFRP organized a new technical meeting to take stock of the actual situation in Japan. The program comprises 5 topical sessions dealing with: the accident, the status of the facility and its fate, the terrestrial and marine environmental impacts, the human health impacts and the preventive actions, the remedial actions in contaminated territories, and the post-accident management of territories, populations and foodstuffs. This document brings together the abstracts and the presentations (slides) of the different talks given at the meeting: 1 - The Chernobyl and Fukushima accidents: common points and differences (Didier CHAMPION, SFRP); 2 - Fukushima Dai-ichi: present day situation and fate of the facilities (Thierry CHARLES, IRSN); 3 - The Fukushima accident impact on the terrestrial environment and the related doses (Philippe RENAUD, IRSN); 4 - The Fukushima accident impact on the marine environment (Bruno FIEVET, IRSN); 5 - Short-term health effects and implementation of the long-term population monitoring (Laurence LEBARON-JACOBS, CEA); 6 - Radiations and thyroid cancer risk (Florence MENETRIER, CEA); 7 - Decontamination wastes management (Francois BESNUS, IRSN); 8 - Solutions offered by Areva for the cleansing of the Fukushima site (Jean-Christophe PIROUX, AREVA); 9 - Questions about wastes management in post-accident situation (Michael TICHAUER, IRSN); 10 - Experts involvement to the population (Thierry SCHNEIDER, CEPN); 11 - Management of local foodstuffs (Jean-Francois LECOMTE, IRSN); 12 - Lessons learnt at the national and international scale (Jean-Luc GODET, ASN)

Full Day School Sebagai Penguatan Pendidikan Karakter (Perspektif Psikologi Pendidikan Islam

Directory of Open Access Journals (Sweden)

Lis Yulianti Syafrida Siregar

2017-07-01

Full Text Available Penerapan full day school merupakan alternatif solusi dari revolusi pendidikan terhadap permasalahan yang terjadi di dunia pendidikan. Full day school adalah istilah dari proses pembelajaran yang dilaksanakan secara penuh, dimana aktifitas belajar anak dilakukan lebih banyak disekolah daripada dirumah. Proses belajar mengajar diberlakukan di pagi hari sampai dengan sore hari. Konsep dasar full day school sama dengan pendidikan Islam, dimana aplikasinya bertujuan agar memanfaatkan waktu dengan melakukan hal yang bermanfaat, ini adalah manifestasi dari belajar tanpa batas. Pendidikan Islam sebagai usaha untuk membimbing pertumbuhan dan perkembangan kepribadian siswa supaya mereka hidup sesuai dengan ajaran Islam. Pendidikan merupakan satu dari pembahasan-pembahasan yang ada pada Al-Qur’an. Al-Qur’an merupakan firman Allah yang selanjutnya dijadikan pedoman hidup (way of life kaum muslim yang tidak ada keraguan di dalamnya. Di dalamnya terkandung ajaran-ajaran pokok (prinsip dasar menyangkut segala hal aspek kehidupan manusia, termasuk pendidikan. Al-Qur’an bisa dijadikan sebagai inspirasi untuk dikembangkan dalam rangka membangun pendidikan yang bermutu. Kata kunci: Full day school, Pendidikan, Al-Qur’an  Implementation of full day school is an alternative solution of the educational revolution to the problems that occur in education. Full day school is the term of the learning process that is carried out in full, where the learning activities of children done more school than at home. Teaching and learning process is applied in the morning until the afternoon. The basic concept of full day school is the same as Islamic education, where its application aims to make use of time by doing useful things, this is a manifestation of learning without limit. Islamic education as an effort to guide the growth and development of student personalities so that they live in accordance with the teachings of Islam. Education is one of the discussions

Mobile Inquiry Based Learning

NARCIS (Netherlands)

Specht, Marcus

2012-01-01

Specht, M. (2012, 8 November). Mobile Inquiry Based Learning. Presentation given at the Workshop "Mobile inquiry-based learning" at the Mobile Learning Day 2012 at the Fernuniversität Hagen, Hagen, Germany.

76 FR 54283 - 30-Day Notice of Proposed Information Collections: Language Learning Survey Questions

Science.gov (United States)

2011-08-31

...: Language Learning Survey Questions ACTION: Notice of request for public comment and submission to OMB of... the Paperwork Reduction Act of 1995. Title of Information Collection: Language Learning Programs: Pre... critical language learning instruction. Estimated Number of Respondents: 1,400 annually Estimated Number of...

NFC LearnTracker: Seamless support for learning with mobile and sensor technology

NARCIS (Netherlands)

Tabuenca, Bernardo; Kalz, Marco; Specht, Marcus

2014-01-01

Lifelong learning activities are scattered along the day, in different locations and making use of multiple devices. Most of the times adults have to merge learning, work and everyday life making it difficult to have an account on how much time is devoted to learning activities and learning goals.

An Analysis of the Nonlinear Spectral Mixing of Didymium and Soda-Lime Glass Beads Using Hyperspectral Imagery (HSI) Microscopy

Science.gov (United States)

2014-05-01

2001). Learning with Kernels: Support Vector Machines , Regularization, Optimization, and Beyond. The MIT Press, Cambridge, MA, 644 p. [26] Banerjee...A., Burlina, P., and Broadwater, J., (2007). A Machine Learning Approach for finding hyperspectral endmembers. Proceedings of the IEEE International... lime glass beads using hyperspectral imagery (HSI) microscopy Ronald G. Resmini1*, Robert S. Rand2, David W. Allen3, and Christopher J. Deloye1

Silencing Bilingualism: A Day in a Life of a Bilingual Practitioner

Science.gov (United States)

Robertson, Leena H.; Drury, Rose; Cable, Carrie

2014-01-01

Based on sociocultural theories of learning, this paper draws on findings from a research project "a day in a life of a bilingual practitioner". It explores how two multilingual practitioners in English early years settings supported the learning of young 3-4 year-old children, and their parents and teachers. The paper challenges the…

Explorers with a Mission.

Science.gov (United States)

Sweeney, Patricia James

1991-01-01

Offers brief summaries of contributions made by several of Christopher Columbus's contemporaries, including Nicholas Cusa, Leonardo da Vinci, Michelangelo Buonarroti, Nicholas Copernicus, Johannes Gutenberg, Sir Thomas More, Desiderius Erasmus, and John Colet. Urges modern Catholic educators to learn from these risk takers and visionaries. (DMM)

Providing support for day-to-day monitoring of shoreline cleanup operations

International Nuclear Information System (INIS)

Lamarche, A.; Tarpley, J.

1997-01-01

Experiences gained during the 'Cape Mohican' incident in October 1996, in San Francisco Bay, were recounted and proposed as a potential example of day-to-day monitoring, evaluation and reporting of shoreline cleanup effort. During this cleanup a set of communications procedures, progress reports and maps were developed which should be equally useful in other similar situations. The cartographic representations were specially highlighted as they focused on ways to provide a clear picture of the short term modifications in oiling conditions of the affected shoreline. The most important lesson learned from this oil spill was the importance of having personnel and equipment sufficiently matched to the task in order to evaluate oil conditions, produce cleanup recommendations, execute and communicate the status of the cleanup effort as fast, and as efficiently and effectively as possible. It was clearly demonstrated that unless the decision process is streamlined and supported with the best, most up-to-date information, the efforts of the cleanup team would be seriously undermined. 8 refs., 2 tabs., 6 figs

Staff and Student Experiences of Dialogue Days, a Student Engagement Activity

Science.gov (United States)

Asghar, Mandy

2016-01-01

This paper reports the findings from a descriptive phenomenological exploration of the lived experience of dialogue days, a student engagement activity, from the perspectives of staff and students. I suggest that dialogue days enhance the relational and emotional aspects of learning with the potential to impact on future student engagement and…

Professional Learning of Instructors in Vocational and Professional Education

Science.gov (United States)

Hoekstra, Annemarieke; Kuntz, Jeff; Newton, Paul

2018-01-01

This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-to-day practice.…

'20 days protected learning' - students' experiences of an overseas nurses programme - 4 years on: a retrospective survey.

Science.gov (United States)

Jordan, Gill; Brown, Petra

2011-04-19

From September 2005 the Nursing and Midwifery Council (NMC) introduced new arrangements for the registration of non-EU overseas nurses which requires all applicants to undertake '20 days of protected learning' time in the UK and for some, a period of supervised practice. A survey was undertaken at Bournemouth University, which offers a '20 days protected learning only' programme, to elicit overseas nurses' demographic details, experiences in completing the programme and their 'final destinations' once registered. An online survey was devised which contained a mixture of tick box and open ended questions which covered demographic details, views on the programme and final destinations This was uploaded to http://www.surveymonkey.com/ and sent out to nurses who had completed the Overseas Nurses Programme (ONP) with Bournemouth University (n = 1050). Quantitative data were analysed using descriptive statistics and the qualitative data were coded and analysed using content analysis. There were 251 respondents (27.7% response rate). The typical 'profile' of a nurse who responded to the survey was female, aged 25-40 years and had been qualified for more than 5 years with a bachelors degree. The majority came from Australia on a 2 year working holiday visa and the key final destination in the UK, on registration with the NMC, was working for an agency.There were five key findings regarding experience of the programme. Of those surveyed 61.2% did not feel it necessary to undergo an ONP; 71.6% felt that they should be able to complete the programme on-line in their own country; 64.2% that the ONP should only contain information about delivery of healthcare in UK and Legal and professional (NMC) issues; 57% that European nurses should also undergo the same programme and sit an IELTS test; and 68.2% that the programme was too theory orientated; and should have links to practice (21%). The NMC set the admissions criteria for entry to the register and Standards for an ONP. The

'20 days protected learning' - students' experiences of an overseas nurses programme - 4 years on: a retrospective survey

Directory of Open Access Journals (Sweden)

Brown Petra

2011-04-01

Full Text Available Abstract Background From September 2005 the Nursing and Midwifery Council (NMC introduced new arrangements for the registration of non-EU overseas nurses which requires all applicants to undertake '20 days of protected learning' time in the UK and for some, a period of supervised practice. A survey was undertaken at Bournemouth University, which offers a '20 days protected learning only' programme, to elicit overseas nurses' demographic details, experiences in completing the programme and their 'final destinations' once registered. Methods An online survey was devised which contained a mixture of tick box and open ended questions which covered demographic details, views on the programme and final destinations This was uploaded to http://www.surveymonkey.com/ and sent out to nurses who had completed the Overseas Nurses Programme (ONP with Bournemouth University (n = 1050. Quantitative data were analysed using descriptive statistics and the qualitative data were coded and analysed using content analysis. Results There were 251 respondents (27.7% response rate. The typical 'profile' of a nurse who responded to the survey was female, aged 25-40 years and had been qualified for more than 5 years with a bachelors degree. The majority came from Australia on a 2 year working holiday visa and the key final destination in the UK, on registration with the NMC, was working for an agency. There were five key findings regarding experience of the programme. Of those surveyed 61.2% did not feel it necessary to undergo an ONP; 71.6% felt that they should be able to complete the programme on-line in their own country; 64.2% that the ONP should only contain information about delivery of healthcare in UK and Legal and professional (NMC issues; 57% that European nurses should also undergo the same programme and sit an IELTS test; and 68.2% that the programme was too theory orientated; and should have links to practice (21%. Conclusions The NMC set the admissions

Leading team learning: what makes interprofessional teams learn to work well?

Science.gov (United States)

Chatalalsingh, Carole; Reeves, Scott

2014-11-01

This article describes an ethnographic study focused on exploring leaders of team learning in well-established nephrology teams in an academic healthcare organization in Canada. Employing situational theory of leadership, the article provides details on how well established team members advance as "learning leaders". Data were gathered by ethnographic methods over a 9-month period with the members of two nephrology teams. These learning to care for the sick teams involved over 30 regulated health professionals, such as physicians, nurses, social workers, pharmacists, dietitians and other healthcare practitioners, staff, students and trainees, all of whom were collectively managing obstacles and coordinating efforts. Analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The study indicated how well established members progress as team-learning leaders, and how they adapt to an interprofessional culture through the activities they employ to enable day-to-day learning. The article uses situational theory of leadership to generate a detailed illumination of the nature of leaders' interactions within an interprofessional context.

Transitioning from a noon conference to an academic half-day curriculum model: effect on medical knowledge acquisition and learning satisfaction.

Science.gov (United States)

Ha, Duc; Faulx, Michael; Isada, Carlos; Kattan, Michael; Yu, Changhong; Olender, Jeff; Nielsen, Craig; Brateanu, Andrei

2014-03-01

The academic half-day (AHD) curriculum is an alternative to the traditional noon conference in graduate medical education, yet little is known regarding its effect on knowledge acquisition and resident satisfaction. We investigated the association between the 2 approaches for delivering the curriculum and knowledge acquisition, as reflected by the Internal Medicine In-Training Examination (IM-ITE) scores and assessed resident learning satisfaction under both curricula. The Cleveland Clinic Internal Medicine Residency Program transitioned from the noon conference to the AHD curriculum in 2011. Covariates for residents enrolled from 2004 to 2011 were age; sex; type of medical degree; United States Medical Licensing Examination Step 1, 2 Clinical Knowledge; and IM-ITE-1 scores. We performed univariable and multivariable linear regressions to investigate the association between covariates and IM-ITE-2 and IM-ITE-3 scores. Residents also were surveyed about their learning satisfaction in both curricula. Of 364 residents, 112 (31%) and 252 (69%) were exposed to the AHD and the noon conference curriculum, respectively. In multivariable analyses, the AHD curriculum was associated with higher IM-ITE-3 (regression coefficient, 4.8; 95% confidence interval 2.9-6.6) scores, and residents in the AHD curriculum had greater learning satisfaction compared with the noon conference cohort (Likert, 3.4 versus 3.0; P  =  .003). The AHD curriculum was associated with improvement in resident medical knowledge acquisition and increased learner satisfaction.

Unnoticed Professional Competence in Day Care Work

DEFF Research Database (Denmark)

Ahrenkiel, Annegrethe; Schmidt, Camilla; Nielsen, Birger Steen

2013-01-01

This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools) is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines...... by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark......., experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed...

INDIVIDUAL ABILITIES AND LIFELONG LEARNING

Directory of Open Access Journals (Sweden)

Oleksandr Yu. Burov

2016-10-01

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

A Frequency-Based Assignment Model under Day-to-Day Information Evolution of Oversaturated Conditions on a Feeder Bus Service

Directory of Open Access Journals (Sweden)

Silin Zhang

2017-02-01

Full Text Available Day-to-day information is increasingly being implemented in transit networks worldwide. Feeder bus service (FBS plays a vital role in a public transit network by providing feeder access to hubs and rails. As a feeder service, a space-time path for frequent passengers is decided by its dynamic strategy procedure, in which a day-to-day information self-learning mechanism is identified and analyzed from our survey data. We formulate a frequency-based assignment model considering day-to-day evolution under oversaturated conditions, which takes into account the residual capacity of bus and the comfort feelings of sitting or standing. The core of our proposed model is to allocate the passengers on each segment belonging to their own paths according to multi-utilities transformed from the time values and parametric demands, such as frequency, bus capacity, seat comfort, and stop layout. The assignment method, albeit general, allows us to formulate an equivalent optimization problem in terms of interaction between the FBS’ operation and frequent passengers’ rational behaviors. Finally, a real application case is generated to test the ability of the modeling framework capturing the theoretical consequents, serving the passengers’ dynamic externalities.

76 FR 1131 - Sunshine Act Meeting

Science.gov (United States)

2011-01-07

... incident. Please notify CSB if a translator or interpreter is needed, at least 5 business days prior to the... at (202) 261-7600, or visit our Web site at: http://www.csb.gov . Christopher W. Warner, General...

LEARNING HOW TO LEARNA LANGUAGE

CERN Multimedia

Language training; tel. 78582

2001-01-01

This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

Humanizing the Classroom: Praxis of Full Day School System in Indonesia

Science.gov (United States)

Suyatno; Wantini

2018-01-01

The full day school program is a new model in the education management system in Indonesia. This phenomenon is interesting because there is a paradox in it. Education in Indonesia is often criticized for the learning which is too heavy, but the full day school program gets a positive response from the community although it has longer school hours.…

World History Plays, Puzzles and Activities.

Science.gov (United States)

Stevens, Lawrence

This instructional resource, for grades 7-10, includes a collection of 10 plays with related learning activities. Units of study include: (1) "Alexander the Great and the Greeks"; (2) "The Black Death and the End of the Middle Ages"; (3) "Robert Clive and Imperialism"; (4) "Christopher Columbus and the Age of…

"Fab 13": The Learning Factory.

Science.gov (United States)

Crooks, Steven M.; Eucker, Tom R.

2001-01-01

Describes how situated learning theory was employed in the design of Fab 13, a four-day simulation-based learning experience for manufacturing professionals at Intel Corporation. Presents a conceptual framework for understanding situated learning and discusses context, content, anchored instruction, facilitation, scaffolding, collaborating,…

What Do Older People Learn from Young People? Intergenerational Learning in "Day Centre" Community Settings in Malta

Science.gov (United States)

Spiteri, Damian

2016-01-01

This study analyses what motivates older people to attend "day centres" in Malta and what they believe that they derive from young people who carry out their placements at these day "centres" These young people, who are aged 16-17, attend a vocational college in Malta and are studying health and social care. The study is based…

Practice versus politics in Danish day-care centers

DEFF Research Database (Denmark)

Clasen, Line; Jensen de López, Kristine M.

2016-01-01

It is essential that early educators in day-care services possess adequate pedagogical tools for supporting children’s communicative development. Early literacy programmes (ELPs) are potential tools. However, studies investigating the effects of ELPs seldom address implementation processes......’ (NNS) political statements on early learning. This study presents results from 18 pre-programme interviews with pedagogues and illustrates their daily practices prior to the ELP implementation. Results suggest that: (1) there is a potential gap between practice and politics concerning Danish practices...... for promoting early learning; and (2) certain aspects related to existing pedagogical practices may be foreseen as potential challenges for the implementation of structured ELPs....

Blending formal and informal learning

DEFF Research Database (Denmark)

Frølund, Gro

The aim of this paper is to explore the possibilities collaboration offers in the virtual learning environments of the armed forces. I will argue that for reasons of culture and structure in the armed forces, the opportunities created by collaborative learning activities in e-learning and blended...... learning are especially fruitful here. Collaboration is a pervasive, foundational form of activity in our armies, air forces and navies. It expresses itself in cultural traits such as never leaving a soldier behind, taking your share and being someone you can count on, to name a few. Moreover, most armed...... forces activities are structured forms of collaboration; staff work, tactical planning, active duty and so forth are all day-to-day examples. Collaborative activities in virtual learning spaces tap into that culture. However, and perhaps confusingly, a study I conducted last year at the Royal Danish...

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

Science.gov (United States)

Schuchard, Julia; Thompson, Cynthia K

2017-01-01

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

Enterprise Ireland: Student Creativity Day Design Competition

OpenAIRE

Dee, Peter

2002-01-01

Peter Dee - Strategic Design & Marketing Consultant, was responsible for the design and development of the brand identity for the Enterprise Ireland Student Creativity Day which was used on business cards, letterhead, appliction forms, information literature, large format posters, t-shirts and website. Competing in multi-disciplinary teams, students provided an innovative & creative solution to an exacting design brief. The design brief reflected the following themes: interface, learning, sci...

LEARNING HOW TO LEARN A LANGUAGE

CERN Multimedia

Formation en Langues; Andrée Fontbonne - Tél. 72844; Language Training; Françoise Benz - Tel. 73127; Andrée Fontbonne - Tel. 72844

2000-01-01

This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. It is particularly recommended for those wishing to sign up for a 3-month self-study session in the Resource Centre. Languages: French and English. Length: 5 hours a day for one week. Dates: 27 November to December 2000. Price: 490 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages.

National Youth Service Day: A Youth Development Strategy

Directory of Open Access Journals (Sweden)

Silvia Blitzer Golombek

2006-06-01

Full Text Available A growing number of studies show connections between youth participation in service and service-learning opportunities and positive behavior outcomes. Building on this data, the article presents National Youth Service Day (NYSD as a program that can be incorporated into ongoing activities to enhance youth development goals. The paper describes the program’s components– building a network of support organizations, offering project planning grants, providing service-learning materials, and developing a media and advocacy campaign. Examples of NYSD projects show how project planners are using the program to learn and practice academic and non-academic skills. A review of evaluations to date indicates the program is annually increasing its output measures. Participants’ responses show that the program is also contributing to positive behavioral changes, in particular related to young people’s increasing awareness about specific community issues and their own competency in addressing them.

Machine Learning: developing an image recognition program : with Python, Scikit Learn and OpenCV

OpenAIRE

Nguyen, Minh

2016-01-01

Machine Learning is one of the most debated topic in computer world these days, especially after the first Computer Go program has beaten human Go world champion. Among endless application of Machine Learning, image recognition, which problem is processing enormous amount of data from dynamic input. This thesis will present the basic concept of Machine Learning, Machine Learning algorithms, Python programming language and Scikit Learn – a simple and efficient tool for data analysis in P...

Stress before extinction learning enhances and generalizes extinction memory in a predictive learning task.

Science.gov (United States)

Meir Drexler, Shira; Hamacher-Dang, Tanja C; Wolf, Oliver T

2017-05-01

In extinction learning, the individual learns that a previously acquired association (e.g. between a threat and its predictor) is no longer valid. This learning is the principle underlying many cognitive-behavioral psychotherapeutic treatments, e.g. 'exposure therapy'. However, extinction is often highly-context dependent, leading to renewal (relapse of extinguished conditioned response following context change). We have previously shown that post-extinction stress leads to a more context-dependent extinction memory in a predictive learning task. Yet as stress prior to learning can impair the integration of contextual cues, here we aim to create a more generalized extinction memory by inducing stress prior to extinction. Forty-nine men and women learned the associations between stimuli and outcomes in a predictive learning task (day 1), extinguished them shortly after an exposure to a stress/control condition (day 2), and were tested for renewal (day 3). No group differences were seen in acquisition and extinction learning, and a renewal effect was present in both groups. However, the groups differed in the strength and context-dependency of the extinction memory. Compared to the control group, the stress group showed an overall reduced recovery of responding to the extinguished stimuli, in particular in the acquisition context. These results, together with our previous findings, demonstrate that the effects of stress exposure on extinction memory depend on its timing. While post-extinction stress makes the memory more context-bound, pre-extinction stress strengthens its consolidation for the acquisition context as well, making it potentially more resistant to relapse. These results have implications for the use of glucocorticoids as extinction-enhancers in exposure therapy. Copyright © 2017 Elsevier Inc. All rights reserved.

Growing Healthy Bodies: Nutrition Education for Day Care Providers.

Science.gov (United States)

Viebrock, Margaret A.; Berry, Holly

This booklet discusses the important role that day care providers can play in ensuring that children eat healthy snacks and meals and learn good eating habits. Section one of the booklet examines snack foods, discusses the difference between nutritious and less-nutritious snacks, and recommends snack foods appropriate for different age groups.…

A four-day Western-style dietary intervention causes reductions in hippocampal-dependent learning and memory and interoceptive sensitivity.

Directory of Open Access Journals (Sweden)

Tuki Attuquayefio

Full Text Available In animals, a Western style diet-high in saturated fat and added sugar-causes impairments in hippocampal-dependent learning and memory (HDLM and perception of internal bodily state (interoception. In humans, while there is correlational support for a link between Western-style diet, HDLM, and interoception, there is as yet no causal data. Here, healthy individuals were randomly assigned to consume either a breakfast high in saturated fat and added sugar (Experimental condition or a healthier breakfast (Control condition, over four consecutive days. Tests of HDLM, interoception and biological measures were administered before and after breakfast on the days one and four, and participants completed food diaries before and during the study. At the end of the study, the Experimental condition showed significant reductions in HDLM and reduced interoceptive sensitivity to hunger and fullness, relative to the Control condition. The Experimental condition also showed a markedly different blood glucose and triglyceride responses to their breakfast, relative to Controls, with larger changes in blood glucose across breakfast being associated with greater reductions in HDLM. The Experimental condition compensated for their energy-dense breakfast by reducing carbohydrate intake, while saturated fat intake remained consistently higher than Controls. This is the first experimental study in humans to demonstrate that a Western-style diet impacts HDLM following a relatively short exposure-just as in animals. The link between diet-induced HDLM changes and blood glucose suggests one pathway by which diet impacts HDLM in humans.

Social media for lifelong learning.

Science.gov (United States)

Kind, Terry; Evans, Yolanda

2015-04-01

Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

Spatial reversal learning in preclinical scrapie-inoculated mice.

Science.gov (United States)

Lysons, A M; Woollard, S J

1996-04-10

Acquisition and reversal of a two-choice spatial discrimination were tested in scrapie-inoculated mice. Both acquisition and reversal were normal in mice tested 138 and 103 days prior to the onset of clinical symptoms. At 65 days before onset of clinical symptoms, scrapie-inoculated mice required more trails to criterion in reversal learning, but this effect was not significant in a second experiment (68 days preclinical) and was transient: no effect was seen 33 days before symptoms. However, the course of reversal learning was abnormal in all three late preclinical groups (68, 65 and 33 days before symptoms). Reversal learning in these three groups was characterized by a rapid extinction of the original discrimination, followed by a period, absent in controls, during which performance showed no further improvement. This effect corresponds in time of onset to the appearance of characteristic neuropathological features.

Materiales. Quinto Centenario. Numbers 1-16. (Materials. Fifth Centenary).

Science.gov (United States)

Materiales, 1992

1992-01-01

This document consists of the first 16 issues of a serial providing learning activities for intermediate and advanced students of Spanish. Each issue is organized around a separate theme, with the first 9 issues devoted to celebration of the fifth centenary of the discovery of America by Christopher Columbus: (1) "Cultural Contact"; (2)…

Early age-dependent impairments of context-dependent extinction learning, object recognition, and object-place learning occur in rats.

Science.gov (United States)

Wiescholleck, Valentina; Emma André, Marion Agnès; Manahan-Vaughan, Denise

2014-03-01

The hippocampus is vulnerable to age-dependent memory decline. Multiple forms of memory depend on adequate hippocampal function. Extinction learning comprises active inhibition of no longer relevant learned information concurrent with suppression of a previously learned reaction. It is highly dependent on context, and evidence exists that it requires hippocampal activation. In this study, we addressed whether context-based extinction as well as hippocampus-dependent tasks, such as object recognition and object-place recognition, are equally affected by moderate aging. Young (7-8 week old) and older (7-8 month old) Wistar rats were used. For the extinction study, animals learned that a particular floor context indicated that they should turn into one specific arm (e.g., left) to receive a food reward. On the day after reaching the learning criterion of 80% correct choices, the floor context was changed, no reward was given and animals were expected to extinguish the learned response. Both, young and older rats managed this first extinction trial in the new context with older rats showing a faster extinction performance. One day later, animals were returned to the T-maze with the original floor context and renewal effects were assessed. In this case, only young but not older rats showed the expected renewal effect (lower extinction ratio as compared to the day before). To assess general memory abilities, animals were tested in the standard object recognition and object-place memory tasks. Evaluations were made at 5 min, 1 h and 7 day intervals. Object recognition memory was poor at short-term and intermediate time-points in older but not young rats. Object-place memory performance was unaffected at 5 min, but impaired at 1 h in older but not young rats. Both groups were impaired at 7 days. These findings support that not only aspects of general memory, but also context-dependent extinction learning, are affected by moderate aging. This may reflect less flexibility in

Differentiating Visual from Response Sequencing during Long-term Skill Learning.

Science.gov (United States)

Lynch, Brighid; Beukema, Patrick; Verstynen, Timothy

2017-01-01

The dual-system model of sequence learning posits that during early learning there is an advantage for encoding sequences in sensory frames; however, it remains unclear whether this advantage extends to long-term consolidation. Using the serial RT task, we set out to distinguish the dynamics of learning sequential orders of visual cues from learning sequential responses. On each day, most participants learned a new mapping between a set of symbolic cues and responses made with one of four fingers, after which they were exposed to trial blocks of either randomly ordered cues or deterministic ordered cues (12-item sequence). Participants were randomly assigned to one of four groups (n = 15 per group): Visual sequences (same sequence of visual cues across training days), Response sequences (same order of key presses across training days), Combined (same serial order of cues and responses on all training days), and a Control group (a novel sequence each training day). Across 5 days of training, sequence-specific measures of response speed and accuracy improved faster in the Visual group than any of the other three groups, despite no group differences in explicit awareness of the sequence. The two groups that were exposed to the same visual sequence across days showed a marginal improvement in response binding that was not found in the other groups. These results indicate that there is an advantage, in terms of rate of consolidation across multiple days of training, for learning sequences of actions in a sensory representational space, rather than as motoric representations.

PKMzeta maintains 1-day- and 6-day-old long-term object location but not object identity memory in dorsal hippocampus.

Science.gov (United States)

Hardt, Oliver; Migues, Paola V; Hastings, Margaret; Wong, Jacinda; Nader, Karim

2010-06-01

Continuous activity of the atypical protein kinase C isoform M zeta (PKMzeta) is necessary for maintaining long-term memory acquired in aversively or appetitively motivated associative learning tasks, such as active avoidance, aversive taste conditioning, auditory and contextual fear conditioning, radial arm maze, and watermaze. Whether unreinforced, nonassociative memory will also require PKMzeta for long-term maintenance is not known. Using recognition memory for object location and object identity, we found that inactivating PKMzeta in dorsal hippocampus abolishes 1-day and 6-day-old long-term recognition memory for object location, while recognition memory for object identity was not affected by this treatment. Memory for object location persisted for no more than 35 days after training. These results suggest that the dorsal hippocampus mediates long-term memory for where, but not what things have been encountered, and that PKMzeta maintains this type of spatial knowledge as long as the memory exists.

Day-to-day and within-day variation in urinary iodine excretion

DEFF Research Database (Denmark)

Rasmussen, Lone Banke; Ovesen, L.; Christiansen, E.

1999-01-01

Objective: To examine the day-to-day and within-day variation in urinary iodine excretion and the day-to-day variation in iodine intake. Design: Collection of consecutive 24-h urine samples and casual urine samples over 24 h. Setting: The study population consisted of highly motivated subjects fr...

Prime Time for Learning.

Science.gov (United States)

Leidy, Vivian; And Others

1981-01-01

Five elementary teachers explain how they orient pupils and get learning started on the first day of school--whether or not their supplies or textbooks have arrived--by building learning activities around a common interest like dogs, earthworms, football, or the Statue of Liberty. (Editor/SJL)

Towards a Lifelong Learning Society through Reading Promotion: Opportunities and Challenges for Libraries and Community Learning Centres in Viet Nam

Science.gov (United States)

Hossain, Zakir

2016-01-01

The government of Viet Nam has made a commitment to build a Lifelong Learning Society by 2020. A range of related initiatives have been launched, including the Southeast Asian Ministers of Education Organization Centre for Lifelong Learning (SEAMEO CELLL) and "Book Day"--a day aimed at encouraging reading and raising awareness of its…

Psychiatric rehabilitation in community-based day centres: motivation and satisfaction.

Science.gov (United States)

Eklund, Mona; Tjörnstrand, Carina

2013-11-01

This study investigated attendees' motivation and motives for participation in day centres and their satisfaction with the rehabilitation, while also addressing the influence of day centre orientation (work- or meeting-place orientation), gender and age. Ninety-three Swedish day centre attendees participated in a cross-sectional study and completed questionnaires about motivation, motives, and satisfaction with the rehabilitation. Data were analysed with non-parametric statistics. The participants were highly motivated for going to the day centre and set clear goals for their rehabilitation. Female gender, but not age, was associated with stronger motivation. The strongest motives for going to the day centre were getting structure to the day and socializing. Attendees at work-oriented day centres more often expressed that they went there to get structure to the day and gain social status. Satisfaction with the rehabilitation was high, and the most common wishes for further opportunities concerned earning money and learning new things. The rehabilitation largely seemed to meet the attendees' needs, but the findings indicated that further developments were desired, such as participation in work on the open market and more work-like occupations in the day centre, accompanied by some kind of remuneration.

Time course influences transfer of visual perceptual learning across spatial location.

Science.gov (United States)

Larcombe, S J; Kennard, C; Bridge, H

2017-06-01

Visual perceptual learning describes the improvement of visual perception with repeated practice. Previous research has established that the learning effects of perceptual training may be transferable to untrained stimulus attributes such as spatial location under certain circumstances. However, the mechanisms involved in transfer have not yet been fully elucidated. Here, we investigated the effect of altering training time course on the transferability of learning effects. Participants were trained on a motion direction discrimination task or a sinusoidal grating orientation discrimination task in a single visual hemifield. The 4000 training trials were either condensed into one day, or spread evenly across five training days. When participants were trained over a five-day period, there was transfer of learning to both the untrained visual hemifield and the untrained task. In contrast, when the same amount of training was condensed into a single day, participants did not show any transfer of learning. Thus, learning time course may influence the transferability of perceptual learning effects. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effect of Royal Jelly on Improving Passive Avoidance Learning and Spatial Learning and Memory in Rats

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H Alaei

2012-06-01

Full Text Available Introduction: Studies have proposed that royal jelly(RJ has various biological activities in different cells and tissues. Since it has been demonstrated that RJ contains compounds having desirable effects on central neurons system and neural functions, the present study aimed to investigate the effect of royal jelly on learning and memory in rats. Methods: Male wistar rats were divided into two groups, the royal jelly and the control. In the RJ group, the rats received a food that contained 3% RJ instead of regular food for 10 days. Then learning and memory were investigated in these animals through both passive avoidance learning test(1 day and 1 week after receiving electrical shock and Morris water maze test(1 day and 1 week after a 4-day learning period. Results: The study results indicated that the food containing RJ in the RJ group significantly increased the time of the first entrance to the dark room one week after the electrical shock in passive avoidance learning test. In other words, the findings suggest an improvement of learning and memory in RJ group. In the acquisition phase of Morris water maze test, rats receiving RJ found the underwater escape plate during less time and distance comparing with the control group. Furthermore, one week after the acquisition phase, in the retention phase, rats spent more time in the quadrant in which the escape plate was previously located. Conclusion: The present study findings propose that Royal Jelly can improve cognitive processes through positive effects on neural functions and probably has a significant influence on prevention and therapy of some neuronal disorders.

Groundhog Day for Medical Artificial Intelligence.

Science.gov (United States)

London, Alex John

2018-05-01

Following a boom in investment and overinflated expectations in the 1980s, artificial intelligence entered a period of retrenchment known as the "AI winter." With advances in the field of machine learning and the availability of large datasets for training various types of artificial neural networks, AI is in another cycle of halcyon days. Although medicine is particularly recalcitrant to change, applications of AI in health care have professionals in fields like radiology worried about the future of their careers and have the public tittering about the prospect of soulless machines making life-and-death decisions. Medicine thus appears to be at an inflection point-a kind of Groundhog Day on which either AI will bring a springtime of improved diagnostic and predictive practices or the shadow of public and professional fear will lead to six more metaphorical weeks of winter in medical AI. © 2018 The Hastings Center.

Q&A: Space-time visionary

Science.gov (United States)

Thorne, Kip

2014-11-01

Thanks to theoretical physicist Kip Thorne, real science is embedded in Christopher Nolan's film Interstellar, in which explorers seek a new home for humankind. Thorne talks about what he learned from the film's unprecedented visualizations of black holes and wormholes, what it and his accompanying book can teach, and the likelihood of humans escaping the Solar System.

Nothing left to learn: translation and the Groundhog Day of bureaucracy

OpenAIRE

Izak, Michal

2016-01-01

Beyond the existing theorizing of translation as a creative disruption in both occupational and semantic terms, the current study explores it critically in the experiential framework of professional translators and as a meaning-making process. Acknowledging the role of translation in creating dialogic and radical climates for learning, the article proposes to explore the other side of this relationship by studying how the limiting of space for translation delimits the possibilities for meanin...

DAILY RUNNING PROMOTES SPATIAL LEARNING AND MEMORY IN RATS

Directory of Open Access Journals (Sweden)

HojjatAllah Alaei

2007-12-01

Full Text Available Previous studies have shown that physical activity improves learning and memory. Present study was performed to determine the effects of acute, chronic and continuous exercise with different periods on spatial learning and memory recorded as the latency and length of swim path in the Morris water maze testing in subsequent 8 days. Four rat groups were included as follows: 1- Group C (controls which did not exercise. 2- Group A (30 days treadmill running before and 8 days during the Morris water maze testing period. 3- Group B (30 days exercise before the Morris water maze testing period only and 4- Group D (8 days exercise only during the Morris water maze testing period. The results showed that chronic (30 days and continuous (during 8 days of Morris water maze testing days treadmill training produced a significant enhancement in spatial learning and memory which was indicated by decreases in path length and latency to reach the platform in the Morris water maze test (p < 0.05. The benefits in these tests were lost in three days, if the daily running session was abandoned. In group D with acute treadmill running (8 days exercise only the difference between the Group A disappeared in one week and benefit seemed to be obtained in comparison with the controls without running program. In conclusion the chronic and daily running exercises promoted learning and memory in Morris water maze, but the benefits were lost in few days without daily running sessions in adult rats

Sleep and Learning

Science.gov (United States)

Margoliash, Daniel

2010-03-01

The neural basis of cognition represents a grand challenge problem involving multiple disciplines and approaches to the analysis of behavior. Song learning by juvenile songbirds such as zebra finches has proven to have considerable utility for exploring how behavior is represented at multiple levels of brain function. As classically described, young birds are exposed to a ``tutor'' (adult) song and commit that song to memory early in life, then engage in an extended period (weeks) of plastic singing as they slowly learn to match vocal output to the tutor song memory via auditory feedback. In recent years, the role of sleep in learning processes has been actively explored. Young birds isolated from adult songs, then suddenly given access to such songs at circa 40 days of age, show a sudden change in their singing behavior starting on the day following first exposure. Such birds sing songs that have less structure in the mornings than do the songs sung in the afternoons before or after that morning. This fluctuation is directly the result of sleep (not circadian rhythm), and the magnitude of fluctuation is positively correlated with the ultimate similarity to the tutor song. Examining spontaneous neuronal activity in certain brain structures during the night in sleeping adults shows ``replay'' of the patterns of activity the same neurons exhibit during daytime singing, and ``preplay'' of new patterns that will first be incorporated into daytime singing the following day. In experiments on juveniles, nighttime neuronal activity shows dramatic changes associated with song learning, even on the night after the first day of tutor song exposure (preceding changes in singing behavior). Offline processing, especially sleep, has been well documented to participate in memory consolidation in a very broad range of behaviors including in humans. Placing the bird song results in a theoretical framework thereby helps to inform a very broad range of phenomena.

Philipp Thomas et Schumann Christoph (sous la direction de, From the Syrian Land to the States of Syria and Lebanon (Beiruter Texte und Studien 96. Würzburg et Beirut: Ergon Verlag in Kommission, 2004, 7 p. + 366 p.

Directory of Open Access Journals (Sweden)

Frank Peter

2007-11-01

Full Text Available Cet ouvrage collectif, dirigé par Thomas Philipp et Christoph Schumann, réunit 21 contributions portant sur l'émergence de nouvelles identités et idéologies, entre les années 1841 et 1940, dans le Bilâd al-Shâm, la région comprise entre les montagnes du Taurus, le désert syrien, le Sinaï et la Méditerranée. Philipp et Schumann considèrent que peu de recherches ont abordé cette région en tant qu’une unité (as integrated region fondée sur des caractéristiques sociales, culturelles et historiqu...

Remembering Important People On The Day Of The Dead

Science.gov (United States)

Curriculum Review, 2005

2005-01-01

This article describes a project that can help students learn more about historic figures-or remember lost loved ones--with this Day of the Dead project from Frida Kahlo and Diego Rivera. The purpose is to remember the wonderful things the person did, and to celebrate his or her life. Directions for construction, as well as a suggested list of…

Anodal tDCS to V1 blocks visual perceptual learning consolidation.

Science.gov (United States)

Peters, Megan A K; Thompson, Benjamin; Merabet, Lotfi B; Wu, Allan D; Shams, Ladan

2013-06-01

This study examined the effects of visual cortex transcranial direct current stimulation (tDCS) on visual processing and learning. Participants performed a contrast detection task on two consecutive days. Each session consisted of a baseline measurement followed by measurements made during active or sham stimulation. On the first day, one group received anodal stimulation to primary visual cortex (V1), while another received cathodal stimulation. Stimulation polarity was reversed for these groups on the second day. The third (control) group of subjects received sham stimulation on both days. No improvements or decrements in contrast sensitivity relative to the same-day baseline were observed during real tDCS, nor was any within-session learning trend observed. However, task performance improved significantly from Day 1 to Day 2 for the participants who received cathodal tDCS on Day 1 and for the sham group. No such improvement was found for the participants who received anodal stimulation on Day 1, indicating that anodal tDCS blocked overnight consolidation of visual learning, perhaps through engagement of inhibitory homeostatic plasticity mechanisms or alteration of the signal-to-noise ratio within stimulated cortex. These results show that applying tDCS to the visual cortex can modify consolidation of visual learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

E-Learning: Future of Education

OpenAIRE

SUMIT GOYAL

2012-01-01

This paper highlights the significance of E-learning in modern education and discusses its technical aspect, market, pros and cons, comparison with instructor led training and possibility of weather E-learning will replace the old classroom teaching. Presently the concept of E-learning is becoming very popular as the numbers of internet savvy users are increasing. E-learning gives the advantage of 24x7 and 365 days a year round access as compared to Instructor-Led Training, which is one time ...

Reward and punishment learning in daily life : A replication study

NARCIS (Netherlands)

Heininga, Vera E; van Roekel, G.H.; Wichers, Marieke; Oldehinkel, Albertine J

2017-01-01

Day-to-day experiences are accompanied by feelings of Positive Affect (PA) and Negative Affect (NA). Implicitly, without conscious processing, individuals learn about the reward and punishment value of each context and activity. These associative learning processes, in turn, affect the probability

[The alphabet of nature and the alphabet of culture in the eighteenth century. botany, diplomatics, and ethno-linguistics according to Carl von Linné, Johann Christoph Gatterer, and Christian Wilhelm Büttner : Botany, Diplomatics, and ethno-linguistics according to Carl von Linné, Johann Christoph Gatterer, and Christian Wilhelm Büttner].

Science.gov (United States)

Gierl, Martin

2010-01-01

In the middle of the eighteenth century, Carl von Linné, Johann Christoph Gatterer, and Christian Wilhelm Büttner attempted to realize the old idea of deciphering the alphabet of the world, which Francis Bacon had raised as a general postulate of science. This article describes these attempts and their interrelations. Linné used the model of the alphabet to classify plants according to the characters of this fruiting body. Gatterer, one of the leading German historians during the Enlightenment, adopted the botanical method of classification by genus and species to classify the history of scripts. He used the forms of the alphabetic characters to measure the age of manuscripts and to map the process of history as a genealogy of culture. Gatterer collaborated closely with Büttner, the first Göttingen professor of natural history. Büttner constructed a general alphabet of languages which connected the phonetics of language with the historically known alphabets. Early on, diplomatics and ethnography combined the natural order of natural history and the cultural order of the alphabet with the attempt to register development and to document development by the evolution of forms. Based on the shared model of the alphabet and on the common necessity to classify their empirical material, natural history and the description of culture were related attempts in the middle of the eighteenth century to comprehend the alphabetically organized nature and a naturally ordered culture.

77 FR 60741 - Convening of an Accountability Review Board To Examine the Circumstances Surrounding the Deaths...

Science.gov (United States)

2012-10-04

... Hillary Rodham Clinton has determined that the recent deaths of Ambassador J. Christopher Stevens..., Libya involved loss of life at or related to a U.S. mission abroad. Therefore, Secretary Clinton has... cooperation. The Board will submit its conclusions and recommendations to Secretary Clinton within 60 days of...

Everyday practice and unnoticed professional competence in day care work

DEFF Research Database (Denmark)

Ahrenkiel, Annegrethe; Warring, Niels; Nielsen, Birger Steen

In Denmark more than 9 out 10 children attend day care centers that are publicly funded and regulated. The main part of employees, the social educators, at day care centers have attended a 3½ years educational programme with both theoretical and practical elements. Nevertheless it has been hard...... for the social educators to get recognition for their professional competencies and the societal importance of their work. Neoliberal governance has imposed a lot of demands for documentation, evaluation etc., and a growing focus on children’s learning in day care centers has resulted in national goals...... hand it can tend to underestimate the value of a large part of their work which is embedded in what in the paper will be explored as unnoticed professional competences. Building on empirical results from research in day care centers based on mixed methods (observations, interviews and action research...

The Evolution of a Science Project: A Preliminary System Dynamics Model of a Recurring Software-Reliant Acquisition Behavior

Science.gov (United States)

2012-07-01

Complexity?” Proceedings of the Third Annual Conference on Software- Intensive Systems Acquisition, January 2004. [ Bandura 1986] Bandura , Albert ...Andrew P. Moore Christopher Alberts July 2012 TECHNICAL REPORT CMU/SEI-2012-TR-001 ESC-TR-2012-001 Acquisition Support Program http...an operational environment [ Bandura 1986]. Creating interactive experiential learning tools such as “flight simulators” for use in the classroom is

The Effectiveness of Full Day School System for Students’ Character Building

Science.gov (United States)

Benawa, A.; Peter, R.; Makmun, S.

2018-01-01

The study aims to put forward that full day school which was delivered in Marsudirini Elementary School in Bogor is effective for students’ character building. The study focused on the implementation of full day school system. The qualitative-based research method applied in the study is characteristic evaluation involving non-participant observation, interview, and documentation analysis. The result of this study concludes that the full day school system is significantly effective in education system for elementary students’ character building. The full day school system embraced the entire relevant processes based on the character building standard. The synergy of comprehensive components in instructional process at full day school has influenced the building of the students’ character effectively and efficiently. The relationship emerged between instructional development process in full day school system and the character building of the students. By developing instructional process through systemic and systematic process in full day school system, the support of stakeholders (leaders, human resources, students, parents’ role) and other components (learning resources, facilities, budget) provides a potent and expeditious contribution for character building among the students eventually.

Leisure, Digital Games and Learning: Perspectives for School Education

Science.gov (United States)

Arruda, Eucidio Pimenta; Arruda, Durcelina Pimenta

2014-01-01

This text discusses the relationship between leisure and education in contemporary society from the perspective of day-to-day use of videogames by young people and its relationship to learning, and specifically school learning. We intend to analyze, in the light of current academic production, the following question: what possible relations are…

Co-Production in Community Development: A Day at the Educational Fair.

Science.gov (United States)

Burke, Richard C.

1992-01-01

Describes community development efforts of the Educacion Communitaria Radial (Community Education through Radio) in Bolivia during 1979-80 that encouraged cooperation within and between communities through coproduction of learning activities. The use of theater that evolved into a day-long educational fair is described, and school involvement is…

Learning curves in health professions education.

Science.gov (United States)

Pusic, Martin V; Boutis, Kathy; Hatala, Rose; Cook, David A

2015-08-01

Learning curves, which graphically show the relationship between learning effort and achievement, are common in published education research but are not often used in day-to-day educational activities. The purpose of this article is to describe the generation and analysis of learning curves and their applicability to health professions education. The authors argue that the time is right for a closer look at using learning curves-given their desirable properties-to inform both self-directed instruction by individuals and education management by instructors.A typical learning curve is made up of a measure of learning (y-axis), a measure of effort (x-axis), and a mathematical linking function. At the individual level, learning curves make manifest a single person's progress towards competence including his/her rate of learning, the inflection point where learning becomes more effortful, and the remaining distance to mastery attainment. At the group level, overlaid learning curves show the full variation of a group of learners' paths through a given learning domain. Specifically, they make overt the difference between time-based and competency-based approaches to instruction. Additionally, instructors can use learning curve information to more accurately target educational resources to those who most require them.The learning curve approach requires a fine-grained collection of data that will not be possible in all educational settings; however, the increased use of an assessment paradigm that explicitly includes effort and its link to individual achievement could result in increased learner engagement and more effective instructional design.

Reconceptualizing the understanding of professional knowledge in day care work in Denmark

DEFF Research Database (Denmark)

Schmidt, Camilla

Re conceptualizing the understanding of professional knowledge in day care work As development of children’s competences increasingly sets the agenda for what counts as professional practice in day care, there is a risk that the majority of everyday practices become invisible, unnoticed and regar...... of departure in participative research conducted in day care institutions for 0-6 year olds, focusing on reconceptualizing pedagogical knowledge and paying attention to interrelations in every day practices.......Re conceptualizing the understanding of professional knowledge in day care work As development of children’s competences increasingly sets the agenda for what counts as professional practice in day care, there is a risk that the majority of everyday practices become invisible, unnoticed...... and regarded as unimportant in professional knowledge. Hence we lose sight of unique learning arenas for developing professional knowledge in day care work, and the everyday practices and routines are not considered to be in need for reflection and attention. The proposed presentation takes its’ point...

How Adults Learn. Revised Edition.

Science.gov (United States)

Kidd, J. R.

The book's emphasis is on learning during the years of adulthood and examines present-day practice of adult education for practitioners. This revised edition brings up to date advances in such areas of learning as controversial theory; the effects of environment; sensory processes; intellectual capacities; motivation and attitude; transactional…

Structural Gray Matter Changes in the Hippocampus and the Primary Motor Cortex on An-Hour-to-One- Day Scale Can Predict Arm-Reaching Performance Improvement

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Midori Kodama

2018-06-01

Full Text Available Recent studies have revealed rapid (e.g., hours to days training-induced cortical structural changes using magnetic resonance imaging (MRI. Currently, there is great interest in studying how such a rapid brain structural change affects behavioral improvement. Structural reorganization contributes to memory or enhanced information processing in the brain and may increase its capability of skill learning. If the gray matter (GM is capable of such rapid structural reorganization upon training, the extent of volume increase may characterize the learning process. To shed light on this issue, we conducted a case series study of 5-day visuomotor learning using neuroanatomical imaging, and analyzed the effect of rapid brain structural change on motor performance improvement via regression analysis. Participants performed an upper-arm reaching task under left-right mirror-reversal for five consecutive days; T1-weighted MR imaging was performed before training, after the first and fifth days, and 1 week and 1 month after training. We detected increase in GM volume on the first day (i.e., a few hours after the first training session in the primary motor cortex (M1, primary sensory cortex (S1, and in the hippocampal areas. Notably, regression analysis revealed that individual differences in such short-term increases were associated with the learning levels after 5 days of training. These results suggest that GM structural changes are not simply a footprint of previous motor learning but have some relationship with future motor learning. In conclusion, the present study provides new insight into the role of structural changes in causing functional changes during motor learning.

Understanding teachers’ professional learning goals from their current professional concerns

NARCIS (Netherlands)

Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also, teachers in different professional life phases

Children show right-lateralized effects of spoken word-form learning.

Directory of Open Access Journals (Sweden)

Anni Nora

Full Text Available It is commonly thought that phonological learning is different in young children compared to adults, possibly due to the speech processing system not yet having reached full native-language specialization. However, the neurocognitive mechanisms of phonological learning in children are poorly understood. We employed magnetoencephalography (MEG to track cortical correlates of incidental learning of meaningless word forms over two days as 6-8-year-olds overtly repeated them. Native (Finnish pseudowords were compared with words of foreign sound structure (Korean to investigate whether the cortical learning effects would be more dependent on previous proficiency in the language rather than maturational factors. Half of the items were encountered four times on the first day and once more on the following day. Incidental learning of these recurring word forms manifested as improved repetition accuracy and a correlated reduction of activation in the right superior temporal cortex, similarly for both languages and on both experimental days, and in contrast to a salient left-hemisphere emphasis previously reported in adults. We propose that children, when learning new word forms in either native or foreign language, are not yet constrained by left-hemispheric segmental processing and established sublexical native-language representations. Instead, they may rely more on supra-segmental contours and prosody.

Associative Learning during Early Adulthood Enhances Later Memory Retention in Honeybees

Science.gov (United States)

Arenas, Andrés; Fernández, Vanesa M.; Farina, Walter M.

2009-01-01

Background Cognitive experiences during the early stages of life play an important role in shaping the future behavior in mammals but also in insects, in which precocious learning can directly modify behaviors later in life depending on both the timing and the rearing environment. However, whether olfactory associative learning acquired early in the adult stage of insects affect memorizing of new learning events has not been studied yet. Methodology Groups of adult honeybee workers that experienced an odor paired with a sucrose solution 5 to 8 days or 9 to 12 days after emergence were previously exposed to (i) a rewarded experience through the offering of scented food, or (ii) a non-rewarded experience with a pure volatile compound in the rearing environment. Principal Findings Early rewarded experiences (either at 1–4 or 5–8 days of adult age) enhanced retention performance in 9–12-day-conditioned bees when they were tested at 17 days of age. The highest retention levels at this age, which could not be improved with prior rewarded experiences, were found for memories established at 5–8 days of adult age. Associative memories acquired at 9–12 days of age showed a weak effect on retention for some pure pre-exposed volatile compounds; whereas the sole exposure of an odor at any younger age did not promote long-term effects on learning performance. Conclusions The associative learning events that occurred a few days after adult emergence improved memorizing in middle-aged bees. In addition, both the timing and the nature of early sensory inputs interact to enhance retention of new learning events acquired later in life, an important matter in the social life of honeybees. PMID:19956575

Associative learning during early adulthood enhances later memory retention in honeybees.

Directory of Open Access Journals (Sweden)

Andrés Arenas

Full Text Available BACKGROUND: Cognitive experiences during the early stages of life play an important role in shaping the future behavior in mammals but also in insects, in which precocious learning can directly modify behaviors later in life depending on both the timing and the rearing environment. However, whether olfactory associative learning acquired early in the adult stage of insects affect memorizing of new learning events has not been studied yet. METHODOLOGY: Groups of adult honeybee workers that experienced an odor paired with a sucrose solution 5 to 8 days or 9 to 12 days after emergence were previously exposed to (i a rewarded experience through the offering of scented food, or (ii a non-rewarded experience with a pure volatile compound in the rearing environment. PRINCIPAL FINDINGS: Early rewarded experiences (either at 1-4 or 5-8 days of adult age enhanced retention performance in 9-12-day-conditioned bees when they were tested at 17 days of age. The highest retention levels at this age, which could not be improved with prior rewarded experiences, were found for memories established at 5-8 days of adult age. Associative memories acquired at 9-12 days of age showed a weak effect on retention for some pure pre-exposed volatile compounds; whereas the sole exposure of an odor at any younger age did not promote long-term effects on learning performance. CONCLUSIONS: The associative learning events that occurred a few days after adult emergence improved memorizing in middle-aged bees. In addition, both the timing and the nature of early sensory inputs interact to enhance retention of new learning events acquired later in life, an important matter in the social life of honeybees.

4600 Students become Scientists for a Day

CERN Multimedia

Erik Johansson

Particle Physics Masterclasses provide a great opportunity for high school students to spend one day at one of the participating universities or research centres. This year the European Particle Physics Masterclasses attracted 4600 students to spend a day as a particle physicist in 74, mainly European, but also American universities and education centres. The participants worked with data from real high energy particle collisions from LEP experiments like DELPHI and OPAL, learned about particle physics and the new LHC project, and experienced today's research and education environments. The ATLAS Student Event Challenge, using ATLAS simulated and hopefully soon real data, will be a natural component in the future Masterclass program. Students at the National Technical University of Athens, Greece. The primary aims of the Particle Physics Masterclasses are to stimulate the interest in science, explore the fundamental forces and building blocks of nature and make data of modern particle physics experimen...

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

Directory of Open Access Journals (Sweden)

Mehmet FIRAT

2016-02-01

Full Text Available Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS, which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility.

Need and feasibility of telemedicine in non-urban day care centres.

Science.gov (United States)

Setia, Monika; DelliFraine, Jami L

2010-01-01

There appear to have been no studies of telemedicine in rural day care centres. We have assessed the feasibility of using telemedicine in eight rural day care centres in Pennsylvania, from the day care centres' perspective. The average number of children in these centres was 76 (range 20-150). The centres sent an average of 4.7 children home each month because of illness. Using telephone and face-to-face interviews, we assessed their perceived need for and familiarity with telemedicine, as well as their openness and preparedness for implementing telemedicine. Most day care centres reported a need for telemedicine and were open to learning how to use it. Some centres were concerned about adequate space for the equipment, but overall, the centres felt that their resources were adequate. Telemedicine in rural day care centres appears to be feasible, and would have the potential to save time and money for parents, as well as perhaps improving health care for children in rural areas.

A Developmental Perspective in Learning the Mirror-Drawing Task

Directory of Open Access Journals (Sweden)

Mona Sharon Julius

2016-03-01

Full Text Available Is there late maturation of skill learning? This notion has been raised to explain an adult advantage in learning a variety of tasks, such as auditory temporal-interval discrimination, locomotion adaptation, and drawing visually-distorted spatial patterns (mirror-drawing. Here, we test this assertion by following the practice of the mirror-drawing task in two 5 min daily sessions separated by a 10 min break, over the course of two days, in 5–6-year-old kindergarten children, 7–8-year-old second-graders, and young adults. In the mirror-drawing task, participants were required to trace a square while looking at their hand only as a reflection in a mirror. Kindergarteners did not show learning of the visual-motor mapping, and on average, did not produce even one full side of a square correctly. Second-graders showed increased online movement control with longer strokes, and robust learning of the visual-motor mapping, resulting in a between-day increase in the number of correctly drawn sides with no loss in accuracy. Overall, kindergarteners and second-graders producing at least one correct polygon-side on Day 1 were more likely to improve their performance between days. Adults showed better performance with greater improvements in the number of correctly drawn sides between- and within-days, and in accuracy between days. It has been suggested that 5-year-olds cannot learn the task due to their inability to detect and encapsulate previously produced accurate movements. Our findings suggest, instead, that these children did not have initial, accurate performance that could be enhanced through training. Recently, it has been shown that in a simple grapho-motor task the three age-groups improved their speed of performance within a session and between-days, while maintaining accuracy scores. Taken together, these data suggest that children's motor skill learning depends on the task’s characteristics and their adopting an efficient performance

Antarctica Day: An International Celebration

Science.gov (United States)

Pope, A.; Hambrook Berkman, J.; Berkman, P. A.

2013-12-01

For more than half a century, the 1959 Antarctic Treaty continues to shine as a rare beacon of international cooperation. To celebrate this milestone of peace in our civilization with hope and inspiration for future generations, Antarctica Day is celebrated each year on December 1st , the anniversary of the Antarctic Treaty signing. As an annual event - initiated by the Foundation for the Good Governance of International Spaces (www.internationalspaces.org/) in collaboration with the Association of Polar Early Carer Scientists (www.apecs.is) - Antarctica Day encourages participation from around the world. The Antarctic Treaty set aside 10% of the earth, 'forever to be used exclusively for peaceful purposes in the interest of mankind.' It was the first nuclear arms agreement and the first institution to govern all human activities in an international region beyond sovereign jurisdictions. In this spirit, Antarctica Day aims to: - Demonstrate how diverse nations can work together peacefully, using science as a global language of cooperation for decision making beyond national boundaries, - Provide strategies for students learning about Antarctica through art, science and history at all school levels, - Increase collaboration and communication between classrooms, communities, researchers and government officials around the world, and - Provide a focus for polar educators to build on each year. Through close collaboration with a number of partners. Antarctica Day activities have included: a Polar Film Festival convened by The Explorers Club; live sessions connecting classrooms with scientists in Antarctica thanks to PolarTREC and ARCUS; an international activity that involved children from 13 countries who created over 600 flags which exemplify Antarctica Day (these were actually flown in Antarctica with signed certificates then returned to the classes); a map where Antarctica Day participants all over the world could share what they were doing; an Antarctic bird count

Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning.

Science.gov (United States)

Luo, Li; Cheng, Xiaohua; Wang, Shiyuan; Zhang, Junxue; Zhu, Wenbo; Yang, Jiaying; Liu, Pei

2017-09-19

Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students' knowledge, attitudes and practices (KAP) relating to e-learning. The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents' average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents' literacy had a significant impact, as the average score increased 10.05 points (P learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.

Online Learning Techniques for Improving Robot Navigation in Unfamiliar Domains

Science.gov (United States)

2010-12-01

Thesis Committee: Tony Stentz, co-chair J. Andrew Bagnell, co-chair Christopher Urmson Lawrence Jackel, AT&T Labs Division Manager (Emeritus) Copyright...fellowship has given me. v vi Acknowledgments There are many to thank for this dissertation, but I must start with my advisors, Tony and Drew. They...of Statistics, pages 1091–1114, 1987. 6.2.1 [69] TL Lai and H. Robbins . Asymptotically efficient adaptive allocation rules. Advances in applied

76 FR 10365 - Agency Information Collection Request. 60-Day Public Comment Request

Science.gov (United States)

2011-02-24

... existing syllabus for a research integrity or research ethics course for the treatment group. The control... students enrolled in these ethics courses to learn and apply the responsible conduct of research at... DEPARTMENT OF HEALTH AND HUMAN SERVICES [Document Identifier: OS-0990-New; 60-day Notice] Agency...

A Curious Case of Caveats and Causes

DEFF Research Database (Denmark)

Blyth, Mark

2014-01-01

Review symposium contribution. Banking Across Boundaries: Placing Finance in Capitalism / Brett Christophers. Wiley-Blackwell, Chichester, Sussex, 2013, 302 pages. Participants: Jamie Peck; Fred Block; Mark Blyth; Ewald Engelen; Brett Christophers.......Review symposium contribution. Banking Across Boundaries: Placing Finance in Capitalism / Brett Christophers. Wiley-Blackwell, Chichester, Sussex, 2013, 302 pages. Participants: Jamie Peck; Fred Block; Mark Blyth; Ewald Engelen; Brett Christophers....

Between Anzac Day and Waitangi Day

Directory of Open Access Journals (Sweden)

Czerwińska Anna

2017-12-01

Full Text Available This paper discusses the historical background and significance of the two most important national holidays in New Zealand: Waitangi Day and Anzac Day. Waitangi Day is celebrated on the 6th February and it commemorates the signing of the Treaty of Waitangi between British representatives and a number of Māori chiefs in 1840. Following the signing of the treaty New Zealand became effectively a British colony. Anzac Day is celebrated on 25th April, i.e., on the anniversary of the landing of soldiers of the Australian and New Zealand Army Corps (ANZAC on the Gallipoli peninsula in Turkey in 1915, during World War One. There are three major differences between these two holidays: the process of those days becoming national holidays, the level of contestation, and the changing messages they have carried. The present study analyzes the national discourse around Anzac Day and Waitangi Day in New Zealand, and attempts to reveal how the official New Zealand government rhetoric about national unity becomes deconstructed. The following analysis is based on a selection of online articles from the New Zealand Herald and Stuff published in Auckland and Wellington, respectively. Both cities are populated by multi-ethnic groups, with Auckland featuring the largest Māori population.

Commentary: The Khan Academy and the Day-Night Flipped Classroom

Science.gov (United States)

Parslow, Graham R.

2012-01-01

Teaching by night and reflecting on a subject by day is the way that Salman Khan sees education evolving in the age of online lectures. Khan believes he is onto something in what he styles the "flipped classroom." In Khan's view, there is no need for students to be divided into grades by age. Instead, they should learn at their own pace, moving on…

The Evolution of E-Learning and New Trends

OpenAIRE

Bezovski, Zlatko; Poorani, Subitcha

2016-01-01

The electronic learning (E-Learning) considered as computer assisted learning has been around since the 1960s but its adoption and popularization mainly started after the popularization of the internet and the web. Since its introduction till present days the e-learning rapidly evolved regarding the technology and the e-learning methods/tools used. Having in mind that it has many benefits for the teacher/instructors from one side and the learners on the other, the e-learning found its applica...

'Disaster day': global health simulation teaching.

Science.gov (United States)

Mohamed-Ahmed, Rayan; Daniels, Alex; Goodall, Jack; O'Kelly, Emily; Fisher, James

2016-02-01

As society diversifies and globalisation quickens, the importance of teaching global health to medical undergraduates increases. For undergraduates, the majority of exposure to 'hands-on' teaching on global health occurs during optional elective periods. This article describes an innovative student-led initiative, 'Disaster Day', which used simulation to teach global health to undergraduates. The teaching day began with an introduction outlining the work of Médecins Sans Frontières and the basic principles of resuscitation. Students then undertook four interactive simulation scenarios: Infectious Diseases in a Refugee Camp, Natural Disaster and Crush Injury, Obstetric Emergency in a Low-Income Country, and Warzone Gunshot Wound. Sessions were facilitated by experienced doctors and fourth-year students who had been trained in the delivery of the scenarios. Students completed pre- and post-session evaluation forms that included the self-rating of confidence in eight learning domains (using a five-point Likert scale). Twenty-seven students voluntarily attended the session, and all provided written feedback. Analysis of the pre- and post-session evaluations demonstrated statistically significant improvements in confidence across all but one domains (Wilcoxon signed rank test). Free-text feedback was overwhelmingly positive, with students appreciating the practical aspect of the scenarios. For undergraduates, the majority of exposure to 'hands-on' teaching on global health occurs during optional elective periods Simulation-based teaching can provide students with 'hands-on' exposure to global health in a controlled, reproducible fashion and appears to help develop their confidence in a variety of learning domains. The more widespread use of such teaching methods is encouraged: helping tomorrow's doctors develop insight into global health challenges may produce more rounded clinicians capable of caring for more culturally diverse populations. © 2015 John Wiley & Sons

Motor learning induces plastic changes in Purkinje cell dendritic spines in the rat cerebellum.

Science.gov (United States)

González-Tapia, D; González-Ramírez, M M; Vázquez-Hernández, N; González-Burgos, I

2017-12-14

The paramedian lobule of the cerebellum is involved in learning to correctly perform motor skills through practice. Dendritic spines are dynamic structures that regulate excitatory synaptic stimulation. We studied plastic changes occurring in the dendritic spines of Purkinje cells from the paramedian lobule of rats during motor learning. Adult male rats were trained over a 6-day period using an acrobatic motor learning paradigm; the density and type of dendritic spines were determined every day during the study period using a modified version of the Golgi method. The learning curve reflected a considerable decrease in the number of errors made by rats as the training period progressed. We observed more dendritic spines on days 2 and 6, particularly more thin spines on days 1, 3, and 6, fewer mushroom spines on day 3, fewer stubby spines on day 1, and more thick spines on days 4 and 6. The initial stage of motor learning may be associated with fast processing of the underlying synaptic information combined with an apparent "silencing" of memory consolidation processes, based on the regulation of the neuronal excitability. Copyright © 2017 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

Leveraging e-learning in medical education.

Science.gov (United States)

Lewis, Kadriye O; Cidon, Michal J; Seto, Teresa L; Chen, Haiqin; Mahan, John D

2014-07-01

e-Learning has become a popular medium for delivering instruction in medical education. This innovative method of teaching offers unique learning opportunities for medical trainees. The purpose of this article is to define the present state of e-learning in pediatrics and how to best leverage e-learning for educational effectiveness and change in medical education. Through addressing under-examined and neglected areas in implementation strategies for e-learning, its usefulness in medical education can be expanded. This study used a systematic database review of published studies in the field of e-learning in pediatric training between 2003 and 2013. The search was conducted using educational and health databases: Scopus, ERIC, PubMed, and search engines Google and Hakia. A total of 72 reference articles were suitable for analysis. This review is supplemented by the use of "e-Learning Design Screening Questions" to define e-learning design and development in 10 randomly selected articles. Data analysis used template-based coding themes and counting of the categories using descriptive statistics.Our search for pediatric e-learning (using Google and Hakia) resulted in six well-defined resources designed to support the professional development of doctors, residents, and medical students. The majority of studies focused on instructional effectiveness and satisfaction. There were few studies about e-learning development, implementation, and needs assessments used to identify the institutional and learners' needs. Reviewed studies used various study designs, measurement tools, instructional time, and materials for e-learning interventions. e-Learning is a viable solution for medical educators faced with many challenges, including (1) promoting self-directed learning, (2) providing flexible learning opportunities that would offer continuous (24h/day/7 days a week) availability for learners, and (3) engaging learners through collaborative learning communities to gain

The Return Home: Transitioning from a 28-Day Remote Outdoor Education Programme

Science.gov (United States)

McNatty, Shannon

2016-01-01

This article addresses the challenges for students transitioning from the remote Te Kahu (pseudonym) outdoor education programme back into their home and school city environments. Students must develop methods of coping and readjust to society to continue the personal growth and process the learning affected through the 28-day programme. The…

Sun-Earth Day - Teaching Heliophysics Through Education Technology

Science.gov (United States)

Thieman, J.; Cline, T.; Lewis, E.

2010-01-01

Sun-Earth Day (SED) is an Education and Outreach program supported by the U.S, National Aeronautics and Space Administration (NASA). The intent of the program is to teach students and the general public about Heliophysics (the science of the study of the Sun, how it varies, and how solar dynamics affect the rest of the solar system, especially the Earth). The program was begun ten years ago. Each year since that time a particular day has been designated as "Sun-Earth Day ,,. Usually the day of the spring equinox (March 20 or 21) is Sun-Earth Day, but other days have been used as well. Each year a theme is chosen relating to Heliophysics and events reflecting that theme are planned not only for Sun-Earth Day, but for the entire year. From the very beginning educational technology was emphasized in the events in order to effectively reach wide audiences with the SED message. The main approach has been to have a "webcast" related to each year's theme, often from a location that supports the theme as well. For example, a webcast took place from the Mayan pyramids at Chichen Itza, Mexico to highlight the theme of "Ancient Observatories, Timeless Knowledge". Webcasts were not the only technology employed, however. Many of the themes centered on the dynamic nature of the Sun and the effects that solar storms can have on interplanetary space and in our day-to-day life on Earth. Activities for tracking when solar storms happen and how they affect the Earth were developed and brought together in an educational package called Space Weather Action Centers. This project is explained in more detail in another presentation in this session being given by Norma Teresinha Oliveira Reis. Recent Sun-Earth Days have utilized "social networking" technologies to reach widespread groups on the internet. Podcasts, Vodcasts, Facebook, Twitter, and Second Life are the types of network technologies being employed now. The NASA Distance learning Network is another method for bringing Sun

Incorporating Meaningful Gamification in a Blended Learning Research Methods Class: Examining Student Learning, Engagement, and Affective Outcomes

Science.gov (United States)

Tan, Meng; Hew, Khe Foon

2016-01-01

In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same…

Capturing the Magic of Classroom Training in Blended Learning

Science.gov (United States)

Laiken, Marilyn E.; Milland, Russ; Wagner, Jon

2014-01-01

Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from…

Understanding Teachers' Professional Learning Goals from Their Current Professional Concerns

Science.gov (United States)

Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

2018-01-01

In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional…

Brain potentials predict learning, transmission and modification of an artificial symbolic system

DEFF Research Database (Denmark)

Lumaca, Massimo; Baggio, G.

2016-01-01

capacity account for aspects of ‘variation’ observed in symbolic behavior and symbolic systems. We addressed this issue in the domain of auditory processing.We conducted a combined behavioral and EEG study on 2 successive days. On day 1, participants listened to standard and deviant five-tone sequences......: as in previous oddball studies, an mismatch negativity (MMN) was elicited by deviant tones. On day 2, participants learned an artificial signaling system from a trained confederate of the experimenters in a coordination game in which five-tone sequences were associated to affective meanings (emotion......-laden pictures of human faces). In a subsequent game with identical structure, participants transmitted and occasionally changed the signaling system learned during the first game. TheMMNlatency from day 1 predicted learning, transmission and structural modification of signaling systems on day 2. Our study...

The learning conference

DEFF Research Database (Denmark)

Ravn, Ib

little support amongst serious students of learning. The professional conference as a forum for knowledge sharing is in dire need of a new learning theory and a more enlightened practice. The notion of human flourishing is offered as basis for theory, and four simple design principles for the so......The typical one-day conference attended by managers or professionals in search of inspiration is packed with PowerPoint presentations and offers little opportunity for involvement or knowledge sharing. Behind the conventional conference format lurks the transfer model of learning, which finds......-called “learning conference” are proposed: People go to conferences to 1. get concise input, 2. interpret it in the light of their ongoing concerns, 3. talk about their current projects and 4. meet the other attendees and be inspired by them. Six practical techniques that induce attendees to do these things...

Application of a Gradient Descent Continuous Actor-Critic Algorithm for Double-Side Day-Ahead Electricity Market Modeling

Directory of Open Access Journals (Sweden)

Huiru Zhao

2016-09-01

Full Text Available An important goal of China’s electric power system reform is to create a double-side day-ahead wholesale electricity market in the future, where the suppliers (represented by GenCOs and demanders (represented by DisCOs compete simultaneously with each other in one market. Therefore, modeling and simulating the dynamic bidding process and the equilibrium in the double-side day-ahead electricity market scientifically is not only important to some developed countries, but also to China to provide a bidding decision-making tool to help GenCOs and DisCOs obtain more profits in market competition. Meanwhile, it can also provide an economic analysis tool to help government officials design the proper market mechanisms and policies. The traditional dynamic game model and table-based reinforcement learning algorithm have already been employed in the day-ahead electricity market modeling. However, those models are based on some assumptions, such as taking the probability distribution function of market clearing price (MCP and each rival’s bidding strategy as common knowledge (in dynamic game market models, and assuming the discrete state and action sets of every agent (in table-based reinforcement learning market models, which are no longer applicable in a realistic situation. In this paper, a modified reinforcement learning method, called gradient descent continuous Actor-Critic (GDCAC algorithm was employed in the double-side day-ahead electricity market modeling and simulation. This algorithm can not only get rid of the abovementioned unrealistic assumptions, but also cope with the Markov decision-making process with continuous state and action sets just like the real electricity market. Meanwhile, the time complexity of our proposed model is only O(n. The simulation result of employing the proposed model in the double-side day-ahead electricity market shows the superiority of our approach in terms of participant’s profit or social welfare

Explore Your Dream Kitchen at Virginia Tech; popular two-day workshop returns in May

OpenAIRE

Elliott, Jean

2005-01-01

-- Explore Your Dream Kitchen, a two-day workshop offered in Virginia Tech's Center for Real Life Kitchen Design, will be offered twice in May to participants who want to learn about planning and designing a kitchen that really meets their needs.

Day-to-day changes in ionospheric electron content

International Nuclear Information System (INIS)

Tyagi, T.R.

1978-01-01

Large day-to-day variations have been observed in the ionospheric electron content or the so-called Faraday content derived from ATS-6 measurements at Gauhati (26.15 deg N, 91.75 deg E) for the period November 1975 to July 1976. The changes occur in the form of single-day abnormality, alternate day-to-day fluctuations and long-term periodic fluctuations with a periodicity of about 45 days. In all the cases the fluctuations are as large as plus or minus 40% from the average level. These changes are not correlated with solar or magnetic activity

Methodology of Day-To-Day Ship Costs Assessment

Directory of Open Access Journals (Sweden)

Milojka Počuča

2006-09-01

Full Text Available The paper presents a methodology of assessing the day-to-day fixed costs of maritime cargo ships. The authoress refersthe reader to factors that affect the amount affixed daily costsand the day-to-day voyage costs of ships. In the last chapter thepaper presents an estimation of the average daily fixed costsand day-to-day voyage costs of ships per type and size for theyear 2003. Besides particular explanations, the reader is refe"ed to data bases that authentically impart data on the structureof maritime fleets and their technical characteristics, aswell as databases on prices and costs in maritime transport.

Learning Music: Embodied Experience in the Life-World

Science.gov (United States)

Alerby, Eva; Ferm, Cecilia

2005-01-01

In the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and…

1000 days on orbit: lessons learned from the ACTEX-I flight experiment

Science.gov (United States)

Erwin, R. Scott; Denoyer, Keith K.

2000-06-01

This paper presents a review of the Air Force Research Laboratory advanced controls technology experiment program. Representing the first space-demonstration of smart structures technology, the ACTEX-I program has met or exceeded all program goals at each stage, beginning with the program initiation in 1991 through launch in 1996 to the conclusion of the Guest Investigator program and program conclusion in 1999. This paper will provide a summary of the ACTEX-I program from the AFRL perspective, focusing on lessons learned from the program both positive and negative.

Prediction of Allogeneic Hematopoietic Stem-Cell Transplantation Mortality 100 Days After Transplantation Using a Machine Learning Algorithm: A European Group for Blood and Marrow Transplantation Acute Leukemia Working Party Retrospective Data Mining Study.

Science.gov (United States)

Shouval, Roni; Labopin, Myriam; Bondi, Ori; Mishan-Shamay, Hila; Shimoni, Avichai; Ciceri, Fabio; Esteve, Jordi; Giebel, Sebastian; Gorin, Norbert C; Schmid, Christoph; Polge, Emmanuelle; Aljurf, Mahmoud; Kroger, Nicolaus; Craddock, Charles; Bacigalupo, Andrea; Cornelissen, Jan J; Baron, Frederic; Unger, Ron; Nagler, Arnon; Mohty, Mohamad

2015-10-01

Allogeneic hematopoietic stem-cell transplantation (HSCT) is potentially curative for acute leukemia (AL), but carries considerable risk. Machine learning algorithms, which are part of the data mining (DM) approach, may serve for transplantation-related mortality risk prediction. This work is a retrospective DM study on a cohort of 28,236 adult HSCT recipients from the AL registry of the European Group for Blood and Marrow Transplantation. The primary objective was prediction of overall mortality (OM) at 100 days after HSCT. Secondary objectives were estimation of nonrelapse mortality, leukemia-free survival, and overall survival at 2 years. Donor, recipient, and procedural characteristics were analyzed. The alternating decision tree machine learning algorithm was applied for model development on 70% of the data set and validated on the remaining data. OM prevalence at day 100 was 13.9% (n=3,936). Of the 20 variables considered, 10 were selected by the model for OM prediction, and several interactions were discovered. By using a logistic transformation function, the crude score was transformed into individual probabilities for 100-day OM (range, 3% to 68%). The model's discrimination for the primary objective performed better than the European Group for Blood and Marrow Transplantation score (area under the receiver operating characteristics curve, 0.701 v 0.646; Prisk evaluation of patients with AL before HSCT, and is available online (http://bioinfo.lnx.biu.ac.il/∼bondi/web1.html). It is presented as a continuous probabilistic score for the prediction of day 100 OM, extending prediction to 2 years. The DM method has proved useful for clinical prediction in HSCT. © 2015 by American Society of Clinical Oncology.

Effects of regular aerobic exercise on visual perceptual learning.

Science.gov (United States)

Connell, Charlotte J W; Thompson, Benjamin; Green, Hayden; Sullivan, Rachel K; Gant, Nicholas

2017-12-02

This study investigated the influence of five days of moderate intensity aerobic exercise on the acquisition and consolidation of visual perceptual learning using a motion direction discrimination (MDD) task. The timing of exercise relative to learning was manipulated by administering exercise either before or after perceptual training. Within a matched-subjects design, twenty-seven healthy participants (n = 9 per group) completed five consecutive days of perceptual training on a MDD task under one of three interventions: no exercise, exercise before the MDD task, or exercise after the MDD task. MDD task accuracy improved in all groups over the five-day period, but there was a trend for impaired learning when exercise was performed before visual perceptual training. MDD task accuracy (mean ± SD) increased in exercise before by 4.5 ± 6.5%; exercise after by 11.8 ± 6.4%; and no exercise by 11.3 ± 7.2%. All intervention groups displayed similar MDD threshold reductions for the trained and untrained motion axes after training. These findings suggest that moderate daily exercise does not enhance the rate of visual perceptual learning for an MDD task or the transfer of learning to an untrained motion axis. Furthermore, exercise performed immediately prior to a visual perceptual learning task may impair learning. Further research with larger groups is required in order to better understand these effects. Copyright © 2017 Elsevier Ltd. All rights reserved.

E-Learning: Future of Education

Directory of Open Access Journals (Sweden)

SUMIT GOYAL

2012-09-01

Full Text Available This paper highlights the significance of E-learning in modern education and discusses its technical aspect, market, pros and cons, comparison with instructor led training and possibility of weather E-learning will replace the old classroom teaching. Presently the concept of E-learning is becoming very popular as the numbers of internet savvy users are increasing. E-learning gives the advantage of 24x7 and 365 days a year round access as compared to Instructor-Led Training, which is one time class that must be scheduled. E-learning is cost effective as course content once developed could be easily used and modified for teaching and training. E-learning also provides students freedom from carrying heavy school bags and stop cutting of trees for the sake of paper, pencil and rubber. E-learning is the future of education as it is interactive, interesting and entertaining way of learning, and will soon replace the paper books in the form of touch screen tablets.

Teaching "Doctor Faustus" through the "Ars Moriendi" Tradition

Science.gov (United States)

Fike, Matthew

2008-01-01

The rough edges in Christopher Marlowe's intellectual life serve as a foil to the mainstream Christianity in "Doctor Faustus": the playwright had a reputation for atheism or at least for unorthodox opinions; papers allegedly found in a writing room that he shared with Thomas Kyd denied the deity of Christ; and twelve days before he was…

Mindset Matters: Supporting Student Persistence Through The Developmental Mathematics Pipeline

OpenAIRE

Kiser, Tracey Nicole

2016-01-01

Abstract of the DissertationMindset Matters: Supporting Student Persistence Through The Developmental Mathematics PipelinebyTracey Nicole KiserDoctor of Education in Teaching and LearningUniversity of California, San Diego, 2016Christopher P. Halter, ChairDevelopmental mathematics is one of the most challenging leaks in the mathematics K-20 pipeline. Few students enter two-year colleges prepared to successfully engage in college-level mathematics classes. Many of students who place into devel...

Learning to learn self-regulation in practice: a 2 cohort evaluation.

Science.gov (United States)

Sharples, Kath; Moseley, Laurence G

2011-11-01

The transfer of nurse training into higher education following 'Project 2000' dramatically changed the status of student nurses. While the majority received a grant or bursary, students were no longer regarded as belonging to the hospital staffing complement. Elcock et al. (2007), argue that the intended advantage of supernumerary status following the move of nurse education into higher education has not been reflected in the student learning experience. Students have reported difficulties in being accepted into the community of practice, as they are no longer viewed as belonging in the professional sense to the practice environment (Cope et al., 2000). Students must therefore be prepared for their supernumerary role through the development of appropriate skills for learning in practice (Elcock et al., 2007). The Thames Valley University pre-registration nursing curriculum promotes the effective socialisation of students into the professional role (Fitzpatrick et al., 1996) through a 35-day practice orientation programme in the Common Foundation Programme. The results of a 2 cohort evaluation of a 35-day programme facilitated in the Brent and Harrow learning community indicate that novice pre-registration students will not always possess the self-directed ability to spontaneously engage with nursing care in practice. Students must be provided the opportunity to develop the skills that define the self-regulated learner (Langendyk, 2006). Students must be empowered to self-assess what they know and what they do not know. It is argued that in order to learn during practice experiences, the student nurse of today must first learn how to be self-regulated. Copyright © 2011 Elsevier Ltd. All rights reserved.

The learning conference

DEFF Research Database (Denmark)

Ravn, Ib

2007-01-01

/methodology/approach: A typical full-day conference is analyzed. It has six hours of podium talk and twenty-five minutes for delegates to become involved. What model of learning can possibly lie behind this? The transfer model, which assumes learners to be empty vessels. An alternative view is that conference delegates...... are described: Individual reflection, the buzz dyad, ?You have won two consultants, free of charge?, facilitated group work, the knowledge exchange, and lunch with gaffer tape. Originality/value: This paper introduces modern learning theory and techniques into an educational context which has resisted...

The effect of sesame oil consumption during pregnancy and lactation on the memory of rat offspring in 30 days after birth

Directory of Open Access Journals (Sweden)

Neda Asle Iranifam

2013-06-01

Full Text Available Background: According to positive effect of sesame oil on the nervous system and because that fatty acids are essential for evolution of nervous system during pregnancy and for growth of neurons during lactation, in this study, effect of diet containing 10% sesame oil was evaluated on learning of rats at 30 days after birth. Material and Methods: In present study, adult female and male rats were divided into 2 groups (9 female and 3 male rats in each group: control group with usual diet and test group with diet containing 10% sesame oil were fed during pregnancy and lactation. Then male and female offspring of groups was examined at 30 days after birth using shuttle box. The results were analyzed using two way analysis of variance. Results: The average of latent time in entering to black box in start of learning in test group was less than control group (P< 0/01. The average of latent time in entering to black box at 48 after learning in test group was higher than control group and the average of spend time in black box at 48 after learning in test group was less than control group P< 0.001. Conclusion: The results showed that diet containing 10% sesame oil during pregnancy and lactation increased passive avoidance memory learning after 48 hour in rats at 30 days after birth.

Enculturating Seamless Language Learning through Artifact Creation and Social Interaction Process

Science.gov (United States)

Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh; King, Ronnel B.

2015-01-01

This paper reports a design-based research (DBR) cycle of MyCLOUD (My Chinese ubiquitOUs learning Days). MyCLOUD is a seamless language learning model that addresses identified limitations of conventional Chinese language teaching, such as the decontextualized and unauthentic learning processes that usually hinder reflection and deep learning.…

Anger management for people with mild to moderate learning disabilities: Study protocol for a multi-centre cluster randomized controlled trial of a manualized intervention delivered by day-service staff

Directory of Open Access Journals (Sweden)

Nuttall Jacqueline

2011-02-01

Full Text Available Abstract Background Cognitive behaviour therapy (CBT is the treatment of choice for common mental health problems, but this approach has only recently been adapted for people with learning disabilities, and there is a limited evidence base for the use of CBT with this client group. Anger treatment is the one area where there exists a reasonable number of small controlled trials. This study will evaluate the effectiveness of a manualized 12-week CBT intervention for anger. The intervention will be delivered by staff working in the day services that the participants attend, following training to act as 'lay therapists' by a Clinical Psychologist, who will also provide supervision. Methods/Design This is a multi-centre cluster randomized controlled trial of a group intervention versus a 'support as usual' waiting-list control group, with randomization at the level of the group. Outcomes will be assessed at the end of the intervention and again 6-months later. After completion of the 6-month follow-up assessments, the intervention will also be delivered to the waiting-list groups. The study will include a range of anger/aggression and mental health measures, some of which will be completed by service users and also by their day service key-workers and by home carers. Qualitative data will be collected to assess the impact of the intervention on participants, lay therapists, and services, and the study will also include a service-utilization cost and consequences analysis. Discussion This will be the first trial to investigate formally how effectively staff working in services providing day activities for people with learning disabilities are able to use a therapy manual to deliver a CBT based anger management intervention, following brief training by a Clinical Psychologist. The demonstration that service staff can successfully deliver anger management to people with learning disabilities, by widening the pool of potential therapists, would have

Sleep stages, memory and learning.

Science.gov (United States)

Dotto, L

1996-04-15

Learning and memory can be impaired by sleep loss during specific vulnerable "windows" for several days after new tasks have been learned. Different types of tasks are differentially vulnerable to the loss of different stages of sleep. Memory required to perform cognitive procedural tasks is affected by the loss of rapid-eye-movement (REM) sleep on the first night after learning occurs and again on the third night after learning. REM-sleep deprivation on the second night after learning does not produce memory deficits. Declarative memory, which is used for the recall of specific facts, is not similarly affected by REM-sleep loss. The learning of procedural motor tasks, including those required in many sports, is impaired by the loss of stage 2 sleep, which occurs primarily in the early hours of the morning. These findings have implications for the academic and athletic performance of students and for anyone whose work involves ongoing learning and demands high standards of performance.

Communities of clinical practice: the social organization of clinical learning.

Science.gov (United States)

Egan, Tony; Jaye, Chrystal

2009-01-01

The social organization of clinical learning is under-theorized in the sociological literature on the social organization of health care. Professional scopes of practice and jurisdictions are formally defined by professional principles and standards and reflected in legislation; however, these are mediated through the day-to-day clinical activities of social groupings of clinical teams. The activities of health service providers typically occur within communities of clinical practice. These are also major sites for clinical curriculum delivery, where clinical students learn not only clinical skills but also how to be health professionals. In this article, we apply Wenger's model of social learning within organizations to curriculum delivery within a health service setting. Here, social participation is the basis of learning. We suggest that it offers a powerful framework for recognizing and explaining paradox and incongruence in clinical teaching and learning, and also for recognizing opportunities, and devising means, to add value to students' learning experiences.

Shooting History: An interview with Swiss artist Christoph Draeger about the re-enactment of terrorism in his video installation Black September (2002

Directory of Open Access Journals (Sweden)

Sebastian Baden

2016-02-01

Full Text Available This contribution introduces to the video installation Black September (2002 by Swiss artist Christoph Draeger and presents statements of the artist given in an interview in 2012. Draeger collects media representations of disasters in order to reconfigure their inherent sensationalism later in his artworks. The video installation Black September consists of appropriated footage from a documentary movie and video sequences from a re-enactment of the historical events of September 5th 1972, the terrorist attack during the 20th Olympic Games in Munich. Even the artist himself gets involved in the play in his mimikry of a hostage-taker and terrorist. Thus he questions the conditions of the mutual constitution of cultural memory and collective memory. His video installation creates a “counter image” in reaction to the “omnipresent myth of terrorism”, generated by the tragedy of 9/11 and the media reports in its aftermath. Both terrorist attacks, in Munich 1972 and in New York 2001, mark a turning point in the visual dominance of terrorism. In the case of September 11th, the recurring images of the airplane-attacks and the explosion of the WTC, followed by its collapsing, symbolize the legacy of the “terror of attention”, that would affect every spectator. The video questions the limits of the “disaster zone” in fictional reality and mass media. The artwork re-creates central scenes of the event in 1972. It brings the terrorist action close to the spectator through emersive images, but technically obtains a critical distance through its mode of reflection upon the catastrophe.The installation Black September stimulates and simulates history and memory simultaneously. It fills the void of a traumatic narrative and tries to recapture the signs that have been unknown yet.

Social Learning by Design: The Role of Social Media

Science.gov (United States)

Brooks, Laura

2009-01-01

It is no secret that learning has a social context. As library media specialists work with students nearly every day, they take for granted their pedagogical roots in social learning theory based on the premise that students need modeling and observation to learn from one another. Information gathering becomes a key activity, and social…

Neuroplasticity & Motor Learning

DEFF Research Database (Denmark)

Jensen, Jesper Lundbye

Practice of a new motor task is usually associated with an improvement in performance. Indeed, if we stop practicing and return the next day to the same task, we find that our performance has been maintained and may even be better than it was at the start of the first day. This improvement...... is a measure of our ability to form and store a motor memory of the task. However, the initial memory of the task is labile and may be subject to interference. During and following motor learning plastic changes occur within the central nervous system. On one hand these changes are driven by motor practice......, on the other hand the changes underlie the formation of motor memory and the retention of improved motor performance. During motor learning changes may occur at many different levels within the central nervous system dependent on the type of task and training. Here, we demonstrate different studies from our...

Learning to live on a Mars day: fatigue countermeasures during the Phoenix Mars Lander mission.

Science.gov (United States)

Barger, Laura K; Sullivan, Jason P; Vincent, Andrea S; Fiedler, Edna R; McKenna, Laurence M; Flynn-Evans, Erin E; Gilliland, Kirby; Sipes, Walter E; Smith, Peter H; Brainard, George C; Lockley, Steven W

2012-10-01

To interact with the robotic Phoenix Mars Lander (PML) spacecraft, mission personnel were required to work on a Mars day (24.65 h) for 78 days. This alien schedule presents a challenge to Earth-bound circadian physiology and a potential risk to workplace performance and safety. We evaluated the acceptability, feasibility, and effectiveness of a fatigue management program to facilitate synchronization with the Mars day and alleviate circadian misalignment, sleep loss, and fatigue. Operational field study. PML Science Operations Center. Scientific and technical personnel supporting PML mission. Sleep and fatigue education was offered to all support personnel. A subset (n = 19) were offered a short-wavelength (blue) light panel to aid alertness and mitigate/reduce circadian desynchrony. They were assessed using a daily sleep/work diary, continuous wrist actigraphy, and regular performance tests. Subjects also completed 48-h urine collections biweekly for assessment of the circadian 6-sulphatoxymelatonin rhythm. Most participants (87%) exhibited a circadian period consistent with adaptation to a Mars day. When synchronized, main sleep duration was 5.98 ± 0.94 h, but fell to 4.91 ± 1.22 h when misaligned (P Mars day suggests that future missions should utilize a similar circadian rhythm and fatigue management program to reduce the risk of sleepiness-related errors that jeopardize personnel safety and health during critical missions.

Effects of pre-natal X-ray exposure on learning behaviour of mice

International Nuclear Information System (INIS)

Frank, P.; Faber, U.; Budny, T.

1983-01-01

The authors investigated whether prenatal X-raying affects the learning behaviour of mice. For this purpose they irradiated mice of strain C57BL/6Ffm with 130 r at different points of the fetal phase. Unirradiated mice served as controls. The animals underwent two learning test series of 14 days each teaching them optical signs. The results of the test series show a distinctly inferior learning ability in the animals exposed to pre-natal irradiation as compared to unirradiated controls. The extent of the reduction of the learning ability depends on the stage of the pregnancy at the time of X-ray exposure. The greatest difference as compared to non-irradiated mice occurred in the animals irradiated at the earliest stage (13th/14th day of pregnancy). The results of the other test groups (15th/16th and 17th/18th day of pregnancy) exhibited less distinct, but still significant differences to the controls. Exposure at the latest period (17th/18th day) coincided with the smallest difference. (orig./MG) [de

Learning about World War II at the D-Day Beaches of Normandy

Science.gov (United States)

O'Hara, Lynne M.

2013-01-01

In the winter of 2011, this author was working late in her classroom at Central Bucks High School West in Doylestown, Pennsylvania, when she opened an email offering a summer institute where 15 teachers would walk the D-Day beaches in Normandy, France. The catch--each teacher had to bring one high school student. The Albert Small Student/Teacher…

Engaging Youth in Climate Change Issues with Family Science Day Activities

Science.gov (United States)

Brevik, Corinne E.; Brevik, Eric C.; Steffan, Joshua J.

2016-04-01

Dickinson State University organizes four Family Science Day events each fall during the months of September, October, November, and December. Activities are geared toward elementary-aged children to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities that center around the event's theme. This year, the November event focused on climate change, including an emphasis on the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change in a fun, interactive environment. Climate changes in the past, present, and future were emphasized. Activities including the Farming Game, painting with soils, taking Jello "cores", creating a cloud in a jar, and making a glacier in a bag helped children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focused on climate change was also offered during the event, surrounding the kids and their parents in a fully immersive, 360-degree show that allowed them to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids could understand. Education

Sleep disturbance induces neuroinflammation and impairment of learning and memory.

Science.gov (United States)

Zhu, Biao; Dong, Yuanlin; Xu, Zhipeng; Gompf, Heinrich S; Ward, Sarah A P; Xue, Zhanggang; Miao, Changhong; Zhang, Yiying; Chamberlin, Nancy L; Xie, Zhongcong

2012-12-01

Hospitalized patients can develop cognitive function decline, the mechanisms of which remain largely to be determined. Sleep disturbance often occurs in hospitalized patients, and neuroinflammation can induce learning and memory impairment. We therefore set out to determine whether sleep disturbance can induce neuroinflammation and impairment of learning and memory in rodents. Five to 6-month-old wild-type C57BL/6J male mice were used in the studies. The mice were placed in rocking cages for 24 h, and two rolling balls were present in each cage. The mice were tested for learning and memory function using the Fear Conditioning Test one and 7 days post-sleep disturbance. Neuroinflammation in the mouse brain tissues was also determined. Of the Fear Conditioning studies at one day and 7 days after sleep disturbance, twenty-four hour sleep disturbance decreased freezing time in the context test, which assesses hippocampus-dependent learning and memory; but not the tone test, which assesses hippocampus-independent learning and memory. Sleep disturbance increased pro-inflammatory cytokine IL-6 levels and induced microglia activation in the mouse hippocampus, but not the cortex. These results suggest that sleep disturbance induces neuroinflammation in the mouse hippocampus, and impairs hippocampus-dependent learning and memory in mice. Pending further studies, these findings suggest that sleep disturbance-induced neuroinflammation and impairment of learning and memory may contribute to the development of cognitive function decline in hospitalized patients. Copyright © 2012 Elsevier Inc. All rights reserved.

Polarity-Specific Transcranial Direct Current Stimulation Disrupts Auditory Pitch Learning

Directory of Open Access Journals (Sweden)

Reiko eMatsushita

2015-05-01

Full Text Available Transcranial direct current stimulation (tDCS is attracting increasing interest because of its potential for therapeutic use. While its effects have been investigated mainly with motor and visual tasks, less is known in the auditory domain. Past tDCS studies with auditory tasks demonstrated various behavioural outcomes, possibly due to differences in stimulation parameters or task measurements used in each study. Further research using well-validated tasks are therefore required for clarification of behavioural effects of tDCS on the auditory system. Here, we took advantage of findings from a prior functional magnetic resonance imaging study, which demonstrated that the right auditory cortex is modulated during fine-grained pitch learning of microtonal melodic patterns. Targeting the right auditory cortex with tDCS using this same task thus allowed us to test the hypothesis that this region is causally involved in pitch learning. Participants in the current study were trained for three days while we measured pitch discrimination thresholds using microtonal melodies on each day using a psychophysical staircase procedure. We administered anodal, cathodal, or sham tDCS to three groups of participants over the right auditory cortex on the second day of training during performance of the task. Both the sham and the cathodal groups showed the expected significant learning effect (decreased pitch threshold over the three days of training; in contrast we observed a blocking effect of anodal tDCS on auditory pitch learning, such that this group showed no significant change in thresholds over the three days. The results support a causal role for the right auditory cortex in pitch discrimination learning.

Formalizing the First Day in an Organic Chemistry Laboratory Using a Studio-Based Approach

Science.gov (United States)

Collison, Christina G.; Cody, Jeremy; Smith, Darren; Swartzenberg, Jennifer

2015-01-01

A novel studio-based lab module that incorporates student-centered activities was designed and implemented to introduce second-year undergraduate students to the first-semester organic chemistry laboratory. The "First Day" studio module incorporates learning objectives for the course, lab safety, and keeping a professional lab notebook.

Visual Pretraining for Deep Q-Learning

OpenAIRE

Sandven, Torstein

2016-01-01

Recent advances in reinforcement learning enable computers to learn human level polices for Atari 2600 games. This is done by training a convolutional neural network to play based on screenshots and in-game rewards. The network is referred to as a deep Q-network (DQN). The main disadvantage to this approach is a long training time. A computer will typically learn for approximately one week. In this time it processes 38 days of game play. This thesis explores the possibility of using visual pr...

Evidence for view-invariant face recognition units in unfamiliar face learning.

Science.gov (United States)

Etchells, David B; Brooks, Joseph L; Johnston, Robert A

2017-05-01

Many models of face recognition incorporate the idea of a face recognition unit (FRU), an abstracted representation formed from each experience of a face which aids recognition under novel viewing conditions. Some previous studies have failed to find evidence of this FRU representation. Here, we report three experiments which investigated this theoretical construct by modifying the face learning procedure from that in previous work. During learning, one or two views of previously unfamiliar faces were shown to participants in a serial matching task. Later, participants attempted to recognize both seen and novel views of the learned faces (recognition phase). Experiment 1 tested participants' recognition of a novel view, a day after learning. Experiment 2 was identical, but tested participants on the same day as learning. Experiment 3 repeated Experiment 1, but tested participants on a novel view that was outside the rotation of those views learned. Results revealed a significant advantage, across all experiments, for recognizing a novel view when two views had been learned compared to single view learning. The observed view invariance supports the notion that an FRU representation is established during multi-view face learning under particular learning conditions.

Preserved learning during the Symbol Digit Substitution Test in patients with schizophrenia, age-matched controls and elderly

Directory of Open Access Journals (Sweden)

Claudia eCornelis

2015-01-01

Full Text Available Objective: Speed of processing, one of the main cognitive deficits in schizophrenia is most frequently measured with a digit symbol-coding test. Performance on this test is additionally affected by writing speed and the rate at which symbol-digit relationships are learned, two factors that may be impaired in schizophrenia. This study aims to investigate the effects of sensorimotor speed, short-term learning and long-term learning on task performance in schizophrenia. In addition the study aims to explore differences in learning effects between patients with schizophrenia and elderly individuals. Methods: Patients with schizophrenia (N=30 were compared with age-matched healthy controls (N=30 and healthy elderly volunteers (N=30 during the Symbol Digit Subsstitution Test (SDST. The task was administered on a digitizing tablet, allowing precise measurements of the time taken to write each digit (writing time and the time to decode symbols into their corresponding digits (matching time. The SDST was administered on three separate days (day 1, day 2, day 7. Symbol-digit repetitions during the task represented short-term learning and repeating the task on different days represented long-term learning.Results: The repetition of the same symbol-digit combinations within one test and the repetition of the test over days resulted in significant decreases in matching time. Interestingly, these short-term and long-term learning effects were about equal among the three groups. Individual participants showed a large variation in the rate of short-term learning. In general, patients with schizophrenia had the longest matching time whereas the elderly had the longest writing time. Writing time remained the same over repeated testing.Conclusion: The rate of learning and sensorimotor speed were found to have a substantial influence on the SDST score. However, large individual variation in learning rate should be taken into account in the interpretation of task

Two chronic motor training paradigms differentially influe nce acute instrume ntal learning in spinally transected rats

Science.gov (United States)

Bigbee, Allison J.; Crown, Eric D.; Ferguson, Adam R.; Roy, Roland R.; Tillakaratne, Niranjala J.K.; Grau, James W.; Edgerton, V. Reggie

2008-01-01

The effect of two chronic motor training paradigms on the ability of the lumbar spinal cord to perform an acute instrumental learning task was examined in neonatally (postnatal day 5; P5) spinal cord transected (i.e., spinal) rats. At ∼P30, rats began either unipedal hindlimb stand training (Stand-Tr; 20-25 min/day, 5 days/wk), or bipedal hindlimb step training (Step-Tr; 20 min/day; 5 days/wk) for 7 wks. Non-trained spinal rats (Non-Tr) served as controls. After 7 wks all groups were tested on the flexor-biased instrumental learning paradigm. We hypothesized that 1) Step-Tr rats would exhibit an increased capacity to learn the flexor-biased task relative to Non-Tr subjects, as locomotion involves repetitive training of the tibialis anterior (TA), the ankle flexor whose activation is important for successful instrumental learning, and 2) Stand-Tr rats would exhibit a deficit in acute motor learning, as unipedal training activates the ipsilateral ankle extensors, but not flexors. Results showed no differences in acute learning potential between Non-Tr and Step-Tr rats, while the Stand-Tr group showed a reduced capacity to learn the acute task. Further investigation of the Stand-Tr group showed that, while both the ipsilateral and contralateral hindlimbs were significantly impaired in their acute learning potential, the contralateral, untrained hindlimbs exhibited significantly greater learning deficits. These results suggest that different types of chronic peripheral input may have a significant impact on the ability to learn a novel motor task, and demonstrate the potential for experience-dependent plasticity in the spinal cord in the absence of supraspinal connectivity. PMID:17434606

Speech Motor Sequence Learning: Acquisition and Retention in Parkinson Disease and Normal Aging

Science.gov (United States)

Whitfield, Jason A.; Goberman, Alexander M.

2017-01-01

Purpose: The aim of the current investigation was to examine speech motor sequence learning in neurologically healthy younger adults, neurologically healthy older adults, and individuals with Parkinson disease (PD) over a 2-day period. Method: A sequential nonword repetition task was used to examine learning over 2 days. Participants practiced a…

Assessing the Factors Impacting Professional Learning for Teachers in Seventh-Day Adventist Schools: A Comparison of Millennials and Non-Millennials

Science.gov (United States)

Bayer, Betty L.

2017-01-01

Problem and Purpose: Much research over several decades has established the importance of ongoing professional learning for teachers and has identified what effective professional learning should look like. Little research has been done, however, on the professional learning practices of teachers in faith-based schools, and few studies have…

Preserved Learning during the Symbol-Digit Substitution Test in Patients with Schizophrenia, Age-Matched Controls, and Elderly.

Science.gov (United States)

Cornelis, Claudia; De Picker, Livia J; Hulstijn, Wouter; Dumont, Glenn; Timmers, Maarten; Janssens, Luc; Sabbe, Bernard G C; Morrens, Manuel

2014-01-01

Speed of processing, one of the main cognitive deficits in schizophrenia is most frequently measured with a digit-symbol-coding test. Performance on this test is additionally affected by writing speed and the rate at which symbol-digit relationships are learned, two factors that may be impaired in schizophrenia. This study aims to investigate the effects of sensorimotor speed, short-term learning, and long-term learning on task performance in schizophrenia. In addition, the study aims to explore differences in learning effects between patients with schizophrenia and elderly individuals. Patients with schizophrenia (N = 30) were compared with age-matched healthy controls (N = 30) and healthy elderly volunteers (N = 30) during the Symbol-Digit Substitution Test (SDST). The task was administered on a digitizing tablet, allowing precise measurements of the time taken to write each digit (writing time) and the time to decode symbols into their corresponding digits (matching time). The SDST was administered on three separate days (day 1, day 2, day 7). Symbol-digit repetitions during the task represented short-term learning and repeating the task on different days represented long-term learning. The repetition of the same symbol-digit combinations within one test and the repetition of the test over days resulted in significant decreases in matching time. Interestingly, these short-term and long-term learning effects were about equal among the three groups. Individual participants showed a large variation in the rate of short-term learning. In general, patients with schizophrenia had the longest matching time whereas the elderly had the longest writing time. Writing time remained the same over repeated testing. The rate of learning and sensorimotor speed was found to have a substantial influence on the SDST score. However, a large individual variation in learning rate should be taken into account in the interpretation of task scores for processing speed. Equal

Two Programs Educating the Public in Animal Learning and Behavior

OpenAIRE

Estep, Daniel Q.

2002-01-01

Two educational programs have been developed that teach basic principles of animal learning and behavior and how they can be used in day to day interactions with companion animals. The first program educates violators of animal control laws about animal learning and cat and dog behavior to help them resolve their problems with their animals and avoid future animal control violations. The second educates home service providers concerning basic principles of animal communication, dog behavior, ...

Constellation Program Lessons Learned. Volume 2; Detailed Lessons Learned

Science.gov (United States)

Rhatigan, Jennifer; Neubek, Deborah J.; Thomas, L. Dale

2011-01-01

These lessons learned are part of a suite of hardware, software, test results, designs, knowledge base, and documentation that comprises the legacy of the Constellation Program. The context, summary information, and lessons learned are presented in a factual format, as known and described at the time. While our opinions might be discernable in the context, we have avoided all but factually sustainable statements. Statements should not be viewed as being either positive or negative; their value lies in what we did and what we learned that is worthy of passing on. The lessons include both "dos" and "don ts." In many cases, one person s "do" can be viewed as another person s "don t"; therefore, we have attempted to capture both perspectives when applicable and useful. While Volume I summarizes the views of those who managed the program, this Volume II encompasses the views at the working level, describing how the program challenges manifested in day-to-day activities. Here we see themes that were perhaps hinted at, but not completely addressed, in Volume I: unintended consequences of policies that worked well at higher levels but lacked proper implementation at the working level; long-term effects of the "generation gap" in human space flight development, the need to demonstrate early successes at the expense of thorough planning, and the consequences of problems and challenges not yet addressed because other problems and challenges were more immediate or manifest. Not all lessons learned have the benefit of being operationally vetted, since the program was cancelled shortly after Preliminary Design Review. We avoid making statements about operational consequences (with the exception of testing and test flights that did occur), but we do attempt to provide insight into how operational thinking influenced design and testing. The lessons have been formatted with a description, along with supporting information, a succinct statement of the lesson learned, and

MO-D-16A-01: International Day of Medical Physics

International Nuclear Information System (INIS)

Cheung, K; Damilakis, J

2014-01-01

International Organization for Medical Physics (IOMP) which represents medical physicists in more than 80 countries decided to celebrate 7th November, birth date of the Polish and naturalized-French physicist Marie Sklodowska-Curie, as International Day of Medical Physics (IDMP). The main purpose of the initiative is to raise the visibility and awareness of medical physicist in the global community, to introduce ourselves to the general public, and bring a message to the community that a group of health professionals, the medical physicists are there to help the patients and other health professionals. First celebration was done in 2013 and now IDMP will be celebrated every year. The theme of IDMP will be different each year. The theme for 2013 was ‘Radiation exposure from medical procedures, ask the Medical Physicist’. The inaugural event was celebrated in 23 countries and the amount of attention gained was remarkable. Main IDMP events were held in Poland, birthplace of Marie Curie, and France, workplace of Marie Curie. This year IOMP celebrates the 2nd IDMP and theme will be ‘Looking into the body-Advancement in Imaging through Medical Physics’ to draw attention to the profound contributions Medical Physics has made to the use of ionizing and non-ionizing radiation for the imaging of human body. A number of countries have informed about events that they are going to organize on IDMP. This gives wide attention to medical physics globally. AAPM is a major and important member of IOMP. It is hoped that AAPM will join in organizing activities. Learning Objectives: To learn about International Day of Medical Physics To become familiar with how first IDMP was celebrated in 2013 and learning achieved To understand on future plans for IDMPs

MO-D-16A-01: International Day of Medical Physics

Energy Technology Data Exchange (ETDEWEB)

Cheung, K [Hong Kong Sanatorium ' Hospital, Happy Valley (Hong Kong); Damilakis, J [University of Crete, Crete, CRETE (Greece)

2014-06-15

International Organization for Medical Physics (IOMP) which represents medical physicists in more than 80 countries decided to celebrate 7th November, birth date of the Polish and naturalized-French physicist Marie Sklodowska-Curie, as International Day of Medical Physics (IDMP). The main purpose of the initiative is to raise the visibility and awareness of medical physicist in the global community, to introduce ourselves to the general public, and bring a message to the community that a group of health professionals, the medical physicists are there to help the patients and other health professionals. First celebration was done in 2013 and now IDMP will be celebrated every year. The theme of IDMP will be different each year. The theme for 2013 was ‘Radiation exposure from medical procedures, ask the Medical Physicist’. The inaugural event was celebrated in 23 countries and the amount of attention gained was remarkable. Main IDMP events were held in Poland, birthplace of Marie Curie, and France, workplace of Marie Curie. This year IOMP celebrates the 2nd IDMP and theme will be ‘Looking into the body-Advancement in Imaging through Medical Physics’ to draw attention to the profound contributions Medical Physics has made to the use of ionizing and non-ionizing radiation for the imaging of human body. A number of countries have informed about events that they are going to organize on IDMP. This gives wide attention to medical physics globally. AAPM is a major and important member of IOMP. It is hoped that AAPM will join in organizing activities. Learning Objectives: To learn about International Day of Medical Physics To become familiar with how first IDMP was celebrated in 2013 and learning achieved To understand on future plans for IDMPs.

AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment.

Science.gov (United States)

Ellaway, Rachel; Masters, Ken

2008-06-01

In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical

Facilitating Learning at Conferences

DEFF Research Database (Denmark)

Ravn, Ib; Elsborg, Steen

2011-01-01

The typical conference consists of a series of PowerPoint presentations that tend to render participants passive. Students of learning have long abandoned the transfer model that underlies such one-way communication. We propose an al-ternative theory of conferences that sees them as a forum...... for learning, mutual inspiration and human flourishing. We offer five design principles that specify how conferences may engage participants more and hence increase their learning. In the research-and-development effort reported here, our team collaborated with conference organizers in Denmark to introduce...... and facilitate a variety of simple learning techniques at thirty one- and two-day conferences of up to 300 participants each. We present ten of these techniques and data evaluating them. We conclude that if conference organizers allocate a fraction of the total conference time to facilitated processes...

Is socially integrated community day care for people with dementia associated with higher user satisfaction and a higher job satisfaction of staff compared to nursing home-based day care?

Science.gov (United States)

Marijke van Haeften-van Dijk, A; Hattink, Bart J J; Meiland, Franka J M; Bakker, Ton J E M; Dröes, Rose-Marie

2017-06-01

To investigate whether community-based (CO) day care with carer support according to the proven effective Meeting Centres Support Programme model is associated with higher satisfaction of people with dementia (PwD) and their informal caregivers (CG) and with a higher job satisfaction among care staff compared to traditional nursing home-based (NH) day care. Data were collected in 11 NH day care centres and 11 CO day care centres. User satisfaction of PwD and CG was evaluated in the 11 NH day care centres (n PwD = 41, n CG = 39) and 11 CO day care centres (n PwD = 28, n CG = 36) with a survey after six months of participation. Job satisfaction was measured only in the six NH day care centres that recently transformed to CO day care, with two standard questionnaires before (n STAFF = 35), and six months after the transition (n STAFF = 35). PwD were more positive about the communication and listening skills of staff and the atmosphere and activities at the CO day care centre. Also, CG valued the communication with, and expertise of, staff in CO day care higher, and were more satisfied with the received emotional, social and practical support. After the transition, satisfaction of staff with the work pace increased, but satisfaction with learning opportunities decreased. PwD and CG were more satisfied about the communication with the staff and the received support in CO day care than in NH day care. Overall job satisfaction was not higher, except satisfaction about work pace.

One day in the life of the English language a microcosmic usage handbook

CERN Document Server

Cioffi, Frank L

2015-01-01

Generations of student writers have been subjected to usage handbooks that proclaim, "This is the correct form. Learn it"-books that lay out a grammar, but don't inspire students to use it. By contrast, this antihandbook handbook, presenting some three hundred sentences drawn from the printed works of a single, typical day in the life of the language-December 29, 2008-tries to persuade readers that good grammar and usage matter. Using real-world sentences rather than invented ones, One Day in the Life of the English Language gives students the motivation to apply grammatical principles corre

Transcranial direct current stimulation over multiple days enhances motor performance of a grip task.

Science.gov (United States)

Fan, Julie; Voisin, Julien; Milot, Marie-Hélène; Higgins, Johanne; Boudrias, Marie-Hélène

2017-09-01

Recovery of handgrip is critical after stroke since it is positively related to upper limb function. To boost motor recovery, transcranial direct current stimulation (tDCS) is a promising, non-invasive brain stimulation technique for the rehabilitation of persons with stroke. When applied over the primary motor cortex (M1), tDCS has been shown to modulate neural processes involved in motor learning. However, no studies have looked at the impact of tDCS on the learning of a grip task in both stroke and healthy individuals. To assess the use of tDCS over multiple days to promote motor learning of a grip task using a learning paradigm involving a speed-accuracy tradeoff in healthy individuals. In a double-blinded experiment, 30 right-handed subjects (mean age: 22.1±3.3 years) participated in the study and were randomly assigned to an anodal (n=15) or sham (n=15) stimulation group. First, subjects performed the grip task with their dominant hand while following the pace of a metronome. Afterwards, subjects trained on the task, at their own pace, over 5 consecutive days while receiving sham or anodal tDCS over M1. After training, subjects performed de novo the metronome-assisted task. The change in performance between the pre and post metronome-assisted task was used to assess the impact of the grip task and tDCS on learning. Anodal tDCS over M1 had a significant effect on the speed-accuracy tradeoff function. The anodal tDCS group showed significantly greater improvement in performance (39.28±15.92%) than the sham tDCS group (24.06±16.35%) on the metronome-assisted task, t(28)=2.583, P=0.015 (effect size d=0.94). Anodal tDCS is effective in promoting grip motor learning in healthy individuals. Further studies are warranted to test its potential use for the rehabilitation of fine motor skills in stroke patients. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Reciprocal Learning: One Teacher's Narrative

Institute of Scientific and Technical Information of China (English)

Adrienne RIGLER

2017-01-01

This paper is a personal narrative from the perspective of one teacher in Toronto who participated in the Canada-China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project.I took part in a Sister School partnership between 2013 and 2017.Over the four years,I came to understand relationships in an international professional learning community.Participating in the project gave me the benefit of seeing my practice through an international lens.For my students,it offered a global citizenship experience.Although there are numerous professional development opportunities in Toronto,this partnership extends beyond a lunch and learn,or a full day professional learning.The commitment to my partners has fueled my desire to incorporate new teaching ideas and has required ongoing reflection on my own teaching practice.In this article,I will explain some of the challenges,stages of development,reciprocal learning,and implications for future international professional learning communities.

High-­Stakes Schooling: What We Can Learn from Japan's Experiences with Testing, Accountability, and Education Reform

Science.gov (United States)

Bjork, Christopher

2015-01-01

If there is one thing that describes the trajectory of American education, it is this: more high-stakes testing. In the United States, the debates surrounding this trajectory can be so fierce that it feels like we are in uncharted waters. As Christopher Bjork reminds us in this study, however, we are not the first to make testing so central to…

Towards a lifelong learning society through reading promotion: Opportunities and challenges for libraries and community learning centres in Viet Nam

Science.gov (United States)

Hossain, Zakir

2016-04-01

The government of Viet Nam has made a commitment to build a Lifelong Learning Society by 2020. A range of related initiatives have been launched, including the Southeast Asian Ministers of Education Organization Centre for Lifelong Learning (SEAMEO CELLL) and "Book Day" - a day aimed at encouraging reading and raising awareness of its importance for the development of knowledge and skills. Viet Nam also aims to implement lifelong learning (LLL) activities in libraries, museums, cultural centres and clubs. The government of Viet Nam currently operates more than 11,900 Community Learning Centres (CLCs) and is in the process of both renovating and innovating public libraries and museums throughout the country. In addition to the work undertaken by the Viet Nam government, a number of enterprises have been initiated by non-governmental organisations and non-profit organisations to promote literacy and lifelong learning. This paper investigates some government initiatives focused on libraries and CLCs and their impact on reading promotion. Proposing a way forward, the paper confirms that Viet Nam's libraries and CLCs play an essential role in promoting reading and building a LLL Society.

Intra-day and regime-switching dynamics in electricity price formation

International Nuclear Information System (INIS)

Karakatsani, Nektaria V.; Bunn, Derek W.

2008-01-01

This paper analyses the complex, non-linear effects of spot price drivers in wholesale electricity markets: their intra-day dynamics and transient irregularities. The context is the UK market, after the reforms introduced in March 2001, analysed with an original set of price drivers reflecting economic, technical, strategic, risk, behavioural and market design effects. Models are estimated separately as daily time-series of the 48 half-hourly trading periods. All coefficients exhibit substantial intra-day variation, relating to the heterogeneity of operating plants and market design aspects. This reveals a market responding to economic fundamentals and plant operating properties, with learning and emergent financial characteristics, as well as some strategic manipulation of capacity, most effectively exercised by the more flexible plants. Using regime-switching parameters, the effects of capacity margin and inter-day capacity adjustment are elucidated, suggesting rent-seeking behaviour, despite the relatively low prices at the time. Overall, high-frequency, aggregate fundamental price models can usefully uncover critical aspects of market performance, evolution and agent behaviour. (author)

Interactions between estradiol and haloperidol on perseveration and reversal learning in amphetamine-sensitized female rats.

Science.gov (United States)

Almey, Anne; Arena, Lauren; Oliel, Joshua; Shams, Waqqas M; Hafez, Nada; Mancinelli, Cynthia; Henning, Lukas; Tsanev, Aleks; Brake, Wayne G

2017-03-01

There are sex differences associated with schizophrenia, as women exhibit later onset of the disorder, less severe symptomatology, and better response to antipsychotic medications. Estrogens are thought to play a role in these sex differences; estrogens facilitate the effects of antipsychotic medications to reduce the positive symptoms of schizophrenia, but it remains unclear whether estrogens protect against the cognitive symptoms of this disorder. Amphetamine sensitization is used to model some symptoms of schizophrenia in rats, including cognitive deficits like excessive perseveration and slower reversal learning. In this experiment female rats were administered a sensitizing regimen of amphetamine to mimic these cognitive symptoms. They were ovariectomized and administered either low or high estradiol replacement as well as chronic administration of the antipsychotic haloperidol, and were assessed in tests of perseveration and reversal learning. Results of these experiments demonstrated that, in amphetamine-sensitized rats, estradiol alone does not affect perseveration or reversal learning. However, low estradiol facilitates a 0.25mg/day dose of haloperidol to reduce perseveration and improve reversal learning. Combined high estradiol and 0.25mg/day haloperidol has no effect on perseveration or reversal learning, but high estradiol facilitates the effects of 0.13mg/day haloperidol to reduce perseveration and improve reversal learning. Thus, in amphetamine-sensitized female rats, 0.25mg/day haloperidol only improved perseveration and reversal learning when estradiol was low, while 0.13mg/day haloperidol only improved these cognitive processes when estradiol was high. These findings suggest that estradiol facilitates the effects of haloperidol to improve perseveration and reversal learning in a dose-dependent manner. Copyright © 2017 Elsevier Inc. All rights reserved.

Females do not express learned helplessness like males do.

Science.gov (United States)

Dalla, Christina; Edgecomb, Carol; Whetstone, Abigail S; Shors, Tracey J

2008-06-01

Women are more likely than men to suffer from stress-related mental disorders, such as depression. In the present experiments, we identified sex differences in one of the most common animal models of depression, that of learned helplessness. Male and female rats were trained to escape a mild footshock each day for 7 days (controllable stress). Each rat was yoked to another rat that could not escape (uncontrollable stress), but was exposed to the same amount of shock. One day later, all stressed rats and unstressed controls were tested on a more difficult escape task in a different context. Most males exposed to uncontrollable stress did not learn to escape and were therefore helpless. In contrast, most females did learn to escape on the more difficult escape task, irrespective of whether they had been exposed to controllable or uncontrollable stress. The sex differences in helplessness behavior were not dependent on the presence of sex hormones in adulthood, because neither ovariectomy of females nor castration of males abolished them. The absence of helplessness in females was neither dependent on organizational effects of testosterone during the day of birth, because masculinized females did not express helplessness as adults. Thus, sex differences in helplessness behavior are independent of gonadal hormones in adulthood and testosterone exposure during perinatal development. Learned helplessness may not constitute a valid model for depressive behavior in women, at least as reflected by the response of female rats to operant conditioning procedures after stressful experience.

Learning Agent for a Heat-Pump Thermostat with a Set-Back Strategy Using Model-Free Reinforcement Learning

Directory of Open Access Journals (Sweden)

Frederik Ruelens

2015-08-01

Full Text Available The conventional control paradigm for a heat pump with a less efficient auxiliary heating element is to keep its temperature set point constant during the day. This constant temperature set point ensures that the heat pump operates in its more efficient heat-pump mode and minimizes the risk of activating the less efficient auxiliary heating element. As an alternative to a constant set-point strategy, this paper proposes a learning agent for a thermostat with a set-back strategy. This set-back strategy relaxes the set-point temperature during convenient moments, e.g., when the occupants are not at home. Finding an optimal set-back strategy requires solving a sequential decision-making process under uncertainty, which presents two challenges. The first challenge is that for most residential buildings, a description of the thermal characteristics of the building is unavailable and challenging to obtain. The second challenge is that the relevant information on the state, i.e., the building envelope, cannot be measured by the learning agent. In order to overcome these two challenges, our paper proposes an auto-encoder coupled with a batch reinforcement learning technique. The proposed approach is validated for two building types with different thermal characteristics for heating in the winter and cooling in the summer. The simulation results indicate that the proposed learning agent can reduce the energy consumption by 4%–9% during 100 winter days and by 9%–11% during 80 summer days compared to the conventional constant set-point strategy.

Endoscopic sleeve gastroplasty: the learning curve.

Science.gov (United States)

Hill, Christine; El Zein, Mohamad; Agnihotri, Abhishek; Dunlap, Margo; Chang, Angela; Agrawal, Alison; Barola, Sindhu; Ngamruengphong, Saowanee; Chen, Yen-I; Kalloo, Anthony N; Khashab, Mouen A; Kumbhari, Vivek

2017-09-01

 Endoscopic sleeve gastroplasty (ESG) is gaining traction as a minimally invasive bariatric treatment. Concern that the learning curve may be slow, even among those proficient in endoscopic suturing, is a barrier to widespread implementation of the procedure. Therefore, we aimed to define the learning curve for ESG in a single endoscopist experienced in endoscopic suturing who participated in a 1-day ESG training program.  Consecutive patients who underwent ESG between February 2016 and November 2016 were included. The performing endoscopist, who is proficient in endoscopic suturing for non-ESG procedures, participated in a 1-day ESG training session before offering ESG to patients. The outcome measurements were length of procedure (LOP) and number of plications per procedure. Nonlinear regression was used to determine the learning plateau and calculate the learning rate.  Twenty-one consecutive patients (8 males), with mean age 47.7 ± 11.2 years and mean body mass index 41.8 ± 8.5 kg/m 2 underwent ESG. LOP decreased significantly across consecutive procedures, with a learning plateau at 101.5 minutes and a learning rate of 7 cases ( P  = 0.04). The number of plications per procedure also decreased significantly across consecutive procedures, with a plateau at 8 sutures and a learning rate of 9 cases ( P  < 0.001). Further, the average time per plication decreased significantly with consecutive procedures, reaching a plateau at 9 procedures ( P  < 0.001).  Endoscopists experienced in endoscopic suturing are expected to achieve a reduction in LOP and number of plications per procedure in successive cases, with progress plateauing at 7 and 9 cases, respectively.

Point-of-Purchase Advertising. Learning Activity.

Science.gov (United States)

Shackelford, Ray

1998-01-01

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

"Learning" Can Improve the Blood Glucose Control Performance for Type 1 Diabetes Mellitus.

Science.gov (United States)

Wang, Youqing; Zhang, Jinping; Zeng, Fanmao; Wang, Na; Chen, Xiaoping; Zhang, Bo; Zhao, Dong; Yang, Wenying; Cobelli, Claudio

2017-01-01

A learning-type artificial pancreas has been proposed to exploit the repetitive nature in the blood glucose dynamics. We clinically evaluated the efficacy of the learning-type artificial pancreas. We conducted a pilot clinical study in 10 participants of mean age 36.1 years (standard deviation [SD] 12.7; range 16-58) with type 1 diabetes. Each trial was conducted for eight consecutive mornings. The first two mornings were open-loop to obtain the individualized parameters. Then, the following six mornings were closed-loop, during which a learning-type model predictive control algorithm was employed to calculate the insulin infusion rate. To evaluate the algorithm's robustness, each participant took exercise or consumed alcohol on the fourth or sixth closed-loop day and the order was determined randomly. The primary outcome was the percentage of time spent in the target glucose range of 3.9-8.0 mmol/L between 0900 and 1200 h. The percentage of time with glucose spent in target range was significantly improved from 51.6% on day 1 to 71.6% on day 3 (mean difference between groups 17.9%, confidence interval [95% CI] 3.6-32.1; P = 0.020). There were no hypoglycemic episodes developed on day 3 compared with two episodes on day 1. There was no difference in the percentage of time with glucose spent in target range between exercise day versus day 5 and alcohol day versus day 5. The learning-type artificial pancreas system achieved good glycemic regulation and provided increased effectiveness over time. It showed a satisfactory performance even when the blood glucose was challenged by exercise or alcohol.

Enough Time to Do It All: How a New School Day will Help Spark a Renaissance for School Libraries

Science.gov (United States)

Gabrielli, Christopher

2009-01-01

The traditional American school schedule of about 180 days and about six-and-a-half hours per day seems fixed in stone. It has not changed since World War II. The author and his colleague Warren Goldstein have written a book, "Time to Learn: How a New School Schedule Is Making Smarter Kids, Happier Parents, and Safer Neighborhoods", in…

Kinds of Learning and the Likelihood of Future True Beliefs: Reply to Jäger on Reliabilism and the Value Problem

OpenAIRE

Olsson, Erik J; Jönsson, Martin

2011-01-01

We reply to Christoph Jager's criticism of the conditional probability solution (CPS) to the value problem for reliabilism due to Goldman and Olsson (2009). We argue that while Jager raises some legitimate concerns about the compatibility of CPS with externalist epistemology, his objections do not in the end reduce the plausibility of that solution.

Service Learning Through Disaster Relief

Directory of Open Access Journals (Sweden)

Donna J. Duerst

2010-06-01

Full Text Available The Rock County 4-H Disaster Relief Committee raised $1,550 to aid tsunami victims in Sri Lanka and then turned its attention to Hurricane Katrina relief efforts. Thirty-one 4-H youth participated in a service learning trip to the South with the objectives of helping hurricane victims, learning about new cultures and achieving personal growth during three days of service projects in Louisiana and Mississippi. Their written reflections and other evaluative measures revealed they learned about southern culture, gained a greater appreciation for their lives, gained self confidence and developed a desire to help others more often. The trip was a valuable developmental experience for the youth, and information from the trip could be utilized to create similar experiences based on service learning. This article provides an overview of the trip and describes the evaluation methods used to measure learning and assess personal growth.

Editorial: Practical applications of KM systems for organizational learning

Directory of Open Access Journals (Sweden)

Murali Raman

2013-12-01

Full Text Available Modern-day organizations are subject to continuous change. To remain relevant and competitive, it is imperative that organizations cultivate and foster learning capabilities. This special issue focus on examining practical applications of knowledge management systems in support of organizational learning efforts.

76 FR 50224 - Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center...

Science.gov (United States)

2011-08-12

...] Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center for... (CMS). This two-day training session is the second Accelerated Development Learning Session (ADLS.... Through Accelerated Development Learning Sessions (ADLS), the Innovation Center will test whether...

Sensitivity of the action observation network to physical and observational learning.

Science.gov (United States)

Cross, Emily S; Kraemer, David J M; Hamilton, Antonia F de C; Kelley, William M; Grafton, Scott T

2009-02-01

Human motor skills can be acquired by observation without the benefit of immediate physical practice. The current study tested if physical rehearsal and observational learning share common neural substrates within an action observation network (AON) including premotor and inferior parietal regions, that is, areas activated both for execution and observation of similar actions. Participants trained for 5 days on dance sequences set to music videos. Each day they physically rehearsed one set of dance sequences ("danced"), and passively watched a different set of sequences ("watched"). Functional magnetic resonance imaging was obtained prior to and immediately following the 5 days of training. After training, a subset of the AON showed a degree of common activity for observational and physical learning. Activity in these premotor and parietal regions was sustained during observation of sequences that were danced or watched, but declined for unfamiliar sequences relative to the pretraining scan session. These imaging data demonstrate the emergence of action resonance processes in the human brain based on observational learning without physical practice and identify commonalities in the neural substrates for physical and observational learning.

My days as a student of Prof. Hao (1982-1986)

Science.gov (United States)

Ding, Mingzhou

In 1982 I graduated from Peking University with a bachelor's degree in astrophysics. Passing the entrance exam the same year I became a graduate student in the Institute of Theoretical Physics (ITP), Chinese Academy of Sciences, with Prof. Hao Bailin as my advisor. More than 30 years have gone by. I often recall the days I spent at the ITP with great fondness. Classmates have become life-long friends. The lessons we have learned from Prof. Hao about research, scholarship and life continue to influence us today...

Interference effects in learning similar sequences of discrete movements

NARCIS (Netherlands)

Koedijker, J.M.; Oudejans, R.R.D.; Beek, P.J.

2010-01-01

Three experiments were conducted to examine proactive and retroactive interference effects in learning two similar sequences of discrete movements. In each experiment, the participants in the experimental group practiced two movement sequences on consecutive days (1 on each day, order

Investigating the widely held belief that men and women with learning disabilities receive poor quality healthcare when admitted to hospital: a single-site study of 30-day readmission rates.

Science.gov (United States)

Kelly, C L; Thomson, K; Wagner, A P; Waters, J P; Thompson, A; Jones, S; Holland, A J; Redley, M

2015-09-01

This study aims to use 30-day readmission rates to investigate the presumption that men and women with learning disabilities (LDs, known internationally as intellectual disabilities) receive poorer quality hospital care than their non-disabled peers. A 12-month retrospective audit was conducted using Hospital Episode Statistics (HES) at a single acute hospital in the East of England. This identified all in-patient admissions; admissions where the person concerned was recognised as having a LD; and all emergency readmissions within 30 days of discharge. Additionally, the healthcare records of all patients identified as having a LD and readmitted within 30 days as a medical emergency were examined in order to determine whether or not these readmissions were potentially preventable. Over the study period, a total of 66 870 adults were admitted as in-patients, among whom 7408 were readmitted as medical emergencies within 30 days of discharge: a readmission rate of 11%. Of these 66 870 patients, 256 were identified as having a LD, with 32 of them experiencing at least one emergency readmission within 30 days: a readmission rate of 13%. When examined, the healthcare records pertaining to these 32 patients who had a total of 39 unique 30-day readmissions revealed that 69% (n = 26) of these readmissions were potentially preventable. Although overall readmission rates were similar for patients with LDs and those from the general population, patients with LDs had a much higher rate of potentially preventable readmissions when compared to a general population estimate from van Walraven et al. This suggests that there is still work to be done to ensure that this patient population receives hospital care that is both safe and of high quality. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Young people with psychiatric disabilities and their views of day centres.

Science.gov (United States)

Gunnarsson, A Birgitta; Eklund, Mona

2017-05-01

Young people with psychiatric disabilities may require support in structuring their everyday life. To learn more about the relevance of day centres in this respect, this study aimed to examine the experiences of young people with psychiatric disabilities. A particular focus was on the perceptions of meaningful occupation when visiting day centres, their reasons for not choosing this option when given it and what they desired instead. A qualitative design based on individual interviews was used. Twelve women and eight men between 18 and 35 years, with a need for organized daily occupations, participated as informants. Qualitative content analysis revealed three categories: 'Being in a context', 'Balancing between developing and stagnating', and 'Longing for something more'. The findings indicated that the occupations were inherently age neutral, as were the possibilities for socializing. There was a desire for more activities in the community and more support for engaging in occupations that other young people did. A major issue in the accomplishment of this was the need to earn money, and the lack of opportunities for doing that in the day centre context was a considerable drawback. The findings highlight the importance of identifying young people's views when designing day centres.

Highlights from e-EPS: Cosmic Day / FEL for SuperB / Assessment Assessed

CERN Multimedia

Ian Randall, Bénédicte Huchet and EPS

2012-01-01

e-EPS News is a monthly addition to the CERN Bulletin line-up, showcasing articles from e-EPS – the European Physical Society newsletter – as part of a collaboration between the two publications.   International Cosmic Day The first International Cosmic Day will be held on 26 September this year. During this event, students and teachers worldwide will come together in research institutions, universities and classrooms to learn about cosmic particle research. The event will celebrate the centenary of Victor Franz Hess’ discovery of cosmic rays – particles which originate in outer space and spread through the whole universe, often at extremely high energies. On the day, students will tackle such questions as: what are cosmic particles? … where do they come from? … and how can they be measured? Participants will be encouraged to undertake their own cosmic particle experiments: analysing and evaluating the...

United States Army Special Operations Forces and Building Enduring Partner Enabler Capacity in Operation Enduring Freedom-Philippines

Science.gov (United States)

2014-05-22

Monograph Director Christopher Marsh, Ph.D. , Seminar Leader Christopher T. Drew, COL, EN , Director, School of Advanced Military...56Robert Nolan , “Terror in the Philippines,” Foreign Policy Association Newsletter, 6 March 2003; Charles H. Briscoe...2007. Moroney, Jennifer, Beth Grill, Joe Hogler, Lianne Kennedy-Boudali, and Christopher Paul. How Successful Are US Efforts to Build Capacity in

Using a Family Science Day Event to Engage Youth in Climate Change Issues

Science.gov (United States)

Brevik, C.; Brevik, E. C.

2015-12-01

Each fall, Dickinson State University organizes four Family Science Day events for elementary-aged children to increase their engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities which center around the event's theme. This year, the November event focused on climate change and the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change and soil in a fun, interactive environment. The activities also helped the children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focusing on climate change was also offered during the event. The fully immersive, 360-degree show allowed the kids and their parents to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids can understand. Education majors who participated practiced communicating science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

With directed study before a 4-day operating room management course, trust in the content did not change progressively during the classroom time.

Science.gov (United States)

Dexter, Franklin; Epstein, Richard H; Fahy, Brenda G; Van Swol, Lyn M

2017-11-01

A 4-day course in operating room (OR) management is sufficient to provide anesthesiologists with the knowledge and problem solving skills needed to participate in projects of the systems-based-practice competency. Anesthesiologists may need to learn fewer topics when the objective is, instead, limited to comprehension of decision-making on the day of surgery, We tested the hypothesis that trust in course content would not increase further after completion of topics related to OR decision-making on the day of surgery. Panel survey. A 4-day 35hour course in OR management. Mandatory assignments before classes were: 1) review of statistics at a level slightly less than required of anesthesiology residents by the American Board of Anesthesiology; and 2) reading of peer-reviewed published articles while learning the scientific vocabulary. N=31 course participants who each attended 1 of 4 identical courses. At the end of each of the 4days, course participants completed a 9-item scale assessing trust in the course content, namely, its quality, usefulness, and reliability. Cronbach alpha for the 1 to 7 trust scale was 0.94. The means±SD of scores were 5.86±0.80 after day #1, 5.81±0.76 after day #2, 5.80±0.77 after day #3, and 5.97±0.76 after day #4. Multiple methods of statistical analysis all found that there was no significant effect of the number of days of the course on trust in the content (all P≥0.30). Trust in the course content did not increase after the end of the 1st day. Therefore, statistics review, reading, and the 1st day of the course appear sufficient when the objective of teaching OR management is not that participants will learn how to make the decisions, but will comprehend them and trust in the information underlying knowledgeable decision-making. Copyright © 2017 Elsevier Inc. All rights reserved.

The impact of eLearning on health professional educators' attitudes to information and communication technology

Directory of Open Access Journals (Sweden)

Neville V

2015-01-01

Full Text Available Victoria Neville,1 Mary Lam,2 Christopher J Gordon3 1Faculty of Science, Medicine and Health, The University of Wollongong, Wollongong, NSW, Australia; 2Faculty of Health Science, 3Sydney Nursing School, The University of Sydney, Sydney, NSW, Australia Background: The use of information and communication technology (ICT in health professional education is increasing rapidly. Health professional educators need to be responsive to health professionals' information and communication technological needs; however, there is a paucity of information about educators' attitudes to, and capabilities with, ICT. Methods: Fifty-two health professional educators, enrolled in health professional education postgraduate studies, participated in an online subject with specific eLearning components requiring the use of ICT. They completed a pre- and postquestionnaire pertaining to ICT attitudes, confidence, and usage. Results: Participants reported significant increases in overall ICT confidence during the subject despite it being high at baseline (mean: 7.0 out of 10; P=0.02. Even with increased ICT confidence, there were decreases in the participants' sense of ICT control when related to health professional education (P=0.002; whereas, the amount of time participants engaged with ICT devices was negatively correlated with the sense of ICT control (P=0.002. The effect of age and health discipline on ICT attitudes and confidence was not significant (P>0.05. Conclusion: This study reports that health professional educators have perceptual deficits toward ICT. The impact of eLearning increased confidence in ICT but caused a reduction in participants' sense of control of ICT. Health professional educators require more ICT training and support to facilitate better ICT integration in health professional education settings. Keywords: confidence, sense of control 

Surgical education and adult learning: Integrating theory into practice [version 1; referees: 3 approved

Directory of Open Access Journals (Sweden)

Prem Rashid

2017-02-01

Full Text Available Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

76 FR 66931 - Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center...

Science.gov (United States)

2011-10-28

...] Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center for... Services (CMS). This two-day training session is the third and final Accelerated Development Learning... the quality of care for beneficiaries. Through Accelerated Development Learning Sessions (ADLS), the...

Complex population response of dorsal putamen neurons predicts the ability to learn.

Science.gov (United States)

Laquitaine, Steeve; Piron, Camille; Abellanas, David; Loewenstein, Yonatan; Boraud, Thomas

2013-01-01

Day-to-day variability in performance is a common experience. We investigated its neural correlate by studying learning behavior of monkeys in a two-alternative forced choice task, the two-armed bandit task. We found substantial session-to-session variability in the monkeys' learning behavior. Recording the activity of single dorsal putamen neurons we uncovered a dual function of this structure. It has been previously shown that a population of neurons in the DLP exhibits firing activity sensitive to the reward value of chosen actions. Here, we identify putative medium spiny neurons in the dorsal putamen that are cue-selective and whose activity builds up with learning. Remarkably we show that session-to-session changes in the size of this population and in the intensity with which this population encodes cue-selectivity is correlated with session-to-session changes in the ability to learn the task. Moreover, at the population level, dorsal putamen activity in the very beginning of the session is correlated with the performance at the end of the session, thus predicting whether the monkey will have a "good" or "bad" learning day. These results provide important insights on the neural basis of inter-temporal performance variability.

Drugs + HIV, Learn the Link

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Game Changer for Online Learning Driven by Advances in Web Technology

Science.gov (United States)

Kaul, Manfred; Kless, André; Bonne, Thorsten; Rieke, Almut

2017-01-01

Almost unnoticed by the e-learning community, the underlying technology of the WWW is undergoing massive technological changes on all levels these days. In this paper we draw the attention to the emerging game changer and discuss the consequences for online learning. In our e-learning project "Work & Study", funded by the German…

COGNITIVE FATIGUE FACILITATES PROCEDURAL SEQUENCE LEARNING

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Guillermo eBorragán

2016-03-01

Full Text Available Enhanced procedural learning has been evidenced in conditions where cognitive control is diminished, including hypnosis, disruption of prefrontal activity and non-optimal time of the day. Another condition depleting the availability of controlled resources is cognitive fatigue. We tested the hypothesis that cognitive fatigue, eventually leading to diminished cognitive control, facilitates procedural sequence learning. In a two-day experiment, twenty-three young healthy adults were administered a serial reaction time task (SRTT following the induction of high or low levels of cognitive fatigue, in a counterbalanced order. Cognitive fatigue was induced using the Time load Dual-back (TloadDback paradigm, a dual working memory task that allows tailoring cognitive load levels to the individual's optimal performance capacity. In line with our hypothesis, reaction times in the SRTT were faster in the high- than in the low-level fatigue condition, and performance improvement showed more of a benefit from the sequential components than from motor. Altogether, our results suggest a paradoxical, facilitating impact of cognitive fatigue on procedural motor sequence learning. We propose that facilitated learning in the high-level fatigue condition stems from a reduction in the cognitive resources devoted to cognitive control processes that normally oppose automatic procedural acquisition mechanisms.

Evaluation of 90-day Repeated Dose Oral Toxicity, Glycometabolism, Learning and Memory Ability, and Related Enzyme of Chromium Malate Supplementation in Sprague-Dawley Rats.

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Feng, Weiwei; Wu, Huiyu; Li, Qian; Zhou, Zhaoxiang; Chen, Yao; Zhao, Ting; Feng, Yun; Mao, Guanghua; Li, Fang; Yang, Liuqing; Wu, Xiangyang

2015-11-01

Our previous study showed that chromium malate improved the regulation of blood glucose in mice with alloxan-induced diabetes. The present study was designed to evaluate the 90-day oral toxicity of chromium malate in Sprague-Dawley rats. The present study inspected the effect of chromium malate on glycometabolism, glycometabolism-related enzymes, lipid metabolism, and learning and memory ability in metabolically healthy Sprague-Dawley rats. The results showed that all rats survived and pathological, toxic, feces, and urine changes were not observed. Chromium malate did not cause measurable damage on liver, brain, and kidney. The fasting blood glucose, serum insulin, insulin resistance index, C-peptide, hepatic glycogen, glucose-6-phosphate dehydrogenase, glucokinase, total cholesterol, low-density lipoprotein cholesterol, high-density lipoprotein cholesterol, and triglyceride levels of normal rats in chromium malate groups had no significant change when compared with control group and chromium picolinate group under physiologically relevant conditions. The serum and organ content of Cr in chromium malate groups had no significant change compared with control group. No significant changes were found in morris water maze test and superoxide dismutase (SOD), glutathione peroxidase (GSH-Px), and true choline esterase (TChE) activity. The results indicated that supplementation with chromium malate did not cause measurable toxicity and has no obvious effect on glycometabolism and related enzymes, learning and memory ability, and related enzymes and lipid metabolism of female and male rats. The results of this study suggest that chromium malate is safe for human consumption.

Effects of a 1-Day Environmental Education Intervention on Environmental Attitudes and Connectedness with Nature

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Sellmann, Daniela; Bogner, Franz X.

2013-01-01

Besides cognitive learning effects, short-term environmental education (EE) is often regarded as ineffective in intervening with participants' environmental attitudes and behaviour. However, in Germany, school classes often participate in such 1-day EE programmes because they better match the school curriculum in contrast to longer (residential)…

Drugs + HIV, Learn the Link

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Improving Cross-Day EEG-Based Emotion Classification Using Robust Principal Component Analysis

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Yuan-Pin Lin

2017-07-01

Full Text Available Constructing a robust emotion-aware analytical framework using non-invasively recorded electroencephalogram (EEG signals has gained intensive attentions nowadays. However, as deploying a laboratory-oriented proof-of-concept study toward real-world applications, researchers are now facing an ecological challenge that the EEG patterns recorded in real life substantially change across days (i.e., day-to-day variability, arguably making the pre-defined predictive model vulnerable to the given EEG signals of a separate day. The present work addressed how to mitigate the inter-day EEG variability of emotional responses with an attempt to facilitate cross-day emotion classification, which was less concerned in the literature. This study proposed a robust principal component analysis (RPCA-based signal filtering strategy and validated its neurophysiological validity and machine-learning practicability on a binary emotion classification task (happiness vs. sadness using a five-day EEG dataset of 12 subjects when participated in a music-listening task. The empirical results showed that the RPCA-decomposed sparse signals (RPCA-S enabled filtering off the background EEG activity that contributed more to the inter-day variability, and predominately captured the EEG oscillations of emotional responses that behaved relatively consistent along days. Through applying a realistic add-day-in classification validation scheme, the RPCA-S progressively exploited more informative features (from 12.67 ± 5.99 to 20.83 ± 7.18 and improved the cross-day binary emotion-classification accuracy (from 58.31 ± 12.33% to 64.03 ± 8.40% as trained the EEG signals from one to four recording days and tested against one unseen subsequent day. The original EEG features (prior to RPCA processing neither achieved the cross-day classification (the accuracy was around chance level nor replicated the encouraging improvement due to the inter-day EEG variability. This result

Search as Learning (Dagstuhl Seminar 17092)

OpenAIRE

Collins-Thompson, Kevyn; Hansen, Preben; Hauff, Claudia

2017-01-01

This report describes the program and the results of Dagstuhl Seminar 17092 "Search as Learning", which brought together 26 researchers from diverse research backgrounds. The motivation for the seminar stems from the fact that modern Web search engines are largely engineered and optimized to fulfill lookup tasks instead of complex search tasks. The latter though are an essential component of information discovery and learning. The 3-day seminar started with four perspective talks, providing f...

Solar PV Power Forecasting Using Extreme Learning Machine and Information Fusion

OpenAIRE

Le Cadre , Hélène; Aravena , Ignacio; Papavasiliou , Anthony

2015-01-01

International audience; We provide a learning algorithm combining distributed Extreme Learning Machine and an information fusion rule based on the ag-gregation of experts advice, to build day ahead probabilistic solar PV power production forecasts. These forecasts use, apart from the current day solar PV power production, local meteorological inputs, the most valuable of which is shown to be precipitation. Experiments are then run in one French region, Provence-Alpes-Côte d'Azur, to evaluate ...

Differentiating case-based learning from problem-based learning after a twoday introductory workshop on case-based learning

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Aqil Mohammad Daher

2017-12-01

Full Text Available Background Considerable overlap exists between case-based learning (CBL and problem-based learning (PBL and differentiating between the two can be difficult for a lot of the academicians. Aims This study gauged the ability of members of medical school, familiar with a problem-based learning (PBL curriculum, to differentiate between case-based learning (CBL and PBL after a two-day workshop on CBL. Methods A questionnaire was distributed to all participants, attending the introductory course on CBL. It was designed to document the basic characteristics of the respondents, their preference for either CBL or PBL, their ability to recognize differences between CBL and PBL, and their overall perception of the course. Results Of the total workshop participants, 80.5 per cent returned the completed questionnaire. The mean age of the respondents was 44.12±12.31 years and women made up a slight majority. Majority favoured CBL over PBL and felt it was more clinical, emphasizes on self-directed learning, provides more opportunities for learning, permits in-depth exploration of cases, has structured environment and encourages the use of all learning resources. On the respondents’ ability to discriminate CBL from PBL, a weighted score of 39.9 per cent indicated a failure on the part of the respondents to correctly identify differences between CBL and PBL. Less than half opined that CBL was a worthwhile progression from PBL and about third would recommend CBL over PBL. Conclusion It seems that majority of the respondents failed to adequately differentiate between CBL and PBL and didn’t favour CBL over PBL.

GPU Pro 4 advanced rendering techniques

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Engel, Wolfgang

2013-01-01

GPU Pro4: Advanced Rendering Techniques presents ready-to-use ideas and procedures that can help solve many of your day-to-day graphics programming challenges. Focusing on interactive media and games, the book covers up-to-date methods producing real-time graphics. Section editors Wolfgang Engel, Christopher Oat, Carsten Dachsbacher, Michal Valient, Wessam Bahnassi, and Sebastien St-Laurent have once again assembled a high-quality collection of cutting-edge techniques for advanced graphics processing unit (GPU) programming. Divided into six sections, the book begins with discussions on the abi

Hippocampal synapsin I, growth-associated protein-43, and microtubule-associated protein-2 immunoreactivity in learned helplessness rats and antidepressant-treated rats.

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Iwata, M; Shirayama, Y; Ishida, H; Kawahara, R

2006-09-01

Learned helplessness rats are thought to be an animal model of depression. To study the role of synapse plasticity in depression, we examined the effects of learned helplessness and antidepressant treatments on synapsin I (a marker of presynaptic terminals), growth-associated protein-43 (GAP-43; a marker of growth cones), and microtubule-associated protein-2 (MAP-2; a marker of dendrites) in the hippocampus by immunolabeling. (1) Learned helplessness rats showed significant increases in the expression of synapsin I two days after the attainment of learned helplessness, and significant decreases in the protein expression eight days after the achievement of learned helplessness. Subchronic treatment of naïve rats with imipramine or fluvoxamine significantly decreased the expression of synapsin I. (2) Learned helplessness increased the expression of GAP-43 two days and eight days after learned helplessness training. Subchronic treatment of naïve rats with fluvoxamine but not imipramine showed a tendency to decrease the expression of synapsin I. (3) Learned helplessness rats showed increased expression of MAP-2 eight days after the attainment of learned helplessness. Naïve rats subchronically treated with imipramine showed a tendency toward increased expression of MAP-2, but those treated with fluvoxamine did not. These results indicate that the neuroplasticity-related proteins synapsin I, GAP-43, and MAP-2 may play a role in the pathophysiology of depression and the mechanisms of antidepressants.

Auditory attention: time of day and type of school

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Picolini, Mirela Machado

2010-06-01

Full Text Available Introduction: The sustained auditory attention is crucial for the development of some communication skills and learning. Objective: To evaluate the effect of time of day and type of school attended by children in their ability to sustained auditory attention. Method: We performed a prospective study of 50 volunteer children of both sexes, aged 7 years, with normal hearing, no learning or behavioral problems and no complaints of attention. These participants underwent Ability Test of Sustained Auditory Attention (SAAAT. The performance was evaluated by total score and the decrease of vigilance. Statistical analysis was used to analysis of variance (ANOVA with significance level of 5% (p<0.05. Results: The result set by the normative test for the age group evaluated showed a statistically significant difference for the errors of inattention (p=0.041, p=0.027 and total error score (p=0.033, p=0.024, in different periods assessment and school types, respectively. Conclusion: Children evaluated in the afternoon and the children studying in public schools had a poorer performance on auditory attention sustained.

Effects of cholestasis on learning and locomotor activity in bile duct ligated rats.

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Hosseini, Nasrin; Alaei, Hojjatallah; Nasehi, Mohammad; Radahmadi, Maryam; Mohammad Reza, Zarrindast

2014-01-01

Cognitive functions are impaired in patients with liver disease. Bile duct ligation causes cholestasis that impairs liver function. This study investigated the impact of cholestasis progression on the acquisition and retention times in the passive avoidance test and on the locomotor activity of rats. Cholestasis was induced in male Wistar rats by ligating the main bile duct. Locomotor activity, learning and memory were assessed by the passive avoidance learning test at day 7, day 14, and day 21 post-bile duct ligation. The serum levels of bilirubin, alanine aminotransferase, and alkaline phosphatase were measured. The results showed that acquisition time and locomotor activity were not affected at day 7 and day 14, but they were significantly (P locomotor activity were impaired at 21 days after bile duct ligation following the progression of cholestasis.

Perinatal exposure to genistein, a soy phytoestrogen, improves spatial learning and memory but impairs passive avoidance learning and memory in offspring.

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Kohara, Yumi; Kuwahara, Rika; Kawaguchi, Shinichiro; Jojima, Takeshi; Yamashita, Kimihiro

2014-05-10

This study investigated the effects of perinatal genistein (GEN) exposure on the central nervous system of rat offspring. Pregnant dams orally received GEN (1 or 10 mg/kg/day) or vehicle (1 ml/kg/day) from gestation day 10 to postnatal day 14. In order to assess the effects of GEN on rat offspring, we used a battery of behavioral tests, including the open-field, elevated plus-maze, MAZE and step-through passive avoidance tests. MAZE test is an appetite-motivation test, and we used this mainly for assessing spatial learning and memory. In the MAZE test, GEN groups exhibited shorter latency from start to goal than the vehicle-treated group in both sexes. On the other hand, performances in the step-through passive avoidance test were non-monotonically inhibited by GEN in both sexes, and a significant difference was observed in low dose of the GEN-treated group compared to the vehicle-treated group in female rats. Furthermore, we found that perinatal exposure to GEN did not significantly alter locomotor activity or emotionality as assessed by the open-field and elevated-plus maze tests. These results suggest that perinatal exposure to GEN improved spatial learning and memory of rat offspring, but impaired their passive avoidance learning and memory. Copyright © 2014 Elsevier Inc. All rights reserved.

The Effect of Acute Ethanol and Gabapentin Administration on Spatial Learning and Memory

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Fahimeh Yeganeh

2011-09-01

Full Text Available  Introduction: Patients with epilepsy can have impaired cognitive abilities. Many factors contribute to this impairment, including the adverse effects of antiepileptic drugs like Gabapentin (GBP. Apart from anti-epilectic action, Gabapentin is used to relieve ethanol withdrawal syndrome. Because both GBP and ethanol act on GABA ergic system, the purpose of this study was to evaluate their effect and interaction on spatial learning and memory. Material and Methods: Male Sprague-Dawley rats were trained in the Morris water maze for 5 consecutive days. On the sixth day, a probe test was performed to assess the retention phase or spatial rats’ memory ability. Ethanol (1.5 g/kg i.p. and GBP (30 mg/kg i.p. was administered each day 30 and 40 minutes before testing respectively. Results: Acute ethanol administration selectively impaired spatial memory (p<0.05, yet it failed to impair the acquisition phase (learning. Contradictorily GBP selectively impaired learning on second and forth days. Conclusion: These findings demonstrate that GBP and acute ethanol impair different phases of learning probably by modifying different neuronal pathways in cognitive areas of the brain.

Route learning in amnesia: a comparison of trial-and-error and errorless learning in patients with the Korsakoff syndrome.

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Kessels, Roy P C; van Loon, Eke; Wester, Arie J

2007-10-01

To examine the errorless learning approach using a procedural memory task (i.e. learning of actual routes) in patients with amnesia, as compared to trial-and-error learning. Counterbalanced self-controlled cases series. Psychiatric hospital (Korsakoff clinic). A convenience sample of 10 patients with the Korsakoff amnestic syndrome. All patients learned a route in four sessions on separate days using an errorless approach and a different route using trial-and-error. Error rate was scored during route learning and standard neuro-psychological tests were administered (i.e. subtest route recall of the Rivermead Behavioural Memory Test (RBMT) and the Dutch version of the California Verbal Learning Test (VLGT)). A significant learning effect was found in the trial-and-error condition over consecutive sessions (P = 0.006), but no performance difference was found between errorless and trial-and-error learning of the routes. VLGT performance was significantly correlated with a trial-and-error advantage (P Korsakoff syndrome (severe amnesia).

E-learning: Web-based education.

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Sajeva, Marco

2006-12-01

This review introduces state-of-the-art Web-based education and shows how the e-learning model can be applied to an anaesthesia department using Open Source solutions, as well as lifelong learning programs, which is happening in several European research projects. The definition of the term e-learning is still a work in progress due to the fact that technologies are evolving every day and it is difficult to improve teaching methodologies or to adapt traditional methods to a new or already existing educational model. The European Community is funding several research projects to define the new common market place for tomorrow's educational system; this is leading to new frontiers like virtual Erasmus inter-exchange programs based on e-learning. The first step when adapting a course to e-learning is to re-define the educational/learning model adopted: cooperative learning and tutoring are the two key concepts. This means that traditional lecture notes, books and exercises are no longer effective; teaching files must use rich multimedia content and have to be developed using the new media. This can lead to several pitfalls that can be avoided with an accurate design phase.

Integrated learning through student goal development.

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Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

Learning in the e-environment: new media and learning for the future

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Milan Matijević

2015-03-01

Full Text Available We live in times of rapid change in all areas of science, technology, communication and social life. Every day we are asked to what extent school prepares us for these changes and for life in a new, multimedia environment. Children and adolescents spend less time at school or in other settings of learning than they do outdoors or within other social communities (family, clubs, societies, religious institutions and the like. Experts must constantly inquire about what exactly influences learning and development in our rich media environment. The list of the most important life competences has significantly changed and expanded since the last century. Educational experts are attempting to predict changes in the content and methodology of learning at the beginning of the 21st century. Answers are sought to key questions such as: what should one learn; how should one learn; where should one learn; why should one learn; and how do these answers relate to the new learning environment? In his examination of the way children and young people learn and grow up, the author places special attention on the relationship between personal and non-personal communication (e.g. the internet, mobile phones and different types of e-learning. He deals with today's questions by looking back to some of the more prominent authors and studies of the past fifty years that tackled identical or similar questions (Alvin Toffler, Ivan Illich, George Orwell, and the members of the Club of Rome. The conclusion reached is that in today's world of rapid and continuous change, it is much more crucial than in the last century, both, to be able to learn, and to adapt to learning with the help of new media.

Napping on the Night Shift: A Study of Sleep, Performance, and Learning in Physicians-in-Training.

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McDonald, Jennifer; Potyk, Darryl; Fischer, David; Parmenter, Brett; Lillis, Teresa; Tompkins, Lindsey; Bowen, Angela; Grant, Devon; Lamp, Amanda; Belenky, Gregory

2013-12-01

Physicians in training experience fatigue from sleep loss, high workload, and working at an adverse phase of the circadian rhythm, which collectively degrades task performance and the ability to learn and remember. To minimize fatigue and sustain performance, learning, and memory, humans generally need 7 to 8 hours of sleep in every 24-hour period. In a naturalistic, within-subjects design, we studied 17 first- and second-year internal medicine residents working in a tertiary care medical center, rotating between day shift and night float every 4 weeks. We studied each resident for 2 weeks while he/she worked the day shift and for 2 weeks while he/she worked the night float, objectively measuring sleep by wrist actigraphy, vigilance by the Psychomotor Vigilance Task test, and visual-spatial and verbal learning and memory by the Brief Visuospatial Memory Test-Revised and the Rey Auditory-Verbal Learning Test. Residents, whether working day shift or night float, slept approximately 7 hours in every 24-hour period. Residents, when working day shift, consolidated their sleep into 1 main sleep period at night. Residents working night float split their sleep, supplementing their truncated daytime sleep with nighttime on-duty naps. There was no difference in vigilance or learning and memory, whether residents worked day shift or night float. Off-duty sleep supplemented with naps while on duty appears to be an effective strategy for sustaining vigilance, learning, and memory when working night float.

Living Day by Day

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Kaplan, Rachel L.; Khoury, Cynthia El; Field, Emily R. S.; Mokhbat, Jacques

2016-01-01

We examined the meaning of living with HIV/AIDS among women in Lebanon. Ten women living with HIV/AIDS (WLWHA) described their experiences via semistructured in-depth interviews. They navigated a process of HIV diagnosis acceptance that incorporated six overlapping elements: receiving the news, accessing care, starting treatment, navigating disclosure decisions, negotiating stigma, and maintaining stability. Through these elements, we provide a framework for understanding three major themes that were constructed during data analysis: Stand by my side: Decisions of disclosure; Being “sick” and feeling “normal”: Interacting with self, others, and society; and Living day by day: focusing on the present. We contribute to the existing literature by providing a theoretical framework for understanding the process of diagnosis and sero-status acceptance among WLWHA. This was the first study of its kind to examine the meaning of living with HIV/AIDS among women in a Middle Eastern country. PMID:28462340

Living Day by Day

Directory of Open Access Journals (Sweden)

Rachel L. Kaplan

2016-05-01

Full Text Available We examined the meaning of living with HIV/AIDS among women in Lebanon. Ten women living with HIV/AIDS (WLWHA described their experiences via semistructured in-depth interviews. They navigated a process of HIV diagnosis acceptance that incorporated six overlapping elements: receiving the news, accessing care, starting treatment, navigating disclosure decisions, negotiating stigma, and maintaining stability. Through these elements, we provide a framework for understanding three major themes that were constructed during data analysis: Stand by my side: Decisions of disclosure; Being “sick” and feeling “normal”: Interacting with self, others, and society; and Living day by day: focusing on the present. We contribute to the existing literature by providing a theoretical framework for understanding the process of diagnosis and sero-status acceptance among WLWHA. This was the first study of its kind to examine the meaning of living with HIV/AIDS among women in a Middle Eastern country.

Machine learning applied to crime prediction

OpenAIRE

Vaquero Barnadas, Miquel

2016-01-01

Machine Learning is a cornerstone when it comes to artificial intelligence and big data analysis. It provides powerful algorithms that are capable of recognizing patterns, classifying data, and, basically, learn by themselves to perform a specific task. This field has incredibly grown in popularity these days, however, it still remains unknown for the majority of people, and even for most professionals. This project intends to provide an understandable explanation of what is it, what types ar...

Vicarious extinction learning during reconsolidation neutralizes fear memory.

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Golkar, Armita; Tjaden, Cathelijn; Kindt, Merel

2017-05-01

Previous studies have suggested that fear memories can be updated when recalled, a process referred to as reconsolidation. Given the beneficial effects of model-based safety learning (i.e. vicarious extinction) in preventing the recovery of short-term fear memory, we examined whether consolidated long-term fear memories could be updated with safety learning accomplished through vicarious extinction learning initiated within the reconsolidation time-window. We assessed this in a final sample of 19 participants that underwent a three-day within-subject fear-conditioning design, using fear-potentiated startle as our primary index of fear learning. On day 1, two fear-relevant stimuli (reinforced CSs) were paired with shock (US) and a third stimulus served as a control (CS). On day 2, one of the two previously reinforced stimuli (the reminded CS) was presented once in order to reactivate the fear memory 10 min before vicarious extinction training was initiated for all CSs. The recovery of the fear memory was tested 24 h later. Vicarious extinction training conducted within the reconsolidation time window specifically prevented the recovery of the reactivated fear memory (p = 0.03), while leaving fear-potentiated startle responses to the non-reactivated cue intact (p = 0.62). These findings are relevant to both basic and clinical research, suggesting that a safe, non-invasive model-based exposure technique has the potential to enhance the efficiency and durability of anxiolytic therapies. Copyright © 2017 Elsevier Ltd. All rights reserved.

The role of the central histaminergic receptors in the exercise-induced improvements of the spatial learning and memory in rats.

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Taati, Majid; Moghaddasi, Mehrnoush; Esmaeili, Masoumeh; Pourkhodadad, Soheila; Nayebzadeh, Hassan

2014-10-31

While it is well known that exercise can improve cognitive performance, the underlying mechanisms are not fully understood. There is now evidence that histamine can modulate learning and memory in different types of behavioral tasks. The present study was designed to examine the possible role of central histamine H1 and H2 receptors in forced treadmill running-induced enhancement of learning and memory in rats. For this purpose the animals received intracerebroventricularly chlorpheniramine (H1 receptor blocker) and cimetidine (H2 receptor blocker) before each day of fifteen consecutive days of exercise. Then their learning and memory were tested on the water maze task using a four-trial-per-day for 4 consecutive days. A probe trial was performed after the last training day. Our data showed that cimetidine reversed the exercise-induced improvement in learning and memory in rats; however, this was not the case regarding chlorpheniramine. Our findings indicate that central histamine H2 receptors play an important role in mediating the beneficial effects of forced exercise on learning and memory. Copyright © 2014 Elsevier B.V. All rights reserved.

Time of Day Does Not Modulate Improvements in Motor Performance following a Repetitive Ballistic Motor Training Task

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Sale, Martin V.; Ridding, Michael C.; Nordstrom, Michael A.

2013-01-01

Repetitive performance of a task can result in learning. The neural mechanisms underpinning such use-dependent plasticity are influenced by several neuromodulators. Variations in neuromodulator levels may contribute to the variability in performance outcomes following training. Circulating levels of the neuromodulator cortisol change throughout the day. High cortisol levels inhibit neuroplasticity induced with a transcranial magnetic stimulation (TMS) paradigm that has similarities to use-dependent plasticity. The present study investigated whether performance changes following a motor training task are modulated by time of day and/or changes in endogenous cortisol levels. Motor training involving 30 minutes of repeated maximum left thumb abduction was undertaken by twenty-two participants twice, once in the morning (8 AM) and once in the evening (8 PM) on separate occasions. Saliva was assayed for cortisol concentration. Motor performance, quantified by measuring maximum left thumb abduction acceleration, significantly increased by 28% following training. Neuroplastic changes in corticomotor excitability of abductor pollicis brevis, quantified with TMS, increased significantly by 23% following training. Training-related motor performance improvements and neuroplasticity were unaffected by time of day and salivary cortisol concentration. Although similar neural elements and processes contribute to motor learning, training-induced neuroplasticity, and TMS-induced neuroplasticity, our findings suggest that the influence of time of day and cortisol differs for these three interventions. PMID:23577271

Time of Day Does Not Modulate Improvements in Motor Performance following a Repetitive Ballistic Motor Training Task

Directory of Open Access Journals (Sweden)

Martin V. Sale

2013-01-01

Full Text Available Repetitive performance of a task can result in learning. The neural mechanisms underpinning such use-dependent plasticity are influenced by several neuromodulators. Variations in neuromodulator levels may contribute to the variability in performance outcomes following training. Circulating levels of the neuromodulator cortisol change throughout the day. High cortisol levels inhibit neuroplasticity induced with a transcranial magnetic stimulation (TMS paradigm that has similarities to use-dependent plasticity. The present study investigated whether performance changes following a motor training task are modulated by time of day and/or changes in endogenous cortisol levels. Motor training involving 30 minutes of repeated maximum left thumb abduction was undertaken by twenty-two participants twice, once in the morning (8 AM and once in the evening (8 PM on separate occasions. Saliva was assayed for cortisol concentration. Motor performance, quantified by measuring maximum left thumb abduction acceleration, significantly increased by 28% following training. Neuroplastic changes in corticomotor excitability of abductor pollicis brevis, quantified with TMS, increased significantly by 23% following training. Training-related motor performance improvements and neuroplasticity were unaffected by time of day and salivary cortisol concentration. Although similar neural elements and processes contribute to motor learning, training-induced neuroplasticity, and TMS-induced neuroplasticity, our findings suggest that the influence of time of day and cortisol differs for these three interventions.

Age-related changes in contextual associative learning.

Science.gov (United States)

Luu, Trinh T; Pirogovsky, Eva; Gilbert, Paul E

2008-01-01

The hippocampus plays a critical role in processing contextual information. Although age-related changes in the hippocampus are well documented in humans, nonhuman primates, and rodents, few studies have examined contextual learning deficits in old rats. The present study investigated age-related differences in contextual associative learning in young (6 mo) and old (24 mo) rats using olfactory stimuli. Stimuli consisted of common odors mixed in sand and placed in clear plastic cups. Testing was conducted in two boxes that represented two different contexts (Context 1 and Context 2). The contexts varied based on environmental features of the box such as color (black vs. white), visual cues on the walls of the box, and flooring texture. Each rat was simultaneously presented with two cups, one filled with Odor A and one filled with Odor B in each context. In Context 1, the rat received a food reward for digging in the cup containing Odor A, but did not receive a food reward for digging in the cup containing Odor B. In Context 2, the rat was rewarded for digging in the cup containing Odor B, but did receive a reward for digging in the cup containing Odor A. Therefore, the rat learned to associate Context 1 with Odor A and Context 2 with Odor B. The rat was tested for eight days using the same odor problem throughout all days of testing. The results showed no significant difference between young and old rats on the first two days of testing; however, young rats significantly outperformed old rats on Day 3. Young rats continued to maintain superior performance compared to old rats on Days 4-8. The results suggest that aging results in functional impairments in brain regions that support memory for associations between specific cues and their respective context.

Physical activity during learning inside and outside the classroom

DEFF Research Database (Denmark)

Mygind, Erik

2016-01-01

Objective: Does learning outside the classroom (LOtC) in urban nature or cultural contexts one day per week contribute to raising children’s physical activity (PA) in lower secondary school? Methods: PA was measured on 7 consecutive days using GT3x+ accelerometers. Overall, 44 girls and 40 boys...

Take Your Child to Work Day Helps Lure a Future Generation of Scientists | Poster

Science.gov (United States)

Young children often enjoy playing with dogs or cuddling with cats at home, but at Take Your Child to Work Day, kids of all ages had the opportunity to brush horses, pet alpacas, and observe laboratory mice, fish, and frogs. On June 29, the annual event provided 187 children of NCI at Frederick staff a variety of hands-on learning opportunities.

End-of-life training for paid carers working with people with learning disabilities.

Science.gov (United States)

Codling, Mary; Knowles, Jane; Vevers, Ann

2014-04-01

People with learning disabilities are living longer lives. Over the past few years, research has explored the needs of people with learning disabilities, their families and learning disability professionals in relation to end-of-life care and death. However, little is known about the needs of paid carers and their experience of end-of-life care. This article discusses the development, implementation and evaluation of a study day about end-of-life care that was delivered to paid carers on two separate occasions in Berkshire Healthcare NHS Foundation Trust. A total of 43 paid carers attended and the days were well evaluated. The need for further training for paid carers who work with people with learning disabilities at the end of life was highlighted.

The influence of childhood aerobic fitness on learning and memory.

Directory of Open Access Journals (Sweden)

Lauren B Raine

Full Text Available There is a growing trend of inactivity among children, which may not only result in poorer physical health, but also poorer cognitive health. Previous research has shown that lower fitness has been related to decreased cognitive function for tasks requiring perception, memory, and cognitive control as well as lower academic achievement.To investigate the relationship between aerobic fitness, learning, and memory on a task that involved remembering names and locations on a fictitious map. Different learning strategies and recall procedures were employed to better understand fitness effects on learning novel material.Forty-eight 9-10 year old children (n = 24 high fit; HF and n = 24 low fit; LF performed a task requiring them to learn the names of specific regions on a map, under two learning conditions in which they only studied (SO versus a condition in which they were tested during study (TS. The retention day occurred one day after initial learning and involved two different recall conditions: free recall and cued recall.There were no differences in performance at initial learning between higher fit and lower fit participants. However, during the retention session higher fit children outperformed lower fit children, particularly when the initial learning strategy involved relatively poor recall performance (i.e., study only versus test-study strategy.We interpret these novel data to suggest that fitness can boost learning and memory of children and that these fitness-associated performance benefits are largest in conditions in which initial learning is the most challenging. Such data have important implications for both educational practice and policy.

THE USE OF BLENDED LEARNING MODELS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Oleksandra Bezverkha

2017-09-01

Full Text Available In the article, the acute problem of implementation of pedagogical innovations and online technologies into the educational process is analyzed. The article explores the advantages of blended learning as a latter-day educational program in comparison with traditional campus learning. Blended learning is regarded worldwide as the combination of classroom face-to-face sessions with interactive learning opportunities created online. The purpose of the article is to identify blended learning transformational potential impacting students and teachers by ensuring a more personalized learning experience. The concept of blended learning, as a means to enhance foreign language teaching and learning in the classroom during the traditional face-to-face interaction between a teacher and a student, combined with computer-mediated activities, is examined. In the article, the main classification of blended learning models is established. There are four main blended learning models which include both face-to-face instruction time and online learning: Rotation Model, Flex Model, A La Carte Model, and Enriched Virtual Model. Once implemented successfully, a blended model can take advantage of both brick-and-mortar and digital worlds, providing significant benefits for the educational establishments and learners. To integrate any of the blended learning models, a teacher can create online activities that enable learners to explore the topic online at home, and then develop face-to-face interactions to dig deeper into the subject matter at the lesson. The use of blended learning models in order to expand educational opportunities for students while the foreign language acquisition, by increasing the availability and flexibility of education, taking into account student individual learning needs, with some element of student control over time, place and pace, is explored. The realization of blended learning models in regards to age and physiological peculiarities of

Solar PV power forecasting using extreme machine learning and experts advice fusion

OpenAIRE

Le Cadre, Hélène; Aravena Solís, Ignacio Andrés; Papavasiliou, Anthony; European Symposium on Artificial Neural Networks, Computational Intelligence and Machine Learning

2015-01-01

We provide a learning algorithm combining distributed Extreme Learning Machine and an information fusion rule based on the aggregation of experts advice, to build day ahead probabilistic solar PV power production forecasts. These forecasts use, apart from the current day solar PV power production, local meteorological inputs, the most valuable of which is shown to be precipitation. Experiments are then run in one French region, Provence-Alpes-Côte d’Azur, to evaluate the algorithm performance...

Night work, light exposure and melatonin on work days and days off

DEFF Research Database (Denmark)

Daugaard, Stine; Garde, Anne Helene; Bonde, Jens Peter Ellekilde

2017-01-01

We aimed to examine the effects of night work on salivary melatonin concentration during and subsequent to night work and the mediating role of light. We included 254 day workers and 87 night workers who were followed during 322 work days and 301 days off work. Each day was defined as the 24 hour...... period starting from the beginning of a night shift or from waking in the mornings with day work and days off. Light levels were recorded and synchronized with diary information (start and end of sleep and work). On average, participants provided four saliva samples per day, and these were analyzed...... for melatonin concentration by liquid chromatography tandem mass spectrometry (LC-MS/MS). Differences between day and night workers on work days and days off were assessed with multilevel regression models with melatonin concentration as the primary outcome. All models were stratified or adjusted by time of day...

Spanish courses for older adults at the University of the third age and Adult day care centers

Directory of Open Access Journals (Sweden)

Klara Zavrl

2016-04-01

Full Text Available The article presents theoretical starting points regarding older adults and learning Spanish language in late adulthood. The starting points are based on the assumption that in order to effectively learn a foreign language in late adulthood; the definitions of the cognitive characteristics of the elderly and the characteristics of learning in this period have to be defined first. I continuation the paper explains various characteristics of learning with older adults. The main emphasis is on analyzing the ability of older people to learn a foreign language and their motivation to learn. The empirical part of the paper presents the results of the survey conducted among participants in the initial and intermediate Spanish courses at the University of the Third Age and day center activities for the elderly in Ljubljana; during the academic year 2013/14. The results showed that the most important reason for attending the course were the love of language and the chance to attend trips to Spanish-speaking countries. As the most important activities in the course the participants highlighted listening to the instructor and making notes; exercises in pronunciation and learning new words. The participants valued relaxed atmosphere of mutual understanding as well as cooperation within the learning group. The most important features of a good instructor; according to the participants; are coherent explanation; positive attitude towards the participants; and learning support.

The pullout program day a week school for gifted children: Effects on social–emotional and academic functioning

NARCIS (Netherlands)

van der Meulen, R.T.; van der Bruggen, C.O.; Spilt, J.L.; Verouden, J; Berkhout, M; Bögels, S.M.

2014-01-01

Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was

Measuring Discrimination- and Reversal Learning in Mouse Models within 4 Days and without Prior Food Deprivation

Science.gov (United States)

Remmelink, Esther; Smit, August B.; Verhage, Matthijs; Loos, Maarten

2016-01-01

Many neurological and psychiatric disorders are characterized by deficits in cognitive flexibility. Modeling cognitive flexibility in mice enables the investigation of mechanisms underlying these deficits. The majority of currently available behavioral tests targeting this cognitive domain are reversal learning tasks that require scheduled food…

[Flipped classroom as a strategy to enhance active learning].

Science.gov (United States)

Wakabayashi, Noriyuki

2015-03-01

This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

Anatomy drawing screencasts: enabling flexible learning for medical students.

Science.gov (United States)

Pickering, James D

2015-01-01

The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning. © 2014 American Association of Anatomists.

Refining the learning process in Newfoundland : E-learning innovation at North Atlantic

Energy Technology Data Exchange (ETDEWEB)

Murray, D.

2001-11-01

The Learning Technologies in the Workplace Awards were launched by the Conference Board of Canada in April 2001 with funding from Human Resources Development Canada's Office of Learning Technologies. This paper described the innovative and outstanding efforts made by the winner, North Atlantic. The North Atlantic refinery is located on an inlet on the Avalon Peninsula approximately 135 kilometres west of St. John's, Newfoundland. Each day, 105,000 barrels of oil are processed for export to 25 countries. In 1998, the company recognized that better training was required in the areas of improved safety, performance, and employee innovation and capacity. The isolation faced by the employees was a key driver behind the decision to implement the TRAQS training program in 1999 for e-learning developed by Illuminatus. This on-line training program also features testing through CHALLENGE, a software package compatible with TRAQS learning management system. Process emergency simulation exercises were developed by North Atlantic which are now being used externally. Job-specific technical information is delivered through the local area network (LAN). The keys to success were identified as being: innovative organizational culture; vision and action; executive management support, commitment to learning and employee development; positive work life balance; union cooperation; technology intensive workplace; linking learning with work process and performance management; and, tracking and certification.

Night work, light exposure and melatonin on work days and days off.

Science.gov (United States)

Daugaard, Stine; Garde, Anne Helene; Bonde, Jens Peter Ellekilde; Christoffersen, Jens; Hansen, Äse Marie; Markvart, Jakob; Schlünssen, Vivi; Skene, Debra J; Vistisen, Helene Tilma; Kolstad, Henrik A

2017-01-01

We aimed to examine the effects of night work on salivary melatonin concentration during and subsequent to night work and the mediating role of light. We included 254 day workers and 87 night workers who were followed during 322 work days and 301 days off work. Each day was defined as the 24 hour period starting from the beginning of a night shift or from waking in the mornings with day work and days off. Light levels were recorded and synchronized with diary information (start and end of sleep and work). On average, participants provided four saliva samples per day, and these were analyzed for melatonin concentration by liquid chromatography tandem mass spectrometry (LC-MS/MS). Differences between day and night workers on work days and days off were assessed with multilevel regression models with melatonin concentration as the primary outcome. All models were stratified or adjusted by time of day. For light exposure, we estimated the total, direct and indirect effects of night work on melatonin concentrations obtaining 95% confidence intervals through bootstrapping. On work days, night workers showed 15% lower salivary melatonin concentrations compared with day workers (-15.0%; 95% CI: -31.4%; 5.2%). During the night, light exposure mediated a melatonin suppression of approximately 6% (-5.9%, 95% CI: -10.2%; -1.5%). No mediating effect of light was seen during the day time. On days off, we observed no difference in melatonin concentrations between day and night workers. These findings are in accordance with a transient and partly light-mediated effect of night work on melatonin production.

The Inhibitory Mechanism in Learning Ambiguous Words in a Second Language.

Science.gov (United States)

Lu, Yao; Wu, Junjie; Dunlap, Susan; Chen, Baoguo

2017-01-01

Ambiguous words are hard to learn, yet little is known about what causes this difficulty. The current study aimed to investigate the relationship between the representations of new and prior meanings of ambiguous words in second language (L2) learning, and to explore the function of inhibitory control on L2 ambiguous word learning at the initial stage of learning. During a 4-day learning phase, Chinese-English bilinguals learned 30 novel English words for 30 min per day using bilingual flashcards. Half of the words to be learned were unambiguous (had one meaning) and half were ambiguous (had two semantically unrelated meanings learned in sequence). Inhibitory control was introduced as a subject variable measured by a Stroop task. The semantic representations established for the studied items were probed using a cross-language semantic relatedness judgment task, in which the learned English words served as the prime, and the targets were either semantically related or unrelated to the prime. Results showed that response latencies for the second meaning of ambiguous words were slower than for the first meaning and for unambiguous words, and that performance on only the second meaning of ambiguous words was predicted by inhibitory control ability. These results suggest that, at the initial stage of L2 ambiguous word learning, the representation of the second meaning is weak, probably interfered with by the representation of the prior learned meaning. Moreover, inhibitory control may modulate learning of the new meanings, such that individuals with better inhibitory control may more effectively suppress interference from the first meaning, and thus learn the new meaning more quickly.

The Inhibitory Mechanism in Learning Ambiguous Words in a Second Language

Directory of Open Access Journals (Sweden)

Baoguo Chen

2017-04-01

Full Text Available Ambiguous words are hard to learn, yet little is known about what causes this difficulty. The current study aimed to investigate the relationship between the representations of new and prior meanings of ambiguous words in second language (L2 learning, and to explore the function of inhibitory control on L2 ambiguous word learning at the initial stage of learning. During a 4-day learning phase, Chinese–English bilinguals learned 30 novel English words for 30 min per day using bilingual flashcards. Half of the words to be learned were unambiguous (had one meaning and half were ambiguous (had two semantically unrelated meanings learned in sequence. Inhibitory control was introduced as a subject variable measured by a Stroop task. The semantic representations established for the studied items were probed using a cross-language semantic relatedness judgment task, in which the learned English words served as the prime, and the targets were either semantically related or unrelated to the prime. Results showed that response latencies for the second meaning of ambiguous words were slower than for the first meaning and for unambiguous words, and that performance on only the second meaning of ambiguous words was predicted by inhibitory control ability. These results suggest that, at the initial stage of L2 ambiguous word learning, the representation of the second meaning is weak, probably interfered with by the representation of the prior learned meaning. Moreover, inhibitory control may modulate learning of the new meanings, such that individuals with better inhibitory control may more effectively suppress interference from the first meaning, and thus learn the new meaning more quickly.

Implicit Structured Sequence Learning: An FMRI Study of the Structural Mere-Exposure Effect

OpenAIRE

Vasiliki eFolia; Vasiliki eFolia; Karl Magnus ePetersson; Karl Magnus ePetersson; Karl Magnus ePetersson

2014-01-01

In this event-related FMRI study we investigated the effect of five days of implicit acquisition on preference classification by means of an artificial grammar learning (AGL) paradigm based on the structural mere-exposure effect and preference classification using a simple right-linear unification grammar. This allowed us to investigate implicit AGL in a proper learning design by including baseline measurements prior to grammar exposure. After 5 days of implicit acquisition, the FMRI results ...

Exploring the Visuospatial Challenge of Learning about Day and Night and the Sun's Path

Science.gov (United States)

Heywood, David; Parker, Joan; Rowlands, Mark

2013-01-01

The role of visualization and model-based reasoning has become increasingly significant in science education across a range of contexts. It is generally recognized that supporting learning in developing causal explanations for observed astronomical events presents considerable pedagogic challenge. Understanding the Sun's apparent movement…

Effects of ocean acidification on learning in coral reef fishes.

Directory of Open Access Journals (Sweden)

Maud C O Ferrari

Full Text Available Ocean acidification has the potential to cause dramatic changes in marine ecosystems. Larval damselfish exposed to concentrations of CO(2 predicted to occur in the mid- to late-century show maladaptive responses to predator cues. However, there is considerable variation both within and between species in CO(2 effects, whereby some individuals are unaffected at particular CO(2 concentrations while others show maladaptive responses to predator odour. Our goal was to test whether learning via chemical or visual information would be impaired by ocean acidification and ultimately, whether learning can mitigate the effects of ocean acidification by restoring the appropriate responses of prey to predators. Using two highly efficient and widespread mechanisms for predator learning, we compared the behaviour of pre-settlement damselfish Pomacentrus amboinensis that were exposed to 440 µatm CO(2 (current day levels or 850 µatm CO(2, a concentration predicted to occur in the ocean before the end of this century. We found that, regardless of the method of learning, damselfish exposed to elevated CO(2 failed to learn to respond appropriately to a common predator, the dottyback, Pseudochromis fuscus. To determine whether the lack of response was due to a failure in learning or rather a short-term shift in trade-offs preventing the fish from displaying overt antipredator responses, we conditioned 440 or 700 µatm-CO(2 fish to learn to recognize a dottyback as a predator using injured conspecific cues, as in Experiment 1. When tested one day post-conditioning, CO(2 exposed fish failed to respond to predator odour. When tested 5 days post-conditioning, CO(2 exposed fish still failed to show an antipredator response to the dottyback odour, despite the fact that both control and CO(2-treated fish responded to a general risk cue (injured conspecific cues. These results indicate that exposure to CO(2 may alter the cognitive ability of juvenile fish and render

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures.

Science.gov (United States)

Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

2017-01-01

Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

Science.gov (United States)

Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

2017-01-01

Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories. PMID:29062287

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

Directory of Open Access Journals (Sweden)

Mélaine Cherdieu

2017-10-01

Full Text Available Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1 the integration of motor actions and knowledge may require sleep; (2 a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.

Cerebellar inactivation impairs memory of learned prism gaze-reach calibrations.

Science.gov (United States)

Norris, Scott A; Hathaway, Emily N; Taylor, Jordan A; Thach, W Thomas

2011-05-01

Three monkeys performed a visually guided reach-touch task with and without laterally displacing prisms. The prisms offset the normally aligned gaze/reach and subsequent touch. Naive monkeys showed adaptation, such that on repeated prism trials the gaze-reach angle widened and touches hit nearer the target. On the first subsequent no-prism trial the monkeys exhibited an aftereffect, such that the widened gaze-reach angle persisted and touches missed the target in the direction opposite that of initial prism-induced error. After 20-30 days of training, monkeys showed long-term learning and storage of the prism gaze-reach calibration: they switched between prism and no-prism and touched the target on the first trials without adaptation or aftereffect. Injections of lidocaine into posterolateral cerebellar cortex or muscimol or lidocaine into dentate nucleus temporarily inactivated these structures. Immediately after injections into cortex or dentate, reaches were displaced in the direction of prism-displaced gaze, but no-prism reaches were relatively unimpaired. There was little or no adaptation on the day of injection. On days after injection, there was no adaptation and both prism and no-prism reaches were horizontally, and often vertically, displaced. A single permanent lesion (kainic acid) in the lateral dentate nucleus of one monkey immediately impaired only the learned prism gaze-reach calibration and in subsequent days disrupted both learning and performance. This effect persisted for the 18 days of observation, with little or no adaptation.

CGH Supports World Cancer Day Every Day

Science.gov (United States)

We celebrate World Cancer Day every year on February 4th. This year the theme “We can. I can.” invites us to think not only about how we can work with one another to reduce the global burden of cancer, but how we as individuals can make a difference. Every day the staff at CGH work to establish and build upon programs that are aimed at improving the lives of people affected by cancer.

Executive function on the 16-day of bed rest in young healthy men

Science.gov (United States)

Ishizaki, Yuko; Fukuoka, Hideoki; Tanaka, Hidetaka; Ishizaki, Tatsuro; Fujii, Yuri; Hattori-Uchida, Yuko; Nakamura, Minako; Ohkawa, Kaoru; Kobayashi, Hodaka; Taniuchi, Shoichiro; Kaneko, Kazunari

2009-05-01

Microgravity due to prolonged bed rest may cause changes in cerebral circulation, which is related to brain function. We evaluate the effect of simulated microgravity due to a 6° head-down tilt bed rest experiment on executive function among 12 healthy young men. Four kinds of psychoneurological tests—the table tapping test, the trail making test, the pointing test and losing at rock-paper-scissors—were performed on the baseline and on day 16 of the experiment. There was no significant difference in the results between the baseline and day 16 on all tests, which indicated that executive function was not impaired by the 16-day 6° head-down tilting bed rest. However, we cannot conclude that microgravity did not affect executive function because of the possible contribution of the following factors: (1) the timing of tests, (2) the learning effect, or (3) changes in psychophysiology that were too small to affect higher brain function.

Learning Mediated by an Educational Hypermedia

Science.gov (United States)

Fagundes, Adriano Luiz; da Silva, Tatiana; Barroso, Marta Feijó

2015-12-01

The phases of the Moon is a learning subject composed of smaller units here elaborated by adopting the theory of cognitive load, including aspects related to visualization in science education and taking into account learning difficulties documented in the research literature on science/astronomy teaching as theoretical guiding. The complete research process involved 77 students attending an undergraduate physics course and included data collection instruments to investigate technical aspects of the material, quality of contents and learning. This work focused on learning mediated by a hypermedia digital resource. The instruments used at this stage were pre-testing and learning evaluation allowing a qualitative and quantitative assessment. The questions pointed to the knowledge of the Moon as a body without its own light, to representations of schematic diagrams with sequences of lunar phases and the possibility of observing the Sun and the Moon according to the time of the day, an explanation and a representation of the dynamics of synchronous rotation motion of the Moon. The result provided an overall average increase of 33% in learning. We point out the features of the material that may have contributed to a highest quality as a learning tool.

Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project.

Science.gov (United States)

Reichel, Kathrin; Dietsche, Stefan; Hölzer, Henrike; Ewers, Michael

2016-01-01

The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue. During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued. Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary.

AN OVERVIEW OF CLOUD COMPUTING FOR E-LEARNING WITH ITS KEY BENEFITS

OpenAIRE

Mansi Bosamia

2018-01-01

Education is a necessary human virtue and essential for society because it reflects the personality of the human being in our society. The effective way of teaching gives the quality of education and advance learning such as e-learning to the learners and also a high quality of teaching to the tutors. Information Technology (IT) plays a significant role in field of education. Now days, E-learning and M-learning have become very popular trends of the education technology riot. E-Learning is th...

Observation of "YouTube" Language Learning Videos ("YouTube" LLVS)

Science.gov (United States)

Alhamami, Munassir

2013-01-01

This paper navigates into the "YouTube" website as one of the most usable online tools to learn languages these days. The paper focuses on two issues in creating "YouTube" language learning videos: pedagogy and technology. After observing the existing "YouTube" LLVs, the study presents a novel rubric that is directed…

Enhancing Distant Learning through Email Communication: A Case of BOU

Science.gov (United States)

Rahman, K. M. Rezanur; Anwar, Sadat; Numan, Sharker Md.

2008-01-01

Today computer has replaced all means of traditional communication significantly. Many distant learning tools claim to be interactive, but few can offer two-way communication. Email is the most popular means of communication medium now-a-days. Therefore, it may be used as an educational tool for learning. In present socioeconomic condition of…

The Association between Physical Activity During the Day and Long-Term Memory Stability.

Science.gov (United States)

Pontifex, Matthew B; Gwizdala, Kathryn L; Parks, Andrew C; Pfeiffer, Karin A; Fenn, Kimberly M

2016-12-02

Despite positive associations between chronic physical activity and memory; we have little understanding of how best to incorporate physical activity during the day to facilitate the consolidation of information into memory, nor even how time spent physically active during the day relates to memory processes. The purpose of this investigation was to examine the relation between physical activity during the day and long-term memory. Ninety-two young adults learned a list of paired-associate items and were tested on the items after a 12-hour interval during which heart rate was recorded continuously. Although the percentage of time spent active during the day was unrelated to memory, two critical physical activity periods were identified as relating to the maintenance of long-term memory. Engaging in physical activity during the period 1 to 2-hours following the encoding of information was observed to be detrimental to the maintenance of information in long-term memory. In contrast, physical activity during the period 1-hour prior to memory retrieval was associated with superior memory performance, likely due to enhanced retrieval processing. These findings provide initial evidence to suggest that long-term memory may be enhanced by more carefully attending to the relative timing of physical activity incorporated during the day.

DESIGN AND DEVELOPMENT OF MOBILE LEARNING APPLICATIONS USING DRUPAL

Directory of Open Access Journals (Sweden)

N.M.A.E.D Wirastuti

2010-07-01

Full Text Available The growth of the mobile industry is an important aspect in the link of the global village. Another aspect is theInternet. The introduction of VoIP, video conferencing, emailing and TV reviewing also support the communicationbecoming much easier. The Internet becomes a reliable source of information; Users learn more from the Internetthan anywhere else. Therefore, there are many educational institutions publishing their learning material on theInternet. So that e-learning becomes an essential learning method now days. Student can access the learning materialeverywhere, every time. While the mobile industry offers many 3G services, mobile operators still lack of theapplication that allowing users to access learning material while on the move. Mobile learning is an excellentsolution to solve this problem. This will be supported by mobile features improvement, cheaper and faster data rates.This paper gives a simple idea of developing mobile learning where users can access learning material in similarway to blackboard via mobile devices, called blackboard mobile.

Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

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Reza Karimi, RPh, PhD

2011-01-01

Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven “closing the loop” feedback discussion. For teambuilding, a set of clue sheets or manufacturer‘s drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams’ impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators’ interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.

Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

Directory of Open Access Journals (Sweden)

Reza Karimi

2011-01-01

Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.   Type: Case Study

The effect of image quality, repeated study, and assessment method on anatomy learning.

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Fenesi, Barbara; Mackinnon, Chelsea; Cheng, Lucia; Kim, Joseph A; Wainman, Bruce C

2017-06-01

The use of two-dimensional (2D) images is consistently used to prepare anatomy students for handling real specimen. This study examined whether the quality of 2D images is a critical component in anatomy learning. The visual clarity and consistency of 2D anatomical images was systematically manipulated to produce low-quality and high-quality images of the human hand and human eye. On day 0, participants learned about each anatomical specimen from paper booklets using either low-quality or high-quality images, and then completed a comprehension test using either 2D images or three-dimensional (3D) cadaveric specimens. On day 1, participants relearned each booklet, and on day 2 participants completed a final comprehension test using either 2D images or 3D cadaveric specimens. The effect of image quality on learning varied according to anatomical content, with high-quality images having a greater effect on improving learning of hand anatomy than eye anatomy (high-quality vs. low-quality for hand anatomy P = 0.018; high-quality vs. low-quality for eye anatomy P = 0.247). Also, the benefit of high-quality images on hand anatomy learning was restricted to performance on short-answer (SA) questions immediately after learning (high-quality vs. low-quality on SA questions P = 0.018), but did not apply to performance on multiple-choice (MC) questions (high-quality vs. low-quality on MC questions P = 0.109) or after participants had an additional learning opportunity (24 hours later) with anatomy content (high vs. low on SA questions P = 0.643). This study underscores the limited impact of image quality on anatomy learning, and questions whether investment in enhancing image quality of learning aids significantly promotes knowledge development. Anat Sci Educ 10: 249-261. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

75 FR 22736 - Wrangell-Petersburg Resource Advisory Committee

Science.gov (United States)

2010-04-30

... James and Elsie Nolan Center in Wrangell, Alaska. Written comments should be sent to Christopher Savage... FURTHER INFORMATION CONTACT: Christopher Savage, Petersburg District Ranger, P.O. Box 1328, Petersburg...

The Graduation Day

Institute of Scientific and Technical Information of China (English)

毛竹晨

2004-01-01

It is one of the hottest summer days that Cambridge has ever had.We wereclad(clothe的过去式和过去分词)in the black gown once more.However thiswill probably be my last time to wear it.I had not been wearing it that much af-ter all.After this day,it will be shipped back to my home and lie in my closet,just to be dug out many years later and the sight of it will bring me back to thisvery day.It is our graduation day,the day wher we can add a hood(头巾;兜帽)

What we do and do not know about women and kidney diseases; questions unanswered and answers unquestioned: Reflection on World Kidney Day and International Woman's Day

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Giorgina B. Piccoli

2018-03-01

Full Text Available Chronic kidney disease affects approximately 10% of the world's adult population: it is within the top 20 causes of death worldwide, and its impact on patients and their families can be devastating. World Kidney Day and International Women's Day in 2018 coincide, thus offering an opportunity to reflect on the importance of women's health and specifically their kidney health, on the community, and the next generations, as well as to strive to be more curious about the unique aspects of kidney disease in women so that we may apply those learnings more broadly.Girls and women, who make up approximately 50% of the world's population, are important contributors to society and their families. Gender differences continue to exist around the world in access to education, medical care, and participation in clinical studies. Pregnancy is a unique state for women, offering an opportunity for diagnosis of kidney disease, but also a state where acute and chronic kidney diseases may manifest, and which may impact future generations with respect to kidney health. There are various autoimmune and other conditions that are more likely to impact women with profound consequences for child bearing, and on the fetus. Women have different complications on dialysis than men, and are more likely to be donors than recipients of kidney transplants.In this editorial, we focus on what we do and do not know about women, kidney health, and kidney disease, and what we might learn in the future to improve outcomes worldwide. Keywords: Women, Access to care, Kidney health, Acute and chronic kidney disease, Inequities

Hilpoltstein at Johann Christoph Sturm's times (German Title: Hilpoltstein zu Zeiten Johann Christoph Sturms)

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Platz, Kai Thomas

After an overview on the foundations of research, the conditions inside the town of Hilpoltstein in the first half of the 17th century are described. Since Hilpoltstein was situated at the road from Nuremberg to Munich, and thus at one of the most important north-south trading routes of medieval times, the town florished in economic terms at the beginning of the 17th century. Afterwards, however, the inhabitants had to suffer religious troubles, since the count palatine Wolfgang Wilhelm converted to catholicism. We collect the traces of the Sturm family in Hilpoltstein that still exist today, and complete the picture by giving an overview of the architectural, commercial and social conditions of those times.

Software in 30 days how agile managers beat the odds, delight their customers, and leave competitors in the dust

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Schwaber, Ken

2012-01-01

A radical approach to getting IT projects done faster and cheaper than anyone thinks possible Software in 30 Days summarizes the Agile and Scrum software development method, which allows creation of game-changing software, in just 30 days. Projects that use it are three times more successful than those that don't. Software in 30 Days is for the business manager, the entrepreneur, the product development manager, or IT manager who wants to develop software better and faster than they now believe possible. Learn how this unorthodox process works, how to get started, and how to succeed. Control r

Sleep dissolves illusion: sleep withstands learning of visuo-tactile-proprioceptive integration induced by repeated days of rubber hand illusion training.

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Motoyasu Honma

Full Text Available Multisensory integration is a key factor in establishing bodily self-consciousness and in adapting humans to novel environments. The rubber hand illusion paradigm, in which humans can immediately perceive illusory ownership to an artificial hand, is a traditional technique for investigating multisensory integration and the feeling of illusory ownership. However, the long-term learning properties of the rubber hand illusion have not been previously investigated. Moreover, although sleep contributes to various aspects of cognition, including learning and memory, its influence on illusory learning of the artificial hand has not yet been assessed. We determined the effects of daily repetitive training and sleep on learning visuo-tactile-proprioceptive sensory integration and illusory ownership in healthy adult participants by using the traditional rubber hand illusion paradigm. Subjective ownership of the rubber hand, proprioceptive drift, and galvanic skin response were measured to assess learning indexes. Subjective ownership was maintained and proprioceptive drift increased with daily training. Proprioceptive drift, but not subjective ownership, was significantly attenuated after sleep. A significantly greater reduction in galvanic skin response was observed after wakefulness compared to after sleep. Our results suggest that although repetitive rubber hand illusion training facilitates multisensory integration and physiological habituation of a multisensory incongruent environment, sleep corrects illusional integration and habituation based on experiences in a multisensory incongruent environment. These findings may increase our understanding of adaptive neural processes to novel environments, specifically, bodily self-consciousness and sleep-dependent neuroplasticity.

Sleep dissolves illusion: sleep withstands learning of visuo-tactile-proprioceptive integration induced by repeated days of rubber hand illusion training.

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Honma, Motoyasu; Yoshiike, Takuya; Ikeda, Hiroki; Kim, Yoshiharu; Kuriyama, Kenichi

2014-01-01

Multisensory integration is a key factor in establishing bodily self-consciousness and in adapting humans to novel environments. The rubber hand illusion paradigm, in which humans can immediately perceive illusory ownership to an artificial hand, is a traditional technique for investigating multisensory integration and the feeling of illusory ownership. However, the long-term learning properties of the rubber hand illusion have not been previously investigated. Moreover, although sleep contributes to various aspects of cognition, including learning and memory, its influence on illusory learning of the artificial hand has not yet been assessed. We determined the effects of daily repetitive training and sleep on learning visuo-tactile-proprioceptive sensory integration and illusory ownership in healthy adult participants by using the traditional rubber hand illusion paradigm. Subjective ownership of the rubber hand, proprioceptive drift, and galvanic skin response were measured to assess learning indexes. Subjective ownership was maintained and proprioceptive drift increased with daily training. Proprioceptive drift, but not subjective ownership, was significantly attenuated after sleep. A significantly greater reduction in galvanic skin response was observed after wakefulness compared to after sleep. Our results suggest that although repetitive rubber hand illusion training facilitates multisensory integration and physiological habituation of a multisensory incongruent environment, sleep corrects illusional integration and habituation based on experiences in a multisensory incongruent environment. These findings may increase our understanding of adaptive neural processes to novel environments, specifically, bodily self-consciousness and sleep-dependent neuroplasticity.

Using Family Science Day Events to Inspire Future Scientists

Science.gov (United States)

Brevik, Corinne

2015-04-01

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

A 1-day course to improve the teaching effectiveness of health professions faculty members.

Science.gov (United States)

Stein, Susan M; Fujisaki, Brad S; Davis, Shawn E; Maclean, Linda Garrelts

2012-02-10

To determine the effect of a 1-day teaching-methods course for pharmacy and nursing faculty members on teaching proficiency and perceptions of effective teaching. A 1-day teaching-methods course was created and presented to 12 pharmacy and nursing faculty members. Participants' teaching sessions were video-recorded pre- and post-course. A panel of educators evaluated pre- and post-course video-recorded teaching presentations to assess teaching effectiveness. Participants completed pre- and post-course self-evaluations and surveys. Panelists' assessments confirmed significant improvement in 7 of 10 domains. Perceptions of teaching efficacy and proficiency to teach effectively improved after completion of the course. A 1-day teaching-methods course, requiring minimal resources, is a valuable development resource that can improve teaching effectiveness through enhanced communication and teaching techniques. Because effective teaching is positively correlated with students' learning, training seminars can be integral to comprehensive quality improvement.

Prenatal treatment prevents learning deficit in Down syndrome model.

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Incerti, Maddalena; Horowitz, Kari; Roberson, Robin; Abebe, Daniel; Toso, Laura; Caballero, Madeline; Spong, Catherine Y

2012-01-01

Down syndrome is the most common genetic cause of mental retardation. Active fragments of neurotrophic factors release by astrocyte under the stimulation of vasoactive intestinal peptide, NAPVSIPQ (NAP) and SALLRSIPA (SAL) respectively, have shown therapeutic potential for developmental delay and learning deficits. Previous work demonstrated that NAP+SAL prevent developmental delay and glial deficit in Ts65Dn that is a well-characterized mouse model for Down syndrome. The objective of this study is to evaluate if prenatal treatment with these peptides prevents the learning deficit in the Ts65Dn mice. Pregnant Ts65Dn female and control pregnant females were randomly treated (intraperitoneal injection) on pregnancy days 8 through 12 with saline (placebo) or peptides (NAP 20 µg +SAL 20 µg) daily. Learning was assessed in the offspring (8-10 months) using the Morris Watermaze, which measures the latency to find the hidden platform (decrease in latency denotes learning). The investigators were blinded to the prenatal treatment and genotype. Pups were genotyped as trisomic (Down syndrome) or euploid (control) after completion of all tests. two-way ANOVA followed by Neuman-Keuls test for multiple comparisons, PDown syndrome-placebo; n = 11) did not demonstrate learning over the five day period. DS mice that were prenatally exposed to peptides (Down syndrome-peptides; n = 10) learned significantly better than Down syndrome-placebo (ptreatment with the neuroprotective peptides (NAP+SAL) prevented learning deficits in a Down syndrome model. These findings highlight a possibility for the prevention of sequelae in Down syndrome and suggest a potential pregnancy intervention that may improve outcome.

Replacing Lectures with Small Groups: The Impact of Flipping the Residency Conference Day

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King, Andrew M.; Mayer, Chad; Barrie, Michael; Greenberger, Sarah; Way, David P.

2018-01-01

The flipped classroom, an educational alternative to the traditional lecture, has been widely adopted by educators at all levels of education and across many disciplines. In the flipped classroom, learners prepare in advance of the face-to-face meeting by learning content material on their own. Classroom time is reserved for application of the learned content to solving problems or discussing cases. Over the past year, we replaced most residency program lectures with small-group discussions using the flipped-classroom model, case-based learning, simulation and procedure labs. In the new model, residents prepared for conference by reviewing a patient case and studying suggested learning materials. Conference day was set aside for facilitated small-group discussions about the case. This is a cross-cohort study of emergency medicine residents who experienced the lecture-based curriculum to residents in the new flipped-classroom curriculum using paired comparisons (independent t-tests) on in-training exam scores while controlling for program year level. We also compared results of the evaluation of various program components. We observed no differences between cohorts on in-training examination scores. Small-group methods were rated the same across program years. Two program components in the new curriculum, an updated format of both adult and pediatric case conferences, were rated significantly higher on program quality. In preparation for didactics, residents in the new curriculum report spending more time on average with outside learning materials, including almost twice as much time reviewing textbooks. Residents found the new format of the case conferences to be of higher quality because of the inclusion of rapid-fire case discussions with targeted learning points. PMID:29383050

Diurnal and day-to-day variation of isometric muscle strength in myasthenia gravis.

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Vinge, Lotte; Jakobsen, Johannes; Pedersen, Asger Roer; Andersen, Henning

2016-01-01

In patients with myasthenia gravis (MG), muscle strength is expected to decrease gradually during the day due to physical activities. Isometric muscle strength at the shoulder, knee, and ankle was determined in 10 MG patients (MGFA class II-IV) who were receiving usual medical treatment and in 10 control subjects. To determine diurnal and day-to-day variation, muscle strength was measured 4 times during day 1 and once at day 2. Knee extension strength decreased during the day in both patients and controls. Neither diurnal nor day-to-day variation of muscle strength was higher in patients compared with controls. Patients with mild to moderate MG did not have increased variation of isometric muscle strength during the day or from day-to-day compared with controls. This suggests that isometric muscle performance can be determined with high reproducibility in similar groups of MG patients without regard to time of day. © 2015 Wiley Periodicals, Inc.

E-LEARNING INNOVATIONS IN HIGHER EDUCATION

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NICOLETA GUDANESCU

2012-05-01

Full Text Available This scientific work is presenting the ways to do computer assisted education for students, giving the good practice examples, presenting new electronic learning systems, the advantages and limits and to try to emphasize that these days E-learning is one of the most efficient way to reach education at all levels, specially higher education systems. The objectives of this paper are: to explain the contribution of modern technologies and electronic systems to educational processes, to define the concept of technology based learning, to introduce the electronic tools for education, to present good practice examples in implementing E-learning systems in higher education and corporate environment in Romania and last but not least the new electronic learning systems. Introducing the computers and ITC in educational processes facilitates them and makes the educational system modern and efficient. E - learning innovations offers a core group of professional development courses designed to help anyone achieve professional advancement and personal enrichment. The programs are founded on an extensive experience and understanding of technology-based learning environments. They focus on the most current industry practices for various learning environments and best approaches for multiple learning styles. They ensure that the students get the information and skills needed to achieve more in teaching practice and to confidently enter the distance or online classroom.

Learning outdoors: male lizards show flexible spatial learning under semi-natural conditions

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Noble, Daniel W. A.; Carazo, Pau; Whiting, Martin J.

2012-01-01

Spatial cognition is predicted to be a fundamental component of fitness in many lizard species, and yet some studies suggest that it is relatively slow and inflexible. However, such claims are based on work conducted using experimental designs or in artificial contexts that may underestimate their cognitive abilities. We used a biologically realistic experimental procedure (using simulated predatory attacks) to study spatial learning and its flexibility in the lizard Eulamprus quoyii in semi-natural outdoor enclosures under similar conditions to those experienced by lizards in the wild. To evaluate the flexibility of spatial learning, we conducted a reversal spatial-learning task in which positive and negative reinforcements of learnt spatial stimuli were switched. Nineteen (32%) male lizards learnt both tasks within 10 days (spatial task mean: 8.16 ± 0.69 (s.e.) and reversal spatial task mean: 10.74 ± 0.98 (s.e.) trials). We demonstrate that E. quoyii are capable of flexible spatial learning and suggest that future studies focus on a range of lizard species which differ in phylogeny and/or ecology, using biologically relevant cognitive tasks, in an effort to bridge the cognitive divide between ecto- and endotherms. PMID:23075525

Contextual Learning Induces Dendritic Spine Clustering in Retrosplenial Cortex

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Adam C Frank

2014-03-01

Full Text Available Molecular and electrophysiological studies find convergent evidence suggesting that plasticity within a dendritic tree is not randomly dispersed, but rather clustered into functional groups. Further, results from in silico neuronal modeling show that clustered plasticity is able to increase storage capacity 45 times compared to dispersed plasticity. Recent in vivo work utilizing chronic 2-photon microscopy tested the clustering hypothesis and showed that repetitive motor learning is able to induce clustered addition of new dendritic spines on apical dendrites of L5 neurons in primary motor cortex; moreover, clustered spines were found to be more stable than non-clustered spines, suggesting a physiological role for spine clustering. To further test this hypothesis we used in vivo 2-photon imaging in Thy1-YFP-H mice to chronically examine dendritic spine dynamics in retrosplenial cortex (RSC during spatial learning. RSC is a key component of an extended spatial learning and memory circuit that includes hippocampus and entorhinal cortex. Importantly, RSC is known from both lesion and immediate early gene studies to be critically involved in spatial learning and more specifically in contextual fear conditioning. We utilized a modified contextual fear conditioning protocol wherein animals received a mild foot shock each day for five days; this protocol induces gradual increases in context freezing over several days before the animals reach a behavioral plateau. We coupled behavioral training with four separate in vivo imaging sessions, two before training begins, one early in training, and a final session after training is complete. This allowed us to image spine dynamics before training as well as early in learning and after animals had reached behavioral asymptote. We find that this contextual learning protocol induces a statistically significant increase in the formation of clusters of new dendritic spines in trained animals when compared to home

Effects of 5-HT and insulin on learning and memory formation in food-deprived snails.

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Aonuma, Hitoshi; Totani, Yuki; Kaneda, Mugiho; Nakamura, Ryota; Watanabe, Takayuki; Hatakeyama, Dai; Dyakonova, Varvara E; Lukowiak, Ken; Ito, Etsuro

2018-02-01

The pond snail Lymnaea stagnalis learns conditioned taste aversion (CTA) and consolidates it into long-term memory (LTM). How well they learn and form memory depends on the degree of food deprivation. Serotonin (5-HT) plays an important role in mediating feeding, and insulin enhances the memory consolidation process following CTA training. However, the relationship between these two signaling pathways has not been addressed. We measured the 5-HT content in the central nervous system (CNS) of snails subjected to different durations of food deprivation. One-day food-deprived snails, which exhibit the best learning and memory, had the lowest 5-HT content in the CNS, whereas 5-day food-deprived snails, which do not learn, had a high 5-HT content. Immersing 1-day food-deprived snails in 5-HT impaired learning and memory by causing an increase in 5-HT content, and that the injection of insulin into these snails reversed this impairment. We conclude that insulin rescues the CTA deficit and this may be due to a decrease in the 5-HT content in the CNS of Lymnaea. Copyright © 2018 Elsevier Inc. All rights reserved.

Prenatal exposure to ethanol during late gestation facilitates operant self-administration of the drug in 5-day-old rats.

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Miranda-Morales, Roberto Sebastián; Nizhnikov, Michael E; Spear, Norman E

2014-02-01

Prenatal ethanol exposure modifies postnatal affinity to the drug, increasing the probability of ethanol use and abuse. The present study tested developing rats (5-day-old) in a novel operant technique to assess the degree of ethanol self-administration as a result of prenatal exposure to low ethanol doses during late gestation. On a single occasion during each of gestational days 17-20, pregnant rats were intragastrically administered ethanol 1 g/kg, or water (vehicle). On postnatal day 5, pups were tested on a novel operant conditioning procedure in which they learned to touch a sensor to obtain 0.1% saccharin, 3% ethanol, or 5% ethanol. Immediately after a 15-min training session, a 6-min extinction session was given in which operant behavior had no consequence. Pups were positioned on a smooth surface and had access to a touch-sensitive sensor. Physical contact with the sensor activated an infusion pump, which served to deliver an intraoral solution as reinforcement (Paired group). A Yoked control animal evaluated at the same time received the reinforcer when its corresponding Paired pup touched the sensor. Operant behavior to gain access to 3% ethanol was facilitated by prenatal exposure to ethanol during late gestation. In contrast, operant learning reflecting ethanol reinforcement did not occur in control animals prenatally exposed to water only. Similarly, saccharin reinforcement was not affected by prenatal ethanol exposure. These results suggest that in 5-day-old rats, prenatal exposure to a low ethanol dose facilitates operant learning reinforced by intraoral administration of a low-concentration ethanol solution. This emphasizes the importance of intrauterine experiences with ethanol in later susceptibility to drug reinforcement. The present operant conditioning technique represents an alternative tool to assess self-administration and seeking behavior during early stages of development. Published by Elsevier Inc.

Learning in the real place: medical students' learning and socialization in clerkships at one medical school.

Science.gov (United States)

Han, Heeyoung; Roberts, Nicole K; Korte, Russell

2015-02-01

To understand medical students' learning experiences in clerkships: learning expectations (what they expect to learn), learning process (how they learn), and learning outcomes (what they learn). Using a longitudinal qualitative research design, the authors followed the experiences of 12 participants across their clerkship year (2011-2012) at the Southern Illinois University School of Medicine. Interview data from each participant were collected at three points (preclerkship, midclerkship, and postclerkship) and analyzed using a grounded theory approach. Additionally, the authors observed participants through a full clerkship day to augment the interviews. Before clerkships, students expected to have more hands-on experiences and become more knowledgeable by translating textbook knowledge to real patients and practicing diagnostic thinking. During clerkships, students experienced ambiguity and subjectivity of attending physicians' expectations and evaluation criteria. They perceived that impression management was important to ensure that they received learning opportunities and good evaluations. After clerkships, students perceived that their confidence increased in navigating the health care environments and interacting with patients, attendings, and residents. However, they felt that there were limited opportunities to practice diagnostic thinking. Students could not clearly discern the decision-making processes used by attending physicians. Although they saw many patients, they perceived that their learning was at the surface level. Students' experiential learning in clerkships occurred through impression management as a function of dynamic social and reciprocal relationships between students and attendings or residents. Students reported that they did not learn comprehensive clinical reasoning skills to the degree they expected in clerkships.

Day to day variability in fat oxidation and the effect after only 1 day of change in diet composition.

Science.gov (United States)

Støa, Eva Maria; Nyhus, Lill-Katrin; Børresen, Sandra Claveau; Nygaard, Caroline; Hovet, Åse Marie; Bratland-Sanda, Solfrid; Helgerud, Jan; Støren, Øyvind

2016-04-01

Indirect calorimetry is a common and noninvasive method to estimate rate of fat oxidation (FatOx) during exercise, and test-retest reliability should be considered when interpreting results. Diet also has an impact on FatOx. The aim of the present study was to investigate day to day variations in FatOx during moderate exercise given the same diet and 2 different isoenergetic diets. Nine healthy, moderately-trained females participated in the study. They performed 1 maximal oxygen uptake test and 4 FatOx tests. Habitual diets were recorded and repeated to assess day to day variability in FatOx. FatOx was also measured after 1 day of fat-rich (26.8% carbohydrates (CHO), 23.2% protein, 47.1% fat) and 1 day of CHO-rich diet (62.6% CHO, 20.1% protein, 12.4% fat). The reliability test revealed no differences in FatOx, respiratory exchange ratio (RER), oxygen uptake, carbon dioxide production, heart rate, blood lactate concentration, or blood glucose between the 2 habitual diet days. FatOx decreased after the CHO-rich diet compared with the habitual day 2 (from 0.42 ± 0.15 to 0.29 ± 0.13 g·min(-1), p diet and the 2 habitual diet days. FatOx was 31% lower (from 0.42 ± 0.14 to 0.29 ± 0.13 g·min(-1), p diet compared with the fat-rich diet. Using RER data to measure FatOx is a reliable method as long as the diet is strictly controlled. However, even a 1-day change in macronutrient composition will likely affect the FatOx results.

managing tertiary institutions for the promotion of lifelong learning

African Journals Online (AJOL)

Global Journal

KEYWORDS: Managing, tertiary institutions, promotion, lifelong learning. INTRODUCTION ... science, medicine and technology towards the ... different environments, whether formal, informal ... schools considering that each day gives birth to.

Motor sequence learning occurs despite disrupted visual and proprioceptive feedback

Directory of Open Access Journals (Sweden)

Boyd Lara A

2008-07-01

Full Text Available Abstract Background Recent work has demonstrated the importance of proprioception for the development of internal representations of the forces encountered during a task. Evidence also exists for a significant role for proprioception in the execution of sequential movements. However, little work has explored the role of proprioceptive sensation during the learning of continuous movement sequences. Here, we report that the repeated segment of a continuous tracking task can be learned despite peripherally altered arm proprioception and severely restricted visual feedback regarding motor output. Methods Healthy adults practiced a continuous tracking task over 2 days. Half of the participants experienced vibration that altered proprioception of shoulder flexion/extension of the active tracking arm (experimental condition and half experienced vibration of the passive resting arm (control condition. Visual feedback was restricted for all participants. Retention testing was conducted on a separate day to assess motor learning. Results Regardless of vibration condition, participants learned the repeated segment demonstrated by significant improvements in accuracy for tracking repeated as compared to random continuous movement sequences. Conclusion These results suggest that with practice, participants were able to use residual afferent information to overcome initial interference of tracking ability related to altered proprioception and restricted visual feedback to learn a continuous motor sequence. Motor learning occurred despite an initial interference of tracking noted during acquisition practice.

Artist concept illustrating key events on day by day basis during Apollo 9

Science.gov (United States)

1969-01-01

Artist concept illustrating key events on day by day basis during Apollo 9 mission. First photograph illustrates activities on the first day of the mission, including flight crew preparation, orbital insertion, 103 north mile orbit, separations, docking and docked Service Propulsion System Burn (19792); Second day events include landmark tracking, pitch maneuver, yaw-roll maneuver, and high apogee orbits (19793); Third day events include crew transfer and Lunar Module system evaluation (19794); Fourth day events include use of camera, day-night extravehicular activity, use of golden slippers, and television over Texas and Louisiana (19795); Fifth day events include vehicles undocked, Lunar Module burns for rendezvous, maximum separation, ascent propulsion system burn, formation flying and docking, and Lunar Module jettison ascent burn (19796); Sixth thru ninth day events include service propulsion system burns and landmark sightings, photograph special tests (19797); Tenth day events i

Day-to-day reliability of gait characteristics in rats

DEFF Research Database (Denmark)

Raffalt, Peter Christian; Nielsen, Louise R; Madsen, Stefan

2018-01-01

day-to-day reliability of the gait pattern parameters observed in rats during treadmill walking. The results of the present study may serve as a reference material that can help future intervention studies on rat gait characteristics both with respect to the selection of outcome measures...

Läänemaa muuseum avas J. C. Brotze näituse / Kaie Ilves

Index Scriptorium Estoniae

Ilves, Kaie

2009-01-01

13. jaanuaril 2008 Läänemaa Muuseumis avatud Johann Christoph Brotze käsikirjade näitusel esitleti raamatut "Johann Christoph Brotze. Estonica". Brotze joonistuste näitus on avatud 28. veebruarini

Motor learning interference is proportional to occlusion of LTP-like plasticity.

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Cantarero, Gabriela; Tang, Byron; O'Malley, Rebecca; Salas, Rachel; Celnik, Pablo

2013-03-13

Learning interference occurs when learning something new causes forgetting of an older memory (retrograde interference) or when learning a new task disrupts learning of a second subsequent task (anterograde interference). This phenomenon, described in cognitive, sensory, and motor domains, limits our ability to learn multiple tasks in close succession. It has been suggested that the source of interference is competition of neural resources, although the neuronal mechanisms are unknown. Learning induces long-term potentiation (LTP), which can ultimately limit the ability to induce further LTP, a phenomenon known as occlusion. In humans we quantified the magnitude of occlusion of anodal transcranial direct current stimulation-induced increased excitability after learning a skill task as an index of the amount of LTP-like plasticity used. We found that retention of a newly acquired skill, as reflected by performance in the second day of practice, is proportional to the magnitude of occlusion. Moreover, the degree of behavioral interference was correlated with the magnitude of occlusion. Individuals with larger occlusion after learning the first skill were (1) more resilient to retrograde interference and (2) experienced larger anterograde interference when training a second task, as expressed by decreased performance of the learned skill in the second day of practice. This effect was not observed if sufficient time elapsed between training the two skills and LTP-like occlusion was not present. These findings suggest competition of LTP-like plasticity is a factor that limits the ability to remember multiple tasks trained in close succession.

Empirical Studies On Machine Learning Based Text Classification Algorithms

OpenAIRE

Shweta C. Dharmadhikari; Maya Ingle; Parag Kulkarni

2011-01-01

Automatic classification of text documents has become an important research issue now days. Properclassification of text documents requires information retrieval, machine learning and Natural languageprocessing (NLP) techniques. Our aim is to focus on important approaches to automatic textclassification based on machine learning techniques viz. supervised, unsupervised and semi supervised.In this paper we present a review of various text classification approaches under machine learningparadig...

For fundamental rules popularization of the 1 day concrete; 1 day konkurito no honkaku fukyu ni mukete

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-12-10

Cement manufacturer of 4 companies (Sumitomo Osaka Cement, Pacific Ocean cement, DENKI KAGAKU KOGYO, TOKUYAMA) with the subscription in the joint development of the super fast-strong concrete and technology development with the aim of future real popularization started by foundation civil engineering research center (chief director: Mr. Masateru Tokunaga). The Ministry of Construction Public Works Res. Inst. chose the 1991 {approx} 1993 with part of all professionals fast-strong super concrete (1 day concrete), and it was established by cement manufacturer 4 companies and joint development in those days, and it is a result of demonstrating the strength in which the plain concrete appears in ages 28th first. Urgent roads repair work and spraying, manufacturing and mounting of concrete product which can demonstrate this merit, etc. become a main target for the application. It is said that there is in the stage that at the present, general high-early-strength cement produces the production technique by technical progress, and that it can easily produce even in supplied cement plant and ready mixed concrete producer. When it was limited to the simpler admixture ingredient addition system. (1) The development. Performance testing. (2) The design and construction manual preparation. (3) 'fast-strong super concrete technology research council' which added examination, cement manufacturer and man of learning and experience and user of the popularization measures cooperatively does it. By also positively offering the technology to the user, while the manufacturable businessman is increased by this, the speed of fundamental rules popularization is accelerated. (translated by NEDO)

Embodied Making and Design Learning - Special Issue from the Learn X Design-conference DRS/CUMULUS, Chicago 2015

Directory of Open Access Journals (Sweden)

Marte Sørebø Gulliksen

2016-06-01

Full Text Available This issue of FORMakademisk features selected articles developed from papers presented at the symposium Embodied Making and Design Learning at the DRS/CUMULUS-conference LearnXDesign in Chicago, Illinois, June 28–30, 2015. This special issue was developed as an initiative by the symposium conveners. The symposium was developed by researchers from research groups in Norway, Finland and Canada to explore various aspects of embodied making in relation to design learning. The symposium was a full-day event with four sessions, seven paper presentations, a roundtable discussion, a plenary discussion and a workshop. The symposium received positive feedback, attracting many participants and stimulating engaged discussions throughout the conference. This indicates a growing awareness of the topic of embodied making and design learning. This special issue features five articles that together highlight a variety of approaches and examples of current research endeavours in relation to the theme. 

Heart rate response to post-learning stress predicts memory consolidation.

Science.gov (United States)

Larra, Mauro F; Schulz, André; Schilling, Thomas M; Ferreira de Sá, Diana S; Best, Daniel; Kozik, Bartlomiej; Schächinger, Hartmut

2014-03-01

Stressful experiences are often well remembered, an effect that has been explained by beta-adrenergic influences on memory consolidation. Here, we studied the impact of stress induced heart rate (HR) responses on memory consolidation in a post-learning stress paradigm. 206 male and female participants saw 52 happy and angry faces immediately before being exposed to the Cold Pressor Test or a non-stressful control procedure. Memory for the faces and their respective expression was tested twice, after 30 min and on the next day. High HR responders (in comparison to low HR responders as well as to the non-stressful control group) showed enhanced recognition memory one day after learning. Our results show that beta-adrenergic activation elicited shortly after learning enhances memory consolidation and that the stress induced HR response is a predictor for this effect. Copyright © 2013 Elsevier Inc. All rights reserved.

Predicting perceptual learning from higher-order cortical processing.

Science.gov (United States)

Wang, Fang; Huang, Jing; Lv, Yaping; Ma, Xiaoli; Yang, Bin; Wang, Encong; Du, Boqi; Li, Wu; Song, Yan

2016-01-01

Visual perceptual learning has been shown to be highly specific to the retinotopic location and attributes of the trained stimulus. Recent psychophysical studies suggest that these specificities, which have been associated with early retinotopic visual cortex, may in fact not be inherent in perceptual learning and could be related to higher-order brain functions. Here we provide direct electrophysiological evidence in support of this proposition. In a series of event-related potential (ERP) experiments, we recorded high-density electroencephalography (EEG) from human adults over the course of learning in a texture discrimination task (TDT). The results consistently showed that the earliest C1 component (68-84ms), known to reflect V1 activity driven by feedforward inputs, was not modulated by learning regardless of whether the behavioral improvement is location specific or not. In contrast, two later posterior ERP components (posterior P1 and P160-350) over the occipital cortex and one anterior ERP component (anterior P160-350) over the prefrontal cortex were progressively modified day by day. Moreover, the change of the anterior component was closely correlated with improved behavioral performance on a daily basis. Consistent with recent psychophysical and imaging observations, our results indicate that perceptual learning can mainly involve changes in higher-level visual cortex as well as in the neural networks responsible for cognitive functions such as attention and decision making. Copyright © 2015 Elsevier Inc. All rights reserved.

[Effect of electroacupuncture intervention on learning-memory ability and injured hippocampal neurons in depression rats].

Science.gov (United States)

Bao, Wu-Ye; Jiao, Shuang; Lu, Jun; Tu, Ya; Song, Ying-Zhou; Wu, Qian; A, Ying-Ge

2014-04-01

To observe the effect of electroacupuncture (EA) stimulation of "Baihui" (GV 20)-"Yintang" (EX-HN 3) on changes of learning-memory ability and hippocampal neuron structure in chronic stress-stimulation induced depression rats. Forty-eight SD rats were randomly divided into normal, model, EA and medication (Fluoxetine) groups, with 12 rats in each group. The depression model was established by chronic unpredictable mild stress stimulation (swimming in 4 degrees C water, fasting, water deprivation, reversed day and night, etc). Treatment was applied to "Baihui" (GV 20) and "Yintang" (EX-HN 3) for 20 min, once every day for 21 days. For rats of the medication group, Fluoxetine (3.3 mg/kg) was given by gavage (p.o.), once daily for 21 days. The learning-memory ability was detected by Morris water maze tests. The pathological and ultrastructural changes of the hippocampal tissue and neurons were assessed by H.E. staining, light microscope and transmission electron microscopy, respectively. Compared to the normal group, the rats' body weight on day 14 and day 21 after modeling was significantly decreased in the model group (P learning-memory ability. Observations of light microscope and transmission electron microscope showed that modeling induced pathological changes such as reduction in hippocampal cell layers, vague and broken cellular membrane, and ultrastructural changes of hippocampal neurons including swelling and reduction of mitochondria and mitochondrial crests were relived after EA and Fluoxetine treatment. EA intervention can improve the learning-memory ability and relieving impairment of hippocampal neurons in depression rats, which may be one of its mechanisms underlying bettering depression.

You see what you have learned. Evidence for an interrelation of associative learning and visual selective attention.

Science.gov (United States)

Feldmann-Wüstefeld, Tobias; Uengoer, Metin; Schubö, Anna

2015-11-01

Besides visual salience and observers' current intention, prior learning experience may influence deployment of visual attention. Associative learning models postulate that observers pay more attention to stimuli previously experienced as reliable predictors of specific outcomes. To investigate the impact of learning experience on deployment of attention, we combined an associative learning task with a visual search task and measured event-related potentials of the EEG as neural markers of attention deployment. In the learning task, participants categorized stimuli varying in color/shape with only one dimension being predictive of category membership. In the search task, participants searched a shape target while disregarding irrelevant color distractors. Behavioral results showed that color distractors impaired performance to a greater degree when color rather than shape was predictive in the learning task. Neurophysiological results show that the amplified distraction was due to differential attention deployment (N2pc). Experiment 2 showed that when color was predictive for learning, color distractors captured more attention in the search task (ND component) and more suppression of color distractor was required (PD component). The present results thus demonstrate that priority in visual attention is biased toward predictive stimuli, which allows learning experience to shape selection. We also show that learning experience can overrule strong top-down control (blocked tasks, Experiment 3) and that learning experience has a longer-term effect on attention deployment (tasks on two successive days, Experiment 4). © 2015 Society for Psychophysiological Research.

What we do and do not know about women and kidney diseases; Questions unanswered and answers unquestioned: Reflection on World Kidney Day and International Woman’s Day

Directory of Open Access Journals (Sweden)

Giorgina B Piccoli

2018-03-01

Full Text Available Chronic Kidney Disease affects approximately 10% of the world’s adult population: it is within the top 20 causes of death worldwide, and its impact on patients and their families can be devastating. World Kidney Day and International Women’s Day in 2018 coincide, thus offering an opportunity to reflect on the importance of women’s health and specifically their kidney health, on the community, and the next generations, as well as to strive to be more curious about the unique aspects of kidney disease in women so that we may apply those learnings more broadly. Girls and women, who make up approximately 50% of the world’s population, are important contributors to society and their families. Gender differences continue to exist around the world in access to education, medical care, and participation in clinical studies. Pregnancy is a unique state for women, offering an opportunity for diagnosis of kidney disease, but also a state where acute and chronic kidney diseases may manifest, and which may impact future generations with respect to kidney health. There are various autoimmune and other conditions that are more likely to impact women with profound consequences for child bearing, and on the fetus. Women have different complications on dialysis than men, and are more likely to be donors than recipients of kidney transplants. In this editorial, we focus on what we do and do not know about women, kidney health, and kidney disease, and what we might learn in the future to improve outcomes worldwide

Implementation of a team-based learning course: Work required and perceptions of the teaching team.

Science.gov (United States)

Morris, Jenny

2016-11-01

Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Implicit Structured Sequence Learning: An FMRI Study of the Structural Mere-Exposure Effect

Directory of Open Access Journals (Sweden)

Vasiliki eFolia

2014-02-01

Full Text Available In this event-related FMRI study we investigated the effect of five days of implicit acquisition on preference classification by means of an artificial grammar learning (AGL paradigm based on the structural mere-exposure effect and preference classification using a simple right-linear unification grammar. This allowed us to investigate implicit AGL in a proper learning design by including baseline measurements prior to grammar exposure. After 5 days of implicit acquisition, the FMRI results showed activations in a network of brain regions including the inferior frontal (centered on BA 44/45 and the medial prefrontal regions (centered on BA 8/32. Importantly, and central to this study, the inclusion of a naive preference FMRI baseline measurement allowed us to conclude that these FMRI findings were the intrinsic outcomes of the learning process itself and not a reflection of a preexisting functionality recruited during classification, independent of acquisition. Support for the implicit nature of the knowledge utilized during preference classification on day 5 come from the fact that the basal ganglia, associated with implicit procedural learning, were activated during classification, while the medial temporal lobe system, associated with explicit declarative memory, was consistently deactivated. Thus, preference classification in combination with structural mere-exposure can be used to investigate structural sequence processing (syntax in unsupervised AGL paradigms with proper learning designs.

Medical student use of digital learning resources.

Science.gov (United States)

Scott, Karen; Morris, Anne; Marais, Ben

2018-02-01

University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

Beta-adrenergic receptors support attention to extinction learning that occurs in the absence, but not the presence, of a context change

Directory of Open Access Journals (Sweden)

Marion Emma André

2015-05-01

Full Text Available The noradrenergic (NA-system is an important regulator of cognitive function. It contributes to extinction learning(EL, and in disorders where EL is impaired NA-dysfunction has been postulated. We explored whether NA acting on beta-adrenergic-receptors (β-AR, regulates EL that depends on context, but is not fear-associated. We assessed behaviour in an ‘AAA’ or ‘ABA’ paradigm: rats were trained for 3 days in a T-maze(context-A to learn that a reward is consistently found in the goal arm, despite low reward probability. This was followed on day 4 by EL(unrewarded, whereby in the ABA-paradigm, EL was reinforced by a context change (B, and in the AAA-paradigm, no context change occurred. On day 5, re-exposure to the A-context (unrewarded occurred. Typically, in control ‘AAA’ animals EL occurred on day 4 that progressed further on day 5. In control ‘ABA’ animals, EL also occurred on day 4, followed by renewal of the previously learned (A behavior on day 5, that was followed (in day 5 by extinction of this behavior, as the animals realised that no food reward would be given.Treatment with the β-AR-antagonist, propranolol, prior to EL on day 4, impaired EL in the AAA-paradigm. In the ‘ABA’ paradigm, antagonist treatment on day 4, had no effect on extinction that was reinforced by a context change (B. Furthermore, β-AR-antagonism prior to renewal testing (on day 5 in the ABA-paradigm, resulted in normal renewal behavior, although subsequent extinction of responses during day 5 was prevented by the antagonist. Thus, under both treatment conditions, β-AR-antagonism prevented extinction of the behavior learned in the ‘A’ context.β-AR-blockade during an overt context change did not prevent EL, whereas β-AR were required for EL in an unchanging context. These data suggest that β-AR may support EL by reinforcing attention towards relevant changes in the previously learned experience, and that this process supports extinction

Beta-adrenergic receptors support attention to extinction learning that occurs in the absence, but not the presence, of a context change

Science.gov (United States)

André, Marion Agnès Emma; Wolf, Oliver T.; Manahan-Vaughan, Denise

2015-01-01

The noradrenergic (NA)-system is an important regulator of cognitive function. It contributes to extinction learning (EL), and in disorders where EL is impaired NA-dysfunction has been postulated. We explored whether NA acting on beta-adrenergic-receptors (β-AR), regulates EL that depends on context, but is not fear-associated. We assessed behavior in an “AAA” or “ABA” paradigm: rats were trained for 3 days in a T-maze (context-A) to learn that a reward is consistently found in the goal arm, despite low reward probability. This was followed on day 4 by EL (unrewarded), whereby in the ABA-paradigm, EL was reinforced by a context change (B), and in the AAA-paradigm, no context change occurred. On day 5, re-exposure to the A-context (unrewarded) occurred. Typically, in control “AAA” animals EL occurred on day 4 that progressed further on day 5. In control “ABA” animals, EL also occurred on day 4, followed by renewal of the previously learned (A) behavior on day 5, that was succeeded (on day 5) by extinction of this behavior, as the animals realised that no food reward would be given. Treatment with the β-AR-antagonist, propranolol, prior to EL on day 4, impaired EL in the AAA-paradigm. In the “ABA” paradigm, antagonist treatment on day 4, had no effect on extinction that was reinforced by a context change (B). Furthermore, β-AR-antagonism prior to renewal testing (on day 5) in the ABA-paradigm, resulted in normal renewal behavior, although subsequent extinction of responses during day 5 was prevented by the antagonist. Thus, under both treatment conditions, β-AR-antagonism prevented extinction of the behavior learned in the “A” context. β-AR-blockade during an overt context change did not prevent EL, whereas β-AR were required for EL in an unchanging context. These data suggest that β-AR may support EL by reinforcing attention towards relevant changes in the previously learned experience, and that this process supports extinction

Motor Speech Sequence Learning in Adults Who Stutter

Directory of Open Access Journals (Sweden)

Mahsa Aghazamani

2018-04-01

Conclusion The results of this study showed that PWS show improvement in accuracy, reaction time and sequence duration variables from day 1 to day 3. Also, PWS show more substantial number of errors compared to PNS, but this difference was not significant between the two groups. Similar results were obtained for the reaction time. Results of this study demonstrated that PWS show slower sequence duration compared to PNS. Some studies suggested that this could be because people who stutter use a control strategy to reduce the number of errors, although many studies suggested that this may indicate motor learning. According to speech motor skills hypothesis, it can be concluded that people who stutter have limitations in motor speech learning abilities. The findings of the present study could have clinical implication for the treatment of stuttering.

Skilled interaction among professional carers in special accommodations for adult people with learning disabilities.

Science.gov (United States)

Antonsson, H; Aström, S; Lundström, M; Graneheim, U H

2013-09-01

Communicative difficulties affect interactions between people with learning disabilities and their carers. Despite such difficulties, however, some carers seem to interact successfully with people who have limited ability to communicate verbally and exhibit challenging behaviour. This study aims to illuminate skilled interaction among carers working in special accommodations for people with learning disabilities. Interactions between 16 caregivers and 11 residents with learning disabilities were recorded on video. Verbal and non-verbal interaction skills among the carers were identified. Four caring situations with people with learning disabilities were chosen to illuminate skilled interaction. The transcribed text was subjected to qualitative content analysis and core stories were created. The results show that skilled interaction between the carers and the people with learning disabilities is based upon being confirming, sharing daily life experience, giving time and space, and using congruent and distinct language. In this paper we present examples that offer concrete suggestions of how to promote successful interaction and create meaning in the shared day-to-day life in special accommodations for people with learning disabilities. © 2012 John Wiley & Sons Ltd.

Indonesian students' participation in an interprofessional learning workshop.

Science.gov (United States)

Ernawati, Desak Ketut; Lee, Ya Ping; Hughes, Jeffery

2015-01-01

Interprofessional learning activities, such as workshops allow students to learn from, with and about each other. This study assessed the impact on Indonesian health students' attitudes towards interprofessional education (IPE) from participating in a workshop on medication safety. The students attended a two-day IPE workshop on medication safety. Thirty-five (48.6%) students completed pre-/post-workshop surveys using a modified Readiness for Interprofessional Learning Scale (RIPLS) survey. The post-workshop survey also had a series of open-ended questions. Students' responses to each RIPLS statement pre-/post-workshop were compared, whilst their responses to open-ended questions in post-workshop survey were thematically analysed. Students reported positive attitudinal changes on statements of shared learning and teamwork sub-scale (Wilcoxon p value importance of teamwork and communication skills. This study found that learning with other health students through an IPE workshop improved medical, nursing and pharmacy students' attitudes towards the importance of shared learning, teamwork and communication in healthcare service.

Predicting 7-day, 30-day and 60-day all-cause unplanned readmission: a case study of a Sydney hospital.

Science.gov (United States)

Maali, Yashar; Perez-Concha, Oscar; Coiera, Enrico; Roffe, David; Day, Richard O; Gallego, Blanca

2018-01-04

The identification of patients at high risk of unplanned readmission is an important component of discharge planning strategies aimed at preventing unwanted returns to hospital. The aim of this study was to investigate the factors associated with unplanned readmission in a Sydney hospital. We developed and compared validated readmission risk scores using routinely collected hospital data to predict 7-day, 30-day and 60-day all-cause unplanned readmission. A combination of gradient boosted tree algorithms for variable selection and logistic regression models was used to build and validate readmission risk scores using medical records from 62,235 live discharges from a metropolitan hospital in Sydney, Australia. The scores had good calibration and fair discriminative performance with c-statistic of 0.71 for 7-day and for 30-day readmission, and 0.74 for 60-day. Previous history of healthcare utilization, urgency of the index admission, old age, comorbidities related to cancer, psychosis, and drug-abuse, abnormal pathology results at discharge, and being unmarried and a public patient were found to be important predictors in all models. Unplanned readmissions beyond 7 days were more strongly associated with longer hospital stays and older patients with higher number of comorbidities and higher use of acute care in the past year. This study demonstrates similar predictors and performance to previous risk scores of 30-day unplanned readmission. Shorter-term readmissions may have different causal pathways than 30-day readmission, and may, therefore, require different screening tools and interventions. This study also re-iterates the need to include more informative data elements to ensure the appropriateness of these risk scores in clinical practice.

Quality of E-Learners’ Time and Learning Performance Beyond Quantitative Time-on-Task

Directory of Open Access Journals (Sweden)

Margarida Romero

2011-06-01

Full Text Available AbstractAlong with the amount of time spent learning (or time-on-task, the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students’ time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (r = .98 and especially their availability to learn in the morning are related to better grades in individual (r = .93 and collaborative activities (r = .46.

Chronic Nicotine Treatment During Adolescence Attenuates the Effects of Acute Nicotine in Adult Contextual Fear Learning.

Science.gov (United States)

Holliday, Erica D; Gould, Thomas J

2017-01-01

Adolescent onset of nicotine abuse is correlated with worse chances at successful abstinence in adulthood. One reason for this may be due to enduring learning deficits resulting from nicotine use during adolescence. Previous work has indicated that chronic nicotine administration beginning in late adolescence (PND38) caused learning deficits in contextual fear when tested in adulthood. The purpose of this study was to determine if chronic nicotine treatment during adolescence would alter sensitivity to nicotine's cognitive enhancing properties in adulthood. C57BL/6J mice received saline or chronic nicotine (12.6mg/kg/day) during adolescence (postnatal day 38) or adulthood (postnatal day 54) for a period of 12 days. Following a 30-day protracted abstinence, mice received either an acute injection of saline or nicotine (0.045, 0.18, and 0.36mg/kg) prior to training and testing a mouse model of contextual fear. It was found that chronic nicotine administration in adult mice did not alter sensitivity to acute nicotine following a protracted abstinence. In adolescent mice, chronic nicotine administration disrupted adult learning and decreased sensitivity to acute nicotine in adulthood as only the highest dose tested (0.36mg/kg) was able to enhance contextual fear learning. These results suggest that adolescent nicotine exposure impairs learning in adulthood, which could increase the risk for continued nicotine use in adulthood by requiring administration of higher doses of nicotine to reverse learning impairments caused by adolescent nicotine exposure. Results from this study add to the growing body of literature suggesting chronic nicotine exposure during adolescence leads to impaired learning in adulthood and demonstrates that nicotine exposure during adolescence attenuates the cognitive enhancing effects of acute nicotine in adulthood, which suggests altered cholinergic function. © The Author 2016. Published by Oxford University Press on behalf of the Society for

Long term treadmill exercise performed to chronic social isolated rats regulate anxiety behavior without improving learning.

Science.gov (United States)

Cevik, Ozge Selin; Sahin, Leyla; Tamer, Lulufer

2018-05-01

The type and duration of exposure to stress is an important influence on emotional and cognitive functions. Learning is the adaptive response of the central nervous system that occurs in hippocampus which affects from environmental factors like exercise. In this study, we investigated effects of long term treadmill exercise on learning and behavior on chronic social isolated rat. Male Wistar rats (n = 32) randomly assigned into four groups: control, exercised, social isolation, social isolation + exercise during postnatal days (PNDs) 21-34. Social isolation protocol was applied during 14 days by placing rat in a cage one by one. Rats were exercised during 5 days, days were chosen randomly for overall 4 weeks (20, 30, 50, 60 min respectively). Finally, learning performance was evaluated by Morris water maze (MWM). Anxiety behavior was evaluated by Open field and elevated plus maze test. At the end of learning and behavior tests, the rats were decapitated to collect blood samples via intracardiac puncture and corticosterone analysis was performed with ELISA method. Animal weights and water consumption did not change significantly but food intake differed among groups. Corticosterone level did not change between groups. The frequency of entering to the target quadrant increased in exercised rat significantly. However, there was no difference in learning and memory in rats. Treadmill exercise reduced anxiety behavior significantly. Taken together these findings may point out that, long term treadmill exercise did not change learning and memory but reduced anxiety level of rat without changing corticosterone level. Copyright © 2018 Elsevier Inc. All rights reserved.

The effectiveness of learning portfolios in learning participation and learners' perceptions of skills and confidence in the mother of preterm infant.

Science.gov (United States)

Cheng, Yi-Chuan; Chen, Li-Li; Chang, Yu-Shan; Li, Tsai-Chung; Chen, Ching-Ju; Huang, Li-Chi

2018-03-22

The purpose of this study was to investigate the effectiveness of preterm infant learning portfolios in enabling mothers to develop infant care knowledge and skills, as well as confidence in their abilities. This study used a quasi-experimental design. The sample consisted of 52 mothers with preterm infants recruited at a neonatal intermediate unit of a medical centre in central Taiwan. Among those, 26 participants in the control group received regular health education and 26 participants in the experimental group received learning portfolios and regular care. The Preterm Infant Care Learning Portfolio (PICLP) is a semi-structured learning portfolio which was provided by nurses. Intervention started with 15 min of instructions on how to use PICLP, including a list of learning task and methods of self-assessment. Follow-up sessions of 5-10 min were conducted after each learning task. The frequency of learning skills could be adjusted depending on participants' learning needs. Self-administered questionnaires regarding knowledge of and skills in preterm infant care and maternal confidence were used to evaluate the effectiveness of the intervention; the questionnaires were conducted before the intervention, 1 day before discharge and 1 month after discharge. We also tracked the frequency with which participants attended instructional sessions before discharged. Mothers' preterm infant care knowledge and skills and confidence improved in both groups after the intervention. The experimental group showed greater improvement than the control group by post-test 2; there was no statistical difference between groups at 1 day before discharge and 1 month after discharge. However, participants in the experimental group came for instructional sessions on baby care for more frequently than the control group. The frequency of learning sessions attended was a predictor of improved scores of the skill assessment before discharge. Both programmes led to improvements in preterm

Procedures and practices for day-to-day operation

International Nuclear Information System (INIS)

Distler, K.

1986-01-01

This lecture deals with problems of safe plant operation under day-to-day conditions. Operation, maintenance and surveillance have to be organized in a preventive manner. It will be shown that nearly all expected jobs and proceedings can be done rule-based. The connection of documentation and work preparation will be lined out. Moreover, the need for control and quality assurance for nearly all proceedings will be pointed out. The question of communication and scheduling will be touched. (orig.)

Changes in recognition memory over time: an ERP investigation into vocabulary learning.

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Shekeila D Palmer

Full Text Available Although it seems intuitive to assume that recognition memory fades over time when information is not reinforced, some aspects of word learning may benefit from a period of consolidation. In the present study, event-related potentials (ERP were used to examine changes in recognition memory responses to familiar and newly learned (novel words over time. Native English speakers were taught novel words associated with English translations, and subsequently performed a Recognition Memory task in which they made old/new decisions in response to both words (trained word vs. untrained word, and novel words (trained novel word vs. untrained novel word. The Recognition task was performed 45 minutes after training (Day 1 and then repeated the following day (Day 2 with no additional training session in between. For familiar words, the late parietal old/new effect distinguished old from new items on both Day 1 and Day 2, although response to trained items was significantly weaker on Day 2. For novel words, the LPC again distinguished old from new items on both days, but the effect became significantly larger on Day 2. These data suggest that while recognition memory for familiar items may fade over time, recognition of novel items, conscious recollection in particular may benefit from a period of consolidation.

Stock Market Index Data and indicators for Day Trading as a Binary Classification problem.

Science.gov (United States)

Bruni, Renato

2017-02-01

Classification is the attribution of labels to records according to a criterion automatically learned from a training set of labeled records. This task is needed in a huge number of practical applications, and consequently it has been studied intensively and several classification algorithms are available today. In finance, a stock market index is a measurement of value of a section of the stock market. It is often used to describe the aggregate trend of a market. One basic financial issue would be forecasting this trend. Clearly, such a stochastic value is very difficult to predict. However, technical analysis is a security analysis methodology developed to forecast the direction of prices through the study of past market data. Day trading consists in buying and selling financial instruments within the same trading day. In this case, one interesting problem is the automatic individuation of favorable days for trading. We model this problem as a binary classification problem, and we provide datasets containing daily index values, the corresponding values of a selection of technical indicators, and the class label, which is 1 if the subsequent time period is favorable for day trading and 0 otherwise. These datasets can be used to test the behavior of different approaches in solving the day trading problem.

Stock Market Index Data and indicators for Day Trading as a Binary Classification problem

Directory of Open Access Journals (Sweden)

Renato Bruni

2017-02-01

Full Text Available Classification is the attribution of labels to records according to a criterion automatically learned from a training set of labeled records. This task is needed in a huge number of practical applications, and consequently it has been studied intensively and several classification algorithms are available today. In finance, a stock market index is a measurement of value of a section of the stock market. It is often used to describe the aggregate trend of a market. One basic financial issue would be forecasting this trend. Clearly, such a stochastic value is very difficult to predict. However, technical analysis is a security analysis methodology developed to forecast the direction of prices through the study of past market data. Day trading consists in buying and selling financial instruments within the same trading day. In this case, one interesting problem is the automatic individuation of favorable days for trading. We model this problem as a binary classification problem, and we provide datasets containing daily index values, the corresponding values of a selection of technical indicators, and the class label, which is 1 if the subsequent time period is favorable for day trading and 0 otherwise. These datasets can be used to test the behavior of different approaches in solving the day trading problem.

Memory Deficits in Learning Disabled.

Science.gov (United States)

Nolan, John D.; Driscoll, Rosemary L.

Memory storage and retrieval of learning disabled (LD) and normal children at two age levels (8-9 years and 11-12 years) were compared using a multitrial free recall paradigm. Stimuli were two lists of 20 high frequency nouns. Each child was tested individually on both lists on different days; one presentation was blocked, one random with…

Effects of Experimentally Imposed Noise on Task Performance of Black Children Attending Day Care Centers Near Elevated Subway Trains.

Science.gov (United States)

Hambrick-Dixon, Priscilla Janet

1986-01-01

Investigates whether an experimentally imposed 80dB (A) noise affected psychomotor, serial memory words and pictures, incidental memory, visual recall, paired associates, perceptual learning, and coding performance of five-year-old Black children attending day care centers near and far from elevated subways. (HOD)

Influences of combined traffic noise on the ability of learning and memory in mice

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Guo-Qing Di

2018-01-01

Full Text Available Objective: The present study aimed to evaluate the influences of combined traffic noise (CTN on the ability of learning and memory in mice. Materials and Methods: The Institute of Cancer Research (ICR mice were exposed to CTN from highways and high-speed railways for 42 days, whose day–night equivalent continuous A-weighted sound pressure level (Ldn was 70 dB(A. On the basis of behavioral reactions in Morris water maze (MWM and the concentrations of amino acid neurotransmitters in the hippocampus, the impacts of CTN on learning and memory in mice were examined. Results: The MWM test showed that the ability of learning and memory in mice was improved after short-term exposure (6–10 days, the first batch to 70 dB(A CTN, which showed the excitatory effect of stimuli. Long-term exposure (26–30 days, the third batch; 36–40 days, the fourth batch led to the decline of learning and memory ability, which indicated the inhibitory effect of stimuli. Assays testing amino acid neurotransmitters showed that the glutamate level of the experimental group was higher than that of the control group in the first batch. However, the former was lower than the latter in the third and fourth batches. Both, behavioral reactions and the concentrations of amino acid neurotransmitters, testified that short-term exposure and long-term exposure resulted in excitatory effect and inhibitory effect on the ability of learning and memory, respectively. Conclusion: The effects of 70 dB(A CTN on the ability of learning and memory were closely related to the exposure duration. Furthermore, those effects were regulated and controlled by the level of glutamate in the hippocampus.

Goodnight Book: Sleep Consolidation Improves Word Learning via Storybooks

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Sophie E. Williams

2014-03-01

Full Text Available Reading the same storybooks repeatedly helps preschool children learn words. In addition, sleeping shortly after learning also facilitates memory consolidation and aids learning in older children and adults. The current study explored how sleep promotes word learning in preschool children using a shared storybook reading task. Children were either read the same story repeatedly or different stories and either napped after the stories or remained awake. Children’s word retention were tested 2.5 hours later, 24 hours later and 7 days later. Results demonstrate strong, persistent effects for both repeated readings and sleep consolidation on young children’s word learning. A key finding is that children who read different stories before napping learned words as well as children who had the advantage of hearing the same story. In contrast, children who read different stories and remained awake never caught up to their peers on later word learning tests. Implications for educational practices are discussed.

Forecasting Strategies for Predicting Peak Electric Load Days

Science.gov (United States)

Saxena, Harshit

Academic institutions spend thousands of dollars every month on their electric power consumption. Some of these institutions follow a demand charges pricing structure; here the amount a customer pays to the utility is decided based on the total energy consumed during the month, with an additional charge based on the highest average power load required by the customer over a moving window of time as decided by the utility. Therefore, it is crucial for these institutions to minimize the time periods where a high amount of electric load is demanded over a short duration of time. In order to reduce the peak loads and have more uniform energy consumption, it is imperative to predict when these peaks occur, so that appropriate mitigation strategies can be developed. The research work presented in this thesis has been conducted for Rochester Institute of Technology (RIT), where the demand charges are decided based on a 15 minute sliding window panned over the entire month. This case study makes use of different statistical and machine learning algorithms to develop a forecasting strategy for predicting the peak electric load days of the month. The proposed strategy was tested for a whole year starting May 2015 to April 2016 during which a total of 57 peak days were observed. The model predicted a total of 74 peak days during this period, 40 of these cases were true positives, hence achieving an accuracy level of 70 percent. The results obtained with the proposed forecasting strategy are promising and demonstrate an annual savings potential worth about $80,000 for a single submeter of RIT.

Deep Learning Neural Networks and Bayesian Neural Networks in Data Analysis

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Chernoded Andrey

2017-01-01

Full Text Available Most of the modern analyses in high energy physics use signal-versus-background classification techniques of machine learning methods and neural networks in particular. Deep learning neural network is the most promising modern technique to separate signal and background and now days can be widely and successfully implemented as a part of physical analysis. In this article we compare Deep learning and Bayesian neural networks application as a classifiers in an instance of top quark analysis.

Learning Transfer: The Missing Link to Learning among School Leaders in Burkina Faso and Ghana

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Corinne Brion

2018-01-01

Full Text Available Every year, billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining six schools: three in Burkina Faso and three in Ghana, West Africa. This investigation explored what promoted and hindered learning transfer in both countries. The sample consisted of 13 West-African school leaders (6 in Burkina Faso and 7 in Ghana who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer. The findings demonstrated that learning transfer occurred in both countries in all six schools. Data indicated that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggested that the facilities in which the trainings took place, the facilitators’ dispositions and knowledge, the adequacy of the materials as well as the testimonials and certificate of completions enhanced the transfer of learning. Participants also indicated some inhibitors to the transfer of learning, such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in Burkina Faso and Ghana and provides suggestions for trainers and

Effects of nimodipine on learning in normotensive and spontaneously hypertensive rats.

Science.gov (United States)

Meneses, A; Terrón, J A; Ibarra, M; Hong, E

1997-04-01

It is well known that the calcium channel blocker, nimodipine, has beneficial effects on learning in either aged or hypertensive animals and humans. However, no attempts have been made to investigate if nimodipine can reverse the synergistic deleterious effects of aging and hypertension in the same subject. Therefore, this study investigated the effects of stable infusions of nimodipine in the autoshaping learning task using middle-aged normotensive (WKY) and hypertensive (SHR) rats. WKY and SHR of 12 months of age were implanted with osmotic minipumps releasing either vehicle or nimodipine (0.4 mg/kg/day). After 3 weeks of treatment, the animals received autoshaping training sessions during 4 consecutive days. The WKY animals treated with nimodipine exhibited the highest levels of learning during the last session, the rank order being WKY-nimodipine > SHR-nimodipine > WKY-vehicle > SHR-vehicle. These results confirm that nimodipine can reverse the impairing effects of either aging or hypertension on learning; the presence of both conditions, however, might produce more severe dysfunctional changes that cannot be totally reversed by nimodipine.

Influences of reduced masticatory sensory input from soft-diet feeding upon spatial memory/learning ability in mice.

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Tsutsui, Keisuke; Kaku, Masato; Motokawa, Masahide; Tohma, Yuiko; Kawata, Toshitsugu; Fujita, Tadashi; Kohno, Shinya; Ohtani, Junji; Tenjoh, Kaoru; Nakano, Mao; Kamada, Hiroko; Tanne, Kazuo

2007-02-01

It has been reported that reduction of masticatory afferent stimulation might influence learning and memory function. In order to clarify the influences of reduced masticatory sensory input on spatial memory/learning ability and neuropathological changes, we conducted the Morris water maze experiment and investigated the number of hippocampal neurons in association with the differences in masticatory afferent stimuli from hard- and soft-diet feeding in mice. The water maze experiment showed no significant difference in learning ability between 180-day-old solid- and powderdiet groups. Meanwhile, the ability was significantly reduced in the 360-day-old powder-diet group as compared with the age-matched solid-diet group. The total number of pyramidal cells in the hippocampal CA1 and CA3 regions was significantly smaller in 360-day-old powder-diet group than in the remaining groups. These results demonstrate that reduction of masticatory afferent stimuli due to long-term soft-diet feeding may induce neuron loss in the hippocampus and reduced memory/learning ability.

Plasticity in the adult language system: a longitudinal electrophysiological study on second language learning.

Science.gov (United States)

Stein, M; Dierks, T; Brandeis, D; Wirth, M; Strik, W; Koenig, T

2006-11-01

Event-related potentials (ERPs) were used to trace changes in brain activity related to progress in second language learning. Twelve English-speaking exchange students learning German in Switzerland were recruited. ERPs to visually presented single words from the subjects' native language (English), second language (German) and an unknown language (Romansh) were measured before (day 1) and after (day 2) 5 months of intense German language learning. When comparing ERPs to German words from day 1 and day 2, we found topographic differences between 396 and 540 ms. These differences could be interpreted as a latency shift indicating faster processing of German words on day 2. Source analysis indicated that the topographic differences were accounted for by shorter activation of left inferior frontal gyrus (IFG) on day 2. In ERPs to English words, we found Global Field Power differences between 472 and 644 ms. This may due to memory traces related to English words being less easily activated on day 2. Alternatively, it might reflect the fact that--with German words becoming familiar on day 2--English words loose their oddball character and thus produce a weaker P300-like effect on day 2. In ERPs to Romansh words, no differences were observed. Our results reflect plasticity in the neuronal networks underlying second language acquisition. They indicate that with a higher level of second language proficiency, second language word processing is faster and requires shorter frontal activation. Thus, our results suggest that the reduced IFG activation found in previous fMRI studies might not reflect a generally lower activation but rather a shorter duration of activity.

E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course.

Science.gov (United States)

Haslerud, Torjan; Tulipan, Andreas Julius; Gray, Robert M; Biermann, Martin

2017-07-01

While e-learning has become an important tool in teaching medical students, the training of specialists in medical imaging is still dominated by lecture-based courses. To assess the potential of e-learning in specialist education in medical imaging. An existing lecture-based five-day course in Clinical Nuclear Medicine (NM) was enhanced by e-learning resources and activities, including practical exercises. An anonymized survey was conducted after participants had completed and passed the multiple choice electronic course examination. Twelve out of 15 course participants (80%) responded. Overall satisfaction with the new course format was high, but 25% of the respondents wanted more interactive elements such as discussions and practical exercises. The importance of lecture handouts and supplementary online material such as selected original articles and professional guidelines was affirmed by all the respondents (92% fully, 8% partially), while 75% fully and 25% partially agreed that the lectures had been interesting and relevant. E-learning represents a hitherto unrealized potential in the education of medical specialists. It may expedite training of medical specialists while at the same time containing costs.

Acquiring skill at medical image inspection: learning localized in early visual processes

Science.gov (United States)

Sowden, Paul T.; Davies, Ian R. L.; Roling, Penny; Watt, Simon J.

1997-04-01

Acquisition of the skill of medical image inspection could be due to changes in visual search processes, 'low-level' sensory learning, and higher level 'conceptual learning.' Here, we report two studies that investigate the extent to which learning in medical image inspection involves low- level learning. Early in the visual processing pathway cells are selective for direction of luminance contrast. We exploit this in the present studies by using transfer across direction of contrast as a 'marker' to indicate the level of processing at which learning occurs. In both studies twelve observers trained for four days at detecting features in x- ray images (experiment one equals discs in the Nijmegen phantom, experiment two equals micro-calcification clusters in digitized mammograms). Half the observers examined negative luminance contrast versions of the images and the remainder examined positive contrast versions. On the fifth day, observers swapped to inspect their respective opposite contrast images. In both experiments leaning occurred across sessions. In experiment one, learning did not transfer across direction of luminance contrast, while in experiment two there was only partial transfer. These findings are consistent with the contention that some of the leaning was localized early in the visual processing pathway. The implications of these results for current medical image inspection training schedules are discussed.

Spatial and reversal learning in the Morris water maze are largely resistant to six hours of REM sleep deprivation following training

Science.gov (United States)

Walsh, Christine M.; Booth, Victoria; Poe, Gina R.

2011-01-01

This first test of the role of REM (rapid eye movement) sleep in reversal spatial learning is also the first attempt to replicate a much cited pair of papers reporting that REM sleep deprivation impairs the consolidation of initial spatial learning in the Morris water maze. We hypothesized that REM sleep deprivation following training would impair both hippocampus-dependent spatial learning and learning a new target location within a familiar environment: reversal learning. A 6-d protocol was divided into the initial spatial learning phase (3.5 d) immediately followed by the reversal phase (2.5 d). During the 6 h following four or 12 training trials/day of initial or reversal learning phases, REM sleep was eliminated and non-REM sleep left intact using the multiple inverted flowerpot method. Contrary to our hypotheses, REM sleep deprivation during four or 12 trials/day of initial spatial or reversal learning did not affect training performance. However, some probe trial measures indicated REM sleep-deprivation–associated impairment in initial spatial learning with four trials/day and enhancement of subsequent reversal learning. In naive animals, REM sleep deprivation during normal initial spatial learning was followed by a lack of preference for the subsequent reversal platform location during the probe. Our findings contradict reports that REM sleep is essential for spatial learning in the Morris water maze and newly reveal that short periods of REM sleep deprivation do not impair concurrent reversal learning. Effects on subsequent reversal learning are consistent with the idea that REM sleep serves the consolidation of incompletely learned items. PMID:21677190

User interface design of electronic appliances

CERN Document Server

Baumann, Konrad

2002-01-01

Foreword by Brenda Laurel. Part One: Introduction 1. Background, Bruce Thomas 2. Introduction, Konrad Baumann 3. The Interaction Design Process, Georg Rakers Part Two: User Interface Design 4. Creativity Techniques, Irene Mavrommati 5. Design Principals, Irene Mavrommati and Adrian Martel 6. Design of On-Screen Interfaces, Irene Mavrommati Part Three: Input Devices 7. Controls, Konrad Baumann 8. Keyboards, Konrad Baumann 9. Advanced Interaction Techniques, Christopher Baber and Konrad Baumann 10. Speech Control, Christopher Baber and Jan Noyes 11. Wearable Computers, Christopher Baber Part Fou

Same-Day Versus Next-Day Repair of Fovea-Threatening Primary Rhegmatogenous Retinal Detachments.

Science.gov (United States)

Gorovoy, Ian R; Porco, Travis C; Bhisitkul, Robert B; de Juan, Eugene; Schwartz, Daniel M; Stewart, Jay M

2016-01-01

To evaluate the outcomes of same-day versus next-day repair of fovea-threatening rhegmatogenous retinal detachments (FT RRD). Retrospective, multi-surgeon observational case series. Operative reports and medical records were reviewed to evaluate a number of visual and anatomic outcomes, including presenting features, intraoperative complications, and postoperative results in the repair of primary FT RRD undergoing same-day versus next-day repair with scleral buckling, pars plana vitrectomy, or both procedures. A total of 96 consecutive patients (43 same-day, 45 next-day, and eight two days later) were compared. There was no statistically significant difference in visual outcomes between same-day and next-day repair at postoperative months 3 and 6 and at last follow-up (month 3 mean BCVA 20/30 same day; 20/32 next day; p = 0.82). Preoperative vision was strongly correlated with postoperative acuity. Effect of differences in length or type of visual symptoms, location of RRD, gender, or lens status on postoperative month 3 best-corrected visual acuity (BCVA) was not statistically significant. Overall, 85% of patients had a BCVA of 20/40 or better at postoperative month 3. Reoperation rate and intraoperative complications were not statistically different between the two groups. Re-attachment was achieved in all but one patient in both groups. Time in the operating room was longer for same-day surgery (2.98 ± 0.46 hours) compared to next-day surgery (2.54 ± 0.38 hours) (p factoring in the type of surgery performed. However, one case did progress to a macula-off detachment in a superior RRD with breaks found in lattice degeneration. Next-day surgery provided equivalent visual outcomes. Emergent, same-day surgery has logistical and resource implications as it may be more expensive, may necessitate rescheduling of previously booked cases, and may limit preoperative examination by the surgeon and perioperative team.

Intervention de Mr. Christopher Board

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Christopher Board

1997-12-01

Full Text Available   C'est un grand plaisir d'avoir été convié à cette réunion de cartographes à Paris. Le Dr Michael Wood, Président de l'Association Cartographique Internationale m'a demandé de présenter à Jacques Bertin et à vous tous son bon souvenir et ses salutations. Pour ma part, je voulais féliciter les organisateurs/animateurs de ce colloque d'avoir eu l'imagination de célébrer le trentième anniversaire de la publication de la Sémiologie Graphique. Cette oeuvre a influencé, peut-être dirigé, une génér...

Brightness discrimination learning in a Skinner box in prenatally X-irradiated rats

International Nuclear Information System (INIS)

Tamaki, Y.; Inouye, M.

1976-01-01

Male MP 1 albino rats were exposed to x-irradiation in utero at a single dose of 200 R on day 17 of gestation. The light-dark discrimination training in a Skinner box was continued until the animals attained a learning criterion of 0.80 correct response ratio for 3 consecutive days. Although during the unreinforced baseline sessions the total number of bar pressings in the irradiated animals was superior to that in the controls, performance between the control and the irradiated animals did not differ significantly in (a) the number of training days required to attain the learning criterion, (b) the total number of days on which the animals produced a correct response ratio more than 0.80, and (c) the number of consecutive days during which the correct response ratio was more than 0.75. The results obtained suggest that the irradiated animals were able to discriminate in brightness cues as well, or nearly as well, as the controls. The cortical-subcortical system mediating brightness discrimination in the irradiated animals is discussed. (author)

You've Got a Deal! Using the Film "Draft Day" to Teach Fundamental Contract Law and Analytical Skills

Science.gov (United States)

Ruud, Judith Kish; Ruud, William N.; Moussavi, Farzad

2017-01-01

This article proposes a film assignment that uses a series of activities built around the film "Draft Day" to supplement traditional pedagogies for teaching contract law in introductory courses. This film facilitates learning by reinforcing the contract formation principles faculty teach in introductory courses; showing contract…

Cryogenic Ice Cream Days at CERN | 21-22 September 2016

CERN Document Server

2016-01-01

With the LHC being the world’s largest superconducting installation, it’s not surprising that CERN is a world leader in cryogenic safety. On 21 and 22 September, over 100 experts in cryogenic safety will be coming to CERN to take part in CERN’s first Cryogenic Safety Seminar, which aims to stimulate collaboration and further the state of the art in this increasingly important field.   Come and learn more about the vital role played by CERN, and as the summer days start to fade, enjoy a taste of the deliciously light ice cream that results from rapid freezing with liquid nitrogen. *Building 500 lobby, 12:00-14:00 21 and 22 September*

30-Day, 90-day and 1-year mortality after emergency colonic surgery

DEFF Research Database (Denmark)

Pedersen, T; Watt, S K; Tolstrup, M-B

2017-01-01

PURPOSE: Emergency surgery is an independent risk factor in colonic surgery resulting in high 30-day mortality. The primary aim of this study was to report 30-day, 90-day and 1-year mortality rates after emergency colonic surgery, and to report factors associated with 30-day, 90-day and 1-year...... mortality. Second, the aim was to report 30-day postoperative complications and their relation to in-hospital mortality. METHODS: All patients undergoing acute colonic surgery in the period from May 2009 to April 2013 at Copenhagen University Hospital Herlev, Denmark, were identified. Perioperative data...... postoperative deaths. CONCLUSION: Mortality and complication rates after emergency colonic surgery are high and associated with patient related risk factors that cannot be modified, but also treatment related outcomes that are modifiable. An increased focus on medical and other preventive measures should...

Brottse otpravljajetsja v put / Iosef Kats

Index Scriptorium Estoniae

Kats, Iosef

2007-01-01

Raimo Pullati koostatud kogumiku "Johann Christoph Brotze. Estonica" esitlustest Euroopa maades. Album sisaldab Johann Christoph Brotze kirjeldusi, akvarelle ning joonistusi 18. sajandi Eesti elu-olust. Raamat valmis Eesti, Läti ja Saksamaa spetsialistide koostöös

Sensorimotor Learning in a Computerized Athletic Training Battery.

Science.gov (United States)

Krasich, Kristina; Ramger, Ben; Holton, Laura; Wang, Lingling; Mitroff, Stephen R; Gregory Appelbaum, L

2016-01-01

Sensorimotor abilities are crucial for performance in athletic, military, and other occupational activities, and there is great interest in understanding learning in these skills. Here, behavioral performance was measured over three days as twenty-seven participants practiced multiple sessions on the Nike SPARQ Sensory Station (Nike, Inc., Beaverton, Oregon), a computerized visual and motor assessment battery. Wrist-worn actigraphy was recorded to monitor sleep-wake cycles. Significant learning was observed in tasks with high visuomotor control demands but not in tasks of visual sensitivity. Learning was primarily linear, with up to 60% improvement, but did not relate to sleep quality in this normal-sleeping population. These results demonstrate differences in the rate and capacity for learning across perceptual and motor domains, indicating potential targets for sensorimotor training interventions.

Implicit structured sequence learning: an fMRI study of the structural mere-exposure effect.

Science.gov (United States)

Folia, Vasiliki; Petersson, Karl Magnus

2014-01-01

In this event-related fMRI study we investigated the effect of 5 days of implicit acquisition on preference classification by means of an artificial grammar learning (AGL) paradigm based on the structural mere-exposure effect and preference classification using a simple right-linear unification grammar. This allowed us to investigate implicit AGL in a proper learning design by including baseline measurements prior to grammar exposure. After 5 days of implicit acquisition, the fMRI results showed activations in a network of brain regions including the inferior frontal (centered on BA 44/45) and the medial prefrontal regions (centered on BA 8/32). Importantly, and central to this study, the inclusion of a naive preference fMRI baseline measurement allowed us to conclude that these fMRI findings were the intrinsic outcomes of the learning process itself and not a reflection of a preexisting functionality recruited during classification, independent of acquisition. Support for the implicit nature of the knowledge utilized during preference classification on day 5 come from the fact that the basal ganglia, associated with implicit procedural learning, were activated during classification, while the medial temporal lobe system, associated with explicit declarative memory, was consistently deactivated. Thus, preference classification in combination with structural mere-exposure can be used to investigate structural sequence processing (syntax) in unsupervised AGL paradigms with proper learning designs.

Retrieval practice in the form of online homework improved information retention more when spaced 5 days rather than 1 day after class in two physiology courses.

Science.gov (United States)

Cadaret, Caitlin N; Yates, Dustin T

2018-06-01

Studies have shown that practicing temporally spaced retrieval of previously learned information via formal assessments increases student retention of the information. Our objective was to determine the impact of online homework administered as a first retrieval practice 1 or 5 days after introduction of physiology topics on long-term information retention. Students in two undergraduate courses, Anatomy and Physiology (ASCI 240) and Animal Physiological Systems (ASCI 340), were presented with information on a specific physiological system during each weekly laboratory and then completed an online homework assignment either 1 or 5 days later. Information retention was assessed via an in-class quiz the following week and by a comprehensive final exam at semester's end (4-13 wk later). Performance on homework assignments was generally similar between groups for both courses. Information retention at 1 wk did not differ due to timing of homework in either course. In both courses, however, students who received homework 5 days after class performed better on final exam questions relevant to that week's topic compared with their day 1 counterparts. These findings indicate that the longer period between introducing physiology information in class and assigning the first retrieval practice was more beneficial to long-term information retention than the shorter period, despite seemingly equivalent benefits in the shorter term. Since information is typically forgotten over time, we speculate that the longer interval necessitates greater retrieval effort in much the same way as built-in desirable difficulties, thus allowing for stronger conceptual connections and deeper comprehension.

Professional Learning as a Predictor for Instructional Quality: A Secondary Analysis of TALIS

Science.gov (United States)

Dogan, Selçuk; Yurtseven, Nihal

2018-01-01

The purpose of this study is to examine the effect of teachers' professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD…

Learning for autonomy

Science.gov (United States)

Rivero, Jose

1989-12-01

There is a need for a new concept of post-literacy which goes beyond the learning of codes. The target population is defined on the basis of their need to be given the capacity to take decisions on essential economic, civic, political and day-to-day aspects of their lives. The main arena of post-literacy lies in the countries of the Third World, where the economic crisis has serious effects on the quality of life and impairs the motivation to learn. Particular reference is made to the concept of participation and to the ability to determine four types of basic educational need: fundamental needs, productivity needs, social service needs and community organization needs. Four Latin American programmes linked to these four types of need are presented and discussed in terms of their particular features: popular participation in decision making; the search for methods and techniques which give the population a certain degree of autonomy; and respect for the cultures and world visions of the communities in the conduct of post-literacy, educational innovation and other activities. The programmes are: post-literacy in Nicaragua (fundamental education needs); research on post-literacy and employment in 13 countries (productivity needs); the CIPCA project for peasants in Piura, on the northern coast of Peru (social service needs); and the `Talking Maps' project developed with the Paez community in Cauca, Colombia (community organization needs).

Managing Change: Converting the Defense Industry

Science.gov (United States)

1993-04-01

concerned 16 BuzzeUl, Robert D., John A. Quelch, and Christopher Bartlett, Global Marketing Management, Cases and Readings, (Reading, Massachusetts...Christopher Bartlett. 1992. Global Marketing Management, Cases and Readings. Reading, Massachusetts: Addison-Wesley Publishing Company. Byrne, John A

Haemorrheologic profiles in apparently healthy pregnant women in ...

African Journals Online (AJOL)

STORAGESEVER

2008-12-17

Dec 17, 2008 ... (Usanga et al., 1994; Stuart and Christoph, 2000; Salawu and Durosinmi, 2001) and this ... factors and cells resulting in physiological anaemia. (Stuart and Christoph ... The viscosity of human blood plasma and its changes in ...

Flower formation in the short-day plant Kalanchoe by grafting with a long-day and a short-long-day Echeveria

Energy Technology Data Exchange (ETDEWEB)

Zeevaart, J.A.D.

1978-01-01

Flower formation was induced in the short-day plant Kalanchoe blossfeldiana Poellnitz under long-day conditions by grafting with flowering shoots of the short-long-day plant Echeveria harmsii (Rose) MacBr. and of the long-day plant Echeveria ''pulvoliver'' (E. pulvinata Rose x E. harmsii). Vegetative shoots from induced Echeveria plants failed to cause a flowering response in Kalanchoe. The presence of flowering and vegetative shoots side by side on induced Echeveria plants provides evidence for physiological chimeras in this genus.

Daily Discharge Estimation in Talar River Using Lazy Learning Model

Directory of Open Access Journals (Sweden)

Zahra Abdollahi

2017-03-01

Full Text Available Introduction: River discharge as one of the most important hydrology factors has a vital role in physical, ecological, social and economic processes. So, accurate and reliable prediction and estimation of river discharge have been widely considered by many researchers in different fields such as surface water management, design of hydraulic structures, flood control and ecological studies in spetialand temporal scale. Therefore, in last decades different techniques for short-term and long-term estimation of hourly, daily, monthly and annual discharge have been developed for many years. However, short-term estimation models are less sophisticated and more accurate.Various global and local algorithms have been widely used to estimate hydrologic variables. The current study effort to use Lazy Learning approach to evaluate the adequacy of input data in order to follow the variation of discharge and also simulate next-day discharge in Talar River in KasilianBasinwhere is located in north of Iran with an area of 66.75 km2. Lazy learning is a local linear modelling approach in which generalization beyond the training data is delayed until a query is made to the system, as opposed to in eager learning, where the system tries to generalize the training data before receiving queries Materials and Methods: The current study was conducted in Kasilian Basin, where is located in north of Iran with an area of 66.75 km2. The main river of this basin joins to Talar River near Valicbon village and then exit from the watershed. Hydrometric station located near Valicbon village is equipped with Parshall flume and Limnogragh which can record river discharge of about 20 cubic meters per second.In this study, daily data of discharge recorded in Valicbon station related to 2002 to 2012 was used to estimate the discharge of 19 September 2012. The mean annual discharge of considered river was also calculated by using available data about 0.441 cubic meters per second. To

The different time course of phonotactic constraint learning in children and adults: Evidence from speech errors.

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Smalle, Eleonore H M; Muylle, Merel; Szmalec, Arnaud; Duyck, Wouter

2017-11-01

Speech errors typically respect the speaker's implicit knowledge of language-wide phonotactics (e.g., /t/ cannot be a syllable onset in the English language). Previous work demonstrated that adults can learn novel experimentally induced phonotactic constraints by producing syllable strings in which the allowable position of a phoneme depends on another phoneme within the sequence (e.g., /t/ can only be an onset if the medial vowel is /i/), but not earlier than the second day of training. Thus far, no work has been done with children. In the current 4-day experiment, a group of Dutch-speaking adults and 9-year-old children were asked to rapidly recite sequences of novel word forms (e.g., kieng nief siet hiem ) that were consistent with phonotactics of the spoken Dutch language. Within the procedure of the experiment, some consonants (i.e., /t/ and /k/) were restricted to the onset or coda position depending on the medial vowel (i.e., /i/ or "ie" vs. /øː/ or "eu"). Speech errors in adults revealed a learning effect for the novel constraints on the second day of learning, consistent with earlier findings. A post hoc analysis at the trial level showed that learning was statistically reliable after an exposure of 120 sequence trials (including a consolidation period). However, children started learning the constraints already on the first day. More precisely, the effect appeared significantly after an exposure of 24 sequences. These findings indicate that children are rapid implicit learners of novel phonotactics, which bears important implications for theorizing about developmental sensitivities in language learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

Science.gov (United States)

Goodwillie, A. M.; Kluge, S.

2011-12-01

GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

Antidepressant-like effects of alnespirone (S 20499) in the learned helplessness test in rats.

Science.gov (United States)

Mac Sweeney, C P; Lesourd, M; Gandon, J M

1998-03-19

The effects of the new chroman derivative, alnespirone (S 20499), which is a selective 5-HT1A receptor agonist, were investigated in an animal model of depression, the learned helplessness test. Rats previously submitted to a session of 60 inescapable electric foot shocks (learned helpless controls) exhibited a deficit in escape performance in three subsequent shuttle-box sessions. Alnespirone was administered twice daily via the oral route (2.5, 5, 10, 20 mg kg(-1) day(-1)). It was shown to protect against the elevation in escape failures caused by exposure to the uncontrollable aversive situation at 5 and 10 mg kg(-1) day(-1) p.o. (13+/-2 and 10+/-3 escape failures, respectively, vs. 9+/-2 escape failures in control rats). In addition, alnespirone had a tendency to elevate the number of intertrial crossings during the resting periods, depending on the dose and day on which the avoidance task was performed (15+/-2 intertrial crossings at the dose of 5 mg kg(-1) day(-1), vs. 5+/-2 intertrial crossings for the helpless control rats, on the second day). In comparison, imipramine (64 mg kg(-1) day(-1) p.o.) provided marked protection on all three days of the avoidance task and tended to increase the number of intertrial crossings during the resting periods on the second and the third days. It is concluded that alnespirone exerts antidepressant-like properties in the learned helplessness test in rats, in a manner similar to 8-OH-DPAT (8-hydroxy-2-(di-n-propylamino)tetralin), buspirone and ipsapirone, other 5-HT1A receptor agonists.

Day Care Centers

Data.gov (United States)

Department of Homeland Security — This database contains locations of day care centers for 50 states and Washington D.C. and Puerto Rico. The dataset only includes center based day care locations...

Involvement of Dopamine D1/D5 and D2 Receptors in Context-Dependent Extinction Learning and Memory Reinstatement.

Science.gov (United States)

André, Marion Agnès Emma; Manahan-Vaughan, Denise

2015-01-01

Dopamine contributes to the regulation of higher order information processing and executive control. It is important for memory consolidation processes, and for the adaptation of learned responses based on experience. In line with this, under aversive learning conditions, application of dopamine receptor antagonists prior to extinction result in enhanced memory reinstatement. Here, we investigated the contribution of the dopaminergic system to extinction and memory reinstatement (renewal) of an appetitive spatial learning task in rodents. Rats were trained for 3 days in a T-maze (context "A") to associate a goal arm with a food reward, despite low reward probability (acquisition phase). On day 4, extinction learning (unrewarded) occurred, that was reinforced by a context change ("B"). On day 5, re-exposure to the (unrewarded) "A" context took place (renewal of context "A", followed by extinction of context "A"). In control animals, significant extinction occurred on day 4, that was followed by an initial memory reinstatement (renewal) on day 5, that was, in turn, succeeded by extinction of renewal. Intracerebral treatment with a D1/D5-receptor antagonist prior to the extinction trials, elicited a potent enhancement of extinction in context "B". By contrast, a D1/D5-agonist impaired renewal in context "A". Extinction in the "A" context on day 5 was unaffected by the D1/D5-ligands. Treatment with a D2-receptor antagonist prior to extinction had no overall effect on extinction in context "B" or renewal in context "A", although extinction of the renewal effect was impaired on day 5, compared to controls. Taken together, these data suggest that dopamine acting on the D1/D5-receptor modulates both acquisition and consolidation of context-dependent extinction. By contrast, the D2-receptor may contribute to context-independent aspects of this kind of extinction learning.

The Social Nature of Argumentative Practices: The Philosophy of Argument and Audience Reception

OpenAIRE

Paula Olmos

2018-01-01

Abstract: This article reviews Christopher W. Tindale’s The Philosophy of Argument and Audience Reception (Cambridge, 2015). Résumé: Cet article est une critique de The Philosophy of Argument and Audience Reception (Cambridge, 2015) de Christopher W. Tindale.

IMF gives an 'A' for effort / Ella Karapetyan

Index Scriptorium Estoniae

Karapetyan, Ella

2010-01-01

23.-29. märtsini külastas Eestit Rahvusvahelise Valuutafondi (IMF) delegatsioon. Delegatsiooni juhi Christoph Rosenbergi sõnul on IMF igati rahul Eesti eelarvepoliitikaga. Christoph Rosenbergi soovitused. Delegatsioon kohtus ka president Toomas Hendrik Ilvese ja peaminister Andrus Ansipiga

Slimmed May Day Holiday

Institute of Scientific and Technical Information of China (English)

Liu Xinwen

2008-01-01

@@ Last November the State Council of China decided to renew its holiday system by reducing the seven-day Mav Dav holiday to three days and introducing three new one-day public holidays,namely the Qingming Festival,Dragon Boat Festival and Moon Festival.BY doing so,the three golden-week holidays that were introduced in 1999,namely the Spring Festival,Mav Dav and National Day,could be better distributed.The New Year's Eve holiday would remain one day.The new holiday plan was supposed to take effect in 2008.

WW instituudi direktor Christopher Flavin : Kyoto protokoll viiakse ellu Bushita / Christopher Flavin ; interv. Tarmo Virki

Index Scriptorium Estoniae

Flavin, Christopher

2002-01-01

World Watch Instituudi direktor leiab, et maailm vajaks globaalset keskkonnaorganisatsiooni, mis tasakaalustaks Maailma Kaubandusorganisatsiooni mõju. Euroopa Liit ja Jaapan suudavad Kyoto protokolli ratifitseerimise ellu viia ka ilma USA-ta. Lisa: Tuumaenergia pole lahendus

Implementing blended learning in emergency airway management training: a randomized controlled trial.

Science.gov (United States)

Kho, Madeleine Huei Tze; Chew, Keng Sheng; Azhar, Muhaimin Noor; Hamzah, Mohd Lotfi; Chuah, Kee Man; Bustam, Aida; Chan, Hiang Chuan

2018-01-15

While emergency airway management training is conventionally conducted via face-to-face learning (F2FL) workshops, there are inherent cost, time, place and manpower limitations in running such workshops. Blended learning (BL) refers to the systematic integration of online and face-to-face learning aimed to facilitate complex thinking skills and flexible participation at a reduced financial, time and manpower cost. This study was conducted to evaluate its effectiveness in emergency airway management training. A single-center prospective randomised controlled trial involving 30 doctors from Sarawak General Hospital, Malaysia was conducted from September 2016 to February 2017 to compare the effectiveness of BL versus F2FL for emergency airway management training. Participants in the BL arm were given a period of 12 days to go through the online materials in a learning management system while those in the F2FL arm attended a-day of face-to-face lectures (8 h). Participants from both arms then attended a day of hands-on session consisting of simulation skills training with airway manikins. Pre- and post-tests in knowledge and practical skills were administered. E-learning experience and the perception towards BL among participants in the BL arm were also assessed. Significant improvements in post-test scores as compared to pre-test scores were noted for participants in both BL and F2FL arms for knowledge, practical, and total scores. The degree of increment between the BL group and the F2FL arms for all categories were not significantly different (total scores: 35 marks, inter-quartile range (IQR) 15.0 - 41.0 vs. 31 marks, IQR 24.0 - 41.0, p = 0.690; theory scores: 18 marks, IQR 9 - 24 vs. 19 marks, IQR 15 - 20, p = 0.992; practical scores: 11 marks, IQR 5 -18 vs. 10 marks, IQR 9 - 20, p = 0.461 respectively). The overall perception towards BL was positive. Blended learning is as effective as face-to-face learning for emergency airway management training

Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning.

Science.gov (United States)

Jäncke, Lutz; Brügger, Eliane; Brummer, Moritz; Scherrer, Stephanie; Alahmadi, Nsreen

2014-03-26

Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. 226 subjects were randomly assigned to one of five groups (one control group and 4 experimental groups). All participants were exposed to a verbal learning task. One group served as control group while the 4 further groups served as experimental groups. The control group learned without background music while the 4 experimental groups were exposed to vocal or instrumental musical pieces during learning with different subjective intensity and valence. Thus, we employed 4 music listening conditions (vocal music with high intensity: VOC_HIGH, vocal music with low intensity: VOC_LOW, instrumental music with high intensity: INST_HIGH, instrumental music with low intensity: INST_LOW) and one control condition (CONT) during which the subjects learned the word lists. Since it turned out that the high and low intensity groups did not differ in terms of the rated intensity during the main experiment these groups were lumped together. Thus, we worked with 3 groups: one control group and two groups, which were exposed to background music (vocal and instrumental) during verbal learning. As dependent variable, the number of learned words was used. Here we measured immediate recall during five learning sessions (recall 1 - recall 5) and delayed recall for 15 minutes (recall 6) and 14 days (recall 7) after the last learning session. Verbal learning improved during the first 5 recall sessions without any strong difference between the control and experimental groups. Also the delayed recalls were similar for the three groups. There was only a trend for attenuated verbal learning for the group passively listened to vocals. This learning attenuation diminished during the following learning sessions. The exposure to vocal or instrumental background music during encoding did not

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…

Agent-Based Modeling of Day-Ahead Real Time Pricing in a Pool-Based Electricity Market

Directory of Open Access Journals (Sweden)

Sh. Yousefi

2011-09-01

Full Text Available In this paper, an agent-based structure of the electricity retail market is presented based on which day-ahead (DA energy procurement for customers is modeled. Here, we focus on operation of only one Retail Energy Provider (REP agent who purchases energy from DA pool-based wholesale market and offers DA real time tariffs to a group of its customers. As a model of customer response to the offered real time prices, an hourly acceptance function is proposed in order to represent the hourly changes in the customer’s effective demand according to the prices. Here, Q-learning (QL approach is applied in day-ahead real time pricing for the customers enabling the REP agent to discover which price yields the most benefit through a trial-and-error search. Numerical studies are presented based on New England day-ahead market data which include comparing the results of RTP based on QL approach with that of genetic-based pricing.

Plastic changes to dendritic spines on layer V pyramidal neurons are involved in the rectifying role of the prefrontal cortex during the fast period of motor learning.

Science.gov (United States)

González-Tapia, David; Martínez-Torres, Nestor I; Hernández-González, Marisela; Guevara, Miguel Angel; González-Burgos, Ignacio

2016-02-01

The prefrontal cortex participates in the rectification of information related to motor activity that favors motor learning. Dendritic spine plasticity is involved in the modifications of motor patterns that underlie both motor activity and motor learning. To study this association in more detail, adult male rats were trained over six days in an acrobatic motor learning paradigm and they were subjected to a behavioral evaluation on each day of training. Also, a Golgi-based morphological study was carried out to determine the spine density and the proportion of the different spine types. In the learning paradigm, the number of errors diminished as motor training progressed. Concomitantly, spine density increased on days 1 and 3 of training, particularly reflecting an increase in the proportion of thin (day 1), stubby (day 1) and branched (days 1, 2 and 5) spines. Conversely, mushroom spines were less prevalent than in the control rats on days 5 and 6, as were stubby spines on day 6, together suggesting that this plasticity might enhance motor learning. The increase in stubby spines on day 1 suggests a regulation of excitability related to the changes in synaptic input to the prefrontal cortex. The plasticity to thin spines observed during the first 3 days of training could be related to the active rectification induced by the information relayed to the prefrontal cortex -as the behavioral findings indeed showed-, which in turn could be linked to the lower proportion of mushroom and stubby spines seen in the last days of training. Copyright © 2015 Elsevier B.V. All rights reserved.

Senior Enlisted Advisor to the CNGB - The National Guard

Science.gov (United States)

ARNG Readiness Home : Leadership : SEA Senior Enlisted Advisor to the CNGB Command Sergeant Major Christopher Kepner Command Sergeant Major Christopher Kepner currently serves as the Senior Enlisted Advisor include the United States Army Sergeants Major Academy, Senior Enlisted Joint Professional Military

Multidisciplinary Views on Applying Explicit and Implicit Motor Learning in Practice: An International Survey.

Directory of Open Access Journals (Sweden)

Melanie Kleynen

Full Text Available A variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts' opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point.A survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus (≥ 70% and trends (≥ 50%. A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey.Answers of experts were widely distributed. No consensus was found regarding the application of implicit and explicit motor learning. Some trends were identified: Explicit motor learning can be promoted by using instructions and various types of feedback, but when promoting implicit motor learning, instructions and feedback should be restricted. Further, for implicit motor learning, an external focus of attention should be considered, as well as practicing the entire skill. Experts agreed on three factors that influence motor learning choices: the learner's abilities, the type of task, and the stage of motor learning (94.5%; n = 34/36. Most experts agreed with the summary figure (64.7%; n = 22/34.The results provide an overview of possible ways to cause implicit or explicit motor learning, signposting examples from practice and factors that influence day-to-day motor learning decisions.

The ability of ewes with lambs to learn a virtual fencing system.

Science.gov (United States)

Brunberg, E I; Bergslid, I K; Bøe, K E; Sørheim, K M

2017-11-01

The Nofence technology is a GPS-based virtual fencing system designed to keep sheep within predefined borders, without using physical fences. Sheep wearing a Nofence collar receive a sound signal when crossing the virtual border and a weak electric shock if continuing to walk out from the virtual enclosure. Two experiments testing the functionality of the Nofence system and a new learning protocol is described. In Experiment 1, nine ewes with their lambs were divided into groups of three and placed in an experimental enclosure with one Nofence border. During 2 days, there was a physical fence outside the border, during Day 3 the physical fence was removed and on Day 4, the border was moved to the other end of the enclosure. The sheep received between 6 and 20 shocks with an average of 10.9±2.0 (mean±SE) per ewe during all 4 days. The number of shocks decreased from 4.38±0.63 on Day 3 (when the physical fence was removed) to 1.5±0.71 on Day 4 (when the border was moved). The ewes spent on average 3%, 6%, 46% and 9% of their time outside the border on Days 1, 2, 3 and 4, respectively. In Experiment 2, 32 ewes, with and without lambs, were divided into groups of eight and placed in an experimental enclosure. On Day 1, the enclosure was fenced with three physical fences and one virtual border, which was then increased to two virtual borders on Day 2. To continue to Day 3, when there was supposed to be three virtual borders on the enclosure, at least 50% of the ewes in a group should have received a maximum of four shocks on Day 2. None of the groups reached this learning criterion and the experiment ended after Day 2. The sheep received 4.1±0.32 shocks on Day 1 and 4.7±0.28 shocks on Day 2. In total, 71% of the ewes received the maximum number of five shocks on Day 1 and 77% on Day 2. The individual ewes spent between 0% and 69.5% of Day 1 in the exclusion zone and between 0% and 64% on Day 2. In conclusion, it is too challenging to ensure an efficient learning

Influence of chewing behaviour on memory and spatial learning in albino BALB/c mice.

Science.gov (United States)

Aguirre Siancas, E E

2017-05-01

Since the relationship between chewing and cognitive functions has not been fully elucidated, this study aimed to determine the impact of chewing behaviour on spatial learning and memory in albino male BALB/c mice. Twenty mice aged 8 weeks were divided into 2 equal groups. The regular chewing group was fed with uncrushed grains (the same diet given to all 20 mice since they were weaned) and the limited chewing group was fed with crushed grains. At 16 weeks of age, the mice were evaluated over 5 days, including a 4-day acquisition phase prior to a probe test of spatial learning and memory in the Morris water maze on the fifth day. A comparison of the regular chewing group and the limited chewing group found no significant differences in either the acquisition phase or the probe test. However, there were significant differences in the acquisition phase for just the regular chewing group when comparing results from the first day to those from the other 3 days. The results suggest that regular chewing affects spatial learning and memory since mice in the regular chewing group decreased their times to find the hidden platform during the acquisition phase. Copyright © 2015 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

Practice and Learning: Spatiotemporal Differences in Thalamo-Cortical-Cerebellar Networks Engagement across Learning Phases in Schizophrenia.

Science.gov (United States)

Korostil, Michele; Remington, Gary; McIntosh, Anthony Randal

2016-01-01

Understanding how practice mediates the transition of brain-behavior networks between early and later stages of learning is constrained by the common approach to analysis of fMRI data. Prior imaging studies have mostly relied on a single scan, and parametric, task-related analyses. Our experiment incorporates a multisession fMRI lexicon-learning experiment with multivariate, whole-brain analysis to further knowledge of the distributed networks supporting practice-related learning in schizophrenia (SZ). Participants with SZ were compared with healthy control (HC) participants as they learned a novel lexicon during two fMRI scans over a several day period. All participants were trained to equal task proficiency prior to scanning. Behavioral-Partial Least Squares, a multivariate analytic approach, was used to analyze the imaging data. Permutation testing was used to determine statistical significance and bootstrap resampling to determine the reliability of the findings. With practice, HC participants transitioned to a brain-accuracy network incorporating dorsostriatal regions in late-learning stages. The SZ participants did not transition to this pattern despite comparable behavioral results. Instead, successful learners with SZ were differentiated primarily on the basis of greater engagement of perceptual and perceptual-integration brain regions. There is a different spatiotemporal unfolding of brain-learning relationships in SZ. In SZ, given the same amount of practice, the movement from networks suggestive of effortful learning toward subcortically driven procedural one differs from HC participants. Learning performance in SZ is driven by varying levels of engagement in perceptual regions, which suggests perception itself is impaired and may impact downstream, "higher level" cognition.